From jmckinney11 at gmail.com Tue Jan 2 10:08:28 2007 From: jmckinney11 at gmail.com (Julie McKinney) Date: Tue, 2 Jan 2007 10:08:28 -0500 Subject: [HealthLiteracy 519] Guest Discussion: Jan 8: Pictures in Health Ed. Materials Message-ID: Hi Everyone, I am pleased to announce a guest speaker discussion next week on the Health & Literacy Discussion List! *What:* Using pictures in low literacy health education materials. *When:* January 8-12, 2007 *Who:* Guest speakers are Len and Ceci Doak and Dr. Peter Houts, health literacy researchers and advocates. *Where:* Online on the Health & Literacy Discussion List *Why:* Members on this list have shown much interest in creating health education materials appropriate for patients with low literacy skills, and in the use of pictures to enhance these materials. Len and Ceci Doak and Dr. Peter Houts have just published an article called "*The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence*." in the journal "Patient Education and Counseling", and the Doaks are authors of "Teaching Patients With Low Literacy Skills", which describes some of the earliest health literacy research, along with practical techniques for communicating clearly with patients. Recommended reading: Teaching Patients With Low Literacy Skills http://www.hsph.harvard.edu/healthliteracy/doak.html "The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence." Peter S. Houts, Cecilia C. Doak, Leonard G. Doak, Matthew J. Loscalzo. *Patient Education and Counseling*. This is a peer reviewed article assessing the effects of pictures on health communications. The article presents summarized findings from reviews of more than 500 journal articles and other publications on this subject. Unfortunately, it is not available online but can be found in the journal. The results of this article will be shared during the discussion. Please pass on this announcement to any colleagues who may be interested in this discussion. Anyone can subscribe for free at www.nifl.gov/mailman/listinfo/healthliteracy) All the best, Julie Julie McKinney Discussion List Moderator World Education, Inc. jmckinney at worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070102/c1fa577e/attachment.html From julie_mcKinney at worlded.org Wed Jan 3 12:20:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 03 Jan 2007 12:20:59 -0500 Subject: [HealthLiteracy 520] Feedback on Recent Conferences? Message-ID: <459B9FAB0200002D000007CD@bostongwia.jsi.com> Hi Everyone, There were two health literacy conferences in November (see below). Did anyone on this list attend either of these? If so, please give us a brief description of what happened and what you thought of it. Thanks, Julie *********************************************** Health Literacy and Patient Safety Conference >From the American Medical Association (AMA) Foundation and the AMA and Moving Toward Real Solutions: Advances to Address Low Health Literacy Fifth Annual National Health Communication Conference Co-Sponsored by the Institute of Medicine and the National Academy of Sciences ************************************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Wed Jan 3 16:26:35 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 03 Jan 2007 16:26:35 -0500 Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Message-ID: <459BD93B0200002D00000800@bostongwia.jsi.com> Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Elba.Nieves at va.gov Thu Jan 4 06:34:08 2007 From: Elba.Nieves at va.gov (Nieves, Elba I) Date: Thu, 4 Jan 2007 06:34:08 -0500 Subject: [HealthLiteracy 522] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: <459BD93B0200002D00000800@bostongwia.jsi.com> Message-ID: To my one of the biggest problem is to find pictures that do not have copyright to be able to use them in brochures. Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 5:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From jpotter at gha.org Thu Jan 4 06:40:10 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 4 Jan 2007 06:40:10 -0500 Subject: [HealthLiteracy 523] Re: Wednesday Question: Visuals in Health Ed. Message-ID: <326215BFE562CE46A1AF814091FE828C01FFAE76@mail.gha.org> 1. The lack or artistic ability and/or 2. The lack of access to someone with that ability. The problem is that "thinking graphically" is not a skill that we are all born with. There is a lot of information out there about "just use simple graphics" and how you don't have to BE an artist to do this. However, many people cannot plan or think in graphics mode. We probably need more step-by-step approaches to doing this. I suspect most people will agree that it's a good idea, but it can be really intimidating if you were the kid in school who always hated art projects. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From mdomb at hcsm.org Wed Jan 3 18:36:18 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Wed, 3 Jan 2007 18:36:18 -0500 Subject: [HealthLiteracy 524] Re: Wednesday Question: Visuals in Health Ed. Message-ID: <51BDA90697BDD5118F2500D0B78881BA012075FA@exchange.hcsm.org> The lack of available free internet based clip art that is appropriate and able to used in health education is a barrier for those of us who would like to include illustrations and artwork, but who can't see to find pictures that depict our points. If there were free available visual (clip art) on the internet we could easily download and use these visuals more extensively. Thanks! Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/SHHIP | HCSM, Inc. | 413.256.3406 | mdomb at hcsm.org | www.hcsm.org/sphere -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Wed 1/3/2007 4:26 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5706 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070103/f687adf6/attachment.bin From jpotter at gha.org Thu Jan 4 08:47:26 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 4 Jan 2007 08:47:26 -0500 Subject: [HealthLiteracy 525] Re: Wednesday Question: Visuals in Health Ed. Message-ID: <326215BFE562CE46A1AF814091FE828C14E3F7@mail.gha.org> The feds have a ton of variously free information. Start with the CDC Public Health library: http://phil.cdc.gov/phil/home.asp They also have a good list of resources at: http://phil.cdc.gov/phil/links.asp You can also go to Google and search only images. Once you put a word or topic in, you can then search "inside" by putting in .gov to pick up all images that are government (and thus mostly free of copyright). You always need to verify and check, but many government images are in fact available for free public use. The Library of Congress is also a wonderful set of images (and they will say whether there is a copyright issue or not) if you want older or more "quaint" pictures: http://www.loc.gov/rr/print/catalog.html -----Original Message----- From: Mindy Domb [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Wednesday, January 03, 2007 6:36 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. The lack of available free internet based clip art that is appropriate and able to used in health education is a barrier for those of us who would like to include illustrations and artwork, but who can't see to find pictures that depict our points. If there were free available visual (clip art) on the internet we could easily download and use these visuals more extensively. Thanks! Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/SHHIP | HCSM, Inc. | 413.256.3406 | mdomb at hcsm.org | www.hcsm.org/sphere -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Wed 1/3/2007 4:26 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/79a55933/attachment.html From mhodge-penn at dtae.org Thu Jan 4 10:01:45 2007 From: mhodge-penn at dtae.org (Hodge-Penn, Melissa) Date: Thu, 4 Jan 2007 10:01:45 -0500 Subject: [HealthLiteracy 526] Re: Wednesday Question: Visuals in Health Ed. Message-ID: The following are problems I see with getting health educators to use visuals in their instruction. - Time needed to search for and develop deliverables. - Utilizing graphics that transcends cultures - Utilizing graphics which are age appropriate Melissa Hodge-Penn, MA Health Literacy Coordinator DTAE/Office of Adult Literacy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From boydhdavis at yahoo.com Thu Jan 4 12:44:48 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Thu, 4 Jan 2007 09:44:48 -0800 (PST) Subject: [HealthLiteracy 527] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: Message-ID: <74668.69377.qm@web54604.mail.yahoo.com> I'm with Elba. Is it easier to set up consent forms/release forms and take photos or videos yourself, or shell out the cash to a stock-photo/video company? Which is better? "Nieves, Elba I" wrote: To my one of the biggest problem is to find pictures that do not have copyright to be able to use them in brochures. Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 5:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/dcdb970f/attachment.html From erin.braddock at ttuhsc.edu Thu Jan 4 12:58:25 2007 From: erin.braddock at ttuhsc.edu (Braddock, Erin) Date: Thu, 4 Jan 2007 11:58:25 -0600 Subject: [HealthLiteracy 528] Re: HealthLiteracy Digest, Vol 16, Issue 2 References: Message-ID: <96C3CF080EDDB24EB2366EC7239F404C550ADB@CROCKETT.ttuhsc.edu> Hi everyone! This is my first post to this list serv, although I've been following the discussions for several months. I work in public health research in rural West Texas, and one of our areas of interest is health literacy. I am planning on going to graduate school, getting my MPH, and finding work in the health education field so all of this is of interest to me for both current and future work. Regarding the Wednesday question, I agree with what Ms. Hodge-Penn said. One possible solution might be to take advantage of local talent. While I am not an artist, I have access to talented artists through the local universities, colleges, and primary and secondary schools, as well as the community art groups. This also might help with creating visuals that are relevant for the specific cultures and age groups represented in your target groups. For example, my 11-year-old sister is very talented in drawing anime/manga characters, and I've been brainstorming ways that she might use that talent to convey health messages to kids her age who are interested in that style of art. Has anyone on here had any success with this kind of strategy? Erin Braddock Senior Analyst West Texas Rural EXPORT Center erin.braddock at ttuhsc.edu ________________________________ Message: 7 Date: Thu, 4 Jan 2007 10:01:45 -0500 From: "Hodge-Penn, Melissa" Subject: [HealthLiteracy 526] Re: Wednesday Question: Visuals in Health Ed. To: "The Health and Literacy Discussion List" Message-ID: Content-Type: text/plain; charset="us-ascii" The following are problems I see with getting health educators to use visuals in their instruction. - Time needed to search for and develop deliverables. - Utilizing graphics that transcends cultures - Utilizing graphics which are age appropriate Melissa Hodge-Penn, MA Health Literacy Coordinator DTAE/Office of Adult Literacy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 16, Issue 2 ********************************************* -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6971 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/ca3cfc82/attachment.bin From marcia.trenter at fda.hhs.gov Thu Jan 4 13:14:05 2007 From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L) Date: Thu, 4 Jan 2007 13:14:05 -0500 Subject: [HealthLiteracy 529] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: Message-ID: <369FF34A5605894182C3DC0ADDEAEEF805473C30@FMD3CT001.fda.gov> Graphics are worth a thousands words -- unfortunately, they may be interpreted incorrectly and even sometimes as the opposite message. On over-the-counter medicines, we learned the symbol for "no", (circle with diagonal bar), was frequently misunderstood to mean the opposite on over-the-counter medicines! Such as; the no sign over a pregnant women meant to symbolize do not take while pregnant. Some reported it meant to take while pregnant. The label on a tank of oxygen showed a graphic of a burning match meant to symbolize flammable. Some reported the product must be heated. Utilizing graphics/visuals is challenging because of the translations within "any" culture. I feel until there are public health graphics and symbols that are universally tested, graphics are best used to make publications appearance friendly. And the objective; appearance friendly, is significant. Even graphic colors have a targeted use. History shows primary colors are reserved for very young folks and seniors because they attract attention and are easy to see. Pastels are reserved for teenage females and younger women. Pastels often fade from appearance on publications read by seniors because of seniors loss of depth perception. Does anyone know of any public health graphics that are universally known? ____________________ Marcia L. Trenter Special Assistant to the Office Director Office of Training and Communications Center for Drug Evaluation and Research U.S. Food and Drug Administration Office (301) 827 1671 Fax (301) 827 3056 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hodge-Penn, Melissa Sent: Thursday, January 04, 2007 10:02 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 526] Re: Wednesday Question: Visuals in Health Ed. The following are problems I see with getting health educators to use visuals in their instruction. - Time needed to search for and develop deliverables. - Utilizing graphics that transcends cultures - Utilizing graphics which are age appropriate Melissa Hodge-Penn, MA Health Literacy Coordinator DTAE/Office of Adult Literacy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- From Megan.Sety at metrokc.gov Thu Jan 4 13:47:53 2007 From: Megan.Sety at metrokc.gov (Sety, Megan) Date: Thu, 4 Jan 2007 10:47:53 -0800 Subject: [HealthLiteracy 530] Re: HealthLiteracy Digest, Vol 16, Issue 2 Message-ID: A quick resource is the microsoft online clipart gallery at http://office.microsoft.com/en-us/clipart/FX101321031033.aspx?pid=CL1005 70201033. Includes photos, clipart and more. It's very extensive and free - though general. They also have a template gallery with many templates of common documents, such as newsletters, calendars, stationary, business forms, etc. Some of my challenges include: -If we need to go back and change artwork or add additional pieces, we can't always find the same artist or the original source. -With a lot of searching, I have been able to find some free clipart online. Unfortunately, I usually see the same clipart/photos in documents of other agencies and organizations. That can be confusing for clients when materials start to look the same. -We know that photos are often more clear in the message and feel more applicable for our readers. Bit its hard to find photos that represent the issues we're addressing. Its one thing to find a photo of child, a whole different issue to find one of a child using a medical device, an adult using testing their insulin, etc. -On the tech side, once I find the images, working with them isn't always easy. I sometimes have limited software options and I wasn't professionally trained in working with graphic images. Thanks for touching on the the topic! I know there are more resources and ideas out there, and I'm looking forward to hearing from other folks! ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 16, Issue 2 ********************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/4e047d7e/attachment.html From Rebecca.Turnbow at dshs.state.tx.us Thu Jan 4 17:15:48 2007 From: Rebecca.Turnbow at dshs.state.tx.us (Turnbow, Rebecca) Date: Thu, 4 Jan 2007 16:15:48 -0600 Subject: [HealthLiteracy 531] Re: Wednesday Question: Visuals in Health Ed. Message-ID: <4E1893F979D97A498B4AC85025D7495F019DBD83@DSHSEXVS4.dshs.state.tx.us> This is my first time to post as well. Interesting topic. I am very intrigued at our use of visuals in the public health field. We are exposed to so many visually and emotionally stimulating marketing items everyday. I find it a daunting task to create visuals that will stimulate learning or behavior change in an already over stimulated society. As a nutritionist for the WIC program in TX, I always wish I knew more on marketing strategies. I'd like to know how the junk food companies market to kids so they'll beg their mom's buy more chips and candy. Are we (public health) using this same marketing strategies with our visuals? Pam McCarthy, RD from Massachusetts WIC has worked with a marketing firm to develop visuals that use the marketing strategy of emotional messaging for public health issues. The back of the visual features learning points about the picture. In my opinion these are the most innovative visuals I've seen in public health. Unfortunately, I don't have a link to her materials. They should be on the following website soon. I will attach an example of the front of two of the visuals to this email. http://www.nal.usda.gov/wicworks/Sharing_Center/statedev_FIT.html Best Regards, Rebecca Turnbow Nutrition Education Consultant 1100 West 49th Austin, TX 78756 512-458-7111 ext 2099 512-458-7609 fax rebecca.turnbow at dshs.state.tx.us www.dshs.state.tx.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of boyd davis Sent: Thursday, January 04, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 527] Re: Wednesday Question: Visuals in Health Ed. I'm with Elba. Is it easier to set up consent forms/release forms and take photos or videos yourself, or shell out the cash to a stock-photo/video company? Which is better? "Nieves, Elba I" wrote: To my one of the biggest problem is to find pictures that do not have copyright to be able to use them in brochures. Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 5:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/4629c7c8/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Front_TH07.pdf Type: application/octet-stream Size: 1935993 bytes Desc: Front_TH07.pdf Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/4629c7c8/attachment.obj -------------- next part -------------- A non-text attachment was scrubbed... Name: Front_TH08.pdf Type: application/octet-stream Size: 681433 bytes Desc: Front_TH08.pdf Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/4629c7c8/attachment-0001.obj From rn.simpson at sympatico.ca Thu Jan 4 17:47:18 2007 From: rn.simpson at sympatico.ca (Nancy Simpson) Date: Thu, 4 Jan 2007 17:47:18 -0500 Subject: [HealthLiteracy 532] Re: Guest Discussion: Jan 8: Pictures in HealthEd. Materials In-Reply-To: Message-ID: Hi I am interested in what the research is showing in the use of stick figures in patient teaching - also in the selection of colours in graphics. I also want to say that I have used the "Teaching Patients With Low Literacy Skills" for more years than I care to admit. It has been a wonderful resource and I am very grateful to the authors. Also, thanks for hosting this discussion. Thanks, Nancy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, January 02, 2007 10:08 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 519] Guest Discussion: Jan 8: Pictures in HealthEd. Materials Hi Everyone, I am pleased to announce a guest speaker discussion next week on the Health & Literacy Discussion List! What: Using pictures in low literacy health education materials. When: January 8-12, 2007 Who: Guest speakers are Len and Ceci Doak and Dr. Peter Houts, health literacy researchers and advocates. Where: Online on the Health & Literacy Discussion List Why: Members on this list have shown much interest in creating health education materials appropriate for patients with low literacy skills, and in the use of pictures to enhance these materials. Len and Ceci Doak and Dr. Peter Houts have just published an article called "The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence." in the journal "Patient Education and Counseling", and the Doaks are authors of "Teaching Patients With Low Literacy Skills", which describes some of the earliest health literacy research, along with practical techniques for communicating clearly with patients. Recommended reading: Teaching Patients With Low Literacy Skills http://www.hsph.harvard.edu/healthliteracy/doak.html "The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence." Peter S. Houts, Cecilia C. Doak, Leonard G. Doak, Matthew J. Loscalzo. Patient Education and Counseling. This is a peer reviewed article assessing the effects of pictures on health communications. The article presents summarized findings from reviews of more than 500 journal articles and other publications on this subject. Unfortunately, it is not available online but can be found in the journal. The results of this article will be shared during the discussion. Please pass on this announcement to any colleagues who may be interested in this discussion. Anyone can subscribe for free at www.nifl.gov/mailman/listinfo/healthliteracy ) All the best, Julie Julie McKinney Discussion List Moderator World Education, Inc. jmckinney at worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070104/07c3c75d/attachment.html From bertiemo at yahoo.com Fri Jan 5 09:47:19 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 5 Jan 2007 09:47:19 -0500 (EST) Subject: [HealthLiteracy 533] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: <369FF34A5605894182C3DC0ADDEAEEF805473C30@FMD3CT001.fda.gov> Message-ID: <993480.8081.qm@web30007.mail.mud.yahoo.com> I just located two interesting websites for unversal health symbols which might be of interest to this discussion. Both point to the need for research to identify universal public health symbols. The first is a RWJ site discussing a project they supported for hospital symbols http://www.rwjf.org/newsroom/newsreleasesdetail.jsp?id=10387 and the other is the site for the Society for Environmental Graphic Design which helped them with the project. Bertie Mo, Ph.D., MPH "Trenter, Marcia L" wrote: Graphics are worth a thousands words -- unfortunately, they may be interpreted incorrectly and even sometimes as the opposite message. On over-the-counter medicines, we learned the symbol for "no", (circle with diagonal bar), was frequently misunderstood to mean the opposite on over-the-counter medicines! Such as; the no sign over a pregnant women meant to symbolize do not take while pregnant. Some reported it meant to take while pregnant. The label on a tank of oxygen showed a graphic of a burning match meant to symbolize flammable. Some reported the product must be heated. Utilizing graphics/visuals is challenging because of the translations within "any" culture. I feel until there are public health graphics and symbols that are universally tested, graphics are best used to make publications appearance friendly. And the objective; appearance friendly, is significant. Even graphic colors have a targeted use. History shows primary colors are reserved for very young folks and seniors because they attract attention and are easy to see. Pastels are reserved for teenage females and younger women. Pastels often fade from appearance on publications read by seniors because of seniors loss of depth perception. Does anyone know of any public health graphics that are universally known? ____________________ Marcia L. Trenter Special Assistant to the Office Director Office of Training and Communications Center for Drug Evaluation and Research U.S. Food and Drug Administration Office (301) 827 1671 Fax (301) 827 3056 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Hodge-Penn, Melissa Sent: Thursday, January 04, 2007 10:02 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 526] Re: Wednesday Question: Visuals in Health Ed. The following are problems I see with getting health educators to use visuals in their instruction. - Time needed to search for and develop deliverables. - Utilizing graphics that transcends cultures - Utilizing graphics which are age appropriate Melissa Hodge-Penn, MA Health Literacy Coordinator DTAE/Office of Adult Literacy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 4:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070105/6d5fdccf/attachment.html From malexander10 at student.gsu.edu Fri Jan 5 10:39:49 2007 From: malexander10 at student.gsu.edu (Martha Elizabeth Alexander) Date: Fri, 05 Jan 2007 10:39:49 -0500 Subject: [HealthLiteracy 534] Re: Wednesday Question: Visuals in Health Ed. Message-ID: <1168011589.4607c27cmalexander10@student.gsu.edu> Hello, I'm very interested in the use of visuals in health education so I'm really enjoying everyone's comments. One challenge in using visuals in health education is finding ones that send appropriate messages about persons with disabilities. I've seen visuals that inadvertently send the message that persons with disabilities are helpless, passive, and/or victims. I've also seen visuals that show equipment being used incorrectly so they don't serve as good educational models. I think it's valuable to ask persons with disabilities review existing visuals that you are thinking of using or provide input into planning a photo shoot to make sure the visual isn't perpetuating a stereotype or illustrating incorrect actions. If there are resources to do your own photo shoot, I think it's best to use people with disabilities instead of persons without disabilities posing as having a disability. Sometimes, it can be obvious that the person does not really have a disability and to use someone without a disability might lead to a lack of credibility for your whole message. I'm looking forward to learning more about visuals from others on this listserv! Martha Alexander -----Original Message----- From: "Turnbow, Rebecca" To: "The Health and Literacy Discussion List" Date: Thu, 4 Jan 2007 16:15:48 -0600 Subject: [HealthLiteracy 531] Re: Wednesday Question: Visuals in Health Ed. This is my first time to post as well. Interesting topic. I am very intrigued at our use of visuals in the public health field. We are exposed to so many visually and emotionally stimulating marketing items everyday. I find it a daunting task to create visuals that will stimulate learning or behavior change in an already over stimulated society. As a nutritionist for the WIC program in TX, I always wish I knew more on marketing strategies. I'd like to know how the junk food companies market to kids so they'll beg their mom's buy more chips and candy. Are we (public health) using this same marketing strategies with our visuals? Pam McCarthy, RD from Massachusetts WIC has worked with a marketing firm to develop visuals that use the marketing strategy of emotional messaging for public health issues. The back of the visual features learning points about the picture. In my opinion these are the most innovative visuals I've seen in public health. Unfortunately, I don't have a link to her materials. They should be on the following website soon. I will attach an example of the front of two of the visuals to this email. http://www.nal.usda.gov/wicworks/Sharing_Center/statedev_FIT.html Best Regards, Rebecca Turnbow Nutrition Education Consultant 1100 West 49th Austin, TX 78756 512-458-7111 ext 2099 512-458-7609 fax rebecca.turnbow at dshs.state.tx.us www.dshs.state.tx.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of boyd davis Sent: Thursday, January 04, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 527] Re: Wednesday Question: Visuals in Health Ed. I'm with Elba. Is it easier to set up consent forms/release forms and take photos or videos yourself, or shell out the cash to a stock-photo/video company? Which is better? "Nieves, Elba I" wrote: To my one of the biggest problem is to find pictures that do not have copyright to be able to use them in brochures. Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 5:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From SStableford at une.edu Fri Jan 5 11:05:01 2007 From: SStableford at une.edu (Sue Stableford) Date: Fri, 05 Jan 2007 11:05:01 -0500 Subject: [HealthLiteracy 535] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: <993480.8081.qm@web30007.mail.mud.yahoo.com> References: <369FF34A5605894182C3DC0ADDEAEEF805473C30@FMD3CT001.fda.gov> <993480.8081.qm@web30007.mail.mud.yahoo.com> Message-ID: <459E30DD.97CC.00F6.0@une.edu> Hello everyone, One of the best research articles about the role and field testing of illustrations with which I'm familiar is the following: Shea J, Aguirre A, Sabatini J, Weiner J, Schaffer M, Asch D. Developing an Illustrated Version of the Consumer Assessment of Health Plans (CAHPS). Journal on Quality and Patient Safety, 2005. 31(1):32-42. The article deals with a particularly challenging issue - how to illustrate survey concepts so that limited literacy populations can fully participate in sharing their opinions about their healthcare experiences. The article includes many illustrations and shows how concepts were translated into visuals that most can understand. One other resource that I recommend in my plain language workshops is this text: Lohr, Linda. Creating Graphics for Learning and Performance. Lessons in Visual Literacy. New Jersey: Merrill Prentice Hall, 2003. ISBN: 0-13-090712-X. All of the discussions and recommendations in this text are not relevant for audiences with limited literacy skills. However, the principles and illustrations will give you a good start on understanding how graphics "work" to create meaning (or not). Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com From hzeitz at uic.edu Fri Jan 5 12:35:54 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 5 Jan 2007 11:35:54 -0600 (CST) Subject: [HealthLiteracy 536] Re: Wednesday Question: Visuals in Health Ed. In-Reply-To: <459E30DD.97CC.00F6.0@une.edu> References: <369FF34A5605894182C3DC0ADDEAEEF805473C30@FMD3CT001.fda.gov> <993480.8081.qm@web30007.mail.mud.yahoo.com> <459E30DD.97CC.00F6.0@une.edu> Message-ID: <3504.74.135.117.90.1168018554.squirrel@webmail.uic.edu> For ease of searching, either via journal or via author: the full title of the journal in email#535 is: "Joint Commission Journal on Quality and Patient Safety" the full name of the first author is Judy A Shea Howard Zeitz ============================================================================ On Fri, January 5, 2007 10:05 am, Sue Stableford wrote: > Hello everyone, > > One of the best research articles about the role and field testing of > illustrations with which I'm familiar is the following: > > Shea J, Aguirre A, Sabatini J, Weiner J, Schaffer M, Asch D. Developing an > Illustrated Version of the Consumer Assessment of Health Plans (CAHPS). > Journal on Quality and Patient Safety, 2005. 31(1):32-42. > > The article deals with a particularly challenging issue - how to > illustrate survey concepts so that limited literacy populations can fully > participate in sharing their opinions about their healthcare experiences. > The article includes many illustrations and shows how concepts were > translated into visuals that most can understand. > > One other resource that I recommend in my plain language workshops is this > text: > Lohr, Linda. Creating Graphics for Learning and Performance. Lessons in > Visual Literacy. New Jersey: Merrill Prentice Hall, 2003. ISBN: > 0-13-090712-X. > > All of the discussions and recommendations in this text are not relevant > for audiences with limited literacy skills. However, the principles and > illustrations will give you a good start on understanding how graphics > "work" to create meaning (or not). > > Sue Stableford > > Sue Stableford, MPH, MSB, Director > AHEC Health Literacy Center > University of New England > 11 Hills Beach Rd. > Biddeford, Maine 04005 > Tel: 207-602-2205 > email: sstableford at une.edu > www.HealthLiteracyInstitute.net > www.ClearLanguageGroup.com > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From marcia.trenter at fda.hhs.gov Fri Jan 5 13:46:29 2007 From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L) Date: Fri, 5 Jan 2007 13:46:29 -0500 Subject: [HealthLiteracy 537] FW: Re: Wednesday Question: Visuals in Health Ed. Message-ID: <369FF34A5605894182C3DC0ADDEAEEF805502131@FMD3CT001.fda.gov> Rebecca, The two examples you attached of emotional messaging for public health issues are terrific. If public health agencies and organizations had the mass amounts of money that junk food companies do we could flood the market with strategic marketing messages. The National Institutes of Health (NIH); brain, eye, mental health, etc. are the exception. We need to leverage our knowledge to create partnerships for funding for intelligent design, production and distribution. Thanks for sharing. Marcia ___________________ Marcia L. Trenter Special Assistant to the Office Director Office of Training and Communications Center for Drug Evaluation and Research U.S. Food and Drug Administration Office (301) 827 1671 Fax (301) 827 3056 ____________________ ________________________________ From: [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Turnbow, Rebecca Sent: Thursday, January 04, 2007 5:16 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 531] Re: Wednesday Question: Visuals in Health Ed. This is my first time to post as well. Interesting topic. I am very intrigued at our use of visuals in the public health field. We are exposed to so many visually and emotionally stimulating marketing items everyday. I find it a daunting task to create visuals that will stimulate learning or behavior change in an already over stimulated society. As a nutritionist for the WIC program in TX, I always wish I knew more on marketing strategies. I'd like to know how the junk food companies market to kids so they'll beg their mom's buy more chips and candy. Are we (public health) using this same marketing strategies with our visuals? Pam McCarthy, RD from Massachusetts WIC has worked with a marketing firm to develop visuals that use the marketing strategy of emotional messaging for public health issues. The back of the visual features learning points about the picture. In my opinion these are the most innovative visuals I've seen in public health. Unfortunately, I don't have a link to her materials. They should be on the following website soon. I will attach an example of the front of two of the visuals to this email. http://www.nal.usda.gov/wicworks/Sharing_Center/statedev_FIT.html Best Regards, Rebecca Turnbow Nutrition Education Consultant 1100 West 49th Austin, TX 78756 512-458-7111 ext 2099 512-458-7609 fax rebecca.turnbow at dshs.state.tx.us www.dshs.state.tx.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of boyd davis Sent: Thursday, January 04, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 527] Re: Wednesday Question: Visuals in Health Ed. I'm with Elba. Is it easier to set up consent forms/release forms and take photos or videos yourself, or shell out the cash to a stock-photo/video company? Which is better? "Nieves, Elba I" wrote: To my one of the biggest problem is to find pictures that do not have copyright to be able to use them in brochures. Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 03, 2007 5:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 521] Wednesday Question: Visuals in Health Ed. Hi Everyone, It's time for Wednesday's question, and I want to prepare for next week's discussion by getting us thinking about the use of pictures and visuals in passing on health information. Whether it is during a clinical appointment, or more formalized health education setting, there are lots of ways to present health information. What do you see as the biggest problem in getting health educators to use more visuals in their instructions? Think about your own experience and let us know what you think. Send a brief answer this week, and we'll discuss it further with our guest speakers next week. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070105/e758bc39/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... 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Name: ATT1273523.txt Url: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070105/e758bc39/attachment.txt From julie_mcKinney at worlded.org Fri Jan 5 16:11:25 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 05 Jan 2007 16:11:25 -0500 Subject: [HealthLiteracy 538] Resources for visuals in health ed Message-ID: <459E78AD0200002D0000089A@bostongwia.jsi.com> Hi Everyone, Thanks so much for sharing these resources for finding visuals. Keep them coming, and I will compile and send out a list after the discussion. See you next week! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Mon Jan 8 08:51:05 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 08 Jan 2007 08:51:05 -0500 Subject: [HealthLiteracy 539] Welcome to our discussion: Using Pictures in Health Ed. Message-ID: <45A205F90200002D000008BB@bostongwia.jsi.com> Hello Everyone, Welcome to our discussion about using pictures in health education for low literacy populations! We have with us Len and Ceci Doak and Dr. Peter Houts, who have studied this topic extensively, and recently published a comprehensive review of related research. Please see below for more information about their experience and this research review. During this week they will present some of their findings in studying the use of pictures in health education and communication with low literacy populations, and they will also try to address your questions. Please keep in mind that this is not a "live" discussion: the timing of responses will depend on when the speakers and subscribers have a chance to compose their messages, and when the moderator can send them through to the list. We do not expect anyone to be sitting at their computer at every moment, so please be patient if responses do not come immediately. Also, please keep in mind that Len and Ceci are on the west coast, so there is also a time difference! I am so pleased to have Len, Ceci and Peter addressing this important issue with us all, and I very much look forward to your particpation this this discussion! All the best, Julie About our guest speakers: ************************************* Cecilia Conrath Doak, M.P.H. During her 24 year career as a commissioned officer in the U.S. Public Health service she developed and led health education programs in diabetes, the Pap smear, smoking and cancer, and others. She received the Surgeon General's Commendation Medal for her work in cancer education for the public. She retired as director of continuing education for physicians and allied health personnel. Her second career is with Patient Learning Associates in health literacy. Together with husband Len Doak, she has presented over 200 one and two day workshops and trained more than 11,000 doctors, nurses, and other health professionals. She is the lead author of the award winning book, "Teaching Patients with Low Literacy Skills." As a volunteer tutor, she worked for five years in the inner city Washington, DC, and was for 2 years a volunteer teacher of adults aspiring to a GED. She served for several months as a consultant and team leader in East and West Africa on public health and malaria projects. Leonard G. Doak, BSEE, PE Leonard comes to health education via adult-education, after serving 14 years as a volunteer literacy tutor of adults. He is a former national president of Literacy Volunteers of America Inc. His engineering career includes simplifying instructions for Navy crews on ships and submarines, as well as engineering project management. He was also the manager of marketing for an aerospace firm. Together with Ceci Doak, he has analyzed the suitability of over 2,000 health care instructions in all media, and is co-author of both editions of their book and a number of journal papers on health literacy. In 1978 he was cofounder of not-for-profit Patient Learning Associates Inc. with a mission to help train the health care community to make their messages to patients easier to understand and more motivating. Peter Houts, PhD Peter Houts, PhD, is a social psychologist who has conducted research on how patients cope with illness for over 25 years. He has developed and evaluated innovative interventions to help patients and their family caregivers cope with illness. He has also directed surveys of cancer patients? problems and unmet needs. Beginning in 1989 he collaborated with Drs. Arthur and Christine Nezu in adapting problem-solving therapy for depression to address the needs of cancer patients and their families. This led to his editing Home Care Guides for Cancer, HIV/AIDS, and for Care of Elderly People at Home which support problem-solving by patients and their families. Dr. Houts also developed the psycho-educational COPE Model which is widely used in applying problem-solving to coping with illness. Recently he has collaborated with Len and Cedi Doak in studying the usedical communication to people with low literacy skills. Dr. Houts has published over 80 articles in peer-reviewed journals, has authored or edited eight books and serves on the editorial board of two journals concerned with psychosocial issues in patient care. He is currently a retired professor from the Pennsylvania State University College of Medicine and continues to consult with research projects applying problem-solving education and counseling to health care and utilizing pictures in health communication. *********************************************** Recommended reading: Book (available online): Teaching Patients With Low Literacy Skills http://www.hsph.harvard.edu/healthliteracy/doak.html Journal Article: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures in improving health communication: a review of research on attention, comprehension, recall and adherence" Patient Education and Counseling, 61 (2006) 173-190 This is a peer reviewed article assessing the effects of pictures on health communications. The article presents summarized findings from reviews of more than 500 journal articles and other publications on this subject. Unfortunately, it is not available online but can be found in the journal. The results of this article will be shared during the discussion. ********************************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From cclough at cortland-co.org Mon Jan 8 10:56:25 2007 From: cclough at cortland-co.org (Crystal Clough) Date: Mon, 8 Jan 2007 10:56:25 -0500 Subject: [HealthLiteracy 540] Re: Welcome to our discussion: Using Pictures inHealth Ed. In-Reply-To: <45A205F90200002D000008BB@bostongwia.jsi.com> Message-ID: I have discovered that many of the publications offered from the New York State Health Department and the Office of Children and Family Services are not written at the level of so many of the parents of children. Would Mr. & Mrs. Doak and Dr. Houts be available to make recommendations (consult) to State agencies if requested? It is easy for forms to be outdated but also just as easy for publications, brochures and pamphlets to be originally written at college level with the target population at fifth grade literacy level. The state has been successful in offering written culturally sensitive material but has not addressed the literacy problem. As of this morning, it was announced via radio that our outgoing governor has arranged for many publications to be printed with his name and/or picture. Due to the cost I am sure we will have to use these before more can be made. Any ideas on what can be done? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, January 08, 2007 8:51 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 539] Welcome to our discussion: Using Pictures inHealth Ed. Hello Everyone, Welcome to our discussion about using pictures in health education for low literacy populations! We have with us Len and Ceci Doak and Dr. Peter Houts, who have studied this topic extensively, and recently published a comprehensive review of related research. Please see below for more information about their experience and this research review. During this week they will present some of their findings in studying the use of pictures in health education and communication with low literacy populations, and they will also try to address your questions. Please keep in mind that this is not a "live" discussion: the timing of responses will depend on when the speakers and subscribers have a chance to compose their messages, and when the moderator can send them through to the list. We do not expect anyone to be sitting at their computer at every moment, so please be patient if responses do not come immediately. Also, please keep in mind that Len and Ceci are on the west coast, so there is also a time difference! I am so pleased to have Len, Ceci and Peter addressing this important issue with us all, and I very much look forward to your particpation this this discussion! All the best, Julie About our guest speakers: ************************************* Cecilia Conrath Doak, M.P.H. During her 24 year career as a commissioned officer in the U.S. Public Health service she developed and led health education programs in diabetes, the Pap smear, smoking and cancer, and others. She received the Surgeon General's Commendation Medal for her work in cancer education for the public. She retired as director of continuing education for physicians and allied health personnel. Her second career is with Patient Learning Associates in health literacy. Together with husband Len Doak, she has presented over 200 one and two day workshops and trained more than 11,000 doctors, nurses, and other health professionals. She is the lead author of the award winning book, "Teaching Patients with Low Literacy Skills." As a volunteer tutor, she worked for five years in the inner city Washington, DC, and was for 2 years a volunteer teacher of adults aspiring to a GED. She served for several months as a consultant and team leader in East and West Africa on public health and malaria projects. Leonard G. Doak, BSEE, PE Leonard comes to health education via adult-education, after serving 14 years as a volunteer literacy tutor of adults. He is a former national president of Literacy Volunteers of America Inc. His engineering career includes simplifying instructions for Navy crews on ships and submarines, as well as engineering project management. He was also the manager of marketing for an aerospace firm. Together with Ceci Doak, he has analyzed the suitability of over 2,000 health care instructions in all media, and is co-author of both editions of their book and a number of journal papers on health literacy. In 1978 he was cofounder of not-for-profit Patient Learning Associates Inc. with a mission to help train the health care community to make their messages to patients easier to understand and more motivating. Peter Houts, PhD Peter Houts, PhD, is a social psychologist who has conducted research on how patients cope with illness for over 25 years. He has developed and evaluated innovative interventions to help patients and their family caregivers cope with illness. He has also directed surveys of cancer patients? problems and unmet needs. Beginning in 1989 he collaborated with Drs. Arthur and Christine Nezu in adapting problem-solving therapy for depression to address the needs of cancer patients and their families. This led to his editing Home Care Guides for Cancer, HIV/AIDS, and for Care of Elderly People at Home which support problem-solving by patients and their families. Dr. Houts also developed the psycho-educational COPE Model which is widely used in applying problem-solving to coping with illness. Recently he has collaborated with Len and Cedi Doak in studying the usedical communication to people with low literacy skills. Dr. Houts has published over 80 articles in peer-reviewed journals, has authored or edited eight books and serves on the editorial board of two journals concerned with psychosocial issues in patient care. He is currently a retired professor from the Pennsylvania State University College of Medicine and continues to consult with research projects applying problem-solving education and counseling to health care and utilizing pictures in health communication. *********************************************** Recommended reading: Book (available online): Teaching Patients With Low Literacy Skills http://www.hsph.harvard.edu/healthliteracy/doak.html Journal Article: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures in improving health communication: a review of research on attention, comprehension, recall and adherence" Patient Education and Counseling, 61 (2006) 173-190 This is a peer reviewed article assessing the effects of pictures on health communications. The article presents summarized findings from reviews of more than 500 journal articles and other publications on this subject. Unfortunately, it is not available online but can be found in the journal. The results of this article will be shared during the discussion. ********************************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From psh2 at email.psu.edu Mon Jan 8 16:52:33 2007 From: psh2 at email.psu.edu (Peter S. Houts) Date: Mon, 08 Jan 2007 16:52:33 -0500 Subject: [HealthLiteracy 541] pictures in health education Message-ID: <6.2.0.14.2.20070108165102.02bed0b0@email.psu.edu> >Hi - I'm Peter Houts - and I'm looking forward to sharing some of what I >have learned while working with Ceci and Len Doak about how to best use >pictures in health communications. I realize that health communications >is a very broad subject and my expertise is primarily in how to >communicate directions for managing illness - both to patients and to >family caregivers. > >The work that we did together was published as a literature >review: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures >in improving health communication: a review of research on attention, >comprehension, recall and adherence" Patient Education and Counseling, 61 >(2006) 173-190 > >The PDF file that Julie will make available is adapted from a slide talk >that I will be giving to the American Psychosocial Oncology Society in >March. It is intended to spark interest in using pictures among people >who study how patients cope with cancer. > >I have been reading the messages that people posted before our session >officially began and here are some of my thoughts in response. > >With respect to clip art - I have NOT found it useful to use clip art or >art done for purposes other than the one I am trying to illustrate. The >reason is that the art should be closely related to the text in order for >the viewer to link them and in order to have maximum impact on people's >comprehension, recall and behavior change. Art that does not relate >directly to what is being said has been shown to have no effect on >comprehension, recall, or behavior. Many patient education materials do >use "warm fuzzy" art, but little is gained other than possibly drawing >attention to the document. In the case of poor readers, they are likely >to be confused by art that is unrelated to the information being conveyed. > >I agree very much with the points made by Marcia - that pictures by >themselves, without explanatory text, are likely to be interpreted in many >different ways by viewers. That is why text - simply written - should >always be closely linked to art. As I say in the slide show - the use of >pictures should build on a foundation of clear, simple writing. > >In reply to Nancy Simpson's questions about stick figures - I have found >that they work very well. Both of our research studies used stick figures >and, not only did people remember their meanings, the study participants >spontaneously said they enjoyed working with them. One advantage of stick >figures is that they are culturally neutral. (You can see examples of the >stick figures we used in the pdf file of my slide show.) One objection I >have heard to using stick figures was from a person who showed our >research drawings to health educators in Africa who said that very thin >people were thought to have AIDS. They suggested making the lines thicker >so the figures did not seem emaciated. My other experience with stick >figures was in asking people in focus groups what kind of pictures they >preferred in the "Eldercare at Home" book that I edited. In the focus >group, people said they wanted color pictures of people who look like >themselves. This was not possible given the diversity of the intended >audience and the expense of creating the pictures. I, personally, think >that what people say they want in a focus group is not necessarily the >same as what works in the real world. I suspect that those focus group >participants would have responded positively to stick figures if they were >linked to information they wanted to learn. > >As to the cost of creating art - there are many people who are skilled at >drawing and who will work for reasonable rates. For the Eldercare at Home >book, it took about 20 minutes per drawing when I sat with the artist, >explained what I wanted, and responded to his draft ideas. Once he >understood the kind of drawings I wanted, I was able to communicate with >him by FAX which saved both of us travel time. I believe we paid him $50 >an hour which meant that each drawing cost roughly $20. This was a very >reasonable rate in view of the fact that we generated over 200 drawings >for that project. It is important that the health educator be the >person who decides what should be in the drawings - not the artist. This >means you will have to work out in your mind what you want the drawing to >include before talking with an artist and then give feedback to his/her >sketches until you have what you want. > >Peter From julie_mcKinney at worlded.org Mon Jan 8 17:12:43 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 08 Jan 2007 17:12:43 -0500 Subject: [HealthLiteracy 542] Sorry--technical issues soon to reslove Message-ID: <45A27B8B0200002D000008F6@bostongwia.jsi.com> Hi Everyone, I want to let you know that we are having a small technical issue which has prevented our guest speakers' messages from getting through to the list. This will be resolved very soon and the discussion will begin. I am so sorry for the delay! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Lendoak at aol.com Mon Jan 8 17:41:26 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Mon, 8 Jan 2007 17:41:26 EST Subject: [HealthLiteracy 543] Opening comments on pictures Message-ID: <533.f4379bd.32d42296@aol.com> Dear colleagues and friends, We thank you Julie for the opportunity to discuss ideas and research on using pictures in education; especially health education. We (Ceci and Len) are honored to share this task with Dr. Peter Houts. Our thanks also go to those who took the time to write about problems, questions and concerns on using more pictures with instructions. And for those who have already offered helpful suggestions and information sources, we thank you. A brief preamble: There may be three parts to a health care instruction: 1) the words (spoken or written), 2) picture captions, and 3) pictures and demos. These apply to verbal and print instructions, to web sites, and partly to video. During this week, we'll discuss pictures and also their integration into the communication as a "package". To carry the preamble a bit further, let's consider the particular characteristics of the reading habits of poor readers which can affect the learning potential from visuals. There are four we can consider: 1) their eyes wander about the page without finding the central focus of the visual; 2) skip over principal features; 3) eyes may focus on a detail such as the color of nail polish on a finger using a syringe or an A frame house in the background; 4) slow to interpret perceptual information and interpret the visual literally. (our book 1996, p.. 93) We plan to address each of the issues you raised last week. We have some specifics about how to "think visually" as well as addressing some of the characteristics described above. This is such an exciting topic and we are delighted to be a part of sharing concerns and experiences. The comments and questions seemed to fall into 3 groups: 1)Resources and availability of visuals, 2) Competing with the market place, 3) Thinking visually; lack of personal artistic ability. We and Peter will address these during the week. We encourage and welcome your feedback during the process. Our responses to comments: A key concern is the availability of free or non-copyright, appropriate pictures. (Appropriate for topics, genders, age, culture, etc.) OUR COMMENTS: Several respondents last week already offered suggestions for sources for visuals, and nearly all government agencies have pictures included in instructions that can be used without cost. These can be obtained by websites, from brochures and videos, and by contacting the agency. But these do take time to ferret out. Suppose you are assigned to write a summary two page instruction, to give to asthma patients at your medical center, on key points of how and when to use their inhaler. The schedule allows you a week during your "free" time. This topic fairly cries out for the messages to include pictures. We suggest that if you can't find suitable visuals that you buy them, and according to your specification. (Later this week we will offer a spec sheet format to help you define and buy the visuals you want. We believe that Dr. Houts will offer comments on how to buy pictures, their potentially very low cost, and short turn around time to get them.) We'll elaborate on this in the coming days. best wishes, Ceci and Len Doak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070108/bf125df8/attachment.html From julie_mcKinney at worlded.org Mon Jan 8 22:15:18 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 08 Jan 2007 22:15:18 -0500 Subject: [HealthLiteracy 544] Next message has PDF attachment Message-ID: <45A2C2760200002D00000918@bostongwia.jsi.com> Hi Everyone, I am about to send a message with the presentation that Peter prepared. The presentation is attached as a PDF file. I don't know how this will work because we do not usually send attachments on this list. I just want to warn you, so that if you know for some reason your e-mail server has trouble with this kind of thing, you can choose not to open it. I hope, however, that most of you will be able to open it! Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Mon Jan 8 22:10:05 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 08 Jan 2007 22:10:05 -0500 Subject: [HealthLiteracy 545] Presentation on Visuals from Peter Houts - in PDF Message-ID: <45A2C13D0200002D00000914@bostongwia.jsi.com> Hi Everyone, As promised, I am sending the presentation that Peter mentioned. It is in PDF form and is adapted from a slide talk that he will be giving to the American Psychosocial Oncology Society in March. The presentation is intended to spark interest in using pictures among people who study how patients cope with cancer. I don't know if everyone will be able to open this file, as we do not usually send attachments on the discussion list. I am trying it because I think it is worth sharing. If you cannot open it, send me an e-mail directly and I will figure out how to make it available online somehow. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org -------------- next part -------------- A non-text attachment was scrubbed... Name: Visuals in Health Communication.pdf Type: application/pdf Size: 890250 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070108/dfd7ea86/attachment.pdf From paul at learningaboutdiabetes.org Mon Jan 8 23:55:58 2007 From: paul at learningaboutdiabetes.org (paul at learningaboutdiabetes.org) Date: Mon, 8 Jan 2007 23:55:58 -0500 Subject: [HealthLiteracy 546] Re: pictures in health education Message-ID: <380-2200712945558967@M2W015.mail2web.com> Peter: I'd like to share some comments supporting your observations on the value of alternative graphic designs in health education. Specifically: 1) We use clip art only in very specific situations, such as illustrating actual sizes of food portions for people with diabetes. Clip art that does not support, reinforce, or relate to the topic being discussed is ineffective at best and misleading or even harmful in some situations; 2) I certainly agree with you and Nancy that stick figures can be very useful with selected audiences. The key is researching a representative sample of end-users to ensure the 'majority' of recipients understand the messages being conveyed and accept the simplicity of the graphic approach. However, as you point out later, illustrations can often be obtained at fairly low cost in many situations, so unless it is absolutely necessary, try not to limit yourself to this approach. 3) Re stick figures, the one objection you mentioned from an educator in Africa that using thin stick figures may be problematic as very thin people were thought to have aids, does offer an opportunity to comment on some issues that come up in many projects; a) Is a new and interesting observation valid? Input obtained in interviews or focus groups may sound true, real, or logical, but are they relevant to the majority of intended users of your program? Group interview results often suffer from "the loudest voice in the room" problem. Unless they are run by a skilled facilitator, the input of one or two persons can often dominate a group. Common sense, probing for additional information or bias' among a broader mix of group members, or trial and error are sometimes the only recourse. 2) How valuable are focus groups results? This is a difficult question to answer (as Coca Cola found out when then launched their New Coke after literally 100's of consumer focus groups and found they had made a major strategic mistake). Focus groups offer qualitative input on a subject that provides information for "further investigation" - information that is not necessarily projectable to the universe or audiences you are interested in helping. As for budgets, culturally-neutral graphics, and other obstacles often encountered in trying to incorporate graphics into a program, your observation that you can do a lot with very little money have been my experience as well. One should also not assume, without testing, that graphics that are not culturally sensitive will not work with an audience. A medical missionary recently had a number of our programs tested by native educators working with patients in diabetes clinics in Tanzania. The text was simply written and the graphics were relevant, but almost all of the graphics were of white males and females. Although different graphics would obviously have been better, the need for relevant materials patients could understand and use to improve their diabetes-self care far outweighed the skin color used in the graphics. Finally, as you point out Peter, working out what you want to achieve with each graphic element (drawing, illustration, photograph) before you meet with the artist is very important. You must guide the development process - not the artist. Paul Tracey www.learningaboutdiabetes.org Original Message: ----------------- From: Peter S. Houts psh2 at email.psu.edu Date: Mon, 08 Jan 2007 16:52:33 -0500 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 541] pictures in health education >Hi - I'm Peter Houts - and I'm looking forward to sharing some of what I >have learned while working with Ceci and Len Doak about how to best use >pictures in health communications. I realize that health communications >is a very broad subject and my expertise is primarily in how to >communicate directions for managing illness - both to patients and to >family caregivers. > >The work that we did together was published as a literature >review: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures >in improving health communication: a review of research on attention, >comprehension, recall and adherence" Patient Education and Counseling, 61 >(2006) 173-190 > >The PDF file that Julie will make available is adapted from a slide talk >that I will be giving to the American Psychosocial Oncology Society in >March. It is intended to spark interest in using pictures among people >who study how patients cope with cancer. > >I have been reading the messages that people posted before our session >officially began and here are some of my thoughts in response. > >With respect to clip art - I have NOT found it useful to use clip art or >art done for purposes other than the one I am trying to illustrate. The >reason is that the art should be closely related to the text in order for >the viewer to link them and in order to have maximum impact on people's >comprehension, recall and behavior change. Art that does not relate >directly to what is being said has been shown to have no effect on >comprehension, recall, or behavior. Many patient education materials do >use "warm fuzzy" art, but little is gained other than possibly drawing >attention to the document. In the case of poor readers, they are likely >to be confused by art that is unrelated to the information being conveyed. > >I agree very much with the points made by Marcia - that pictures by >themselves, without explanatory text, are likely to be interpreted in many >different ways by viewers. That is why text - simply written - should >always be closely linked to art. As I say in the slide show - the use of >pictures should build on a foundation of clear, simple writing. > >In reply to Nancy Simpson's questions about stick figures - I have found >that they work very well. Both of our research studies used stick figures >and, not only did people remember their meanings, the study participants >spontaneously said they enjoyed working with them. One advantage of stick >figures is that they are culturally neutral. (You can see examples of the >stick figures we used in the pdf file of my slide show.) One objection I >have heard to using stick figures was from a person who showed our >research drawings to health educators in Africa who said that very thin >people were thought to have AIDS. They suggested making the lines thicker >so the figures did not seem emaciated. My other experience with stick >figures was in asking people in focus groups what kind of pictures they >preferred in the "Eldercare at Home" book that I edited. In the focus >group, people said they wanted color pictures of people who look like >themselves. This was not possible given the diversity of the intended >audience and the expense of creating the pictures. I, personally, think >that what people say they want in a focus group is not necessarily the >same as what works in the real world. I suspect that those focus group >participants would have responded positively to stick figures if they were >linked to information they wanted to learn. > >As to the cost of creating art - there are many people who are skilled at >drawing and who will work for reasonable rates. For the Eldercare at Home >book, it took about 20 minutes per drawing when I sat with the artist, >explained what I wanted, and responded to his draft ideas. Once he >understood the kind of drawings I wanted, I was able to communicate with >him by FAX which saved both of us travel time. I believe we paid him $50 >an hour which meant that each drawing cost roughly $20. This was a very >reasonable rate in view of the fact that we generated over 200 drawings >for that project. It is important that the health educator be the >person who decides what should be in the drawings - not the artist. This >means you will have to work out in your mind what you want the drawing to >include before talking with an artist and then give feedback to his/her >sketches until you have what you want. > >Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------------------------------------------------------------- mail2web - Check your email from the web at http://mail2web.com/ . From skripal at emory.edu Tue Jan 9 07:36:53 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Tue, 9 Jan 2007 07:36:53 -0500 Subject: [HealthLiteracy 547] Re: HealthLiteracy Digest, Vol 16, Issue 8 References: Message-ID: <001a01c733ea$d805a180$6501a8c0@DGST8J41> What a terrific topic to take up on the listserv. I'm looking forward to learning more from everyone, and want to thank Dr. Houts and the Doaks for their longstanding contributions in this area. I'd like to point interested readers to another potentially useful reference on the use of pictures in healthcare. My colleagues and I recently published a review on the use of illustrations for educating patients about medication use. The reference follows, and I have attached a pdf of the article. Hopefully, it will go through. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication instructions: a review of the literature. Am J Health Syst Pharm 2006; 63(23):2391-2397. All the best, Sunil Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine skripal at emory.edu ----- Original Message ----- From: To: Sent: Tuesday, January 09, 2007 6:16 AM Subject: HealthLiteracy Digest, Vol 16, Issue 8 > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 541] pictures in health education > (Peter S. Houts) > 2. [HealthLiteracy 542] Sorry--technical issues soon to reslove > (Julie McKinney) > 3. [HealthLiteracy 543] Opening comments on pictures > (Lendoak at aol.com) > 4. [HealthLiteracy 544] Next message has PDF attachment > (Julie McKinney) > 5. [HealthLiteracy 545] Presentation on Visuals from Peter Houts > - in PDF (Julie McKinney) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 08 Jan 2007 16:52:33 -0500 > From: "Peter S. Houts" > Subject: [HealthLiteracy 541] pictures in health education > To: healthliteracy at nifl.gov > Message-ID: <6.2.0.14.2.20070108165102.02bed0b0 at email.psu.edu> > Content-Type: text/plain; charset="us-ascii"; format=flowed > > >>Hi - I'm Peter Houts - and I'm looking forward to sharing some of what I >>have learned while working with Ceci and Len Doak about how to best use >>pictures in health communications. I realize that health communications >>is a very broad subject and my expertise is primarily in how to >>communicate directions for managing illness - both to patients and to >>family caregivers. >> >>The work that we did together was published as a literature >>review: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures >>in improving health communication: a review of research on attention, >>comprehension, recall and adherence" Patient Education and Counseling, 61 >>(2006) 173-190 >> >>The PDF file that Julie will make available is adapted from a slide talk >>that I will be giving to the American Psychosocial Oncology Society in >>March. It is intended to spark interest in using pictures among people >>who study how patients cope with cancer. >> >>I have been reading the messages that people posted before our session >>officially began and here are some of my thoughts in response. >> >>With respect to clip art - I have NOT found it useful to use clip art or >>art done for purposes other than the one I am trying to illustrate. The >>reason is that the art should be closely related to the text in order for >>the viewer to link them and in order to have maximum impact on people's >>comprehension, recall and behavior change. Art that does not relate >>directly to what is being said has been shown to have no effect on >>comprehension, recall, or behavior. Many patient education materials do >>use "warm fuzzy" art, but little is gained other than possibly drawing >>attention to the document. In the case of poor readers, they are likely >>to be confused by art that is unrelated to the information being conveyed. >> >>I agree very much with the points made by Marcia - that pictures by >>themselves, without explanatory text, are likely to be interpreted in many >>different ways by viewers. That is why text - simply written - should >>always be closely linked to art. As I say in the slide show - the use of >>pictures should build on a foundation of clear, simple writing. >> >>In reply to Nancy Simpson's questions about stick figures - I have found >>that they work very well. Both of our research studies used stick figures >>and, not only did people remember their meanings, the study participants >>spontaneously said they enjoyed working with them. One advantage of stick >>figures is that they are culturally neutral. (You can see examples of the >>stick figures we used in the pdf file of my slide show.) One objection I >>have heard to using stick figures was from a person who showed our >>research drawings to health educators in Africa who said that very thin >>people were thought to have AIDS. They suggested making the lines thicker >>so the figures did not seem emaciated. My other experience with stick >>figures was in asking people in focus groups what kind of pictures they >>preferred in the "Eldercare at Home" book that I edited. In the focus >>group, people said they wanted color pictures of people who look like >>themselves. This was not possible given the diversity of the intended >>audience and the expense of creating the pictures. I, personally, think >>that what people say they want in a focus group is not necessarily the >>same as what works in the real world. I suspect that those focus group >>participants would have responded positively to stick figures if they were >>linked to information they wanted to learn. >> >>As to the cost of creating art - there are many people who are skilled at >>drawing and who will work for reasonable rates. For the Eldercare at Home >>book, it took about 20 minutes per drawing when I sat with the artist, >>explained what I wanted, and responded to his draft ideas. Once he >>understood the kind of drawings I wanted, I was able to communicate with >>him by FAX which saved both of us travel time. I believe we paid him $50 >>an hour which meant that each drawing cost roughly $20. This was a very >>reasonable rate in view of the fact that we generated over 200 drawings >>for that project. It is important that the health educator be the >>person who decides what should be in the drawings - not the artist. This >>means you will have to work out in your mind what you want the drawing to >>include before talking with an artist and then give feedback to his/her >>sketches until you have what you want. >> >>Peter > > > > > ------------------------------ > > Message: 2 > Date: Mon, 08 Jan 2007 17:12:43 -0500 > From: "Julie McKinney" > Subject: [HealthLiteracy 542] Sorry--technical issues soon to reslove > To: > Message-ID: <45A27B8B0200002D000008F6 at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > Hi Everyone, > > I want to let you know that we are having a small technical issue which > has prevented our guest speakers' messages from getting through to the > list. This will be resolved very soon and the discussion will begin. I > am so sorry for the delay! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > > > ------------------------------ > > Message: 3 > Date: Mon, 8 Jan 2007 17:41:26 EST > From: Lendoak at aol.com > Subject: [HealthLiteracy 543] Opening comments on pictures > To: healthliteracy at nifl.gov > Message-ID: <533.f4379bd.32d42296 at aol.com> > Content-Type: text/plain; charset="us-ascii" > > > Dear colleagues and friends, > > We thank you Julie for the opportunity to discuss ideas and research on > using pictures in education; especially health education. We (Ceci and > Len) are > honored to share this task with Dr. Peter Houts. > > Our thanks also go to those who took the time to write about problems, > questions and concerns on using more pictures with instructions. And for > those > who have already offered helpful suggestions and information sources, we > thank > you. > > A brief preamble: > > There may be three parts to a health care instruction: 1) the words > (spoken > or written), 2) picture captions, and 3) pictures and demos. These apply > to > verbal and print instructions, to web sites, and partly to video. During > this week, we'll discuss pictures and also their integration into the > communication as a "package". > > To carry the preamble a bit further, let's consider the particular > characteristics of the reading habits of poor readers which can affect > the learning > potential from visuals. There are four we can consider: 1) their eyes > wander > about the page without finding the central focus of the visual; 2) skip > over > principal features; 3) eyes may focus on a detail such as the color of > nail > polish on a finger using a syringe or an A frame house in the background; > 4) > slow to interpret perceptual information and interpret the visual > literally. > (our book 1996, p.. 93) > > We plan to address each of the issues you raised last week. We have some > specifics about how to "think visually" as well as addressing some of the > characteristics described above. This is such an exciting topic and we > are > delighted to be a part of sharing concerns and experiences. > > The comments and questions seemed to fall into 3 groups: 1)Resources and > availability of visuals, 2) Competing with the market place, 3) Thinking > visually; lack of personal artistic ability. We and Peter will address > these during > the week. We encourage and welcome your feedback during the process. > > Our responses to comments: > > A key concern is the availability of free or non-copyright, appropriate > pictures. (Appropriate for topics, genders, age, culture, etc.) > > OUR COMMENTS: Several respondents last week already offered suggestions > for > sources for visuals, and nearly all government agencies have pictures > included in instructions that can be used without cost. These can be > obtained by > websites, from brochures and videos, and by contacting the agency. But > these > do take time to ferret out. > > Suppose you are assigned to write a summary two page instruction, to give > to > asthma patients at your medical center, on key points of how and when to > use > their inhaler. The schedule allows you a week during your "free" time. > This > topic fairly cries out for the messages to include pictures. We suggest > that if you can't find suitable visuals that you buy them, and according > to your > specification. (Later this week we will offer a spec sheet format to help > you define and buy the visuals you want. We believe that Dr. Houts will > offer > comments on how to buy pictures, their potentially very low cost, and > short > turn around time to get them.) > > We'll elaborate on this in the coming days. > > best wishes, > > Ceci and Len Doak > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20070108/bf125df8/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Mon, 08 Jan 2007 22:15:18 -0500 > From: "Julie McKinney" > Subject: [HealthLiteracy 544] Next message has PDF attachment > To: > Message-ID: <45A2C2760200002D00000918 at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > Hi Everyone, > > I am about to send a message with the presentation that Peter prepared. > The presentation is attached as a PDF file. I don't know how this will > work because we do not usually send attachments on this list. I just > want to warn you, so that if you know for some reason your e-mail server > has trouble with this kind of thing, you can choose not to open it. I > hope, however, that most of you will be able to open it! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > > > ------------------------------ > > Message: 5 > Date: Mon, 08 Jan 2007 22:10:05 -0500 > From: "Julie McKinney" > Subject: [HealthLiteracy 545] Presentation on Visuals from Peter Houts > - in PDF > To: > Message-ID: <45A2C13D0200002D00000914 at bostongwia.jsi.com> > Content-Type: text/plain; charset="us-ascii" > > Hi Everyone, > > As promised, I am sending the presentation that Peter mentioned. It is > in PDF form and is adapted from a slide talk that he will be giving to > the American Psychosocial Oncology Society in March. The presentation is > intended to spark interest in using pictures among people who study how > patients cope with cancer. > > I don't know if everyone will be able to open this file, as we do not > usually send attachments on the discussion list. I am trying it because > I think it is worth sharing. If you cannot open it, send me an e-mail > directly and I will figure out how to make it available online somehow. > > All the best, > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Visuals in Health Communication.pdf > Type: application/pdf > Size: 890250 bytes > Desc: not available > Url : > http://www.nifl.gov/pipermail/healthliteracy/attachments/20070108/dfd7ea86/attachment.pdf > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 16, Issue 8 > ********************************************* > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: Pictorial medication instructions review AJHP.pdf Type: application/pdf Size: 362270 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070109/037a9f94/attachment.pdf From Elba.Nieves at va.gov Tue Jan 9 12:45:45 2007 From: Elba.Nieves at va.gov (Nieves, Elba I) Date: Tue, 9 Jan 2007 12:45:45 -0500 Subject: [HealthLiteracy 548] Re: pictures in health education In-Reply-To: <380-2200712945558967@M2W015.mail2web.com> Message-ID: Excellent site, thanks Elba I. Nieves MSN, RN CE Caribbean Healthcare System Nursing Patient/Family Health Education Coordinator, Inpatient Diabetes Educator 10 Casia St San Juan, PR 00921-3201 E-Mail: Elba.Nieves at va.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of paul at learningaboutdiabetes.org Sent: Tuesday, January 09, 2007 12:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 546] Re: pictures in health education Peter: I'd like to share some comments supporting your observations on the value of alternative graphic designs in health education. Specifically: 1) We use clip art only in very specific situations, such as illustrating actual sizes of food portions for people with diabetes. Clip art that does not support, reinforce, or relate to the topic being discussed is ineffective at best and misleading or even harmful in some situations; 2) I certainly agree with you and Nancy that stick figures can be very useful with selected audiences. The key is researching a representative sample of end-users to ensure the 'majority' of recipients understand the messages being conveyed and accept the simplicity of the graphic approach. However, as you point out later, illustrations can often be obtained at fairly low cost in many situations, so unless it is absolutely necessary, try not to limit yourself to this approach. 3) Re stick figures, the one objection you mentioned from an educator in Africa that using thin stick figures may be problematic as very thin people were thought to have aids, does offer an opportunity to comment on some issues that come up in many projects; a) Is a new and interesting observation valid? Input obtained in interviews or focus groups may sound true, real, or logical, but are they relevant to the majority of intended users of your program? Group interview results often suffer from "the loudest voice in the room" problem. Unless they are run by a skilled facilitator, the input of one or two persons can often dominate a group. Common sense, probing for additional information or bias' among a broader mix of group members, or trial and error are sometimes the only recourse. 2) How valuable are focus groups results? This is a difficult question to answer (as Coca Cola found out when then launched their New Coke after literally 100's of consumer focus groups and found they had made a major strategic mistake). Focus groups offer qualitative input on a subject that provides information for "further investigation" - information that is not necessarily projectable to the universe or audiences you are interested in helping. As for budgets, culturally-neutral graphics, and other obstacles often encountered in trying to incorporate graphics into a program, your observation that you can do a lot with very little money have been my experience as well. One should also not assume, without testing, that graphics that are not culturally sensitive will not work with an audience. A medical missionary recently had a number of our programs tested by native educators working with patients in diabetes clinics in Tanzania. The text was simply written and the graphics were relevant, but almost all of the graphics were of white males and females. Although different graphics would obviously have been better, the need for relevant materials patients could understand and use to improve their diabetes-self care far outweighed the skin color used in the graphics. Finally, as you point out Peter, working out what you want to achieve with each graphic element (drawing, illustration, photograph) before you meet with the artist is very important. You must guide the development process - not the artist. Paul Tracey www.learningaboutdiabetes.org Original Message: ----------------- From: Peter S. Houts psh2 at email.psu.edu Date: Mon, 08 Jan 2007 16:52:33 -0500 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 541] pictures in health education >Hi - I'm Peter Houts - and I'm looking forward to sharing some of what I >have learned while working with Ceci and Len Doak about how to best use >pictures in health communications. I realize that health communications >is a very broad subject and my expertise is primarily in how to >communicate directions for managing illness - both to patients and to >family caregivers. > >The work that we did together was published as a literature >review: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. "The role of pictures >in improving health communication: a review of research on attention, >comprehension, recall and adherence" Patient Education and Counseling, 61 >(2006) 173-190 > >The PDF file that Julie will make available is adapted from a slide talk >that I will be giving to the American Psychosocial Oncology Society in >March. It is intended to spark interest in using pictures among people >who study how patients cope with cancer. > >I have been reading the messages that people posted before our session >officially began and here are some of my thoughts in response. > >With respect to clip art - I have NOT found it useful to use clip art or >art done for purposes other than the one I am trying to illustrate. The >reason is that the art should be closely related to the text in order for >the viewer to link them and in order to have maximum impact on people's >comprehension, recall and behavior change. Art that does not relate >directly to what is being said has been shown to have no effect on >comprehension, recall, or behavior. Many patient education materials do >use "warm fuzzy" art, but little is gained other than possibly drawing >attention to the document. In the case of poor readers, they are likely >to be confused by art that is unrelated to the information being conveyed. > >I agree very much with the points made by Marcia - that pictures by >themselves, without explanatory text, are likely to be interpreted in many >different ways by viewers. That is why text - simply written - should >always be closely linked to art. As I say in the slide show - the use of >pictures should build on a foundation of clear, simple writing. > >In reply to Nancy Simpson's questions about stick figures - I have found >that they work very well. Both of our research studies used stick figures >and, not only did people remember their meanings, the study participants >spontaneously said they enjoyed working with them. One advantage of stick >figures is that they are culturally neutral. (You can see examples of the >stick figures we used in the pdf file of my slide show.) One objection I >have heard to using stick figures was from a person who showed our >research drawings to health educators in Africa who said that very thin >people were thought to have AIDS. They suggested making the lines thicker >so the figures did not seem emaciated. My other experience with stick >figures was in asking people in focus groups what kind of pictures they >preferred in the "Eldercare at Home" book that I edited. In the focus >group, people said they wanted color pictures of people who look like >themselves. This was not possible given the diversity of the intended >audience and the expense of creating the pictures. I, personally, think >that what people say they want in a focus group is not necessarily the >same as what works in the real world. I suspect that those focus group >participants would have responded positively to stick figures if they were >linked to information they wanted to learn. > >As to the cost of creating art - there are many people who are skilled at >drawing and who will work for reasonable rates. For the Eldercare at Home >book, it took about 20 minutes per drawing when I sat with the artist, >explained what I wanted, and responded to his draft ideas. Once he >understood the kind of drawings I wanted, I was able to communicate with >him by FAX which saved both of us travel time. I believe we paid him $50 >an hour which meant that each drawing cost roughly $20. This was a very >reasonable rate in view of the fact that we generated over 200 drawings >for that project. It is important that the health educator be the >person who decides what should be in the drawings - not the artist. This >means you will have to work out in your mind what you want the drawing to >include before talking with an artist and then give feedback to his/her >sketches until you have what you want. > >Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------------------------------------------------------------- mail2web - Check your email from the web at http://mail2web.com/ . ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Lendoak at aol.com Tue Jan 9 13:28:46 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Tue, 9 Jan 2007 13:28:46 EST Subject: [HealthLiteracy 549] Getting the visuals that you want Message-ID: <3fc.80ca727.32d538de@aol.com> Dear J. Potter, Rebecca, and the list, Obstacle: "lack of artistic ability", "lack of access to artists", "How can the health care community compete with the commercial community ads? People are already over-stimulated." Another obstacle, not mentioned, is our possible perception that our supervisors won't be enthusiastic about our putting in pictures, making the instruction appear less formal. Responses: - These are real life obstacles and logical mind sets. Let's talk about what you really can do about them. Sure, we'd like to get the huge benefits for our patients that Peter listed, but how? - You're right, relatively few of us are trained as artists; our education process drills us in communicating by writing and somewhat by speaking. We can write, we can explain verbally, but "art"? - Ugh! OK, so let's get there on the strengths that we have. Here are some ways to do that: -- Think about what you want the patient (or student) to know and do, who the patients are, and where they are starting from. Here is a Spec Sheet for Visuals that we developed to give structure to this information: Specification for Visuals - Date, Document title, Author/client name - Intended audience: genders, culture, knowledge of subject, age, other - Key purpose: to introduce topic, to explain a process, to persuade, to maintain action, ... - The key message the visual is to show: (ex. "give insulin shot in upper thigh) - Caption (prelim.): (ex: "Puff up skin; hold needle at a slant; give quick jab.") - Key text that relates to the visual: - Approx size & media: - Schedule & cost - Comment lines from illustrator The above can help you think about what you want, and greatly direct the illustrator (and a purchasing agent from your organization) so that you get a suitable visual. And you will save time. Peter suggested that if possible, you should talk with the illustrators as they are beginning and formulating ideas. We have found this very helpful. Typically, he mentions costs of $20 to $40 per picture. Simple line drawings work well, and can be sent to you by FAX from local or outsourced illustrators. Find illustrators in the yellow pages, on Google, at your local community college - they are available. Supervisors can be brought around to accepting more pictures in health care instructions by citing the huge benefits shown by the research, and what these benefits could mean to your patients (students) and organization. And the cost and time factors are small. Does this help? We'll talk about effective and low cost ways to assess suitability of your visuals in a coming posting. best wishes, Ceci and Len When you get your visuals and From boydhdavis at yahoo.com Tue Jan 9 17:14:41 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Tue, 9 Jan 2007 14:14:41 -0800 (PST) Subject: [HealthLiteracy 550] Re: Getting the visuals that you want In-Reply-To: <3fc.80ca727.32d538de@aol.com> Message-ID: <669745.77137.qm@web54603.mail.yahoo.com> Thanks for these *really helpful and useful tips! Boyd Davis, UNC-Charlotte Lendoak at aol.com wrote: Dear J. Potter, Rebecca, and the list, Obstacle: "lack of artistic ability", "lack of access to artists", "How can the health care community compete with the commercial community ads? People are already over-stimulated." Another obstacle, not mentioned, is our possible perception that our supervisors won't be enthusiastic about our putting in pictures, making the instruction appear less formal. Responses: - These are real life obstacles and logical mind sets. Let's talk about what you really can do about them. Sure, we'd like to get the huge benefits for our patients that Peter listed, but how? - You're right, relatively few of us are trained as artists; our education process drills us in communicating by writing and somewhat by speaking. We can write, we can explain verbally, but "art"? - Ugh! OK, so let's get there on the strengths that we have. Here are some ways to do that: -- Think about what you want the patient (or student) to know and do, who the patients are, and where they are starting from. Here is a Spec Sheet for Visuals that we developed to give structure to this information: Specification for Visuals - Date, Document title, Author/client name - Intended audience: genders, culture, knowledge of subject, age, other - Key purpose: to introduce topic, to explain a process, to persuade, to maintain action, ... - The key message the visual is to show: (ex. "give insulin shot in upper thigh) - Caption (prelim.): (ex: "Puff up skin; hold needle at a slant; give quick jab.") - Key text that relates to the visual: - Approx size & media: - Schedule & cost - Comment lines from illustrator The above can help you think about what you want, and greatly direct the illustrator (and a purchasing agent from your organization) so that you get a suitable visual. And you will save time. Peter suggested that if possible, you should talk with the illustrators as they are beginning and formulating ideas. We have found this very helpful. Typically, he mentions costs of $20 to $40 per picture. Simple line drawings work well, and can be sent to you by FAX from local or outsourced illustrators. Find illustrators in the yellow pages, on Google, at your local community college - they are available. Supervisors can be brought around to accepting more pictures in health care instructions by citing the huge benefits shown by the research, and what these benefits could mean to your patients (students) and organization. And the cost and time factors are small. Does this help? We'll talk about effective and low cost ways to assess suitability of your visuals in a coming posting. best wishes, Ceci and Len When you get your visuals and ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070109/ea308943/attachment.html From psh2 at email.psu.edu Tue Jan 9 22:04:38 2007 From: psh2 at email.psu.edu (Peter S. Houts) Date: Tue, 09 Jan 2007 22:04:38 -0500 Subject: [HealthLiteracy 551] using pictures in health communications Message-ID: <6.2.0.14.2.20070109211243.02dda900@email.psu.edu> Paul - I agree with all of your comments. I, too, have been misled by focus groups for the reasons you mentioned. The real test of pictures should be by having people use them. Pilot testing is more reliable than focus groups. There is another issue we need to keep in mind - the image that the organization producing the education materials wants to project about itself - and this was mentioned by Ceci and Len Doak as well in talking about supervisors. While stick figures would have worked as well in the Eldercare materials, the American Geriatrics Society wanted something that looked more "professional." So we ended up with simple line drawings that looked like real people. To address the problem of ethnicity and gender, we consciously included an equal number of Latino, African American, and Caucasian figures in each chapter. So far I have not heard any complaints about ethnicity in those materials. I think that Paul's point about using Caucasian figures in Tanzania because they did the job and were available is important. The average person who is seeking help will usually overlook "politically correct" issues because the materials give the information he or she needs. I want to thank Sunil for sharing his article. I will read it with great interest and share my thoughts - hopefully tomorrow. I wish that we could have sent our review article to the list surv as a pdf file - but I don't have it in that format. I sent an email to the journal's editor asking if he can get me a pdf copy. If he does, I will send it out on the list surv as well. One additional thought I want to share is about using photographs. I have seen some excellent photo novelas that tell a story about changing health behaviors (such as encouraging Latino women to have mammograms). When they include pictures of people like those in the intended audience, then viewers can identify with the characters in the story which should help make the message stronger. The photo novelas that I saw also used text - largely in the form of speaking balloons - to insure that the viewer understands the intended message. My hunch is that photo novelas can be very effective. However, when writing our review article, I could not find tightly controlled experimental/control studies that proved this. Some rigorous research on photo novelas would be an important contribution to our field. We considered using photographs in the Eldercare materials and rejected them for several reasons. First is the problem of representing different types of people. Photographs are so detailed that they give viewers many reasons for saying "they're not like me." Second, as I mentioned in the slide talk and was mentioned by Ceci and Len as well - people with poor reading skills are especially likely to attend to irrelevant details and photographs are loaded with detail. While photographs are very good at gaining attention and for generating emotional responses, but they are less good at controlling how viewers interpret the message. Simple line drawings combined with simple text are the best way to insure that the audience is interpreting the picture the way we intend. Marcia Trenter made an important point in her earlier message - about how pictures, by themselves without accompanying text, can lead to many and often unintended interpretations. I'm attaching a cartoon from the New Yorker that makes that point too. Peter -------------- next part -------------- A non-text attachment was scrubbed... Name: Figure 5.jpg Type: image/jpeg Size: 403306 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070109/b37bbdfb/attachment.jpg -------------- next part -------------- From mgsantos at sfsu.edu Wed Jan 10 02:34:39 2007 From: mgsantos at sfsu.edu (Maricel G. Santos) Date: Tue, 9 Jan 2007 23:34:39 -0800 Subject: [HealthLiteracy 552] Recommended resource from adult ESL: Chalk Talks Message-ID: <1168414479.45a4970f9ef96@webmail.sfsu.edu> Dear all -- A very exciting discussion topic -- thanks to everyone for sharing their thoughts so far. I'd like to recommend a resouce published in the adult ESL world back in 2001 called Chalk Talks by Norma Shapiro and Carol Genser. This resource book is designed to help adult ed teachers learn how to use fairly simple drawings and symbols to teach beginning learners, much the same premise that underlies the value of pictorial aids in patient education as outlined in the journal articles mentioned in earlier posts. (the book is available through amazon as well as through Alta Books, http://www.altaesl.com/Detail.cfm?CatalogID=411) Pictures enabled me as an adult ESL teacher to keep my low level learners engaged, to keep conversations alive and growing (and to paraphrase the authors of Chalk Talks)... and when I turned the chalk over to the learners, they were able to share their stories and direct the conversations as well. In my work as an adult ESL teacher educator and researcher, I am inspired by the possibility of collaboration between health professionals and adult ESL educators, as this focus on how to communicate with adults with low literacy and/or limited English proficiency seems to bridge the two disciplines. As mentioned in previous posts, pictures alone are not sufficient for conveying all the necessary health content but, here again, at least they keep the lines of communication from closing. Looking forward to more discussion, Maricel Santos Maricel G. Santos San Francisco State University From JMICHAUD at PARTNERS.ORG Wed Jan 10 09:29:01 2007 From: JMICHAUD at PARTNERS.ORG (Michaud, Jacqueline M., R.N.) Date: Wed, 10 Jan 2007 09:29:01 -0500 Subject: [HealthLiteracy 553] Re: Getting the visuals that you want In-Reply-To: <3fc.80ca727.32d538de@aol.com> Message-ID: <3F9A567032759647BE5BB964721DB76101CE0083@PHSXMB19.partners.org> I have found that students with a major in Graphic Art or Communication at your local community college or college can be a good resource. They can be very responsive when this involves a requirement for a school project. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Lendoak at aol.com Sent: Tuesday, January 09, 2007 1:29 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 549] Getting the visuals that you want Dear J. Potter, Rebecca, and the list, Obstacle: "lack of artistic ability", "lack of access to artists", "How can the health care community compete with the commercial community ads? People are already over-stimulated." Another obstacle, not mentioned, is our possible perception that our supervisors won't be enthusiastic about our putting in pictures, making the instruction appear less formal. Responses: - These are real life obstacles and logical mind sets. Let's talk about what you really can do about them. Sure, we'd like to get the huge benefits for our patients that Peter listed, but how? - You're right, relatively few of us are trained as artists; our education process drills us in communicating by writing and somewhat by speaking. We can write, we can explain verbally, but "art"? - Ugh! OK, so let's get there on the strengths that we have. Here are some ways to do that: -- Think about what you want the patient (or student) to know and do, who the patients are, and where they are starting from. Here is a Spec Sheet for Visuals that we developed to give structure to this information: Specification for Visuals - Date, Document title, Author/client name - Intended audience: genders, culture, knowledge of subject, age, other - Key purpose: to introduce topic, to explain a process, to persuade, to maintain action, ... - The key message the visual is to show: (ex. "give insulin shot in upper thigh) - Caption (prelim.): (ex: "Puff up skin; hold needle at a slant; give quick jab.") - Key text that relates to the visual: - Approx size & media: - Schedule & cost - Comment lines from illustrator The above can help you think about what you want, and greatly direct the illustrator (and a purchasing agent from your organization) so that you get a suitable visual. And you will save time. Peter suggested that if possible, you should talk with the illustrators as they are beginning and formulating ideas. We have found this very helpful. Typically, he mentions costs of $20 to $40 per picture. Simple line drawings work well, and can be sent to you by FAX from local or outsourced illustrators. Find illustrators in the yellow pages, on Google, at your local community college - they are available. Supervisors can be brought around to accepting more pictures in health care instructions by citing the huge benefits shown by the research, and what these benefits could mean to your patients (students) and organization. And the cost and time factors are small. Does this help? We'll talk about effective and low cost ways to assess suitability of your visuals in a coming posting. best wishes, Ceci and Len When you get your visuals and ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy THE INFORMATION TRANSMITTED IN THIS ELECTRONIC COMMUNICATION IS INTENDED ONLY FOR THE PERSON OR ENTITY TO WHOM IT IS ADDRESSED AND MAY CONTAIN CONFIDENTIAL AND/OR PRIVILEGED MATERIAL. ANY REVIEW, RETRANSMISSION, DISSEMINATION OR OTHER USE OF OR TAKING OF ANY ACTION IN RELIANCE UPON, THIS INFORMATION BY PERSONS OR ENTITIES OTHER THAN THE INTENDED RECIPIENT IS PROHIBITED. IF YOU RECEIVED THIS INFORMATION IN ERROR, PLEASE CONTACT THE SENDER AND THE PRIVACY OFFICER, AND PROPERLY DISPOSE OF THIS INFORMATION. From julie_mcKinney at worlded.org Wed Jan 10 11:42:54 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 10 Jan 2007 11:42:54 -0500 Subject: [HealthLiteracy 554] Adult Ed and ESL Health Resources Message-ID: <45A4D13E0200002D000009B7@bostongwia.jsi.com> Thanks, Maricel, for bringing adult education into this discussion. I, too, believe that the disciplines of adult ed and health ed have so much to share. As you mentioned, all that we are learning about using pictures can apply to beginning ESOL teaching as well. Pictures can also be a great way for any literacy teacher to generate discussion, vocabulary, critical thinking, sorting of information and reading and writing skills practice, either about health issues or other topics. I'm also glad that Peter brought up photonovelas. Does anyone have experience using them with adult learners or patients? Here are two great resources that have been used in adult education classes and could easily be used by health educators: Picture Stories for Adult ESL Health Literacy http://www.cal.org/caela/esl_resources/Health/healthindex.html What a Friend Can Do For You - A Photonovela http://healthliteracy.worlded.org/heal/friends/index.html All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From paul at learningaboutdiabetes.org Wed Jan 10 12:41:37 2007 From: paul at learningaboutdiabetes.org (paul at learningaboutdiabetes.org) Date: Wed, 10 Jan 2007 12:41:37 -0500 Subject: [HealthLiteracy 555] Re: using pictures in health communications Message-ID: <380-220071310174137474@M2W019.mail2web.com> Peter/Julie: You again raise some interesting topics that readers have probably encountered or wondered how to handle. Depending on the literacy level of the reader, the "that's not me" objection to photographs, which is often a hidden objection uncovered in the testing process, can seriously limit the effectiveness of a program. This is much more of a problem than many people realize - especially among low literacy audiences - so your mentioning it was very important. The Doaks' observations that one should be careful to avoid using photographs (or any graphic) with irrelevant background details is also important. On the subject of photographs in general, it may be useful to note that there is no solid evidence to my knowledge that photographs, in general, are superior to good illustrations in health education programs. There is no need for many educators to feel they are "stuck" with using illustrations because they cannot afford photography. In my own case, because of the high cost of a photo shoot and/or limited supplies of royalty-free art that meet the specific needs of a project, I have moved away from using photography and use color illustrations almost exclusively for the reason Peter noted (you have better control over how the reader interprets the message). The one exception to this would be photonovellas. I have worked with these and found them to be highly effective - especially with Spanish-language readers. They are very popular with many juvenile and adult readers from Mexico and some Central and Latin American countries (as are comic books, which are also be very effective with low literacy audiences). An added benefit of producing this type of program is photonovellas have a longer-life span than many other types of programs as traditionally they are passed along to others. This added reach and effectiveness helps to offset the one big downside to photonovellas. They are expensive and time consuming to produce. Unfortunately, this is a killer for most of us, including me, but if any readers can afford them, they can be very effective when addressing certain health topics. Paul www.learningaboutdiabetes.org Original Message: ----------------- From: Peter S. Houts psh2 at email.psu.edu Date: Tue, 09 Jan 2007 22:04:38 -0500 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 551] using pictures in health communications Paul - I agree with all of your comments. I, too, have been misled by focus groups for the reasons you mentioned. The real test of pictures should be by having people use them. Pilot testing is more reliable than focus groups. There is another issue we need to keep in mind - the image that the organization producing the education materials wants to project about itself - and this was mentioned by Ceci and Len Doak as well in talking about supervisors. While stick figures would have worked as well in the Eldercare materials, the American Geriatrics Society wanted something that looked more "professional." So we ended up with simple line drawings that looked like real people. To address the problem of ethnicity and gender, we consciously included an equal number of Latino, African American, and Caucasian figures in each chapter. So far I have not heard any complaints about ethnicity in those materials. I think that Paul's point about using Caucasian figures in Tanzania because they did the job and were available is important. The average person who is seeking help will usually overlook "politically correct" issues because the materials give the information he or she needs. I want to thank Sunil for sharing his article. I will read it with great interest and share my thoughts - hopefully tomorrow. I wish that we could have sent our review article to the list surv as a pdf file - but I don't have it in that format. I sent an email to the journal's editor asking if he can get me a pdf copy. If he does, I will send it out on the list surv as well. One additional thought I want to share is about using photographs. I have seen some excellent photo novelas that tell a story about changing health behaviors (such as encouraging Latino women to have mammograms). When they include pictures of people like those in the intended audience, then viewers can identify with the characters in the story which should help make the message stronger. The photo novelas that I saw also used text - largely in the form of speaking balloons - to insure that the viewer understands the intended message. My hunch is that photo novelas can be very effective. However, when writing our review article, I could not find tightly controlled experimental/control studies that proved this. Some rigorous research on photo novelas would be an important contribution to our field. We considered using photographs in the Eldercare materials and rejected them for several reasons. First is the problem of representing different types of people. Photographs are so detailed that they give viewers many reasons for saying "they're not like me." Second, as I mentioned in the slide talk and was mentioned by Ceci and Len as well - people with poor reading skills are especially likely to attend to irrelevant details and photographs are loaded with detail. While photographs are very good at gaining attention and for generating emotional responses, but they are less good at controlling how viewers interpret the message. Simple line drawings combined with simple text are the best way to insure that the audience is interpreting the picture the way we intend. Marcia Trenter made an important point in her earlier message - about how pictures, by themselves without accompanying text, can lead to many and often unintended interpretations. I'm attaching a cartoon from the New Yorker that makes that point too. Peter -------------------------------------------------------------------- mail2web - Check your email from the web at http://mail2web.com/ . From Tcccay2001 at aol.com Wed Jan 10 13:08:24 2007 From: Tcccay2001 at aol.com (Tcccay2001 at aol.com) Date: Wed, 10 Jan 2007 13:08:24 EST Subject: [HealthLiteracy 556] Re: Adult Ed and ESL Health Resources Message-ID: Thank you all for your input on this topic. We here in Texas are beginning a new project where we will be dealing with a great deal of non-English speaking people that we are responsible for bringing services to. Your suggestions have been very helpful to us. I am sorry that I don't have something to offer to what has already been presented. I just wanted to thank you all for what you have offered. So, THANK YOU!!!!!! Lynn Lynn E. Bernhard, B.S.,C.M. Director Galveston County CBO CHIP/Children's Medicaid Chair Galveston County Community Resource Coordination Group 4428 Ave N Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 936-402-2968 Tcccay2001 at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/dafab8b8/attachment.html From Lendoak at aol.com Wed Jan 10 13:22:22 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 10 Jan 2007 13:22:22 EST Subject: [HealthLiteracy 557] Assessing suitability of visuals Message-ID: Dear list serv, Several questions dealt with assessing suitability of pictures - are they understood and accepted by the intended audience? Focus groups were suggested, but caution was advise to prevent making a decision based on "the loudest voice" in the focus group. Also, what people say they want may not in reality may not turn out to be what they want. Here are some practical suggestions to respond to these issues. Focus Groups versus one-on-one interviews: For community issues, for example, environmental problems or general health promotion behaviors, focus groups are useful and effective. However, for specific clinical instructions or sensitive issues such as AIDS or STDs, the one on one interviews seem to be more productive because the interviewer can probe answers, especially for patients with low literacy skills. Another time to use one- on- one is to verify the discrepancies that may arise in focus groups. In these instances, verification with a sample of the intended audience is most helpful. For example, we verified diet instructions for kidney dialysis patients directly in the clinic while the patients were undergoing treatment. The key question in testing visuals is "will the visuals (art work/graphics) help or confuse the key points of the message?" Three areas to cover are: (1) Let's look at the cover. What catches your eye?" (2) What do these pictures tell you? (3)What do you think of the color? It is important that the visuals portray familiar scenes or objects; this is why "modernistic" art is less likely to be acceptable, it is not familiar. People need to be able to identify with the visual presented and the action recommended. Types of questions to ask are included in the chapter on "Learner Verification & Revision" in Teaching Patients with Low Literacy Skills", Doak, Doak, & Root, p. 174. This is available free, on-line at the Harvard School of Pub Health web site. Another issue is that of cost and time needed to make such field tests, especially the one to one assessments. The answer: Not very many - maybe 5 or 10. For example: While serving as consultants to their "Eat five a day" program for seven different ethnic groups of Amricans, the NIH statisticians determined that 30 subjects (three different groups in one to one testing) was suffiecient. In evaluating the verbatim comments to the test questions of those who were presented with the draft instructions, we found that if anything was wrong it showed up in the first ten subject responses. Does this help? best wishes, Len and Ceci From julie_mcKinney at worlded.org Wed Jan 10 14:12:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 10 Jan 2007 14:12:59 -0500 Subject: [HealthLiteracy 558] Using pictures in Health Communication Message-ID: <45A4F46B0200002D000009C6@bostongwia.jsi.com> Hi All, I'm sure this is a naive question, but it seems that photos would be easy and cheap to use for informal communication if there could be a way to minimize the background interference and interpretation issues mentioned. Paul noted the high cost of a photo shoot, which I suppose you would need for a professional brochure, but could we use photos to reinforce information in a clinical visit? The Doaks have mentioned on this list how helpful it is for doctors to use even quick drawings during appointments, but Digital photos of medical equipment, syringes, body parts or even medication could easily be organized on a computer, matched with simple text, and then customized and printed out for patients. For example a series of pictures --close-up with little in the background-- could be used to demonstrate how to give an insulin injection. Or you could have pictures on file of different common medications and put a photo of the prescribed number of tablets of each kind, matched with the pictures of sunrise, noon and sunset. Would this be worthwhile and encourage more people to do it if it would reduce the barrier of having to choose, hire and pay for an illustrator? (Although we are hearing that it is a smaller barrier than most people think!) Peter emphasized how helpful it is to use pictures to reinforce spoken instructions, so would this offset the disadvantages of using photos instead of simple line drawings? How could we make this most effective? I mention this because we have used this method as a family. My son is fed with a feeding pump and takes a variety of medications, and we have created instruction sheets for babysitters and caretakers using this method of digital photos with text. It has very helpful in making them less anxious about doing the feeding and medication, and is not too hard to do. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From afrmj at uaa.alaska.edu Wed Jan 10 14:38:45 2007 From: afrmj at uaa.alaska.edu (Rhonda Johnson) Date: Wed, 10 Jan 2007 10:38:45 -0900 Subject: [HealthLiteracy 559] Re: using pictures in health communications In-Reply-To: <6.2.0.14.2.20070109211243.02dda900@email.psu.edu> Message-ID: <004501c734ee$f13a5060$2bbee589@dpl405rj> I am relatively new to this list and have been following this discussion with great interest, and appreciate the great insight and resources shared to date. Thanks. I wanted to thank Peter for raising photo-novelas as a resource for improved health communication. We are currently involved in a collaborative project developing continuing education for front line maternal child health workers in frontier regions, many of whom have low literacy skills. After much discussion, our project team (including community partners) decided to use photo-novelas as an avenue to share success stories of community leadership within our continuing education modules. The project is ongoing and we expect to share our lessons learned once complete, but we too, are looking for more literature/support/guidance for use of this approach. Any suggestions for resources are welcome and can be sent directly to my email address below. If I get several resources and there is sufficient interest, I will be happy to post a synopsis of resources received to the list. Just let me know. Rhonda Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 tel: 907-786-6545 fax: 907-786-6572 Rhonda.Johnson at uaa.alaska.edu Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 tel: 907-786-6545 fax: 907-786-6572 Rhonda.Johnson at uaa.alaska.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Peter S. Houts Sent: Tuesday, January 09, 2007 6:05 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 551] using pictures in health communications Paul - I agree with all of your comments. I, too, have been misled by focus groups for the reasons you mentioned. The real test of pictures should be by having people use them. Pilot testing is more reliable than focus groups. There is another issue we need to keep in mind - the image that the organization producing the education materials wants to project about itself - and this was mentioned by Ceci and Len Doak as well in talking about supervisors. While stick figures would have worked as well in the Eldercare materials, the American Geriatrics Society wanted something that looked more "professional." So we ended up with simple line drawings that looked like real people. To address the problem of ethnicity and gender, we consciously included an equal number of Latino, African American, and Caucasian figures in each chapter. So far I have not heard any complaints about ethnicity in those materials. I think that Paul's point about using Caucasian figures in Tanzania because they did the job and were available is important. The average person who is seeking help will usually overlook "politically correct" issues because the materials give the information he or she needs. I want to thank Sunil for sharing his article. I will read it with great interest and share my thoughts - hopefully tomorrow. I wish that we could have sent our review article to the list surv as a pdf file - but I don't have it in that format. I sent an email to the journal's editor asking if he can get me a pdf copy. If he does, I will send it out on the list surv as well. One additional thought I want to share is about using photographs. I have seen some excellent photo novelas that tell a story about changing health behaviors (such as encouraging Latino women to have mammograms). When they include pictures of people like those in the intended audience, then viewers can identify with the characters in the story which should help make the message stronger. The photo novelas that I saw also used text - largely in the form of speaking balloons - to insure that the viewer understands the intended message. My hunch is that photo novelas can be very effective. However, when writing our review article, I could not find tightly controlled experimental/control studies that proved this. Some rigorous research on photo novelas would be an important contribution to our field. We considered using photographs in the Eldercare materials and rejected them for several reasons. First is the problem of representing different types of people. Photographs are so detailed that they give viewers many reasons for saying "they're not like me." Second, as I mentioned in the slide talk and was mentioned by Ceci and Len as well - people with poor reading skills are especially likely to attend to irrelevant details and photographs are loaded with detail. While photographs are very good at gaining attention and for generating emotional responses, but they are less good at controlling how viewers interpret the message. Simple line drawings combined with simple text are the best way to insure that the audience is interpreting the picture the way we intend. Marcia Trenter made an important point in her earlier message - about how pictures, by themselves without accompanying text, can lead to many and often unintended interpretations. I'm attaching a cartoon from the New Yorker that makes that point too. Peter From lisamjones44 at hotmail.com Wed Jan 10 15:55:42 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Wed, 10 Jan 2007 20:55:42 +0000 Subject: [HealthLiteracy 560] Photonovels Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/79cd5a9d/attachment.html From jann at healthliteracyworks.com Wed Jan 10 18:39:41 2007 From: jann at healthliteracyworks.com (Jann Keenan) Date: Wed, 10 Jan 2007 18:39:41 -0500 Subject: [HealthLiteracy 561] Re: Using pictures in Health Communication In-Reply-To: <45A4F46B0200002D000009C6@bostongwia.jsi.com> References: <45A4F46B0200002D000009C6@bostongwia.jsi.com> Message-ID: <80f2bb5251c7eab29b81fb560e6e81aa@healthliteracyworks.com> Hello all- Lively discussion about photos and illustrations. As always, sage advice from Len, Ceci, and Peter. Julie also brings up a good alternative to pricey stock photos-- doing your own! I would like to share some of my challenges and good results with low-to-medium cost photography. Like all of you, I like to keep my photo budget low when possible. DO IT YOURSELF A good digital camera in NATURAL, ambient can work. However, due to deep shadows and color shifts that can happen with in-door lighting and flash without professional lights, I suggest using a duotone photos (two PMS colors) or black and white photos with a pale color wash (a 5% screen). I've done it often and these techniques field test well with limited readers. You'll want to get a signed photo release from your subjects. And make sure you don't use any photos for another more controversial topic that could potentially embarrass your subjects. For example--using the photo earmarked for nutrition brochure a second time for TB or pregnancy brochure. In short--only use the photo for the topic you got the release for. A MUST! WORKING WITH PHOTOGRAPHY STUDENTS Love their youth and creativity. And, know you will need to be a "hands on" art production manager so you don't get loads of artsy shots that don't meet your health literacy needs. Good rules of thumb? 1. BE VERY specific about what you are looking for. A photo journalistic style is best versus wide-angle lens or funky upshot approach. 2. Provide all the clothing for the model's yourself. Yep--iron them, tag them, and have extras. Free or low paid talent tend to show up in T-shirts or sporting clothing with brands. Yes--I did have a man show up in a JOE CAMEL shirt for a CVD brochure. Really. 3. Make a prop list and label all your props with masking tape (scene 1, scene 2 etc.) 4. Have a shot list and stick to it. 5. Have an assistant who marks down the shots you think looked best. HIRING OUT My favorite method to get the ethnically appropriate and behaviorally oriented shots we folks seek. And it can actually be very cost effective. In the Washington DC-BWI metro area a professional photographer and a trained photo assistant runs $1,200 to $2,000 a day. This fee includes getting your photos on disk. Plan on getting 4 to 5 scenes (that means you may have to make a waiting room look like a home . . . per day. A day runs from 8 AM until 5 or 6 PM in most cases. Expect your photographer to shoot 4 to 1 or 5 to 1. That means you will get a good photo for every 4 or 5 shots taken. Plan your shots, have your talent (people being photographed) come 30 minutes prior to their scene. Have magazines lying around--the shoots and snacks! ALWAYS take longer than expected. Does it work? Yep--The Keenan team managed to get all the photo shots for 24 booklets on TB (6 for Pacific Islanders, 6 for Vietnamese, 6 for Hispanics, and 6 for general population) in a 4- day period at 10 sites. We emerged tired, yet with the shots needed to showed the behaviors we wanted. PARTING SUGGESTION Don't be afraid of photography. Study the type of stock photos you can't afford or that don't quite have the correct look you meet. Strive to do them on your own, with photography students, or by hiring professionals. I find it can be great fun for you and very rewarding to your readers. Enjoy the new year! All best, Jann Jann Keenan, Ed.S. President, The Keenan Group, Inc. Experts in Health Literacy 9862 Century Drive Ellicott City, MD 21042 410.480.9716 www.healthliteracyworks.com www.healthliteracyinnovations.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4725 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/f731f626/attachment.bin From sauger at mindspring.com Wed Jan 10 23:36:38 2007 From: sauger at mindspring.com (Susan Auger) Date: Wed, 10 Jan 2007 23:36:38 -0500 Subject: [HealthLiteracy 562] Re: Photonovels In-Reply-To: Message-ID: <001e01c7353a$1601cae0$6401a8c0@yourus67pi6luv> Thank you Lisa. Yes, there are 7 photonovels on prenatal care with an ESL component. Topics include: conception, going to the clinic, nutrition/WIC, risks during pregnancy, childbirth, newborn care, and breastfeeding. We are currently in the planning stages of a new bilingual (Eng/Spanish) photonovel on gestational diabetes. It should be available by December, 2007. see www.aprendopress.com We also recently developed a bilingual (English/Spanish) photonovel series for the National Good Agricultural Practices (GAPs) program out of Cornell University. They focus on food safety, a particularly relevant topic given the recent outbreaks of salmonella and E.coli. One is targeted to farmworkers re: hygiene in the fields. The second is a story of a family who gets sick from salmonella. It contains practical steps for all stages of food preparation (shopping, cooking, storing, cleaning) to prevent food contamination and to kill harmful bacteria in home kitchens. (it's such a practical reference- I keep one in my own kitchen!) There is also a special section for pregnant women on preventing listeriosis -an infection that can be fatal to an unborn child. Listeria is often in contaminated fresh/soft cheeses made from unpasteurized milk. Initially, these photonovels were available at no charge, now I think there is a minor fee. See www.gaps.cornell.edu We learned a LOT during the extensive multicultural, multidisciplinary field-testing process. One lesson that stands out in my mind related to the current topic re: use of drawings and pictures - Is the thermometer and how to use it to test food temps. There was controversy about even including it - it was a must according to scientists. The perspective of those we came to understand as 'domestic cooking culture' (cuts across SES and racial and ethnic cultures) perceived it was not practical or culturally appropriate (e.g., few people have or use thermometers in home kitchens; too expensive for poor families to buy so not realistic or relevant; people have cooked for thousands of years without food thermometers) To make a long negotiation short, the balance point was the decision to eliminate the reference to using the temperatures as guide to tell if your food is 'done' to a more precise caption: "temperatures to kill harmful bacteria in meats" Note: the USDA does have a campaign that addresses the issue of 'doneness.' Also, for the drawing of the thermometer related to food storage, we started with a commonly used illustration of a thermometer with cartoon-like drawings of bacteria. We discovered two things among the Latinos with the lowest literacy levels. One was they had some interesting interpretations of the personified bacteria drawings. Second they did not know how to read or interpret the numbers on the thermometer. For example, they did not know the low and negative numbers meant 'cold' and the high numbers meant 'hot'. So these things together made the illustration quite ineffective.consequently, the visual did not clarify the meaning of the text or help them understand what to do. The men and women in the field-testing process gave us ideas for the changes needed to make the meaning of the illustration clearer. For example, we added a hot flame at the top of thermometer and ice cubes at the bottom. Instead of bacteria cartoons sweating/dead or shivering along side the thermometer- we included an oven plus 'too hot to live' caption and refrigerator/freezer plus 'too cold to grow'. (these visuals also help reinforce what to do.) In the middle, i.e., danger zone section, there are two steaks plus caption 'grows fast' (one has a few specks of bacteria with an arrow pointing to a second identical steak covered in specs) (The picture would be an easier and shorter way to explain.) BTW, Thank you for the suggested outline for helping work with an artist to create a drawing. It is so critical to be clear about one's objectives when working with an artist and also for testing purposes to see if you've accomplished your goals. One other note .I've been continuing my work re: how to teach with photonovels in a group setting using an empowerment-based, culture-centered process, with exciting results. It has helped me appreciate the fact that the spirit in which we use visuals and written communication in our work is also critical in achieving the broad aims of health literacy for individuals, groups, and communities. Susan Auger Auger Communications, Inc. Email: sauger at mindspring.com (t) 919-361-1857 (f) 919-361-2284 _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones Sent: Wednesday, January 10, 2007 3:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 560] Photonovels There are some fantastic photonovellas available in Spanish for prenatal classes. They were developped by Susan Auger in South Carolina and are a great resource. They are available at through Auger Communication. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/649a198a/attachment.html From psh2 at email.psu.edu Wed Jan 10 21:57:32 2007 From: psh2 at email.psu.edu (Peter S. Houts) Date: Wed, 10 Jan 2007 21:57:32 -0500 Subject: [HealthLiteracy 563] Re: using pictures in health communications In-Reply-To: <004501c734ee$f13a5060$2bbee589@dpl405rj> References: <6.2.0.14.2.20070109211243.02dda900@email.psu.edu> <004501c734ee$f13a5060$2bbee589@dpl405rj> Message-ID: <6.2.0.14.2.20070110205629.02c2fac0@email.psu.edu> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter -------------- next part -------------- A non-text attachment was scrubbed... Name: DoakandHoutscorrectionsdarticle[1].pdf Type: application/pdf Size: 300214 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/10998ec7/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: DoakandHoutsRoleofPicturessdarticle[1].pdf Type: application/pdf Size: 476661 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070110/10998ec7/attachment-0001.pdf -------------- next part -------------- From julie_mcKinney at worlded.org Thu Jan 11 13:21:34 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 11 Jan 2007 13:21:34 -0500 Subject: [HealthLiteracy 564] Re: using pictures in health communications Message-ID: <45A639DE0200002D00000A03@bostongwia.jsi.com> Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter From Lendoak at aol.com Thu Jan 11 14:32:23 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Thu, 11 Jan 2007 14:32:23 EST Subject: [HealthLiteracy 565] Using visuals - appearance counts! Message-ID: Dear list, What helpful comments from so many! Thank you Jann for sharing your practical knowledge on taking photos for health instructions. And of course this applies to almost any instructions. And Susan Auger, your shared experiences about photo-novelas is so helpful - thank you for taking the time to explain them to us. We especially applaud your field testing comments. We too have found that even when the instruction is developed by members of the same ethnic group, field teting with even a handfull of the target audience can reveal so much. Visuals - appearance - layout: First impressions shape our behavior whether it is a printed page or a web site screen. If the text looks dense, or the visuals cluttered, complex, confusing, then people tend to pass it by. And this is true for all literacy skill levels. (See: 1) Jan V. White, Graphic design for the electronics age, 2) E.R. Tufte, Visual explanations, 3) D.H.Jonassen, The technology of text) On a page with a visual and text, people tend to look at the visual(s) first, and unconsiously decide if they will read further. If there is a caption, people look at that next, and lastly they look at the text - if it is looked at at all. So , captureing the viewer/reader with the visual and caption is all important. You can make it easier for your readers/viewers by: - Make the page look simple and easy to understand by showing simple illustrations, and a minimum of text. - Be consistent and logical in placing visuals vs. text. - Cue the eye to look for your main point in the visuals. Use an arrow to point, or enlarge it, or a bright color, or other attention getter to highlight the main point. - Keep bullet lists short; no more than about 5. If more items are needed chunk the items under two or more sub-headers. ( This advice is not new: The "Rule of Seven" was published in the Journal of Psychology in 1956.) - Keep line lengths short - from 50 to 60 letters and spaces. (Ref. 1, pp. 24-29) Perhaps use two column layout. The research shows that people read long lines more slowly and sometimes lose their place and miss the next line. If the lines are short, readers are even willing to put up with long paragraphs (but short ones are far better). Later today, we plan to show a before-and-after example of an instruction. The inital instruction is text only, the revision includes simple graphics and simpler text. Let us know if this is of help. best wishes, Ceci and Len From Megan.Sety at metrokc.gov Thu Jan 11 15:04:12 2007 From: Megan.Sety at metrokc.gov (Sety, Megan) Date: Thu, 11 Jan 2007 12:04:12 -0800 Subject: [HealthLiteracy 566] Re: using pictures in health communications Message-ID: As a health educator, illustrations and photographs in any format can add value to understanding. But I've found that what's often missed is the essential need for human interaction. Materials cannot replace the value of a person taking even 1 minute to explain and teach. Materials are a great place for mutual understanding, and a health provider, educator, or even a family member who takes a minute to explain how to interpret the information can make all the difference in understanding. When I work on creating materials, I try to think about their distribution and incorporate messages targeting the distributors that flyers, resource guides, wesbsites, bookmarks, etc aren't just for handing out. They are an opportunity to start a conversation, to start a "learner" on the right foot from the beginning. ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 10:22 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Lendoak at aol.com Thu Jan 11 19:36:44 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Thu, 11 Jan 2007 19:36:44 EST Subject: [HealthLiteracy 567] Using pictures - before and after example Message-ID: Dear list, Here is an example of the conversion of an instruction in dense text to an instruction with simple stick figure visuals. The instruction with visuals is a DRAFT that might be tested with a sample of the target audience and then given to an illustrator/editor to turn into the finished product - a hand out page, a web page, or read on the radio. (Julie, I am not sure if the plain text format will allow the two pictures included below or not. So I'll send it first without calling for Plain Text. Please advise.) Background: This is only one of many instruction pieces that a group of 18 volunteers prepared for government agencies trying to help Katrina victims deal with health and safety problems right after the hurricane. The problems were immediate, so the turn around time to develop the revised instructions was less than 24 hours. (In 4 hours for the example below.) In some cases, the revised information was available to hurricane victims within 2 days. The original instruction was for people in their homes after the hurricane hit, and then for these people as they later returned to their damaged homes. (See Figure 1 below) Comments on the original instruction: 1. Readability level of the text is approx 11th grade. Two grade levels above that of the average adult American. And under stress, reading skills and desire to read drop further. 2. The title misses the key point - this is a crisis. "How to deal with Electric and gas utilities" sounds like calling about your utility bill. 3. This 8 line paragraph presents 18 facts and actions - all of them important. But the text is without a break to absorb the information. And the research tells us that 18 is far to many to remember at one reading.. 4. The text assumes that people know where their gas valve is located, and what the turn-off valve looks like. Few do. 5. The bottom line: This instruction will be of little or no help to people in crisis. Comments on the revision:(Figure 2 below) 1. A new title: "Hurricane or flood: What to do about gas and electric." 2. .The instruction was divided into two parts: 1)Before you leave home, 2) Returning. There is less urgency for the second part, so put that last. 3. Simple visuals were added showing the action (behaviors) to be taken. 4. Action captions were given to each visual. 5. Bullet text below 5th grade readability level. Short sentences that focus on behaviors (actions). Could you do something like this with one of your instructions? best wishes, Ceci and Len Figure 1. Orig. Text Figure 2. Revised and including visuals. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070111/a3bb596c/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 25373 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070111/a3bb596c/attachment.jpe -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 44278 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070111/a3bb596c/attachment-0001.jpe From Lendoak at aol.com Thu Jan 11 19:57:02 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Thu, 11 Jan 2007 19:57:02 EST Subject: [HealthLiteracy 568] Interaction with health instructions Message-ID: Dear list, Megan Sety of Seattle brought up a way to enhance the effectiveness of health care (and other) instructions - make the instruction interactive by having a person help the reader understand. If at all possible, have a person help the reader by pointing out the key information, and asking them to convert your (brochure) words into their words. When a patient can do this, they understand. A parallel idea is to build interaction into the instruction itself. Ask a question; include boxes to check, ask how the reader will change, or adopt behaviors, select from several pictures, make a list (include blank lines for the reader to write in), etc. With interaction we are involved, we are excited, we learn, we remember. Thanks for calling this to our attention. Len and Ceci From psh2 at email.psu.edu Thu Jan 11 21:34:37 2007 From: psh2 at email.psu.edu (Peter S. Houts) Date: Thu, 11 Jan 2007 21:34:37 -0500 Subject: [HealthLiteracy 569] Re: using pictures in health communications In-Reply-To: References: Message-ID: <6.2.0.14.2.20070111210912.02cdec60@email.psu.edu> Both Megan and Susan have commented on the importance of including one to one contact and personalized explanations of pictures and written materials. I think this is a very important point. Interestingly, I have not read this idea before - but that probably is a reflection of my limited exposure to the field - which is mainly the research side. It is an important idea that should be researched. I think that it is very likely that personal explanation will have a marked effect on some patients' comprehension and behaviors. It would be a simple study to design: text plus pictures versus text plus pictures plus personalized explanations. I suspect that the results will be complex - greater effects on certain populations and certain topics. I also appreciated the enthusiastic comments from several people on photo novels. I share their expectation that photo novels can be very effective in changing behavior - but, as a researcher, this is a hypothesis rather than an established fact. As I mentioned in an earlier message, we could not find rigorously controlled studies to prove it. I very much hope that the people who use these techniques will carry out the research that is needed. I am leaving on at trip tomorrow morning - returning on January 22. I look forward to reading more messages on this topic when I return and will add my thoughts as well. Thank you for allowing me to participate - this has been a very stimulating and enjoyable project. All the best, Peter From schail01 at med.nyu.edu Fri Jan 12 10:02:31 2007 From: schail01 at med.nyu.edu (Linda van Schaick) Date: Fri, 12 Jan 2007 10:02:31 -0500 Subject: [HealthLiteracy 570] Re: using pictures in health communications References: <6.2.0.14.2.20070109211243.02dda900@email.psu.edu> Message-ID: <001901c7365a$afaee620$3370ab0a@bellevue71ljjl> It has been great to read everyones questions, suggestions, research etc. It certainly makes us feel like we are in good company --developing materials using visuals. We have been been working for the past several years designing Medication Instruction and Log Sheets for parents, specific to the medicine that is being prescribed for their children as part of our Health Education Project ( H.E.L.P.) at Bellevue Hospital's pediatric clinic. These bilingual (English/Spanish), low literacy materials, use plain language and pictures (pictograms) to explain how medications should be given and includes a log sheet to make it easy for parents to keep track of dosing. The comments of the Doaks and Peter Houts fit with our observations: a.. Our patient population is very diverse--piloting new pictograms to learn how different individuals and cultural groups interpret them is important to our work and our waiting room is the best place to get reactions. Parents really feel good about helping us and are eager to share their opinions, especially "one to one". b.. In addition to feedback from the "end user", having input from different disciplines has been very enriching--pediatricians, pharmacists and health educators each have different but important suggestions. c.. We found our graphic designer right in the clinic! She is a member of the Child Life Services --her previous training and her sensitivity to the needs of the population we serve has been invaluable. Since she worked part- time, we were able to include additional hours for her to work with us as part of grant funding. As an added bonus, she has the 'patience of a saint' as we change and improve our materials. d.. We have found that in complicated medication protocols, photographs of medications are more helpful than illustrations alone and have developed Asthma Instruction Sheets using this model. e.. Megan's comments about "human interactions" is important. Volunteers and staff review and discuss the medication instruction sheets and logs with parents as they wait to see their pediatrican as part of a larger general "conversation" about giving medicine to children. Our hope is that many of the parents will already be familiar with the materials and how to use them when they get a prescription and these materials from their doctor. f.. Studying the efficacy of our materials has been a time consuming but fascinating process that has lead to significant changes in our design. Initially we did a Quality Improvement Project and then a randomized control study of liquid medication materials on 146 parents seen in Pediatric Emergency Service. The results of the study are promising: parents who received the sheets demonstrated increased accuracy in dosing their child's medication as well as improved adherence to the medication schedule. For "as needed" medications, caregivers who received the medication sheets dosed accurately 86.7% of the time compared to 60.5% of the parents who did not receive the sheets. For "daily dose" medications, 95.7% of caregivers who received the sheets dosed accurately compared to 64.3% who did not receive the instruction sheets. In addition, parents using the sheets had improved adherence to their medications schedule (100% vs. 69.0%). We hope to have these materials available by early summer to every parent who gets a prescription in our clinic. The discussions of the past week have been very helpful as we move forward. Linda van Schaick MS Ed Shonna Yin, MD From Lendoak at aol.com Fri Jan 12 11:23:10 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Fri, 12 Jan 2007 11:23:10 EST Subject: [HealthLiteracy 571] Visuals - Friday Summary Message-ID: Dear list, We hope that the focus this week on more effective use of visuals has been as stimulating for you as it has been for us. Your inputs have helped shape and frame the discussion and for us it has been most exciting. Thank you for this opportunity to share knowledge and experiences. We'd like to summarize by highlighting a few topics again and then pull thoughts together in the context of "Suitability of Assessment of Materials" from our book, Teaching Patients with Low Literacy Skills. Thinking Visually: Let's briefly review the problem of "how to think visually". One of the most effective approaches is to get in the mood by reviewing two or three examples: start with Peter Houts' Eldercare material and as you go through the pages, some ideas of how you can use this approach will come to you. There are a number of gov't pubs that have good examples. In the environmental field, "The Right to Understand:Linking Literacy to Health and Safety Training" published by Labor Occupational Health Program, Univ. of Calif, Berkeley, 1994, illustrates and explains why stylized images are less useful than familiar images. We are impressed with the focus now being given visuals by the Am. Public Health Assoc. The January issue of the monthly journal arrived yesterday, and lo and behold, the cover is a cartoon of the topic "disentangling health disparities through national surveys". The editor says "expect to see more cartoons in our pages and on our website as we move judiciously forward with new tools and diverse media ..." Perhaps this focus by a highly respected national journal will support your interests and help your supervisors and administrators realize the value of visuals as "new tools". If your supervisor is still skeptical about using visuals, consider creating two draft versions of a brief instruction. Test each with a small group of patients, and show that your results in improved patient recall and understanding are similar to other research finding - and could improve your organization's health care effectiveness. Suitability factors for visuals: In pulling together the various elements of making visuals work for you, we offer the following summary drawn from "Suitability Assessment of Materials" (found in Chapter 4 of our book): 1. Graphics a) cover is friendly, attracts attention, clearly portrays the purpose of the instruction to the intended audience b) simple line drawings can promote realism without distracting details. (Visuals are accepted and remembered better when they portray what is familiar and easily recognized.) c) relevance of illustration is key to comprehension. Nonessential details such as room background, elaborate borders, unneeed color are not included. d) captions can quickly tell the reader what the graphic is all about, and where to focus within the graphic. 2. Layout: consider these factors: a) Illustrations are on the same page near the related text b) layout and sequence of information are consistent, making it easy for the reader to predict the flow of information c) cuing devices (boxes, arrows, etc) direct attention to key points d) white space reduces clutter and gives "breathing room" e) color supports and is not distracting; color "codes" are not necessary to understand the message f) high contrast between type and color of paper; no "shadow" images or logos are used. g) non-gloss or low gloss surface. (Gloss reflects light and slows reading) 3. Typography: this affects reading speed a) text type is uppercase and lowercase serif, if possible b) type size is at least 12 point c) typographic cues (bold, size, color) emphasize key points d) no ALL CAPS for long headers or running text; they destroy cues for all readers, especially, in deciphering letters e) lists need to be partitioned into small "chunks" 4 Interaction included in text and/or graphic There are other points which affect comprehension but this will be a good starting point to reach our goals of comprehension and compliance. Thank you so much; We and Peter invite your comments and suggestions and ideas for further discussion. ( Peter may wish to add his own summary when he reutruns from vacation in about 2 weeks.) best wishes, Ceci and Len Doak From sflint at library.ca.gov Fri Jan 12 12:45:20 2007 From: sflint at library.ca.gov (Flint, Suzanne) Date: Fri, 12 Jan 2007 09:45:20 -0800 Subject: [HealthLiteracy 572] Re: using pictures in health communications In-Reply-To: Message-ID: I have been reading this listserve for some time now but without comment. It's been a wealth of great information and my next comment is in no way meant to minimize all of our efforts in developing good, clear, plain language health information. However, Megan's point is worth underscoring. Having been a patient educator at Packard Children's Hospital at Stanford (for almost 20 years) and now working with the CA State Library, my experience has led me to believe that the importance of the personal interaction cannot be emphasized enough. We are all being pressured to reduce everything to the 60 second "sound or print bite" -- even if we could succeed in doing this (which is doubtful), that is not a guarantee that we will be able to impact behaviors. And ultimately that is what has to change since most health strategies (both preventative and curative) require a chance in habits and/or behaviors. We could paper the world with information -- but information is NOT what motivates behavior change. So I would encourage us, in addition, to working to create effective health education materials to also continue to explore the "people skills" that all of us need (health and non-health professionals alike) to effectively bridge the gap between information and behavior change. Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 FAX: 916-653-8443 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sety, Megan Sent: Thursday, January 11, 2007 12:04 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 566] Re: using pictures in health communications As a health educator, illustrations and photographs in any format can add value to understanding. But I've found that what's often missed is the essential need for human interaction. Materials cannot replace the value of a person taking even 1 minute to explain and teach. Materials are a great place for mutual understanding, and a health provider, educator, or even a family member who takes a minute to explain how to interpret the information can make all the difference in understanding. When I work on creating materials, I try to think about their distribution and incorporate messages targeting the distributors that flyers, resource guides, wesbsites, bookmarks, etc aren't just for handing out. They are an opportunity to start a conversation, to start a "learner" on the right foot from the beginning. ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 10:22 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Kathleen.Loughrey at aoa.hhs.gov Fri Jan 12 14:22:14 2007 From: Kathleen.Loughrey at aoa.hhs.gov (Loughrey, Kathleen A. (AoA)) Date: Fri, 12 Jan 2007 14:22:14 -0500 Subject: [HealthLiteracy 573] Re: Opening comments on pictures In-Reply-To: <533.f4379bd.32d42296@aol.com> Message-ID: <5ADDDA04BD86C14C992D6C410E738E600564C896@AVN3VS004.ees.hhs.gov> To Dr. Doak's point below, the US Administration on Aging has a large multi-media photo gallery of older adults engaged in a variety of activities at: http://www.aoa.gov/press/multimedia/multimedia.asp . Also, also we took our own digital photographs for a nutrition and physical activity campaign for older adults at local senior centers. The main cost was staff time, since we used our own talent. Kay Loughrey US Administration on Aging. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Monday, January 08, 2007 5:41 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 543] Opening comments on pictures Dear colleagues and friends, We thank you Julie for the opportunity to discuss ideas and research on using pictures in education; especially health education. We (Ceci and Len) are honored to share this task with Dr. Peter Houts. Our thanks also go to those who took the time to write about problems, questions and concerns on using more pictures with instructions. And for those who have already offered helpful suggestions and information sources, we thank you. A brief preamble: There may be three parts to a health care instruction: 1) the words (spoken or written), 2) picture captions, and 3) pictures and demos. These apply to verbal and print instructions, to web sites, and partly to video. During this week, we'll discuss pictures and also their integration into the communication as a "package". To carry the preamble a bit further, let's consider the particular characteristics of the reading habits of poor readers which can affect the learning potential from visuals. There are four we can consider: 1) their eyes wander about the page without finding the central focus of the visual; 2) skip over principal features; 3) eyes may focus on a detail such as the color of nail polish on a finger using a syringe or an A frame house in the background; 4) slow to interpret perceptual information and interpret the visual literally. (our book 1996, p.. 93) We plan to address each of the issues you raised last week. We have some specifics about how to "think visually" as well as addressing some of the characteristics described above. This is such an exciting topic and we are delighted to be a part of sharing concerns and experiences. The comments and questions seemed to fall into 3 groups: 1)Resources and availability of visuals, 2) Competing with the market place, 3) Thinking visually; lack of personal artistic ability. We and Peter will address these during the week. We encourage and welcome your feedback during the process. Our responses to comments: A key concern is the availability of free or non-copyright, appropriate pictures. (Appropriate for topics, genders, age, culture, etc.) OUR COMMENTS: Several respondents last week already offered suggestions for sources for visuals, and nearly all government agencies have pictures included in instructions that can be used without cost. These can be obtained by websites, from brochures and videos, and by contacting the agency. But these do take time to ferret out. Suppose you are assigned to write a summary two page instruction, to give to asthma patients at your medical center, on key points of how and when to use their inhaler. The schedule allows you a week during your "free" time. This topic fairly cries out for the messages to include pictures. We suggest that if you can't find suitable visuals that you buy them, and according to your specification. (Later this week we will offer a spec sheet format to help you define and buy the visuals you want. We believe that Dr. Houts will offer comments on how to buy pictures, their potentially very low cost, and short turn around time to get them.) We'll elaborate on this in the coming days. best wishes, Ceci and Len Doak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070112/8c9b86cc/attachment.html From julie_mcKinney at worlded.org Fri Jan 12 14:34:49 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 12 Jan 2007 14:34:49 -0500 Subject: [HealthLiteracy 574] Re: using pictures and one-on-one interaction Message-ID: <45A79C890200002D00000A5C@bostongwia.jsi.com> Thanks, Megan, for addressing the "human connection" and all who agreed. I do think that all of the visuals we have been discussing have always meant to be passed on in the context of interaction with a health provider or educator, but the point is worth reinforcing. And it reminded me of another message that Len and Ceci Doak sent to the list last summer, which dealt with spoken communication between physicians and patients during visits, and how to expand the one-on-one teaching time without taking up more of the physician's time. Here is an excerpt from that message: "We would like to share with you the way that one clinic addresses these problems. This large free clinic recognizes the communication - time problem, and has partitioned the process of patient communication. The examining doctor provides the patient with the most critical information and explains its importance to the patient. The patient returns to the waiting room and then is called for additional discussions with a health care coordinator who has the patient's medical record with the latest comments from the doctor. Communication methods involve teach-back, demos and "what if" questions." One great example of a creative way to enhance patient teaching is the "Baby Basics Prenatal Health Literacy Program", which is built around a book with pictures and simple text. The patient keeps the book and brings it into appointments, the doctor or midwife usess it to reference answers to questions (pointing to pictures and noting page numbers), and health educators use it for patient teaching while they are waiting for their appointments. See the following link for a description and link to the website. http://wiki.literacytent.org/index.php/The_Baby_Basics_Prenatal_Health_Literacy_Program Any other examples out there of ways to be creative about about combining human interaction with good pictorial-based materials? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Flint, Suzanne" 01/12/07 12:45 PM >>> I have been reading this listserve for some time now but without comment. It's been a wealth of great information and my next comment is in no way meant to minimize all of our efforts in developing good, clear, plain language health information. However, Megan's point is worth underscoring. Having been a patient educator at Packard Children's Hospital at Stanford (for almost 20 years) and now working with the CA State Library, my experience has led me to believe that the importance of the personal interaction cannot be emphasized enough. We are all being pressured to reduce everything to the 60 second "sound or print bite" -- even if we could succeed in doing this (which is doubtful), that is not a guarantee that we will be able to impact behaviors. And ultimately that is what has to change since most health strategies (both preventative and curative) require a chance in habits and/or behaviors. We could paper the world with information -- but information is NOT what motivates behavior change. So I would encourage us, in addition, to working to create effective health education materials to also continue to explore the "people skills" that all of us need (health and non-health professionals alike) to effectively bridge the gap between information and behavior change. Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 FAX: 916-653-8443 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sety, Megan Sent: Thursday, January 11, 2007 12:04 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 566] Re: using pictures in health communications As a health educator, illustrations and photographs in any format can add value to understanding. But I've found that what's often missed is the essential need for human interaction. Materials cannot replace the value of a person taking even 1 minute to explain and teach. Materials are a great place for mutual understanding, and a health provider, educator, or even a family member who takes a minute to explain how to interpret the information can make all the difference in understanding. When I work on creating materials, I try to think about their distribution and incorporate messages targeting the distributors that flyers, resource guides, wesbsites, bookmarks, etc aren't just for handing out. They are an opportunity to start a conversation, to start a "learner" on the right foot from the beginning. ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 10:22 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Fri Jan 12 15:47:00 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 12 Jan 2007 15:47:00 -0500 Subject: [HealthLiteracy 575] Online access to PDFs from this discussion Message-ID: <45A7AD740200002D00000A65@bostongwia.jsi.com> Hi Everyone, In case you were not able to open the PDF attachments, here are some links to online access to th following PDFs. The article by the Doaks and Peter Houts will also be available next week. Using pictures to improve health communication Presentation by Peter Houts, PhD http://healthliteracy.worlded.org/visuals_in_health.pdf Use of pictorials in medication instructions: A review of the literature by Marra G. Katz, Sunil Kripalani, and Barry D. Weiss http://healthliteracy.worlded.org/pictorial_med_instructions.pdf I will also compile a list of the other great resources mentioned during this discussion, and send it out. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Fri Jan 12 17:24:04 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 12 Jan 2007 17:24:04 -0500 Subject: [HealthLiteracy 576] Thanks so much to the Doaks and Dr. Houts! Message-ID: <45A7C4340200002D00000A69@bostongwia.jsi.com> Hi Everyone, I want to thank you all for an excellent practical discussion about using pictures for health education! And I especially thank Len and Ceci Doak and Dr. Peter Houts for sharing their experience, research review, analysis and insight in order to inform our efforts to use pictures and visuals most effectively in health education materials and clinical encounters. Even though the scheduled discussion ends today, I hope that we can continue to discuss this topic and share resources, stories of work that we are doing, and other information. Again, thanks to all! Have a great long weekend. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From lisab at whattoexpect.org Sun Jan 14 12:31:02 2007 From: lisab at whattoexpect.org (Lisa Bernstein) Date: Sun, 14 Jan 2007 12:31:02 -0500 Subject: [HealthLiteracy 577] Re: using pictures and one-on-one interaction In-Reply-To: <45A79C890200002D00000A5C@bostongwia.jsi.com> References: <45A79C890200002D00000A5C@bostongwia.jsi.com> Message-ID: Julie, Thanks for the mention of the Baby Basics prenatal health literacy program. I've been reading this discussion on art and health literacy education closely. We've just received funding to do a Family's First Year Basics book - which will take our Baby Basics prenatal program into the first year...and take into account the literacy skills, as well as the health, social, cultural and economic concerns of the ENTIRE family - not just the baby, but also the mom, the dad, and grandma if she is serving as a major caregiver. I am working to make the art in this next book even more of a major component than it is in the first - and our team is asking ourselves lots of questions, such as: - the prenatal guide had photographs of women, men and babies that looked very much like the underserved expecting women we work with. For this next book how can we take these photographs a step forward so they model baby/adult interaction and are tools - not just affirming decoration? - The prenatal book has illustrations that closely mirror the written text on the page (Which is written to 3rd grade level in some places, and a 5th grade in others). These illustrations are already used to make a point. But, how can we take all of the research we've read on this listserve and make the art much more than a mirror to the text? Can we create illustrations that stand alone as teaching tools- yet are still on the page with text and are aesthetically pleasing, so that a woman who can read the text would not feel that the book was "not for her"? (One of the things of which we are most proud is that moms say "this book was written for me" in focus groups and surveys.) I think the look and feel of written materials for underserved patients and those who do not or can not read is important. We are fortunate to have the funding to hire professional illustrators and designers to create our materials. I hope we're up to the job, but would welcome suggestions from any and all... we will be creating a list of "visual moments" in parenting that could use illustration (or photography) to convey some pretty complicated things - the obvious "care moments" -such as how to diaper a baby - the health literacy moments - such as taking a prescription - but we'll see what else can be shown through illustration. Anyone with suggestions, or interested in learning more, I'm all ears (and eyes) Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing parenthing health and literacy support so that families in need know what to expect when expecting. On 1/12/07, Julie McKinney wrote: > > Thanks, Megan, for addressing the "human connection" and all who agreed. > I do think that all of the visuals we have been discussing have always > meant to be passed on in the context of interaction with a health > provider or educator, but the point is worth reinforcing. And it > reminded me of another message that Len and Ceci Doak sent to the list > last summer, which dealt with spoken communication between physicians > and patients during visits, and how to expand the one-on-one teaching > time without taking up more of the physician's time. Here is an excerpt > from that message: > > "We would like to share with you the way that one clinic addresses these > problems. This large free clinic recognizes the communication - time > problem, and has partitioned the process of patient communication. The > examining doctor > provides the patient with the most critical information and explains its > importance to the patient. The patient returns to the waiting room and > then is called for additional discussions with a health care coordinator > who has the patient's medical record with the latest comments from the > doctor. Communication methods involve teach-back, demos and "what if" > questions." > > One great example of a creative way to enhance patient teaching is the > "Baby Basics Prenatal Health Literacy Program", which is built around a > book with pictures and simple text. The patient keeps the book and > brings it into appointments, the doctor or midwife usess it to reference > answers to questions (pointing to pictures and noting page numbers), and > health educators use it for patient teaching while they are waiting for > their appointments. See the following link for a description and link to > the website. > > > http://wiki.literacytent.org/index.php/The_Baby_Basics_Prenatal_Health_Literacy_Program > > Any other examples out there of ways to be creative about about > combining human interaction with good pictorial-based materials? > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> "Flint, Suzanne" 01/12/07 12:45 PM >>> > I have been reading this listserve for some time now but without > comment. It's been a wealth of great information and my next comment is > in no way meant to minimize all of our efforts in developing good, > clear, plain language health information. However, Megan's point is > worth underscoring. Having been a patient educator at Packard > Children's Hospital at Stanford (for almost 20 years) and now working > with the CA State Library, my experience has led me to believe that the > importance of the personal interaction cannot be emphasized enough. > > We are all being pressured to reduce everything to the 60 second "sound > or print bite" -- even if we could succeed in doing this (which is > doubtful), that is not a guarantee that we will be able to impact > behaviors. And ultimately that is what has to change since most health > strategies (both preventative and curative) require a chance in habits > and/or behaviors. We could paper the world with information -- but > information is NOT what motivates behavior change. So I would encourage > us, in addition, to working to create effective health education > materials to also continue to explore the "people skills" that all of us > need (health and non-health professionals alike) to effectively bridge > the gap between information and behavior change. > > Suzanne Flint, Library Programs Consultant > Library Development Services > California State Library > P.O. Box 942837 > Sacramento, CA 94237-0001 > Phone: 916-651-9796 > FAX: 916-653-8443 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sety, Megan > Sent: Thursday, January 11, 2007 12:04 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 566] Re: using pictures in health > communications > > As a health educator, illustrations and photographs in any format can > add value to understanding. But I've found that what's often missed is > the essential need for human interaction. Materials cannot replace the > value of a person taking even 1 minute to explain and teach. Materials > are a great place for mutual understanding, and a health provider, > educator, or even a family member who takes a minute to explain how to > interpret the information can make all the difference in understanding. > When I work on creating materials, I try to think about their > distribution and incorporate messages targeting the distributors that > flyers, resource guides, wesbsites, bookmarks, etc aren't just for > handing out. They are an opportunity to start a conversation, to start a > "learner" on the right foot from the beginning. > > ***************************** > Megan Sety > Public Health - Seattle & King County > Environmental Health Services Division > Tacoma Smelter Plume Project > megan.sety at metrokc.gov > 206-205-5273 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney > Sent: Thursday, January 11, 2007 10:22 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 564] Re: using pictures in health > communications > > Hi Everyone, > > I am so grateful to all who have shared so much expertise on this > subject! I would like to encourage others to write in and share how you > plan to use the information shared during this discussion. In > particular, I'd like to hear from these different groups to see how it > may encourage you to do something different in your program: > > --Health Educators > --Health Care Providers/Clinicians > --Adult Literacy Educators > --Policy makers > > And if you have further questions for Peter, Ceci and Len, I invite you > to ask! > > Also, I want to ask those of you on the health side: How can adult > literacy educators collaborate to enhance your efforts at improving > health communication? There is a large group of the most underserved and > least literate people who are being served in the supportive > environments of literacy classes. This group is also most in need of > health information and access to care. Everyone could benefit from this > type of collaboration, and so I would love to get feedback about how > this could work best. > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> "Peter S. Houts" 01/10/07 9:57 PM >>> > In an earlier message I said I would try to get a pfd file of the review > > article that Ceci, Len, and I wrote. I was successful and it is > attached. There are two files - the first is the full article and the > second is an erratum explaining that one of the figures was incorrect > and includes the correct figure. I am very happy to learn about other > publications that have been mentioned in this discussion. I plan to > read them all. > > I read the article that Sunil Kripalani and colleagues wrote and that he > > included as an attachment to his email message. It is an excellent > article. I agree with them that age is a very important parameter for > use of pictures - research suggests that elderly people may react > differently to pictures - but we don't understand how differently and at > what ages. This is an important area for future research. I also think > that > > their observation on using complex icons is important. Some icons (such > as > clocks) are not easily understood by people with low literacy skills. > So > pilot testing is important to be sure icons are meaningful. In the > study with stick figures that I did, we made up some icons to try to > make the pictures more easily understood - but then found that the > subjects often > > had trouble remembering what the icons meant. It really gets back to > using simple language to explain what the picture or icon means. Icons > without explanation can lead to confusion. > > I agree with Julie that photographs could be helpful and her example was > a good one - showing pictures of syringes or pills to illustrate > instructions. From her explanation, the pictures were probably very > simple > - without a lot of distracting detail. The key is to keep distracting > detail to an absolute minimum. If that can be done with photographs, > then they will be very useful. But, as Paul mentioned in his email, it > is often easier to keep confusing detail down with simple line drawings. > > I am learning a great deal from this discussion and am looking forward > to reading more of your ideas. > > Peter > > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070114/fcc20d86/attachment.html From SearingM at co.clinton.ny.us Tue Jan 16 10:09:11 2007 From: SearingM at co.clinton.ny.us (Searing, Margaret) Date: Tue, 16 Jan 2007 10:09:11 -0500 Subject: [HealthLiteracy 578] Re: using pictures in health communications Message-ID: <8F5EB36024ECB14C8E2BB6AC50AB9DC201C31E1D@ccw2kad01.co.clinton.ny.us> I am an in-service educator at a county health department in upstate New York, and am also Chair of our Patient Friendly Literature Committee. Recently I met with the Literacy Volunteers program in our community and supplied them with a variety of patient friendly brochures and literature relevant to their students. This creates a very cost-effective outreach for the Health Department in promoting healthly lifestyles and preventive practices within our low literacy population, and provides the literacy program with adult-oriented, appropriate materials to use in meeting their goals. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 1:22 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Tue Jan 16 11:46:40 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 16 Jan 2007 11:46:40 -0500 Subject: [HealthLiteracy 579] Re: using pictures in health communications Message-ID: <45ACBB200200002D00000ABE@bostongwia.jsi.com> Thanks, Margaret, for sharing this excellent idea! As you say, this is a great way for health outreach programs to reach their target population, while helping teachers and learners to address health literacy from the classroom. I have a few questions so that your experience can help guide other programs: * How did connect with this literacy program? * Do you know how they plan to use the brochures? * Do you plan to do any follow-up collaborative activities with these programs? For those interested in connecting with literacy programs, here are two websites where you can find a literacy program in your community: http://www.literacydirectory.org/ http://www.literacyvolunteers.org/ All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Searing, Margaret" 01/16/07 10:09 AM >>> I am an in-service educator at a county health department in upstate New York, and am also Chair of our Patient Friendly Literature Committee. Recently I met with the Literacy Volunteers program in our community and supplied them with a variety of patient friendly brochures and literature relevant to their students. This creates a very cost-effective outreach for the Health Department in promoting healthly lifestyles and preventive practices within our low literacy population, and provides the literacy program with adult-oriented, appropriate materials to use in meeting their goals. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 1:22 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From SearingM at co.clinton.ny.us Wed Jan 17 12:13:01 2007 From: SearingM at co.clinton.ny.us (Searing, Margaret) Date: Wed, 17 Jan 2007 12:13:01 -0500 Subject: [HealthLiteracy 580] Re: using pictures in health communications Message-ID: <8F5EB36024ECB14C8E2BB6AC50AB9DC201C3258F@ccw2kad01.co.clinton.ny.us> The idea to outreach to the literacy volunteers came from the coordinator of our unit at the health department, who used to be a literacy volunteer herself. They were very hospitable to a meeting when I contacted them by phone, and dropped her name. They plan to use the brochures and information sheets I shared by keeping them in a common file from which tutors can choose appropriate items based on the life circumstances of the student. Information on growth and development and immunizations were particularly well received, as was a brochure on Emergency Preparedness. As I plan to update the program with new items as they become available, I will also inquire how the brochures and information sheets are being used. By the way, the coordinator of the literacy volunteers program had ideas to share with us about other programs in the County, for instance offices where people fill out forms to seek heating assistance, where some health promotion literature might be displayed. This approach doesn't provide the one-on-one contact so vital to teaching, however. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, January 16, 2007 11:47 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 579] Re: using pictures in health communications Thanks, Margaret, for sharing this excellent idea! As you say, this is a great way for health outreach programs to reach their target population, while helping teachers and learners to address health literacy from the classroom. I have a few questions so that your experience can help guide other programs: * How did connect with this literacy program? * Do you know how they plan to use the brochures? * Do you plan to do any follow-up collaborative activities with these programs? For those interested in connecting with literacy programs, here are two websites where you can find a literacy program in your community: http://www.literacydirectory.org/ http://www.literacyvolunteers.org/ All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Searing, Margaret" 01/16/07 10:09 AM >>> I am an in-service educator at a county health department in upstate New York, and am also Chair of our Patient Friendly Literature Committee. Recently I met with the Literacy Volunteers program in our community and supplied them with a variety of patient friendly brochures and literature relevant to their students. This creates a very cost-effective outreach for the Health Department in promoting healthly lifestyles and preventive practices within our low literacy population, and provides the literacy program with adult-oriented, appropriate materials to use in meeting their goals. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, January 11, 2007 1:22 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 564] Re: using pictures in health communications Hi Everyone, I am so grateful to all who have shared so much expertise on this subject! I would like to encourage others to write in and share how you plan to use the information shared during this discussion. In particular, I'd like to hear from these different groups to see how it may encourage you to do something different in your program: --Health Educators --Health Care Providers/Clinicians --Adult Literacy Educators --Policy makers And if you have further questions for Peter, Ceci and Len, I invite you to ask! Also, I want to ask those of you on the health side: How can adult literacy educators collaborate to enhance your efforts at improving health communication? There is a large group of the most underserved and least literate people who are being served in the supportive environments of literacy classes. This group is also most in need of health information and access to care. Everyone could benefit from this type of collaboration, and so I would love to get feedback about how this could work best. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Peter S. Houts" 01/10/07 9:57 PM >>> In an earlier message I said I would try to get a pfd file of the review article that Ceci, Len, and I wrote. I was successful and it is attached. There are two files - the first is the full article and the second is an erratum explaining that one of the figures was incorrect and includes the correct figure. I am very happy to learn about other publications that have been mentioned in this discussion. I plan to read them all. I read the article that Sunil Kripalani and colleagues wrote and that he included as an attachment to his email message. It is an excellent article. I agree with them that age is a very important parameter for use of pictures - research suggests that elderly people may react differently to pictures - but we don't understand how differently and at what ages. This is an important area for future research. I also think that their observation on using complex icons is important. Some icons (such as clocks) are not easily understood by people with low literacy skills. So pilot testing is important to be sure icons are meaningful. In the study with stick figures that I did, we made up some icons to try to make the pictures more easily understood - but then found that the subjects often had trouble remembering what the icons meant. It really gets back to using simple language to explain what the picture or icon means. Icons without explanation can lead to confusion. I agree with Julie that photographs could be helpful and her example was a good one - showing pictures of syringes or pills to illustrate instructions. From her explanation, the pictures were probably very simple - without a lot of distracting detail. The key is to keep distracting detail to an absolute minimum. If that can be done with photographs, then they will be very useful. But, as Paul mentioned in his email, it is often easier to keep confusing detail down with simple line drawings. I am learning a great deal from this discussion and am looking forward to reading more of your ideas. Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From kabeall at comcast.net Wed Jan 17 16:21:33 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 17 Jan 2007 16:21:33 -0500 Subject: [HealthLiteracy 581] New from NCSALL Message-ID: <00fe01c73a7d$78a12c20$0202a8c0@your4105e587b6> Hi all, This is a publication that Rima Rudd mentioned in a posting a few weeks ago as a new resource. It is now available on the Web and will soon be available in a print format. The Health Literacy Environment of Hospitals and Health Centers: Partners for Action: Making Your Healthcare Facility Literacy-Friendly by Rima E. Rudd and Jennie E. Anderson The guide and the review tools found within it offer an approach for analyzing literacy-related barriers to healthcare access and navigation. The findings of such a review could spark discussions and help shape strategies to eliminate literacy barriers and enhance health literacy. For more information and to download the guide, go to: http://www.ncsall.net/?id=1163 **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070117/2897d3e9/attachment.html From schusterer at missouri.edu Fri Jan 19 10:02:16 2007 From: schusterer at missouri.edu (Schuster, Ellen R.) Date: Fri, 19 Jan 2007 09:02:16 -0600 Subject: [HealthLiteracy 582] Re: Opening comments on pictures In-Reply-To: <5ADDDA04BD86C14C992D6C410E738E600564C896@AVN3VS004.ees.hhs.gov> References: <533.f4379bd.32d42296@aol.com> <5ADDDA04BD86C14C992D6C410E738E600564C896@AVN3VS004.ees.hhs.gov> Message-ID: <8D7FCB83343F2240841B94F0AD8401970116AB3A@UM-XMAIL07.um.umsystem.edu> The correct URL for this link is http://www.aoa.gov/press/multimed/photos/multimed_photos.asp Ellen University of Missouri-Columbia ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Loughrey, Kathleen A. (AoA) Sent: Friday, January 12, 2007 1:22 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 573] Re: Opening comments on pictures To Dr. Doak's point below, the US Administration on Aging has a large multi-media photo gallery of older adults engaged in a variety of activities at: http://www.aoa.gov/press/multimedia/multimedia.asp . Also, also we took our own digital photographs for a nutrition and physical activity campaign for older adults at local senior centers. The main cost was staff time, since we used our own talent. Kay Loughrey US Administration on Aging. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Monday, January 08, 2007 5:41 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 543] Opening comments on pictures Dear colleagues and friends, We thank you Julie for the opportunity to discuss ideas and research on using pictures in education; especially health education. We (Ceci and Len) are honored to share this task with Dr. Peter Houts. Our thanks also go to those who took the time to write about problems, questions and concerns on using more pictures with instructions. And for those who have already offered helpful suggestions and information sources, we thank you. A brief preamble: There may be three parts to a health care instruction: 1) the words (spoken or written), 2) picture captions, and 3) pictures and demos. These apply to verbal and print instructions, to web sites, and partly to video. During this week, we'll discuss pictures and also their integration into the communication as a "package". To carry the preamble a bit further, let's consider the particular characteristics of the reading habits of poor readers which can affect the learning potential from visuals. There are four we can consider: 1) their eyes wander about the page without finding the central focus of the visual; 2) skip over principal features; 3) eyes may focus on a detail such as the color of nail polish on a finger using a syringe or an A frame house in the background; 4) slow to interpret perceptual information and interpret the visual literally. (our book 1996, p.. 93) We plan to address each of the issues you raised last week. We have some specifics about how to "think visually" as well as addressing some of the characteristics described above. This is such an exciting topic and we are delighted to be a part of sharing concerns and experiences. The comments and questions seemed to fall into 3 groups: 1)Resources and availability of visuals, 2) Competing with the market place, 3) Thinking visually; lack of personal artistic ability. We and Peter will address these during the week. We encourage and welcome your feedback during the process. Our responses to comments: A key concern is the availability of free or non-copyright, appropriate pictures. (Appropriate for topics, genders, age, culture, etc.) OUR COMMENTS: Several respondents last week already offered suggestions for sources for visuals, and nearly all government agencies have pictures included in instructions that can be used without cost. These can be obtained by websites, from brochures and videos, and by contacting the agency. But these do take time to ferret out. Suppose you are assigned to write a summary two page instruction, to give to asthma patients at your medical center, on key points of how and when to use their inhaler. The schedule allows you a week during your "free" time. This topic fairly cries out for the messages to include pictures. We suggest that if you can't find suitable visuals that you buy them, and according to your specification. (Later this week we will offer a spec sheet format to help you define and buy the visuals you want. We believe that Dr. Houts will offer comments on how to buy pictures, their potentially very low cost, and short turn around time to get them.) We'll elaborate on this in the coming days. best wishes, Ceci and Len Doak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070119/da967054/attachment.html From Kathleen.Loughrey at aoa.hhs.gov Fri Jan 19 12:40:06 2007 From: Kathleen.Loughrey at aoa.hhs.gov (Loughrey, Kathleen A. (AoA)) Date: Fri, 19 Jan 2007 12:40:06 -0500 Subject: [HealthLiteracy 583] Re: Opening comments on pictures In-Reply-To: <8D7FCB83343F2240841B94F0AD8401970116AB3A@UM-XMAIL07.um.umsystem.edu> Message-ID: <5ADDDA04BD86C14C992D6C410E738E600564C8E1@AVN3VS004.ees.hhs.gov> Thank you for the very interesting discussion on health literacy and the use of pictures. It has been fascinating and enlightening. Also, thank you to Ellen Schuster for correcting the link to photos of older adults engaged in a variety of activities. I hope that some of you may find these photos helpful. We frequently use pictures of seniors who receive our services (with their permission in the form of a signed release). The photos labeled Senior Photo Gallery are of seniors served by the Administration on Aging and are located at: http://www.aoa.gov/press/multimed/photos/seniors_photo_gallery/index.htm l . Photos taken of seniors engaged in nutrition and physical activities at senior centers also can be found at: http://www.aoa.gov/youcan/partners/photo_gallery/photo_gallery.asp . Best regards, Kay Loughrey ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Schuster, Ellen R. Sent: Friday, January 19, 2007 10:02 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 582] Re: Opening comments on pictures The correct URL for this link is http://www.aoa.gov/press/multimed/photos/multimed_photos.asp Ellen University of Missouri-Columbia ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Loughrey, Kathleen A. (AoA) Sent: Friday, January 12, 2007 1:22 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 573] Re: Opening comments on pictures To Dr. Doak's point below, the US Administration on Aging has a large multi-media photo gallery of older adults engaged in a variety of activities at: http://www.aoa.gov/press/multimedia/multimedia.asp . Also, also we took our own digital photographs for a nutrition and physical activity campaign for older adults at local senior centers. The main cost was staff time, since we used our own talent. Kay Loughrey US Administration on Aging. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Monday, January 08, 2007 5:41 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 543] Opening comments on pictures Dear colleagues and friends, We thank you Julie for the opportunity to discuss ideas and research on using pictures in education; especially health education. We (Ceci and Len) are honored to share this task with Dr. Peter Houts. Our thanks also go to those who took the time to write about problems, questions and concerns on using more pictures with instructions. And for those who have already offered helpful suggestions and information sources, we thank you. A brief preamble: There may be three parts to a health care instruction: 1) the words (spoken or written), 2) picture captions, and 3) pictures and demos. These apply to verbal and print instructions, to web sites, and partly to video. During this week, we'll discuss pictures and also their integration into the communication as a "package". To carry the preamble a bit further, let's consider the particular characteristics of the reading habits of poor readers which can affect the learning potential from visuals. There are four we can consider: 1) their eyes wander about the page without finding the central focus of the visual; 2) skip over principal features; 3) eyes may focus on a detail such as the color of nail polish on a finger using a syringe or an A frame house in the background; 4) slow to interpret perceptual information and interpret the visual literally. (our book 1996, p.. 93) We plan to address each of the issues you raised last week. We have some specifics about how to "think visually" as well as addressing some of the characteristics described above. This is such an exciting topic and we are delighted to be a part of sharing concerns and experiences. The comments and questions seemed to fall into 3 groups: 1)Resources and availability of visuals, 2) Competing with the market place, 3) Thinking visually; lack of personal artistic ability. We and Peter will address these during the week. We encourage and welcome your feedback during the process. Our responses to comments: A key concern is the availability of free or non-copyright, appropriate pictures. (Appropriate for topics, genders, age, culture, etc.) OUR COMMENTS: Several respondents last week already offered suggestions for sources for visuals, and nearly all government agencies have pictures included in instructions that can be used without cost. These can be obtained by websites, from brochures and videos, and by contacting the agency. But these do take time to ferret out. Suppose you are assigned to write a summary two page instruction, to give to asthma patients at your medical center, on key points of how and when to use their inhaler. The schedule allows you a week during your "free" time. This topic fairly cries out for the messages to include pictures. We suggest that if you can't find suitable visuals that you buy them, and according to your specification. (Later this week we will offer a spec sheet format to help you define and buy the visuals you want. We believe that Dr. Houts will offer comments on how to buy pictures, their potentially very low cost, and short turn around time to get them.) We'll elaborate on this in the coming days. best wishes, Ceci and Len Doak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070119/31722457/attachment.html From julie_mcKinney at worlded.org Wed Jan 24 14:09:02 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 24 Jan 2007 14:09:02 -0500 Subject: [HealthLiteracy 584] Wednesday Question: How do we pay? Message-ID: <45B7687E0200002D00000C82@bostongwia.jsi.com> Hi Everyone, Thanks for all your input and curiosity in last week's discussion of visuals and pictures in health education! One issue that came up was how to pay for graphic artists, photographers, etc. There are a lot of ways in which programs have improved health communication by creating better materials, providing nursing or volunteer educators to help explain things in waiting rooms, improving navigational signs, and other strategies. But these strategies always cost something, and we have to justify this cost. How do we do this? Here is a question that a list member wrote in earlier: We would be especially interested in hearing about experiences with any systems changes (for example, how to address the need/desire to change patient education practices and current reimbursement policies from insurers). We've spent quite a bit of time discussing our interest in integrating health educators/navigators etc. into our services but are challenged by how to pay for them. We of course are discussing many issues and intervention ideas, this is just one of the stickier ones! I would love to hear from policy makers to help us figure this out. What are the barriers? How do we need to approach this? I'd also like to hear from programs who have had success in finding low cost ways to implement these strategies, or found funding in creative ways. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Joanne.Locke at hhs.gov Wed Jan 24 14:31:58 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Wed, 24 Jan 2007 14:31:58 -0500 Subject: [HealthLiteracy 585] Re: Wednesday Question: How do we pay? In-Reply-To: <45B7687E0200002D00000C82@bostongwia.jsi.com> Message-ID: <0310B277DDA344478EAD46D264097E43B0BD31@AVN3VS003.ees.hhs.gov> I am a mentor in the Howard Community Hospital's "Survivors Offering Support" (SOS) program, which mentors newly diagnosed breast cancer patients. Our main job is to clearly communicate and answer questions that health professionals don't have the time (or sometimes the ability) to address; some of us also serve as patient navigators. This program is funded by the Susan Komen Foundation and is staffed mostly by volunteers. However, it does have strong support from the oncologists and other hospital staff. In a perfect world, services like these would not depend on charity and volunteers, and perhaps once the value of these services is better understood and documented, healthcare facilities and insurers will be more willing to pay for them. Programs such as these - which I understand are springing up in many parts of the country - could serve as pilots or demonstration programs to convince policy makers of the benefits to patients. Joanne Locke -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, January 24, 2007 2:09 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 584] Wednesday Question: How do we pay? Hi Everyone, Thanks for all your input and curiosity in last week's discussion of visuals and pictures in health education! One issue that came up was how to pay for graphic artists, photographers, etc. There are a lot of ways in which programs have improved health communication by creating better materials, providing nursing or volunteer educators to help explain things in waiting rooms, improving navigational signs, and other strategies. But these strategies always cost something, and we have to justify this cost. How do we do this? Here is a question that a list member wrote in earlier: We would be especially interested in hearing about experiences with any systems changes (for example, how to address the need/desire to change patient education practices and current reimbursement policies from insurers). We've spent quite a bit of time discussing our interest in integrating health educators/navigators etc. into our services but are challenged by how to pay for them. We of course are discussing many issues and intervention ideas, this is just one of the stickier ones! I would love to hear from policy makers to help us figure this out. What are the barriers? How do we need to approach this? I'd also like to hear from programs who have had success in finding low cost ways to implement these strategies, or found funding in creative ways. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From cmatis at optonline.net Wed Jan 24 15:04:22 2007 From: cmatis at optonline.net (Chris Matis) Date: Wed, 24 Jan 2007 15:04:22 -0500 Subject: [HealthLiteracy 586] Re: Wednesday Question: How do we pay? In-Reply-To: <45B7687E0200002D00000C82@bostongwia.jsi.com> References: <45B7687E0200002D00000C82@bostongwia.jsi.com> Message-ID: Hi Everyone: As we all know providing appropriate oral health/health materials is necessary to effectively communicate and educate individuals to obtain better outcomes. The most effective way to obtain monies for this is through grant writing. The cost associated with this should be included with your program grant. There are funders out there. I hope I helped. Christine Matis, RDH, MPA On Jan 24, 2007, at 2:09 PM, Julie McKinney wrote: > Hi Everyone, > > Thanks for all your input and curiosity in last week's discussion of > visuals and pictures in health education! > > One issue that came up was how to pay for graphic artists, > photographers, etc. There are a lot of ways in which programs have > improved health communication by creating better materials, providing > nursing or volunteer educators to help explain things in waiting > rooms, > improving navigational signs, and other strategies. But these > strategies > always cost something, and we have to justify this cost. How do we do > this? > > Here is a question that a list member wrote in earlier: > > We would be especially interested in hearing > about experiences with any systems changes (for example, how to > address > the need/desire to change patient education practices and current > reimbursement policies from insurers). We've spent quite a bit of time > discussing our interest in integrating health educators/navigators > etc. > into our services but are challenged by how to pay for them. We of > course are discussing many issues and intervention ideas, this is just > one of the stickier ones! > > I would love to hear from policy makers to help us figure this out. > What > are the barriers? How do we need to approach this? I'd also like to > hear > from programs who have had success in finding low cost ways to > implement > these strategies, or found funding in creative ways. > > All the best, > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From helen at healthliteracy.com Wed Jan 24 15:10:43 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Wed, 24 Jan 2007 15:10:43 -0500 Subject: [HealthLiteracy 587] Re: Wednesday Question: How do we pay? References: <45B7687E0200002D00000C82@bostongwia.jsi.com> Message-ID: <00bd01c73ff3$ba0aa0d0$6401a8c0@HLC> Hi NIFL-Health all, Julie, you are doing a great job keeping us on topic and up-to-date. And I most appreciate the wealth of useful information from the Doaks, Peter Houts, and list subscribers. Thanks, too, for raising the question about how to pay for all these great health literacy ideas. I wrote on article on the topic a few months ago and interviewed Robb Malone, a pharmacist and assistant professor with the University of North Carolina at Chapel Hill's School of Pharmacy and Medicine. The article is "In other words ... Making a Bottom-Line Case for Health Literacy." Here's the link, http://www.healthliteracy.com/article.asp?PageID=4804 Cheers, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 From joan at ipns.com Wed Jan 24 19:29:03 2007 From: joan at ipns.com (Joan Medlen) Date: Wed, 24 Jan 2007 16:29:03 -0800 Subject: [HealthLiteracy 588] Background free photos In-Reply-To: <45B7687E0200002D00000C82@bostongwia.jsi.com> References: <45B7687E0200002D00000C82@bostongwia.jsi.com> Message-ID: <6.0.0.22.2.20070124161155.05413ec0@mail.ipns.com> Hi all, I just joined today and am scouring the archives to get to know you all a bit better. I will likely have a few questions soon for a project I am working on. However, I found this post - though now 2 weeks old - and wanted to direct you to a source of some photos for your handouts and such. The post said (#548) says in part, "Digital photos of medical equipment, syringes, body parts or even medication could easily be organized on a computer, matched with simple text, and then customized and printed out for patients. For example a series of pictures --close-up with little in the background-- could be used to demonstrate how to give an insulin injection. Or you could have pictures on file of different common medications and put a photo of the prescribed number of tablets of each kind, matched with the pictures of sunrise, noon and sunset. ' The writer was suggesting background-free photos. This is a common technique for language systems, schedules, pre-teaching, and social stories for people with autism and others who use photos for communication systems. Removing the background keeps students focused. It has been a long-standing practice, that is research-based, though I don't have citations handy. A Mom of a boy with autism has created a number of CDs with background-free photos. I use them all the time with my son and to create visual tools for independence for people with intellectual disabilities. You might find something helpful there, and the cost of the software is very reasonable. Her website is http://www.silverliningmm.com . Also, if you have photoshop or probably other photo tools, you can usually use the magnetized lasso to go around the piece of the image you want to highlight and then lift it out of the picture, pasting it into a new frame with a white background. Take care, Joan Joan Guthrie Medlen, R.D., L.D. Program Director, Creating Solutions 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 (v) 503.443.2258 (f) 503.443.4211 TheEditor at disabilitysolutions.org www.creating-solutions.info www.disabilitysolutions.org From jpotter at gha.org Thu Jan 25 06:16:36 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 25 Jan 2007 06:16:36 -0500 Subject: [HealthLiteracy 589] Re: Wednesday Question: How do we pay? Message-ID: <326215BFE562CE46A1AF814091FE828C01FFAECF@mail.gha.local> I think this has been mentioned already, but you should contact the graphic design or art department of your local college. As a student in a graphic design class (when I was in college), we would have "design competitions" to produce materials (for free) for various local non-profits. -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Wednesday, January 24, 2007 2:09 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 584] Wednesday Question: How do we pay? Hi Everyone, Thanks for all your input and curiosity in last week's discussion of visuals and pictures in health education! One issue that came up was how to pay for graphic artists, photographers, etc. There are a lot of ways in which programs have improved health communication by creating better materials, providing nursing or volunteer educators to help explain things in waiting rooms, improving navigational signs, and other strategies. But these strategies always cost something, and we have to justify this cost. How do we do this? Here is a question that a list member wrote in earlier: We would be especially interested in hearing about experiences with any systems changes (for example, how to address the need/desire to change patient education practices and current reimbursement policies from insurers). We've spent quite a bit of time discussing our interest in integrating health educators/navigators etc. into our services but are challenged by how to pay for them. We of course are discussing many issues and intervention ideas, this is just one of the stickier ones! I would love to hear from policy makers to help us figure this out. What are the barriers? How do we need to approach this? I'd also like to hear from programs who have had success in finding low cost ways to implement these strategies, or found funding in creative ways. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From SStableford at une.edu Thu Jan 25 12:14:55 2007 From: SStableford at une.edu (Sue Stableford) Date: Thu, 25 Jan 2007 12:14:55 -0500 Subject: [HealthLiteracy 590] Health Literacy 2007 Institutes Message-ID: <45B89F3E.97CC.00F6.0@une.edu> Hello everyone, This posting is to announce the dates of our 2007 national Health Literacy Institutes. In the past, we have offered just a Summer Institute. This year we are offering an Institute in both Summer and Fall. They will teach the same plain language skills, focused on how to plan, write, and design effective, accessible information for print and for the web. Both Institutes will be held in Freeport, Maine, home of LL Bean and many shopping outlets as well as the natural wonders of the ocean and scenic parks. Summer Institute is June 10-13. Fall Institute is October 28-31. Information and registration forms are online here: www.HealthLiteracyInstitute.net This is the premier opportunity to learn the skills needed to reach diverse populations with health information that appeals, informs, and helps adults to act. Each Institute is limited to 30 participants, so register early to hold your place. Please share the Institute website with your professional networks. Thanks, and see you in Freeport. Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com From mdomb at hcsm.org Thu Jan 25 13:15:36 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Thu, 25 Jan 2007 13:15:36 -0500 Subject: [HealthLiteracy 591] question on patient communication skills trainings Message-ID: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> Hello. I really enjoy being part of this list and having access not only to some great minds and terrific resources, but participating in networking that really supports our work. This is the first time I have reached out to the network. I am developing training curriculum that is indirectly about patient communication skills, patient/physician communication. The training is for health and human service providers on how they can better support their clients with HIV and Hepatitis C to better communicators with their medical providers. I am wondering if anyone has done this kind of training before or trainings on the importance of patient/physician communication, or building patient communications skills , what resources, activities, powerpoints were effective. Many thanks! Mindy Domb Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5066 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070125/be9323cb/attachment.bin From Joanne.Schwartzberg at ama-assn.org Thu Jan 25 15:59:05 2007 From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg) Date: Thu, 25 Jan 2007 14:59:05 -0600 Subject: [HealthLiteracy 592] Re: question on patient communication skills trainings References: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE7801179C43@EXV1.ad.ama-assn.org> Greetings, The AMA Foundation has many educational materials for training physicians and other health care providers. Go to the web site at www.amafoundation.org/go/healthliteracy . You can scroll down and view the video's and read the manual, case studies, etc. There is also a three hour curriculum for health professionals if you are interested in learning more. Joanne G. Schwartzberg, MD Director, Aging and Community Health American Medical Association 515 N. State St. Chicago, IL 60610 312-464-5355 Joanne.Schwartzberg at ama-assn.org ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Thursday, January 25, 2007 12:16 PM To: The Health and Literacy Discussion List Subject: question on patient communication skills trainings Hello. I really enjoy being part of this list and having access not only to some great minds and terrific resources, but participating in networking that really supports our work. This is the first time I have reached out to the network. I am developing training curriculum that is indirectly about patient communication skills, patient/physician communication. The training is for health and human service providers on how they can better support their clients with HIV and Hepatitis C to better communicators with their medical providers. I am wondering if anyone has done this kind of training before or trainings on the importance of patient/physician communication, or building patient communications skills , what resources, activities, powerpoints were effective. Many thanks! Mindy Domb Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070125/4d9b8db3/attachment.html From rn.simpson at sympatico.ca Thu Jan 25 17:11:16 2007 From: rn.simpson at sympatico.ca (Nancy Simpson) Date: Thu, 25 Jan 2007 17:11:16 -0500 Subject: [HealthLiteracy 593] Re: question on patient communication skills trainings In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> Message-ID: [HealthLiteracy 589] Re: Wednesday Question: How do we pay?Mindy, One of the best resources for background material in developing educational sessions in the area of client and physician communication is Stewart, Moira et al..(1995). Patient-Centred Medicine: Transforming the Clinical Method. Sage: Thousand Oaks: CAL ISBN 0-8039-5689-4 Hope this helps. Nancy -----Original Message----- From: Mindy Domb [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Mindy Domb Sent: Thursday, January 25, 2007 1:16 PM To: The Health and Literacy Discussion List Subject: question on patient communication skills trainings Hello. I really enjoy being part of this list and having access not only to some great minds and terrific resources, but participating in networking that really supports our work. This is the first time I have reached out to the network. I am developing training curriculum that is indirectly about patient communication skills, patient/physician communication. The training is for health and human service providers on how they can better support their clients with HIV and Hepatitis C to better communicators with their medical providers. I am wondering if anyone has done this kind of training before or trainings on the importance of patient/physician communication, or building patient communications skills , what resources, activities, powerpoints were effective. Many thanks! Mindy Domb Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070125/36103964/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 1172 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070125/36103964/attachment.bin From hzeitz at uic.edu Thu Jan 25 20:49:13 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Thu, 25 Jan 2007 19:49:13 -0600 (CST) Subject: [HealthLiteracy 594] Re: question on patient communication skills trainings In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> References: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> Message-ID: <62200.198.190.160.3.1169776153.squirrel@webmail.uic.edu> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz =========================================================================== On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs > SPHERE/The Statewide Homeless/HIV Integration Project > HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere =========================================================================== > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From PMcintyre at hrsa.gov Fri Jan 26 08:01:46 2007 From: PMcintyre at hrsa.gov (McIntyre, Patricia (HRSA)) Date: Fri, 26 Jan 2007 08:01:46 -0500 Subject: [HealthLiteracy 595] Re: question on patient communication skills trainings In-Reply-To: <62200.198.190.160.3.1169776153.squirrel@webmail.uic.edu> References: <51BDA90697BDD5118F2500D0B78881BA0120776A@exchange.hcsm.org> <62200.198.190.160.3.1169776153.squirrel@webmail.uic.edu> Message-ID: <91F6B7EADFB4A24798236A118F59D2D29CDEC4@NIHHRSAMLBX.nih.gov> Good Morning, The Health Resources and Services Administration (Center for Quality) with a contractor is currently developing a Web-based interactive training program on health literacy for our grantees. It is scheduled to be finished by September of this year. The contractor is currently doing a literature review and later, an environmental scan on health literacy and cultural competency. I will have more information later. Pat McIntyre Ph.D., M.P.H., B.S.N. Public Health Analyst HRSA Center for Quality Parklawn Building 7-100 5600 Fisher's Lane Rockville, MD 20857 301-443-3378 (phone) 301-443-9795 (fax) -----Original Message----- From: Zeitz, Howard [mailto:hzeitz at uic.edu] Sent: Thursday, January 25, 2007 8:49 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 594] Re: question on patient communication skills trainings With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs > SPHERE/The Statewide Homeless/HIV Integration Project > HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Tcccay2001 at aol.com Fri Jan 26 09:38:07 2007 From: Tcccay2001 at aol.com (Tcccay2001 at aol.com) Date: Fri, 26 Jan 2007 09:38:07 EST Subject: [HealthLiteracy 596] Thanks Message-ID: Hi all!! This is my first time posting to the Health Literacy site or any large site for that matter. Here is a bit that I sent to Julie but would like all of you to see and hopefully to respond to. We would really like to reach the largest population possible in our area so that more children can have health insurance and more families and parents can receive the help that they need. Thank you for any assistance that you can give us. Previous Letter: I have really enjoyed the discussion about literacy and health care. I work for The Children's Center, Inc. but my main position for the last 2 years has been as the Galveston County representative for CHIP/Children's Medicaid. We are about to expand that to most of the services the state of Texas offers to needy people and we are expanding into two other counties. I am interested in the Adult Literacy Educators and how we can be of assistance to each other. If we were to join with you in coming into your classes with information and application assistance on these services we would be able to reach a much wider segment of the needy population and we would be able to bring these services in to your population where they are most needed. Together we could serve a segment of the population which has been under-served. And you could help us to reach the people we have here-to-for had a very difficult time reaching. If there were any way to connect adult literacy people with CHIP/Medicaid people I know that it would be a union made in heaven. We have been trying to reach the population that our services are meant for but in some cases it is very difficult. Does anyone have any suggestions as to how we might get the two groups together? Thank you, Julie, for the opportunity to interact with so many people. Lynn B Lynn E. Bernhard, B.S.,C.M. Director Galveston County CBO CHIP/Children's Medicaid Chair Galveston County Community Resource Coordination Group 4428 Ave N Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 936-402-2968 Tcccay2001 at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070126/00ca1c99/attachment.html From julie_mcKinney at worlded.org Fri Jan 26 13:35:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 26 Jan 2007 13:35:17 -0500 Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Message-ID: <45BA03960200002D00000CFE@bostongwia.jsi.com> Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz =========================================================================== On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs > SPHERE/The Statewide Homeless/HIV Integration Project > HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere =========================================================================== > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Fri Jan 26 13:43:56 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 26 Jan 2007 13:43:56 -0500 Subject: [HealthLiteracy 598] Re: Thanks Message-ID: <45BA059C0200002D00000D02@bostongwia.jsi.com> Lynn, I'm so happy to hear that you are connecting this critical resource to adult education centers! In some of my recent work, I surveyed adult literacy teachers and students about their health interests, and one that stands out is their need for resources related to health care access, including insurance information. I am certain that you will find a great need, and that this match will help all of you! Please keep us posted! Here are two ways to connect with literacy programs in your area: Department of Education - Office of Vocational and Adult Education Phone: (800) 872-5327 Direct Link: www.ed.gov/about/offices/list/ovae/index.html (Click on State Resources to find adult education contacts in your state.) Home Page: www.ed.gov National Institute for Literacy - America's Literacy Directory Phone: (800) 228-8813 Direct Link: www.literacydirectory.org (Enter your zip code, city, or state to search for literacy programs near you.) Home Page: www.nifl.gov For more ideas on collaborating between health and literacy programs, try this chapter from "Family Health and Literacy: http://healthliteracy.worlded.org/docs/family/started.html#collaborating All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 01/26/07 9:38 AM >>> Hi all!! This is my first time posting to the Health Literacy site or any large site for that matter. Here is a bit that I sent to Julie but would like all of you to see and hopefully to respond to. We would really like to reach the largest population possible in our area so that more children can have health insurance and more families and parents can receive the help that they need. Thank you for any assistance that you can give us. Previous Letter: I have really enjoyed the discussion about literacy and health care. I work for The Children's Center, Inc. but my main position for the last 2 years has been as the Galveston County representative for CHIP/Children's Medicaid. We are about to expand that to most of the services the state of Texas offers to needy people and we are expanding into two other counties. I am interested in the Adult Literacy Educators and how we can be of assistance to each other. If we were to join with you in coming into your classes with information and application assistance on these services we would be able to reach a much wider segment of the needy population and we would be able to bring these services in to your population where they are most needed. Together we could serve a segment of the population which has been under-served. And you could help us to reach the people we have here-to-for had a very difficult time reaching. If there were any way to connect adult literacy people with CHIP/Medicaid people I know that it would be a union made in heaven. We have been trying to reach the population that our services are meant for but in some cases it is very difficult. Does anyone have any suggestions as to how we might get the two groups together? Thank you, Julie, for the opportunity to interact with so many people. Lynn B Lynn E. Bernhard, B.S.,C.M. Director Galveston County CBO CHIP/Children's Medicaid Chair Galveston County Community Resource Coordination Group 4428 Ave N Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 936-402-2968 Tcccay2001 at aol.com From rhoward at tulsalibrary.org Fri Jan 26 13:42:38 2007 From: rhoward at tulsalibrary.org (Howard, Rebecca) Date: Fri, 26 Jan 2007 12:42:38 -0600 Subject: [HealthLiteracy 599] Re: question on patient communication skillstrainings In-Reply-To: <45BA03960200002D00000CFE@bostongwia.jsi.com> References: <45BA03960200002D00000CFE@bostongwia.jsi.com> Message-ID: <1EE9AD0ABF87AA4B9246CD558E91D6978F2189@email1.central.local> I like the simplicity of the Ask Me 3 program and am using it in a program targeting Spanish speakers. All the brochures and posters are available in Spanish, which is very helpful. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skillstrainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From jann at healthliteracyworks.com Fri Jan 26 15:24:52 2007 From: jann at healthliteracyworks.com (Jann Keenan) Date: Fri, 26 Jan 2007 15:24:52 -0500 Subject: [HealthLiteracy 600] Re: question on patient communication skillstrainings In-Reply-To: <1EE9AD0ABF87AA4B9246CD558E91D6978F2189@email1.central.local> References: <45BA03960200002D00000CFE@bostongwia.jsi.com> <1EE9AD0ABF87AA4B9246CD558E91D6978F2189@email1.central.local> Message-ID: <01f295c162110c8e59bcf2a4debdf9bf@healthliteracyworks.com> Hello all. My bias may be showing, as I was the health literacy writer/consultant for Ask Me 3. My field testing of the materials showed people got the campaign's message and understood what they needed to do. Originally there were buttons providers wore that came along with the prototype brochures stating, "Ask Me" The goal? The buttons were to serve as visual prompts for patients. The buttons are no longer available. I found the concept was a good one. A list member mentioned that she found provider/patient interaction is key to effective print materials. I could not agree more. To that end--As a public health educator at the MD State Health Department, my team had good success with raising the number of parents who immunized their children by age 2 with a campaign that used: buttons worn by providers and administrative staff (with an immunization message) inexpensive 1-page handouts and tip sheets baby bibs and baby T-shirts as giveaways and refrigerator magnets giveaways that had the immunization schedule and also served as a picture frame. The hinge point? Live providers also delivered the health messages when they handed out print materials! We initiated 2 to 3-minute interventions about the need to immunize on time and answered questions while parents waited in line for their WIC vouchers. Most often we talked to several moms at a time. We circled most important information on the easy-to-read handouts and gave out the magnets. When the kids came to the clinics and got their shots at a later date, they also got a bib and baby T-shirt that said "I'm covered--I got my shots on time" Evaluation revealed the parents felt proud that the clothing items showed they cared enough to get their kids' needed shots. Materials, prompts, and more So--the very quick intervention, along with supplemental print materials that were written at grade level 4, and magnets and clothing as reminder prompts helped us raise numbers of children being immunized in our clinics each year we did the program. Like other members of this list, I'm a big believer in print materials being boosted by solid health education practices. And . . .my team discovered the money we saved by producing the handouts on yellow paper folded in half booklet style (photocopied in lieu of a printing a full-color brochure) paid for the giveaways. Win-win. Enjoy the week-end, Jann Jann Keenan, Ed.S. President, The Keenan Group, Inc. Experts in Health Literacy 9862 Century Drive Ellicott City, MD 21042 410.480.9716 http://www.healthliteracyworks.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2910 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070126/8f2b408f/attachment.bin From hzeitz at uic.edu Fri Jan 26 16:48:53 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 26 Jan 2007 15:48:53 -0600 (CST) Subject: [HealthLiteracy 601] Re: question on patient communication skills trainings In-Reply-To: <45BA03960200002D00000CFE@bostongwia.jsi.com> References: <45BA03960200002D00000CFE@bostongwia.jsi.com> Message-ID: <2876.64.107.204.128.1169848133.squirrel@webmail.uic.edu> Mindy: Julie has already given you the URL for ask me 3. To access info re the Stanford CDSMP program First go to: www.med.stanford.edu After the webpage opens, add: /patienteducation/ If you have trouble getting in, or need additional info or answers to other questions, contact me here in Rockford for more detailed discussion. Howard ============================================================================ On Fri, January 26, 2007 12:35 pm, Julie McKinney wrote: > Mindy, > To add to the plug for AskMe3, it is also designed to train patients as > well as providers. You can find it at: > http://www.askme3.org/ > > Also, look at the the online videos from AMA's group: Educating > Physicians on Controversies in Health > http://www.ama-assn.org/ama/pub/category/15369.html > > Check this out for lots of links to other good resources: > > The Health Literacy area of the ALE Wiki: > http://wiki.literacytent.org/index.php/Health_Literacy > > Good luck! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > With regard to training for health care professionals, consider the > ASK ME 3 program. It targets healthcare organizations and professionals. > > With regard to patients, consider the programs from Stanford Univ (Dr. > Kate Lorig and colleagues). They include a 6 week program known as the > Chronic Disease Self Management Program (CDSMP) as well as programs > targeted to individuals with specific diseases (eg, HIV, arthritis, > etc). > > Howard J Zeitz > > =========================================================================== > On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not > only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I > have >> reached out to the network. I am developing training curriculum that > is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers > on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or >> building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs >> SPHERE/The Statewide Homeless/HIV Integration Project >> HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere > =========================================================================== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > > Howard J Zeitz, MD > Rockford Regional Partnership for Health Literacy (RRPHL) > 1601 Parkview Ave > Rockford, IL 61107 > T: 815-395-5964 > F: 815-395-5671 > email: hzeitz at uic.edu > ---------------------------------------------------- From sauger at mindspring.com Fri Jan 26 18:19:46 2007 From: sauger at mindspring.com (Susan Auger) Date: Fri, 26 Jan 2007 18:19:46 -0500 Subject: [HealthLiteracy 602] Re: using pictures in health communications In-Reply-To: <6.2.0.14.2.20070111210912.02cdec60@email.psu.edu> References: <6.2.0.14.2.20070111210912.02cdec60@email.psu.edu> Message-ID: <007701c741a0$780e3bc0$9ea65741@yourus67pi6luv> I just wanted to reinforce Peter's comment on the need to study further the use of photonovels and their ability to impact behavior change. We are slowly but surely making progress. On a positive note, below is a link to the report just released by Center for Health Care Strategies, entitled: Reducing Racial and Ethnic Disparities: Quality Improvement in Medicaid Managed Care ToolKit. It includes the Teach With Stories Method for prenatal education using photonovels. Shortcut to: http://www.chcs.org/publications3960/publications_show.htm?doc_id=440684 The results from the national CHCS demonstration project at Neighborhood Health Plan of Rhode Island showed that the women were very receptive to the information provided in the photonovel format and appreciated the personal approach. The members that received the Teach-with-Stories intervention using photonovels (n=42) had higher rates of optimal prenatal care (receiving more than 81% of expected care) as compared to the NHPRI's overall prenatal population (n=411) (90.48% vs 64.72%). The women also had a slightly higher rate of kept postpartum appointments (66.67% vs 62.29%) Note: The study did not impact timeliness of care since the women were identified when already pregnant. The positive changes reflected in the women's behavior and the self-reported changes in the feelings and attitudes of the women and facilitators and staff involved in the study are encouraging. And we are continuing to build on this work using photonovels and a participatory, client (or learner-) centered group educational approach. Susan Auger -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Peter S. Houts Sent: Thursday, January 11, 2007 9:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 569] Re: using pictures in health communications Both Megan and Susan have commented on the importance of including one to one contact and personalized explanations of pictures and written materials. I think this is a very important point. Interestingly, I have not read this idea before - but that probably is a reflection of my limited exposure to the field - which is mainly the research side. It is an important idea that should be researched. I think that it is very likely that personal explanation will have a marked effect on some patients' comprehension and behaviors. It would be a simple study to design: text plus pictures versus text plus pictures plus personalized explanations. I suspect that the results will be complex - greater effects on certain populations and certain topics. I also appreciated the enthusiastic comments from several people on photo novels. I share their expectation that photo novels can be very effective in changing behavior - but, as a researcher, this is a hypothesis rather than an established fact. As I mentioned in an earlier message, we could not find rigorously controlled studies to prove it. I very much hope that the people who use these techniques will carry out the research that is needed. I am leaving on at trip tomorrow morning - returning on January 22. I look forward to reading more messages on this topic when I return and will add my thoughts as well. Thank you for allowing me to participate - this has been a very stimulating and enjoyable project. All the best, Peter ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From DICKERR2 at ihs.org Fri Jan 26 19:34:34 2007 From: DICKERR2 at ihs.org (Dickerson, Robert) Date: Fri, 26 Jan 2007 18:34:34 -0600 Subject: [HealthLiteracy 603] Re: question on patient communication skills trainings Message-ID: <1A33E9E06C4E994AA9AC1211509057F3506DBF@FODXM001.ihs.org> We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From Lendoak at aol.com Sat Jan 27 11:49:43 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Sat, 27 Jan 2007 11:49:43 EST Subject: [HealthLiteracy 604] Re: question on patient communication skillstrainings Message-ID: Jann, Ceci and I agree wholeheartedly with your comments on the personal touches and interaction with patients to achieve better results when using print materials. Three easy things that health care providers can do to foster the effectiveness of print instructions: 1. Hi-light, circle, or underline the key point(s) on the material for each patient. That makes the instruction personal for the patient. 2. Write the patients first name or initials on the cover. This also makes the instruction more important and personal for the patient. (Material developers can consider putting a blank line on the upper corner of the cover for this purpose.) 3. If the visuals don't have captions, write in a brief caption that tells the key point of the visual. (What to look at.) best wishes, Ceci and Len Doak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070127/bcadf342/attachment.html From julie_mcKinney at worlded.org Tue Jan 30 12:15:14 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 30 Jan 2007 12:15:14 -0500 Subject: [HealthLiteracy 605] Resources from Pictures Discussion Message-ID: <45BF36D20200002D00000D95@bostongwia.jsi.com> Hi Everyone, As promised, here are the resources from our recent discussion with Len and Ceci Doak and Peter Houts. I have pasted them below in the body of this e-mail, and also attached them in a word document. I have included anything that is a link to a web-based resource or the title of a print resource, and have included the related comments to keep the context intact. You can also find the entire discussion on the ALE Wiki's Health Literacy page: http://wiki.literacytent.org/index.php/Health_Literacy and on the National Institute for Literacy's Health & Literacy Discussion List Information Page, under "Current posted messages": http://www.nifl.gov/mailman/listinfo/Healthliteracy All the best, Julie ********************************** Using Pictures in Health Education: Resources from our Discussion The role of pictures in improving health communication: a review of research on attention, comprehension, recall and adherence: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. Patient Education and Counseling, 61 (2006) 173-190 http://healthliteracy.worlded.org/doaks_houts_article.pdf Erratum note with corrected graphic: http://healthliteracy.worlded.org/doaks_houts_article_erratum.pdf Using pictures to improve health communication Presentation by Peter Houts, PhD http://healthliteracy.worlded.org/visuals_in_health.pdf Use of pictorials in medication instructions: A review of the literature by Marra G. Katz, Sunil Kripalani, and Barry D. Weiss http://healthliteracy.worlded.org/pictorial_med_instructions.pdf ********************************** Resources suggested by list members during this discussion: The feds have a ton of variously free information. Start with the CDC Public Health library: http://phil.cdc.gov/phil/home.asp They also have a good list of resources at: http://phil.cdc.gov/phil/links.asp You can also go to Google and search only images. Once you put a word or topic in, you can then search ?inside? by putting in .gov to pick up all images that are government (and thus mostly free of copyright). You always need to verify and check, but many government images are in fact available for free public use. The Library of Congress is also a wonderful set of images (and they will say whether there is a copyright issue or not) if you want older or more ?quaint? pictures: http://www.loc.gov/rr/print/catalog.html Jan Potter ********************************** A quick resource is the microsoft online clipart gallery at http://office.microsoft.com/en-us/clipart/FX101321031033.aspx?pid=CL100570201033. Includes photos, clipart and more. It's very extensive and free - though general. They also have a template gallery with many templates of common documents, such as newsletters, calendars, stationary, business forms, etc. Megan Sety ********************************** Coming soon: visuals developed by nutritionist and marketing firm (See post #531 for attached samples): http://www.nal.usda.gov/wicworks/Sharing_Center/statedev_FIT.html Rebecca Turnbow ********************************** I just located two interesting websites for universal health symbols which might be of interest to this discussion. Both point to the need for research to identify universal public health symbols. The first is a RWJ site discussing a project they supported for hospital symbols http://www.rwjf.org/newsroom/newsreleasesdetail.jsp?id=10387 and the other is the site for the Society for Environmental Graphic Design which helped them with the project. Bertie Mo, Ph.D., MPH ********************************** One of the best research articles about the role and field testing of illustrations with which I'm familiar is the following: Shea Judy A., Aguirre A, Sabatini J, Weiner J, Schaffer M, Asch D. Developing an Illustrated Version of the Consumer Assessment of Health Plans (CAHPS). Joint Commission Journal on Quality and Patient Safety, 2005. 31(1):32-42. The article deals with a particularly challenging issue - how to illustrate survete in sharing their opinions about their healthcare experiences. The article includes many illustrations and shows how concepts were translated into visuals that most can understand. One other resource that I recommend in my plain language workshops is this text: Lohr, Linda. Creating Graphics for Learning and Performance. Lessons in Visual Literacy. New Jersey: Merrill Prentice Hall, 2003. ISBN: 0-13-090712-X. All of the discussions and recommendations in this text are not relevant for audiences with limited literacy skills. However, the principles and illustrations will give you a good start on understanding how graphics "work" to create meaning (or not). Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England ********************************** Here are two great resources that have been used in adult education classes and could easily be used by health educators: Picture Stories for Adult ESL Health Literacy http://www.cal.org/caela/esl_resources/Health/healthindex.html What a Friend Can Do For You - A Photonovela http://healthliteracy.worlded.org/heal/friends/index.html Julie ********************************** There are some fantastic photonovellas available in Spanish for prenatal classes. They were developped by Susan Auger in South Carolina and are a great resource. They are available through Auger Communication. Lisa Jones ********************************** Thank you Lisa. Yes, there are 7 photonovels on prenatal care with an ESL component. Topics include: conception, going to the clinic, nutrition/WIC, risks during pregnancy, childbirth, newborn care, and breastfeeding. We are currently in the planning stages of a new bilingual (Eng/Spanish) photonovel on gestational diabetes. It should be available by December, 2007. see www.aprendopress.com We also recently developed a bilingual (English/Spanish) photonovel series for the National Good Agricultural Practices (GAPs) program out of Cornell University. They focus on food safety, a particularly relevant topic given the recent outbreaks of salmonella and E.coli. One is targeted to farmworkers re: hygiene in the fields. The second is a story of a family who gets sick from salmonella. It contains practical steps for all stages of food preparation (shopping, cooking, storing, cleaning) to prevent food contamination and to kill harmful bacteria in home kitchens. (it?s such a practical reference- I keep one in my own kitchen!) There is also a special section for pregnant women on preventing listeriosis -an infection that can be fatal to an unborn child. Listeria is often in contaminated fresh/soft cheeses made from unpasteurized milk. Initially, these photonovels were available at no charge, now I think there is a minor fee. See www.gaps.cornell.edu Susan Auger ********************************** To Dr. Doak's point below, the US Administration on Aging has a large multi-media photo gallery of older adults engaged in a variety of activities at: http://www.aoa.gov/press/multimedia/multimedia.asp. Also, also we took our own digital photographs for a nutrition and physical activity campaign for older adults at local senior centers. The main cost was staff time, since we used our own talent. Kay Loughrey US Administration on Aging. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org -------------- next part -------------- A non-text attachment was scrubbed... Name: Health Pictures Discussion Resources.doc Type: application/octet-stream Size: 37888 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070130/c537ff7b/attachment.obj From paul at learningaboutdiabetes.org Tue Jan 30 14:42:26 2007 From: paul at learningaboutdiabetes.org (paul at learningaboutdiabetes.org) Date: Tue, 30 Jan 2007 14:42:26 -0500 Subject: [HealthLiteracy 606] Re: Resources from Pictures Discussion Message-ID: <380-220071230194226813@M2W016.mail2web.com> Thanks, Julie. It was an excellent discussion group and some of the information and web links provided by the discussants will be very helpful. Paul Tracey www.learningaboutdiabetes.org Original Message: ----------------- From: Julie McKinney julie_mcKinney at worlded.org Date: Tue, 30 Jan 2007 12:15:14 -0500 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 605] Resources from Pictures Discussion Hi Everyone, As promised, here are the resources from our recent discussion with Len and Ceci Doak and Peter Houts. I have pasted them below in the body of this e-mail, and also attached them in a word document. I have included anything that is a link to a web-based resource or the title of a print resource, and have included the related comments to keep the context intact. You can also find the entire discussion on the ALE Wiki's Health Literacy page: http://wiki.literacytent.org/index.php/Health_Literacy and on the National Institute for Literacy's Health & Literacy Discussion List Information Page, under "Current posted messages": http://www.nifl.gov/mailman/listinfo/Healthliteracy All the best, Julie ********************************** Using Pictures in Health Education: Resources from our Discussion The role of pictures in improving health communication: a review of research on attention, comprehension, recall and adherence: Houts, PS, Doak CC, Doak LG, Loscalzo, MJ. Patient Education and Counseling, 61 (2006) 173-190 http://healthliteracy.worlded.org/doaks_houts_article.pdf Erratum note with corrected graphic: http://healthliteracy.worlded.org/doaks_houts_article_erratum.pdf Using pictures to improve health communication Presentation by Peter Houts, PhD http://healthliteracy.worlded.org/visuals_in_health.pdf Use of pictorials in medication instructions: A review of the literature by Marra G. Katz, Sunil Kripalani, and Barry D. Weiss http://healthliteracy.worlded.org/pictorial_med_instructions.pdf ********************************** Resources suggested by list members during this discussion: The feds have a ton of variously free information. Start with the CDC Public Health library: http://phil.cdc.gov/phil/home.asp They also have a good list of resources at: http://phil.cdc.gov/phil/links.asp You can also go to Google and search only images. Once you put a word or topic in, you can then search ???inside??? by putting in .gov to pick up all images that are government (and thus mostly free of copyright). You always need to verify and check, but many government images are in fact available for free public use. The Library of Congress is also a wonderful set of images (and they will say whether there is a copyright issue or not) if you want older or more ???quaint??? pictures: http://www.loc.gov/rr/print/catalog.html Jan Potter ********************************** A quick resource is the microsoft online clipart gallery at http://office.microsoft.com/en-us/clipart/FX101321031033.aspx?pid=CL10057020 1033. Includes photos, clipart and more. It's very extensive and free - though general. They also have a template gallery with many templates of common documents, such as newsletters, calendars, stationary, business forms, etc. Megan Sety ********************************** Coming soon: visuals developed by nutritionist and marketing firm (See post #531 for attached samples): http://www.nal.usda.gov/wicworks/Sharing_Center/statedev_FIT.html Rebecca Turnbow ********************************** I just located two interesting websites for universal health symbols which might be of interest to this discussion. Both point to the need for research to identify universal public health symbols. The first is a RWJ site discussing a project they supported for hospital symbols http://www.rwjf.org/newsroom/newsreleasesdetail.jsp?id=10387 and the other is the site for the Society for Environmental Graphic Design which helped them with the project. Bertie Mo, Ph.D., MPH ********************************** One of the best research articles about the role and field testing of illustrations with which I'm familiar is the following: Shea Judy A., Aguirre A, Sabatini J, Weiner J, Schaffer M, Asch D. Developing an Illustrated Version of the Consumer Assessment of Health Plans (CAHPS). Joint Commission Journal on Quality and Patient Safety, 2005. 31(1):32-42. The article deals with a particularly challenging issue - how to illustrate survete in sharing their opinions about their healthcare experiences. The article includes many illustrations and shows how concepts were translated into visuals that most can understand. One other resource that I recommend in my plain language workshops is this text: Lohr, Linda. Creating Graphics for Learning and Performance. Lessons in Visual Literacy. New Jersey: Merrill Prentice Hall, 2003. ISBN: 0-13-090712-X. All of the discussions and recommendations in this text are not relevant for audiences with limited literacy skills. However, the principles and illustrations will give you a good start on understanding how graphics "work" to create meaning (or not). Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England ********************************** Here are two great resources that have been used in adult education classes and could easily be used by health educators: Picture Stories for Adult ESL Health Literacy http://www.cal.org/caela/esl_resources/Health/healthindex.html What a Friend Can Do For You - A Photonovela http://healthliteracy.worlded.org/heal/friends/index.html Julie ********************************** There are some fantastic photonovellas available in Spanish for prenatal classes. They were developped by Susan Auger in South Carolina and are a great resource. They are available through Auger Communication. Lisa Jones ********************************** Thank you Lisa. Yes, there are 7 photonovels on prenatal care with an ESL component. Topics include: conception, going to the clinic, nutrition/WIC, risks during pregnancy, childbirth, newborn care, and breastfeeding. We are currently in the planning stages of a new bilingual (Eng/Spanish) photonovel on gestational diabetes. It should be available by December, 2007. see www.aprendopress.com We also recently developed a bilingual (English/Spanish) photonovel series for the National Good Agricultural Practices (GAPs) program out of Cornell University. They focus on food safety, a particularly relevant topic given the recent outbreaks of salmonella and E.coli. One is targeted to farmworkers re: hygiene in the fields. The second is a story of a family who gets sick from salmonella. It contains practical steps for all stages of food preparation (shopping, cooking, storing, cleaning) to prevent food contamination and to kill harmful bacteria in home kitchens. (it???s such a practical reference- I keep one in my own kitchen!) There is also a special section for pregnant women on preventing listeriosis -an infection that can be fatal to an unborn child. Listeria is often in contaminated fresh/soft cheeses made from unpasteurized milk. Initially, these photonovels were available at no charge, now I think there is a minor fee. See www.gaps.cornell.edu Susan Auger ********************************** To Dr. Doak's point below, the US Administration on Aging has a large multi-media photo gallery of older adults engaged in a variety of activities at: http://www.aoa.gov/press/multimedia/multimedia.asp. Also, also we took our own digital photographs for a nutrition and physical activity campaign for older adults at local senior centers. The main cost was staff time, since we used our own talent. Kay Loughrey US Administration on Aging. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org -------------------------------------------------------------------- mail2web.com ? What can On Demand Business Solutions do for you? http://link.mail2web.com/Business/SharePoint From GNPOD1 at carilion.com Wed Jan 31 11:09:53 2007 From: GNPOD1 at carilion.com (Patricia Dent) Date: Wed, 31 Jan 2007 11:09:53 -0500 Subject: [HealthLiteracy 607] Appalacian Culture Message-ID: I am a graduate student at Jefferson College of Health Science in Roanoke, VA. For my senior project, I am writing a grant to fund startup cost for a Health Literacy Resource Center. The focus of the center is on patient health education in collaboration with the Physician Assistant/Medical Schools in the region. The center would be located at a small Critical Access Hospital in Giles County, VA. One goal is to incorporate culturally appropriate teaching techniques specific to the Appalachian Culture predominating the target population. Do you know of any similar programs I could contact for bench marking purposes? Thank You, Pat Dent Patricia Dent, RN, BSN Manager of Clinical Effectiveness Carilion Giles Memorial Hospital gnpod1 at carilion.com Phone 540-921-6039 FAX 540-921-6858 From magillispie at healthyroadsmedia.org Wed Jan 31 17:33:01 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Wed, 31 Jan 2007 15:33:01 -0700 Subject: [HealthLiteracy 608] Multilingual Immunization and Tuberculosis Information Message-ID: <6.2.5.6.2.20070131153004.04033c10@healthyroadsmedia.org> Support through an NNLM award from the Pacific Northwest Region has allowed us to create new vaccine information materials on 9 common vaccines. Currently, they are available in English and contain the full content of the VIS statements in 4 formats (written, audio, multimedia and web-video). The enhanced formats may be helpful to those with low literacy challenges or who prefer these formats in addition to written materials. This vaccine information will also be developed in Spanish as part of this project. Everything is free and we welcome ideas and suggestions - www.healthyroadsmedia.org/topics/immunization.htm Funding provided by the Virginia Department of Health has allowed us to create tuberculosis education in two additional languages (Russian and Tagalog) in addition to the existing four languages (English, Spanish, Somali, Vietnamese). We will be adding three additional languages in the near future. Again everything is free and we welcome ideas and suggestions - www.healthyroadsmedia.org/topics/tuberculosis.htm - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 From RuthR.Davis at ky.gov Thu Feb 1 12:10:14 2007 From: RuthR.Davis at ky.gov (Davis, Ruth R (LHD-Madison Co)) Date: Thu, 1 Feb 2007 12:10:14 -0500 Subject: [HealthLiteracy 609] Re: question on patientcommunication skills trainings In-Reply-To: <1A33E9E06C4E994AA9AC1211509057F3506DBF@FODXM001.ihs.org> Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17A63@AGMBX02.eas.ds.ky.gov> We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From amuro5 at epcc.edu Thu Feb 1 13:54:39 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 1 Feb 2007 11:54:39 -0700 Subject: [HealthLiteracy 610] Re: question onpatientcommunication skills trainings In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17A63@AGMBX02.eas.ds.ky.gov> Message-ID: Ruth: Ask me 3 is something that physicians should be learning too. Rather than ask me 3, we should teach doctors to tell them 3. In other words, the doctors should answer those questions even if the patients don't ask. In addition, they should use language that the patients understand. For example, they should say high blood pressure instead of hypertension. To me, more effective than the "ask me 3" approach is the "Did you understand the problem?-can you tell me what you understood?" approach. In other words, doctors should ask their patients if they understood what the problem is, and ask the patients to explain back what the issues are, medication regimen, etc. This is often referred to as the "teach-back" approach. Patients should never leave the doctors office if they cannot articulate what problem they have and what they will do to improve. As you mention, some doctors only have 7.5 minutes. However, there is a strategy to address this. It doesn't have to be the doctor that does this. It could be a health educator, nurse, physician's assistance that takes on this role. The problem with insensitive doctors needs to be addressed. Health literacy is a problem that we all have. Health literacy is the ability to communicate about health issues verbally or through print. Just as some people don't know what hypertension means, others don't know how to say high blood pressure. It is the responsibility of the service provider to work at being able to communicate with the patient. If they cannot, they are health illiterate, and they need to work at improving this. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Thursday, February 01, 2007 10:10 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From mdomb at hcsm.org Thu Feb 1 13:45:18 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Thu, 1 Feb 2007 13:45:18 -0500 Subject: [HealthLiteracy 611] Re: question onpatientcommunication skills trainings Message-ID: <51BDA90697BDD5118F2500D0B78881BA012077C7@exchange.hcsm.org> These are great circumstances to know about - they will make terrific case studies! Thank you for sharing. Mindy Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere > -----Original Message----- From: Davis, Ruth R (LHD-Madison Co) [mailto:RuthR.Davis at ky.gov] Sent: Thu 2/1/2007 12:10 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 12462 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070201/b82f389b/attachment.bin From craigme at enahec.org Thu Feb 1 15:03:14 2007 From: craigme at enahec.org (Mary Craig) Date: Thu, 1 Feb 2007 15:03:14 -0500 Subject: [HealthLiteracy 612] Re: Multilingual Immunization and TuberculosisInformation In-Reply-To: <6.2.5.6.2.20070131153004.04033c10@healthyroadsmedia.org> Message-ID: <20070201200316.66C2311B14@mail.nifl.gov> This is an excellent site - thank you for sharing it, It doesn't matter how you started - what matters is how you finish..... Mary E. Craig President CHF Health Leadership Fellow 2007 Erie Niagara Area Health Education Center, Inc. 355 Linwood Avenue Buffalo, New York 14209 716-881-8222 Fax: 716-881-8225 craigme at enahec.org A partner in the New York State AHEC System Please visit our website - www.enahec.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of HealthyRoadsMedia Sent: Wednesday, January 31, 2007 5:33 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 608] Multilingual Immunization and TuberculosisInformation Support through an NNLM award from the Pacific Northwest Region has allowed us to create new vaccine information materials on 9 common vaccines. Currently, they are available in English and contain the full content of the VIS statements in 4 formats (written, audio, multimedia and web-video). The enhanced formats may be helpful to those with low literacy challenges or who prefer these formats in addition to written materials. This vaccine information will also be developed in Spanish as part of this project. Everything is free and we welcome ideas and suggestions - www.healthyroadsmedia.org/topics/immunization.htm Funding provided by the Virginia Department of Health has allowed us to create tuberculosis education in two additional languages (Russian and Tagalog) in addition to the existing four languages (English, Spanish, Somali, Vietnamese). We will be adding three additional languages in the near future. Again everything is free and we welcome ideas and suggestions - www.healthyroadsmedia.org/topics/tuberculosis.htm - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy __________ NOD32 1970 (20070110) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com From julie_mcKinney at worlded.org Thu Feb 1 15:03:48 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 01 Feb 2007 15:03:48 -0500 Subject: [HealthLiteracy 613] Wednesday Question: The cost of losing health consumers Message-ID: <45C201540200002D00000E28@bostongwia.jsi.com> Ok, I know it's Thursday and I'm a day late. Sorry! Ruth brought up a good point that I want to explore further: "...if health care professionals are not receptive to this active involvement, the consumers most likely will retreat." According to some research, this "retreat" takes the form of neglecting primary care and using emergency services instead. This costs the health care system billions of dollars in emergency care that could have been avoided, and longer and more frequent hospital stays for patients who did not understand instructions. This reflects a classic tension in many policy areas (particularly education) between money spent preventively now, or more money spent to clean up the mess later. It is always hard to justify money spent preventively, but this is another instance where it could save a lot more down the road. So today's question is: From the standpoint of a health practitioner or health system administrator or policy maker, what are the "costs" of not communicating effectively with patients? If you look down the road, what kinds of things might you end up spending money on that could be prevented with some seed money in clear communication strategies? Looking forward to hearing some thoughts! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davis, Ruth R (LHD-Madison Co)" 02/01/07 12:10 PM >>> We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -kview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From pleasant at AESOP.Rutgers.edu Thu Feb 1 15:14:00 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Thu, 01 Feb 2007 15:14:00 -0500 Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17A63@AGMBX02.eas.ds.ky.gov> References: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17A63@AGMBX02.eas.ds.ky.gov> Message-ID: Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================== >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================== >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From DICKERR2 at ihs.org Thu Feb 1 16:02:51 2007 From: DICKERR2 at ihs.org (Dickerson, Robert) Date: Thu, 1 Feb 2007 15:02:51 -0600 Subject: [HealthLiteracy 615] Re: question onpatientcommunication skills trainings Message-ID: <1A33E9E06C4E994AA9AC1211509057F350701C@FODXM001.ihs.org> The type of situation Ruth describes and Andres' observations and comments in part confirm my comment last week regarding Ask Me 3 being a program that unfortunately is not used properly at times or to it's full potential. I am not questioning the work Ruth's group has done with it over the past 2 years and applaud her for her efforts. It is not easy work. Previous messages have reflected what we are up against in that physician training is in most cases not consistent with principles of clear health communication. From my understanding Ask Me 3 was never designed to put the full responsibility of communication upon the patient. Rather it is designed to promote the health care provider and patient being partners in clear communication. Unfortunately I have heard of many cases where the only thing done with Ask Me 3 is putting brochures in waiting rooms and expecting that by doing so communication will improve. As has been clearly pointed out in many previous messages, the health care providers must be on board also. The Ask Me 3 program reinforces that in the information the Partnership for Clear Health Communication provides. I agree with the comment Andres makes regarding the need to address insensitive doctors. Like anyone, a physician's behavior (communication techniques and skills) will not change until the individual physician finds value in it. As mentioned earlier most physicians do not receive training on clear communication. Even if that starts today in all medical schools, we still have several generations of poor communicators practicing medicine. Another unfortunate barrier that is not helping attempts to influence physician communication skills, is the reimbursement system and stress on seeing as many patients as possible. This becomes the center of focus rather than the individual patient. This is all reflective of yet another broken piece of the health care system. I can appreciate the frustrations Ruth shares. I sat in on a surgery education session last week on informed consent in which a surgery resident made the comment "Why do I need to explain everything to my patients...they should just trust me." Unfortunately is was not a good setting to engage in a debate. Physicians, however, are not the only health care providers guilty of poor communication with patients. I have seen it with nurse practitioners, physician assistants, nurses, pharmacists, therapists... On the other hand the optimist in me looks at the opportunities that continue to abound in improving health care communication. Thanks for the opportunity to share. Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Thursday, February 01, 2007 12:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 610] Re: question onpatientcommunication skills trainings Ruth: Ask me 3 is something that physicians should be learning too. Rather than ask me 3, we should teach doctors to tell them 3. In other words, the doctors should answer those questions even if the patients don't ask. In addition, they should use language that the patients understand. For example, they should say high blood pressure instead of hypertension. To me, more effective than the "ask me 3" approach is the "Did you understand the problem?-can you tell me what you understood?" approach. In other words, doctors should ask their patients if they understood what the problem is, and ask the patients to explain back what the issues are, medication regimen, etc. This is often referred to as the "teach-back" approach. Patients should never leave the doctors office if they cannot articulate what problem they have and what they will do to improve. As you mention, some doctors only have 7.5 minutes. However, there is a strategy to address this. It doesn't have to be the doctor that does this. It could be a health educator, nurse, physician's assistance that takes on this role. The problem with insensitive doctors needs to be addressed. Health literacy is a problem that we all have. Health literacy is the ability to communicate about health issues verbally or through print. Just as some people don't know what hypertension means, others don't know how to say high blood pressure. It is the responsibility of the service provider to work at being able to communicate with the patient. If they cannot, they are health illiterate, and they need to work at improving this. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Thursday, February 01, 2007 10:10 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From Mhrsemh at omh.state.ny.us Thu Feb 1 15:55:10 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Thu, 01 Feb 2007 15:55:10 -0500 Subject: [HealthLiteracy 616] Re: question onpatientcommunication skills trainings In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA012077C7@exchange.hcsm.org> References: <51BDA90697BDD5118F2500D0B78881BA012077C7@exchange.hcsm.org> Message-ID: <45C20D5D.43A9.0076.0@omh.state.ny.us> Ok, here is another one. I participate in an online bulletin board on health issues. On person posted that she was very upset that there was now a sign in the doctor's office instructing the patients that they may only ask three questions per visit. Someone was apparently misinterpreting the Ask me Three program as a "Limited to Three" program! Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Mindy Domb" 2/1/2007 1:45 pm >>> These are great circumstances to know about - they will make terrific case studies! Thank you for sharing. Mindy Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere > -----Original Message----- From: Davis, Ruth R (LHD-Madison Co) [mailto:RuthR.Davis at ky.gov] Sent: Thu 2/1/2007 12:10 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From smiths at bayvista.com Thu Feb 1 17:37:40 2007 From: smiths at bayvista.com (Sandra Smith) Date: Thu, 1 Feb 2007 14:37:40 -0800 Subject: [HealthLiteracy 617] Re: question on patientcommunication skills trainings In-Reply-To: Message-ID: <20070201224425.2770F33F46@smtp2.cypresscom.net> Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================== >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================== >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From bcmrose at telus.net Thu Feb 1 20:20:47 2007 From: bcmrose at telus.net (Marg Rose) Date: Thu, 1 Feb 2007 17:20:47 -0800 Subject: [HealthLiteracy 618] moving the mountain In-Reply-To: Message-ID: Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba From bcmrose at telus.net Thu Feb 1 20:35:49 2007 From: bcmrose at telus.net (Marg Rose) Date: Thu, 1 Feb 2007 17:35:49 -0800 Subject: [HealthLiteracy 619] narrative medicine another positive development In-Reply-To: Message-ID: An afterthought to my previous posting about training of medical professionals in communication skills. Check out Rita Charon's writing on Narrative Medicine. She envisions a future where medical professionals are rewarded for having skills in story-telling, listening, and relaying information to patients in a comprehension-based format. Very compelling. Charon, R. (2005, Oct. 1). Narrative medicine: Attention, representation, affiliation (DIALOGUE). Narrative,13(3), 261-271. Charon, R. (2006). Narrative medicine: Honouring the stories of illness. New York: Oxford University Press. Marg Rose, Victoria, BC From mdomb at hcsm.org Thu Feb 1 17:03:36 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Thu, 1 Feb 2007 17:03:36 -0500 Subject: [HealthLiteracy 620] Re: question onpatientcommunication skills trainings Message-ID: <51BDA90697BDD5118F2500D0B78881BA012077D1@exchange.hcsm.org> We don't know if that particular physician was misinterpreting the ask me 3 program, or if s/he was just trying to limit questions. That doesn't seem ethical but does raise a compelling action for providers besides "allowing" questions, i.e. how do they create a welcoming environment - or not - for questions. Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Elizabeth Horvath [mailto:Mhrsemh at omh.state.ny.us] Sent: Thu 2/1/2007 3:55 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 616] Re:question onpatientcommunication skills trainings Ok, here is another one. I participate in an online bulletin board on health issues. On person posted that she was very upset that there was now a sign in the doctor's office instructing the patients that they may only ask three questions per visit. Someone was apparently misinterpreting the Ask me Three program as a "Limited to Three" program! Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Mindy Domb" 2/1/2007 1:45 pm >>> These are great circumstances to know about - they will make terrific case studies! Thank you for sharing. Mindy Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere > > -----Original Message----- From: Davis, Ruth R (LHD-Madison Co) [mailto:RuthR.Davis at ky.gov] Sent: Thu 2/1/2007 12:10 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. 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Name: not available Type: application/ms-tnef Size: 24290 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070201/e22acabd/attachment.bin From sylee at email.unc.edu Fri Feb 2 08:30:28 2007 From: sylee at email.unc.edu (Shoou-Yih Daniel Lee, Ph.D.) Date: Fri, 02 Feb 2007 08:30:28 -0500 Subject: [HealthLiteracy 621] Re: question on patientcommunication skills trainings In-Reply-To: <20070201224425.2770F33F46@smtp2.cypresscom.net> References: <20070201224425.2770F33F46@smtp2.cypresscom.net> Message-ID: <45C33CF4.2030206@email.unc.edu> An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/917c5f82/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: SSM-Health Literacy & Social Support.pdf Type: application/pdf Size: 204717 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/917c5f82/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: sylee.vcf Type: text/x-vcard Size: 349 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/917c5f82/attachment.vcf From Laura.Ours at mecklenburgcountync.gov Fri Feb 2 09:12:30 2007 From: Laura.Ours at mecklenburgcountync.gov (Ours, Laura) Date: Fri, 2 Feb 2007 09:12:30 -0500 Subject: [HealthLiteracy 622] Re: questiononpatientcommunication skills trainings In-Reply-To: References: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17A63@AGMBX02.eas.ds.ky.gov> Message-ID: Hi All, I was glad to hear that others think that Ask Me 3 is something that providers should be learning/utilizing. I thought I would share that our health department is currently doing a pilot to train providers on using Ask me 3 with their patients. The goal of the training is to have providers use Ask Me 3 as a way to engage patients in teaching them back the answers to the three questions. This way there is a shift from patient to provider. Are thoughts were that even if the patient learns the questions they may still not actually ask the questions for numerous reasons (i.e., intimidated, overwhelmed, etc.). We are piloting this training with 11 community safety-net providers and have followed up with two of them so far. We received some interesting feedback from those two clinics and are eager to see what we learn from the others. Thanks for sharing Ruth! Laura -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Thursday, February 01, 2007 1:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 610] Re: questiononpatientcommunication skills trainings Ruth: Ask me 3 is something that physicians should be learning too. Rather than ask me 3, we should teach doctors to tell them 3. In other words, the doctors should answer those questions even if the patients don't ask. In addition, they should use language that the patients understand. For example, they should say high blood pressure instead of hypertension. To me, more effective than the "ask me 3" approach is the "Did you understand the problem?-can you tell me what you understood?" approach. In other words, doctors should ask their patients if they understood what the problem is, and ask the patients to explain back what the issues are, medication regimen, etc. This is often referred to as the "teach-back" approach. Patients should never leave the doctors office if they cannot articulate what problem they have and what they will do to improve. As you mention, some doctors only have 7.5 minutes. However, there is a strategy to address this. It doesn't have to be the doctor that does this. It could be a health educator, nurse, physician's assistance that takes on this role. The problem with insensitive doctors needs to be addressed. Health literacy is a problem that we all have. Health literacy is the ability to communicate about health issues verbally or through print. Just as some people don't know what hypertension means, others don't know how to say high blood pressure. It is the responsibility of the service provider to work at being able to communicate with the patient. If they cannot, they are health illiterate, and they need to work at improving this. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Thursday, February 01, 2007 10:10 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 609] Re: question onpatientcommunication skills trainings We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From craigme at enahec.org Fri Feb 2 09:29:14 2007 From: craigme at enahec.org (Mary Craig) Date: Fri, 2 Feb 2007 09:29:14 -0500 Subject: [HealthLiteracy 623] Re: moving the mountain In-Reply-To: Message-ID: <20070202142919.68F7411B04@mail.nifl.gov> I am very interested in seeing your Patient Prompt Card, is it available online, It doesn't matter how you started - what matters is how you finish..... Mary E. Craig President CHF Health Leadership Fellow 2007 Erie Niagara Area Health Education Center, Inc. 355 Linwood Avenue Buffalo, New York 14209 716-881-8222 Fax: 716-881-8225 craigme at enahec.org A partner in the New York State AHEC System Please visit our website - www.enahec.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 8:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy __________ NOD32 1970 (20070110) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com From bertiemo at yahoo.com Fri Feb 2 10:32:31 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 2 Feb 2007 10:32:31 -0500 (EST) Subject: [HealthLiteracy 624] Re: narrative medicine another positive development In-Reply-To: Message-ID: <178638.62362.qm@web30014.mail.mud.yahoo.com> Marg Rose: I'm not familiar with the first document. Can you tell me where to find it. I'm a medical anthropologist and use narrative quite a bit in my teaching and writing. I've heard that BC has pioneered an intiative on narrative. Can you tell us a bit about this. Bertie Mo Marg Rose wrote: An afterthought to my previous posting about training of medical professionals in communication skills. Check out Rita Charon's writing on Narrative Medicine. She envisions a future where medical professionals are rewarded for having skills in story-telling, listening, and relaying information to patients in a comprehension-based format. Very compelling. Charon, R. (2005, Oct. 1). Narrative medicine: Attention, representation, affiliation (DIALOGUE). Narrative,13(3), 261-271. Charon, R. (2006). Narrative medicine: Honouring the stories of illness. New York: Oxford University Press. Marg Rose, Victoria, BC ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/8fe0112e/attachment.html From csevin at IHI.org Fri Feb 2 11:42:46 2007 From: csevin at IHI.org (Cory Sevin) Date: Fri, 2 Feb 2007 11:42:46 -0500 Subject: [HealthLiteracy 625] Re: moving the mountain In-Reply-To: Message-ID: I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.... Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/88cdff39/attachment.html From amuro5 at epcc.edu Fri Feb 2 11:45:47 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Fri, 2 Feb 2007 09:45:47 -0700 Subject: [HealthLiteracy 626] Re: question on patientcommunication skillstrainings In-Reply-To: <20070201224425.2770F33F46@smtp2.cypresscom.net> Message-ID: In the southwest, the networks of paraprofessionals that go to people's homes to promote health education are called Promotoras (promoters). They don't just focus on prenatal, early childhood, but they focus on all areas of disease awareness. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 3:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================== >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================== >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From saavedra at ncfh.org Fri Feb 2 12:14:58 2007 From: saavedra at ncfh.org (Monica Saavedra-Embesi) Date: Fri, 2 Feb 2007 11:14:58 -0600 Subject: [HealthLiteracy 627] Re: HealthLiteracy Digest, Vol 17, Issue 7-Promotor Programs In-Reply-To: Message-ID: <000e01c746ed$ab1349f0$7b01a8c0@ncfhTIF> I believe that utilizing promotores to do this kind of work would be ideal. Promotores are used all over the country, and many migrant and community health centers nationwide currently have such programs to provide outreach and education to the most underserved and vulnerable populations, which often find themselves at highest risk for poor health outcomes due to health literacy issues. A great website and resource to access is the Center for Sustainable Health Outreach, which contains a great deal of info on promotor programs. .. They recently conducted a nationwide survey on existing promotor programs across the country, and generated some great data. I encourage the list serve members to tap into this great resource. Center for Sustainable Health Outreach http://www.usm.edu/csho/general_information2.html Migrant Health Promotion is also a great resource for promotor program information... http://www.migranthealth.org/ Monica -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of healthliteracy-request at nifl.gov Sent: Friday, February 02, 2007 11:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 17, Issue 7 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 626] Re: question on patientcommunication skillstrainings (Muro, Andres) ---------------------------------------------------------------------- Message: 1 Date: Fri, 2 Feb 2007 09:45:47 -0700 From: "Muro, Andres" Subject: [HealthLiteracy 626] Re: question on patientcommunication skillstrainings To: "The Health and Literacy Discussion List" Message-ID: Content-Type: text/plain; charset="iso-8859-1" In the southwest, the networks of paraprofessionals that go to people's homes to promote health education are called Promotoras (promoters). They don't just focus on prenatal, early childhood, but they focus on all areas of disease awareness. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 3:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================= = >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================= = >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 17, Issue 7 ********************************************* From christina.zarcadoolas at mssm.edu Fri Feb 2 11:33:26 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Fri, 02 Feb 2007 11:33:26 -0500 Subject: [HealthLiteracy 628] Re: question on patientcommunication skillstrainings Message-ID: <95BB97B790474B41A29B233720DE2351047FC133@exch-3.mssm.edu> In response to Andrew's comment and Sandra's call for "new channels" to promote health literacy I would suggest the following: We ( patients and publics) are awash in health messages and information - from providers, the media, sub-cultures and macro-cultures alike). If we continue to see health literacy as something choreographed and "delivered" or "disseminated" to a waiting public, we miss many opportunities and are weighted down by a hubris we'd readily deny. People are making and remaking their health literacy everyday. It's up to us to figure out how they're doing that and how we can use the very social capital of society to join in the dialogue. To quote myself ( the height of hubris): "we take an inclusive view of literacy by defining it [health literacy] as a rich and varied range of skills and abilities - the repertoire of resources a person or group of people have, or can develop, to understand and act on information....A person who has a broad range of literacy skills can take part in the personal and public dialogue on issues that impact their life and well-being as well as those of others." (Excerpted from Advancing Health Literacy: A Framework for Understanding and Action, Jossey Bass, 2006 Zarcadoolas, Pleasant&Greer) In peace, Chris -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 5:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 locally for about 2 years >now and it is difficult to determine how often it or similar efforts >are used by the consumers. I was presenting the Ask Me 3 information at >a local university's senior scholars program last week when a couple of >group participants shared the following stories. > > During an office visit with a physician, a woman stated she had >started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared back with him, she said he >told her to put her > notebook away and that he would take care of her and there was no need >for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they were talking. When I >inquired about how she > responded to this, she stated that she felt intimidated and stopped >writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being done in medical schools >related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had questions or asked for >clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what individuals encounter with >their primary care providers, I think it brings to light some very real >situations that consumers of health care are facing when seeking >information from health professionals. Many times the reality of >getting health professionals to pay attention to the many issues >associated with health literacy is not deemed to be a high priority. I >have found it has been difficult and sometimes impossible to get on the >agenda of professional groups' >staff meetings to discuss health literacy (using the Ask Me 3 >information) or to provide a continuing educational offering on the >program. >Also, health professional educational programs seldom seem to address >the complex issues related to health communications to any depth in our >area. > >The frustration of this reality is that we may help our consumers to be >more engaged in seeking information, but if health care professionals >are not receptive to this active involvement, the consumers most likely >will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used >properly at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality Iowa Health - Des >Moines Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================= >= >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service >> providers >on >> how they can better support their clients with HIV and Hepatitis C >> to better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, > activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================= >= >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the Electronic >Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain >information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, >you are hereby notified that you have received this document in error >and that any review, dissemination, copying, or the taking of any >action based on the contents of this information is strictly >prohibited. If you have received this communication in error, please >notify us immediately by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From smiths at bayvista.com Fri Feb 2 13:08:09 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 10:08:09 -0800 Subject: [HealthLiteracy 629] Re: question on patientcommunicationskillstrainings In-Reply-To: Message-ID: <20070202180506.55F5C598495@relay1.cypresscom.net> Do you see promotoras as a potential channel to promote functional health literacy? SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Friday, February 02, 2007 8:46 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 626] Re: question on patientcommunicationskillstrainings In the southwest, the networks of paraprofessionals that go to people's homes to promote health education are called Promotoras (promoters). They don't just focus on prenatal, early childhood, but they focus on all areas of disease awareness. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 3:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================== >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================== >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From smiths at bayvista.com Fri Feb 2 13:08:59 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 10:08:59 -0800 Subject: [HealthLiteracy 630] Re: HealthLiteracy Digest, Vol 17, Issue 7-Promotor Programs In-Reply-To: <000e01c746ed$ab1349f0$7b01a8c0@ncfhTIF> Message-ID: <20070202180612.990BD598840@relay1.cypresscom.net> Thanks for the resource! SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Monica Saavedra-Embesi Sent: Friday, February 02, 2007 9:15 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 627] Re: HealthLiteracy Digest, Vol 17,Issue 7-Promotor Programs I believe that utilizing promotores to do this kind of work would be ideal. Promotores are used all over the country, and many migrant and community health centers nationwide currently have such programs to provide outreach and education to the most underserved and vulnerable populations, which often find themselves at highest risk for poor health outcomes due to health literacy issues. A great website and resource to access is the Center for Sustainable Health Outreach, which contains a great deal of info on promotor programs. .. They recently conducted a nationwide survey on existing promotor programs across the country, and generated some great data. I encourage the list serve members to tap into this great resource. Center for Sustainable Health Outreach http://www.usm.edu/csho/general_information2.html Migrant Health Promotion is also a great resource for promotor program information... http://www.migranthealth.org/ Monica -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of healthliteracy-request at nifl.gov Sent: Friday, February 02, 2007 11:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 17, Issue 7 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 626] Re: question on patientcommunication skillstrainings (Muro, Andres) ---------------------------------------------------------------------- Message: 1 Date: Fri, 2 Feb 2007 09:45:47 -0700 From: "Muro, Andres" Subject: [HealthLiteracy 626] Re: question on patientcommunication skillstrainings To: "The Health and Literacy Discussion List" Message-ID: Content-Type: text/plain; charset="iso-8859-1" In the southwest, the networks of paraprofessionals that go to people's homes to promote health education are called Promotoras (promoters). They don't just focus on prenatal, early childhood, but they focus on all areas of disease awareness. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 3:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================= = >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================= = >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 17, Issue 7 ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Alec_McKinney at jsi.com Fri Feb 2 13:36:27 2007 From: Alec_McKinney at jsi.com (Alec McKinney) Date: Fri, 02 Feb 2007 13:36:27 -0500 Subject: [HealthLiteracy 631] Wednesday Question: The cost of losing health consumers Message-ID: <45C33E5C0200009300002788@bostongwia.jsi.com> I have found when conducting community HEALTH needs assessments for health care payors or providers in low income, diverse communities that the overwhelming sentiment in the community is the need for or the lack of safe housing, good jobs, family support, and other more social service issues related to poverty. Most people do not see diabetes, asthma, mental health, or other health-related issues as the major health-related concerns. It has been slow but I think there is a growing recognition and appreciation among policy makers, health care payors, and health care providers of the impact that poverty and these more social issues have on health care status AND health care costs. As a result there are programs in commuity health centers and hospital outpatient clinics that try to address these issues and support families through case mangement, etc. I think what is at the root of this discussion is that Low health literacy, unfamilairy with the mainstream health care system, and lack of acculturation need to be more directly included in this overall understanding. I think they are to some extent in some organizations but it is inconsitent and not emphasized enought. Stakeholders need to understand that these issues are as vital to improving the health status and general well being of general populations, and particulary low income populations, as blood preassure screenings, bypass surgury, and Prozac. I do, however, see signs of hope. It wasn't long ago that HMOs and policy makers completely balked at creating population-based health education, awareness, and chronic disease managment programs for conditions like heart disease, asthma, and diabetes. HMOs, other insurers, and even State Medicaid offices balked at the idea of investing in these programs because they were not able to see the direct implications on individual health status and costs. This has changed a lot in the past 10 years and now chronic disease management programs are common-place. You even see market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves. Included with this, of course, are programs that assist providers and provider organizations to create systems, clinical protocols, and provider trainings that promote services that are more culturally appropriate, welcoming, and sensitive to people of all cultural and linguistic backgrounds. Alec McKinney John Snow, Inc. 44 Farnsworth Street Boston, MA 02210 Phone: 617-482-9485 Fax: 617-482-0617 E-mail: amckinney at jsi.com From smiths at bayvista.com Fri Feb 2 13:42:31 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 10:42:31 -0800 Subject: [HealthLiteracy 632] Re: moving the mountain In-Reply-To: Message-ID: <20070202183925.49390598861@relay1.cypresscom.net> Cory - I'm interested in your work on bringing health literacy into the core of healthcare. I just approved a chapter on health literacy for publication in a med school text, so there's a little encouragement re the future. Interesting idea that providers se hlit as content outside their field and so irrelevant. Is the preferred image to see it as policy? Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Friday, February 02, 2007 8:43 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 625] Re: moving the mountain I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/b0870b78/attachment.html From smiths at bayvista.com Fri Feb 2 13:50:28 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 10:50:28 -0800 Subject: [HealthLiteracy 633] Re: moving the mountain In-Reply-To: Message-ID: <20070202184729.C3F7959863F@relay1.cypresscom.net> Cory, you wrote .how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process? One possibility might be a practice communication/information map that traces a "typical" pt - say a diabetes patient - through the office, marking all the stops (reception, waiting, exam room, lab.) and the actual and potential locations where info is presented. This starts the discussion about content, timing, teaching strategy, what materials are needed where, who teaches what where, how will we know pt is ready for next step. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Friday, February 02, 2007 8:43 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 625] Re: moving the mountain I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/78bb8e34/attachment.html From smiths at bayvista.com Fri Feb 2 14:01:41 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 11:01:41 -0800 Subject: [HealthLiteracy 634] Re: Wednesday Question: The cost of losing healthconsumers In-Reply-To: <45C33E5C0200009300002788@bostongwia.jsi.com> Message-ID: <20070202185836.DEBFD598734@relay1.cypresscom.net> Alice, Yes, and we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities, limited education opportunities, limited food, isolation/lack of social support; more accidents, more violence, more depression, more hospitalization; fewer options, fewer resources, overuse of emergency services, underuse of preventive services, low health status. We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Alec McKinney Sent: Friday, February 02, 2007 10:36 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 631] Wednesday Question: The cost of losing healthconsumers I have found when conducting community HEALTH needs assessments for health care payors or providers in low income, diverse communities that the overwhelming sentiment in the community is the need for or the lack of safe housing, good jobs, family support, and other more social service issues related to poverty. Most people do not see diabetes, asthma, mental health, or other health-related issues as the major health-related concerns. It has been slow but I think there is a growing recognition and appreciation among policy makers, health care payors, and health care providers of the impact that poverty and these more social issues have on health care status AND health care costs. As a result there are programs in commuity health centers and hospital outpatient clinics that try to address these issues and support families through case mangement, etc. I think what is at the root of this discussion is that Low health literacy, unfamilairy with the mainstream health care system, and lack of acculturation need to be more directly included in this overall understanding. I think they are to some extent in some organizations but it is inconsitent and not emphasized enought. Stakeholders need to understand that these issues are as vital to improving the health status and general well being of general populations, and particulary low income populations, as blood preassure screenings, bypass surgury, and Prozac. I do, however, see signs of hope. It wasn't long ago that HMOs and policy makers completely balked at creating population-based health education, awareness, and chronic disease managment programs for conditions like heart disease, asthma, and diabetes. HMOs, other insurers, and even State Medicaid offices balked at the idea of investing in these programs because they were not able to see the direct implications on individual health status and costs. This has changed a lot in the past 10 years and now chronic disease management programs are common-place. You even see market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves. Included with this, of course, are programs that assist providers and provider organizations to create systems, clinical protocols, and provider trainings that promote services that are more culturally appropriate, welcoming, and sensitive to people of all cultural and linguistic backgrounds. Alec McKinney John Snow, Inc. 44 Farnsworth Street Boston, MA 02210 Phone: 617-482-9485 Fax: 617-482-0617 E-mail: amckinney at jsi.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From smiths at bayvista.com Fri Feb 2 14:08:48 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 11:08:48 -0800 Subject: [HealthLiteracy 635] Re: question on patientcommunication skillstrainings In-Reply-To: <95BB97B790474B41A29B233720DE2351047FC133@exch-3.mssm.edu> Message-ID: <20070202190544.427DE5988AC@relay1.cypresscom.net> Chris, where can I find your book? SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Zarcadoolas, Christina Sent: Friday, February 02, 2007 8:33 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 628] Re: question on patientcommunication skillstrainings In response to Andrew's comment and Sandra's call for "new channels" to promote health literacy I would suggest the following: We ( patients and publics) are awash in health messages and information - from providers, the media, sub-cultures and macro-cultures alike). If we continue to see health literacy as something choreographed and "delivered" or "disseminated" to a waiting public, we miss many opportunities and are weighted down by a hubris we'd readily deny. People are making and remaking their health literacy everyday. It's up to us to figure out how they're doing that and how we can use the very social capital of society to join in the dialogue. To quote myself ( the height of hubris): "we take an inclusive view of literacy by defining it [health literacy] as a rich and varied range of skills and abilities - the repertoire of resources a person or group of people have, or can develop, to understand and act on information....A person who has a broad range of literacy skills can take part in the personal and public dialogue on issues that impact their life and well-being as well as those of others." (Excerpted from Advancing Health Literacy: A Framework for Understanding and Action, Jossey Bass, 2006 Zarcadoolas, Pleasant&Greer) In peace, Chris -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 5:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 locally for about 2 years >now and it is difficult to determine how often it or similar efforts >are used by the consumers. I was presenting the Ask Me 3 information at >a local university's senior scholars program last week when a couple of >group participants shared the following stories. > > During an office visit with a physician, a woman stated she had >started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared back with him, she said he >told her to put her > notebook away and that he would take care of her and there was no need >for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they were talking. When I >inquired about how she > responded to this, she stated that she felt intimidated and stopped >writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being done in medical schools >related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had questions or asked for >clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what individuals encounter with >their primary care providers, I think it brings to light some very real >situations that consumers of health care are facing when seeking >information from health professionals. Many times the reality of >getting health professionals to pay attention to the many issues >associated with health literacy is not deemed to be a high priority. I >have found it has been difficult and sometimes impossible to get on the >agenda of professional groups' >staff meetings to discuss health literacy (using the Ask Me 3 >information) or to provide a continuing educational offering on the >program. >Also, health professional educational programs seldom seem to address >the complex issues related to health communications to any depth in our >area. > >The frustration of this reality is that we may help our consumers to be >more engaged in seeking information, but if health care professionals >are not receptive to this active involvement, the consumers most likely >will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used >properly at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality Iowa Health - Des >Moines Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================= >= >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service >> providers >on >> how they can better support their clients with HIV and Hepatitis C >> to better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, > activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================= >= >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the Electronic >Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain >information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, >you are hereby notified that you have received this document in error >and that any review, dissemination, copying, or the taking of any >action based on the contents of this information is strictly >prohibited. If you have received this communication in error, please >notify us immediately by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sabrina_kurtz-rossi at comcast.net Fri Feb 2 14:29:19 2007 From: sabrina_kurtz-rossi at comcast.net (sabrina_kurtz-rossi at comcast.net) Date: Fri, 02 Feb 2007 19:29:19 +0000 Subject: [HealthLiteracy 636] Re: question on patient communication skills trainings Message-ID: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B9D9A05A10E02079D0D0E9C@comcast.net> I agree with Sandra's comment "we need new channels, in addition to health care providers, to promote functional health literacy." At the moment I'm especially interested in the role librarians might play. It seems to me that medical librarians are in a unique position to support both increased awareness of the problem among health care providers as well as the development of patients' health literacy skills. I know the National Library of Medicine supports health literacy research and that the Medical Library Association is looking into the role hospital librarians can play as health literacy educators. Are there others on the list that work with librarians or who are librarians that could comment on this idea? - Sabrina ----------------------- Sabrina Kurtz-Rossi, M.Ed. sabrina_kurtz-rossi at comcast.net -------------- Original message -------------- From: "Sandra Smith" > Yes! Excellent observation, Andrew. There is an urgent need to take > understanding of health literacy beyond the medical model which frames low > health literacy as a deficiency disease, measures it as a single > individualistic trait (reading skill) unrelated to social support or > resources, and prescribes improved information delivery as the cure. > Certainly improved information delivery is important, but it is not likely > to fully mitigate individual and systemic problems related to low literacy > and low health literacy. We need new channels, in addition to healthcare > providers, to promote functional health literacy. One possibility is the > existing national network of home visitation programs, which send nurses and > trained paraprofessionals into the homes of disadvantaged families during > pregnancy and early parenting, a time when readiness to learn is high and > young women are accessing significant health services, often for the first > time, and becoming health decision makers for their growing families. These > home visitors already provide social services and links to resources (often > including literacy enhancing services) and likely promote functional health > literacy without being aware of it. They are well-positioned to empower > clients to make measurable strides toward higher functioning in the > heathcare system and in health contexts at home. This strategy is limited > to maternal and child health, yet it is highly leveraged since skills > learned during pregnancy and early parenting could improve functioning for > all family members throughout their lives. If we look beyond our own walls, > we are likely to discover similar solutions. SS > > Sandra Smith, MPH CHES > Health Education Specialist & Principal Investigator > University of WA Center for Health Education & Reseasch > 800-444-8806 206 -441-7046 > www.BeginningsGuides.net > sandras at u.washington.edu > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Thursday, February 01, 2007 12:14 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 614] Re: question on patientcommunication skills > trainings > > Hi everyone, > > Isn't this sadly not uncommon story from Ruth > Davis one of the best reasons to expand the > field's foci beyond doctor/patient interaction? > That is a relatively (for most peole) small > amount of time each year compared to the much > greater percentage of time that individuals > interact with information about health, use their > literacy skills, and make decisions about their > health. > > That is not to say do not address doctor/ patient > interactions but isn't the most effective time to > equip people with health literacy skills to > enhance their personal empowerment to defend > their right to health and health care before they > encounter such a physician? > > Don't these observations also further demonstrate > that health literacy is much more than the > ability to pronounce medical words, fill in the > vocabulary blanks, or (thanks Andres) is > something that only patients and the public lack? > For instance, briefly, that scenario is not only > about writing down health information > (fundamental health literacy), it is also about > the components of health literacy related to > culture (role of physicians in society) and civic > literacy (navigating systems) and the scientific > component of health literacy (understanding > uncertainty and/ or knowledge uptake gaps as it > relates to utility of second opinions - for > example). What if, let us hope not, that > physician also has not kept up with best medical > practices (as is clearly the case regarding > communication skills)? > > Regarding strategies at the larger scale, the > final path to embed health literacy skills into > medical education is not only through individual > grand rounds given or CMEs issued but by putting > health literacy into medical education and > hospital accreditation standards as well as > payment schemes. These are challenging tasks and > require a bit of a paradigm change in approaches > to health, health policy and systems, and health > literacy. Challenging does not mean impossible or > infeasible. > > In order to reach those goals, I suggest the > field must first develop and agree on a > comprehensive definition and model/framework of > health literacy grounded in the entire range of > contexts in which people interact with health > information and make decisions about health. That > model must be able to support both the > development of curriculum for physicians and > nurses in training as well as a very robust > assessment tool. On this issue ... this is where > I have to stop because our article outlining that > is not yet published. > > Additionally and importantly, such a broader > approach could/should also facilitate greater > interaction between the health system and the > educational system (esp. ABE/ESOL) writ large. > > > Andrew Pleasant > > > > > > > > >We have been promoting the use of Ask Me 3 > >locally for about 2 years now and it is > >difficult to determine how often it or similar > >efforts are used by the consumers. I was > >presenting the Ask Me 3 information at a local > >university's senior scholars program last week > >when a couple of group participants shared the > >following stories. > > > > During an office visit with a physician, > >a woman stated she had started writing down > >information the physician was sharing > >with her that she wanted to remember when she > >left the office. He inquired as to what she > >was writing in her notebook. When she shared > >back with him, she said he told her to put her > > notebook away and that he would take care > >of her and there was no need for her to be > >writing anything down. She also conveyed > >that he stated he had only 7.5 minutes to spend > >with her and that he did not have the time > >for her to be writing information down as they > >were talking. When I inquired about how she > > responded to this, she stated that she > >felt intimidated and stopped writing. She did > >not leave with any printed information or > >instructions from the visit. > > > > Another participant asked what was being > >done in medical schools related to training on > >communications. He further stated that > >his former physician had retired and that his > >current physician always seemed to be in a > >rush and was not very patient when he had > >questions or asked for clarification. Others in > >the group nodded their heads and several > >stated they experienced similar behaviors. > > > >While I realized this is not always what > >individuals encounter with their primary care > >providers, I think it brings to light some very > >real situations that consumers of health care > >are facing when seeking information from health > >professionals. Many times the reality of getting > >health professionals to pay attention to the > >many issues associated with health literacy is > >not deemed to be a high priority. I have found > >it has been difficult and sometimes impossible > >to get on the agenda of professional groups' > >staff meetings to discuss health literacy (using > >the Ask Me 3 information) or to provide a > >continuing educational offering on the program. > >Also, health professional educational programs > >seldom seem to address the complex issues > >related to health communications to any depth in > >our area. > > > >The frustration of this reality is that we may > >help our consumers to be more engaged in seeking > >information, but if health care professionals > >are not receptive to this active involvement, > >the consumers most likely will retreat. > > > >Ruth R. Davis MSN, RN, CHES > >Community Health Nursing Supervisor > > for Public Health Education > >Madison County Health Department > >1001 Ace Drive, P.O. Box 1047 > >Berea, KY 40403 > >859-228-2041 > >Website address: > >www.madison-co-ky-health.org > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert > >Sent: Friday, January 26, 2007 7:35 PM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 603] Re: question on patientcommunication > >skills trainings > > > > > >We have done some focused work with Ask Me 3 with some very positive > >results. Unfortunately I think it is a program that is not used properly > >at times or to it's full potential. > > > >Thanks, > >Bob > > > >Bob Dickerson, MSHSA, RRT > >Quality Improvement Coordinator, Clinical Quality > >Iowa Health - Des Moines > >Des Moines, Iowa > >Phone: (515) 263-5792 > >Fax: (515) 263-5415 > >E-mail: DICKERR2 at ihs.org > >Website: www.ihsdesmoines.org > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney > >Sent: Friday, January 26, 2007 12:35 PM > >To: healthliteracy at nifl.gov > >Subject: [HealthLiteracy 597] Re: question on patient communication > >skills trainings > > > >Mindy, > >To add to the plug for AskMe3, it is also designed to train patients as > >well as providers. You can find it at: > >http://www.askme3.org/ > > > >Also, look at the the online videos from AMA's group: Educating > >Physicians on Controversies in Health > >http://www.ama-assn.org/ama/pub/category/15369.html > > > >Check this out for lots of links to other good resources: > > > >The Health Literacy area of the ALE Wiki: > >http://wiki.literacytent.org/index.php/Health_Literacy > > > >Good luck! > > > >Julie > > > >Julie McKinney > >Discussion List Moderator > >World Education/NCSALL > >jmckinney at worlded.org > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > >With regard to training for health care professionals, consider the ASK > >ME 3 program. It targets healthcare organizations and professionals. > > > >With regard to patients, consider the programs from Stanford Univ (Dr. > >Kate Lorig and colleagues). They include a 6 week program known as the > >Chronic Disease Self Management Program (CDSMP) as well as programs > >targeted to individuals with specific diseases (eg, HIV, arthritis, > >etc). > > > >Howard J Zeitz > > > >======================================================================== > >=== > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > >> Hello. I really enjoy being part of this list and having access not > >only > >> to some great minds and terrific resources, but participating in > >> networking that really supports our work. This is the first time I > >have > >> reached out to the network. I am developing training curriculum that > >is > >> indirectly about patient communication skills, patient/physician > >> communication. The training is for health and human service providers > >on > >> how they can better support their clients with HIV and Hepatitis C to > >> better communicators with their medical providers. > >> > >> I am wondering if anyone has done this kind of training before or > >> trainings on the importance of patient/physician communication, or > > > building patient communications skills , what resources, activities, > >> powerpoints were effective. > >> > >> Many thanks! > >> Mindy Domb > >> > >> Mindy Domb > >> Director > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > >> Homeless/HIV Integration Project HCSM, Inc. > >> 942 W. Chestnut Street > >> Brockton, MA 02301 USA > >> 413.256.3406 > >> fax: 413.256.6371 > >> www.hcsm.org/sphere > >======================================================================== > >=== > >> Julie McKinney > >> Discussion List Moderator > >> World Education/NCSALL > >> jmckinney at worlded.org > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Health and Literacy mailing list > >> HealthLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > >> ---------------------------------------------------- > > > >Howard J Zeitz, MD > >Rockford Regional Partnership for Health Literacy (RRPHL) > >1601 Parkview Ave > >Rockford, IL 61107 > >T: 815-395-5964 > >F: 815-395-5671 > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > ******************************************** > > > >This message and accompanying documents are covered by the > >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, > >and contain information intended for the specified individual(s) only. > >This information is confidential. If you are not the intended recipient > >or an agent responsible for delivering it to the intended recipient, you > >are hereby notified that you have received this document in error and > >that any review, dissemination, copying, or the taking of any action > >based on the contents of this information is strictly prohibited. If you > >have received this communication in error, please notify us immediately > >by e-mail, and delete the original message. > > > > ********************************************* > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription > >settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/b29c91fa/attachment.html From amuro5 at epcc.edu Fri Feb 2 17:20:09 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Fri, 2 Feb 2007 15:20:09 -0700 Subject: [HealthLiteracy 637] Re: questionon patientcommunicationskillstrainings In-Reply-To: <20070202180506.55F5C598495@relay1.cypresscom.net> Message-ID: Yes, I do. I don't think that they are the only vehicle, but they play an important role. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Friday, February 02, 2007 11:08 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 629] Re: questionon patientcommunicationskillstrainings Do you see promotoras as a potential channel to promote functional health literacy? SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Friday, February 02, 2007 8:46 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 626] Re: question on patientcommunicationskillstrainings In the southwest, the networks of paraprofessionals that go to people's homes to promote health education are called Promotoras (promoters). They don't just focus on prenatal, early childhood, but they focus on all areas of disease awareness. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 01, 2007 3:38 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 617] Re: question on patientcommunication skillstrainings Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant >We have been promoting the use of Ask Me 3 >locally for about 2 years now and it is >difficult to determine how often it or similar >efforts are used by the consumers. I was >presenting the Ask Me 3 information at a local >university's senior scholars program last week >when a couple of group participants shared the >following stories. > > During an office visit with a physician, >a woman stated she had started writing down >information the physician was sharing >with her that she wanted to remember when she >left the office. He inquired as to what she >was writing in her notebook. When she shared >back with him, she said he told her to put her > notebook away and that he would take care >of her and there was no need for her to be >writing anything down. She also conveyed >that he stated he had only 7.5 minutes to spend >with her and that he did not have the time >for her to be writing information down as they >were talking. When I inquired about how she > responded to this, she stated that she >felt intimidated and stopped writing. She did >not leave with any printed information or >instructions from the visit. > > Another participant asked what was being >done in medical schools related to training on >communications. He further stated that >his former physician had retired and that his >current physician always seemed to be in a >rush and was not very patient when he had >questions or asked for clarification. Others in >the group nodded their heads and several >stated they experienced similar behaviors. > >While I realized this is not always what >individuals encounter with their primary care >providers, I think it brings to light some very >real situations that consumers of health care >are facing when seeking information from health >professionals. Many times the reality of getting >health professionals to pay attention to the >many issues associated with health literacy is >not deemed to be a high priority. I have found >it has been difficult and sometimes impossible >to get on the agenda of professional groups' >staff meetings to discuss health literacy (using >the Ask Me 3 information) or to provide a >continuing educational offering on the program. >Also, health professional educational programs >seldom seem to address the complex issues >related to health communications to any depth in >our area. > >The frustration of this reality is that we may >help our consumers to be more engaged in seeking >information, but if health care professionals >are not receptive to this active involvement, >the consumers most likely will retreat. > >Ruth R. Davis MSN, RN, CHES >Community Health Nursing Supervisor > for Public Health Education >Madison County Health Department >1001 Ace Drive, P.O. Box 1047 >Berea, KY 40403 >859-228-2041 >Website address: >www.madison-co-ky-health.org > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >Sent: Friday, January 26, 2007 7:35 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 603] Re: question on patientcommunication >skills trainings > > >We have done some focused work with Ask Me 3 with some very positive >results. Unfortunately I think it is a program that is not used properly >at times or to it's full potential. > >Thanks, >Bob > >Bob Dickerson, MSHSA, RRT >Quality Improvement Coordinator, Clinical Quality >Iowa Health - Des Moines >Des Moines, Iowa >Phone: (515) 263-5792 >Fax: (515) 263-5415 >E-mail: DICKERR2 at ihs.org >Website: www.ihsdesmoines.org > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Friday, January 26, 2007 12:35 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 597] Re: question on patient communication >skills trainings > >Mindy, >To add to the plug for AskMe3, it is also designed to train patients as >well as providers. You can find it at: >http://www.askme3.org/ > >Also, look at the the online videos from AMA's group: Educating >Physicians on Controversies in Health >http://www.ama-assn.org/ama/pub/category/15369.html > >Check this out for lots of links to other good resources: > >The Health Literacy area of the ALE Wiki: >http://wiki.literacytent.org/index.php/Health_Literacy > >Good luck! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >With regard to training for health care professionals, consider the ASK >ME 3 program. It targets healthcare organizations and professionals. > >With regard to patients, consider the programs from Stanford Univ (Dr. >Kate Lorig and colleagues). They include a 6 week program known as the >Chronic Disease Self Management Program (CDSMP) as well as programs >targeted to individuals with specific diseases (eg, HIV, arthritis, >etc). > >Howard J Zeitz > >======================================================================== >=== >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> Hello. I really enjoy being part of this list and having access not >only >> to some great minds and terrific resources, but participating in >> networking that really supports our work. This is the first time I >have >> reached out to the network. I am developing training curriculum that >is >> indirectly about patient communication skills, patient/physician >> communication. The training is for health and human service providers >on >> how they can better support their clients with HIV and Hepatitis C to >> better communicators with their medical providers. >> >> I am wondering if anyone has done this kind of training before or >> trainings on the importance of patient/physician communication, or > > building patient communications skills , what resources, activities, >> powerpoints were effective. >> >> Many thanks! >> Mindy Domb >> >> Mindy Domb >> Director >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> Homeless/HIV Integration Project HCSM, Inc. >> 942 W. Chestnut Street >> Brockton, MA 02301 USA >> 413.256.3406 >> fax: 413.256.6371 >> www.hcsm.org/sphere >======================================================================== >=== >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- > >Howard J Zeitz, MD >Rockford Regional Partnership for Health Literacy (RRPHL) >1601 Parkview Ave >Rockford, IL 61107 >T: 815-395-5964 >F: 815-395-5671 > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From smiths at bayvista.com Fri Feb 2 18:21:44 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 2 Feb 2007 15:21:44 -0800 Subject: [HealthLiteracy 638] Re: question on patientcommunication skills trainings In-Reply-To: <45C33CF4.2030206@email.unc.edu> Message-ID: <20070202231841.517A059885F@relay1.cypresscom.net> Daniel- I have read your article ?repeatedly. It is excellent work. I am so glad you posted this. Everyone, read it! I am working on an NIH grant that applies your theory of social support through home visitation and evaluates its role in promoting maternal functional health literacy. We are analyzing comparable data from 9 sites around the country in 6+ program models. We re measuring the function in functional health literacy and progress over time, using the Life Skills Progression instrument. The project runs through 2008. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Shoou-Yih Daniel Lee, Ph.D. Sent: Friday, February 02, 2007 5:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 621] Re: question on patientcommunication skills trainings On the note of treating low health literacy as an individual deficiency and of ignoring important aspects of the social environment--e.g., social support and resources, check out a paper in the Social Science & Medicine. An electronic copy is attached. Daniel Lee Sandra Smith wrote: Yes! Excellent observation, Andrew. There is an urgent need to take understanding of health literacy beyond the medical model which frames low health literacy as a deficiency disease, measures it as a single individualistic trait (reading skill) unrelated to social support or resources, and prescribes improved information delivery as the cure. Certainly improved information delivery is important, but it is not likely to fully mitigate individual and systemic problems related to low literacy and low health literacy. We need new channels, in addition to healthcare providers, to promote functional health literacy. One possibility is the existing national network of home visitation programs, which send nurses and trained paraprofessionals into the homes of disadvantaged families during pregnancy and early parenting, a time when readiness to learn is high and young women are accessing significant health services, often for the first time, and becoming health decision makers for their growing families. These home visitors already provide social services and links to resources (often including literacy enhancing services) and likely promote functional health literacy without being aware of it. They are well-positioned to empower clients to make measurable strides toward higher functioning in the heathcare system and in health contexts at home. This strategy is limited to maternal and child health, yet it is highly leveraged since skills learned during pregnancy and early parenting could improve functioning for all family members throughout their lives. If we look beyond our own walls, we are likely to discover similar solutions. SS Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of WA Center for Health Education & Reseasch 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, February 01, 2007 12:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 614] Re: question on patientcommunication skills trainings Hi everyone, Isn't this sadly not uncommon story from Ruth Davis one of the best reasons to expand the field's foci beyond doctor/patient interaction? That is a relatively (for most peole) small amount of time each year compared to the much greater percentage of time that individuals interact with information about health, use their literacy skills, and make decisions about their health. That is not to say do not address doctor/ patient interactions but isn't the most effective time to equip people with health literacy skills to enhance their personal empowerment to defend their right to health and health care before they encounter such a physician? Don't these observations also further demonstrate that health literacy is much more than the ability to pronounce medical words, fill in the vocabulary blanks, or (thanks Andres) is something that only patients and the public lack? For instance, briefly, that scenario is not only about writing down health information (fundamental health literacy), it is also about the components of health literacy related to culture (role of physicians in society) and civic literacy (navigating systems) and the scientific component of health literacy (understanding uncertainty and/ or knowledge uptake gaps as it relates to utility of second opinions - for example). What if, let us hope not, that physician also has not kept up with best medical practices (as is clearly the case regarding communication skills)? Regarding strategies at the larger scale, the final path to embed health literacy skills into medical education is not only through individual grand rounds given or CMEs issued but by putting health literacy into medical education and hospital accreditation standards as well as payment schemes. These are challenging tasks and require a bit of a paradigm change in approaches to health, health policy and systems, and health literacy. Challenging does not mean impossible or infeasible. In order to reach those goals, I suggest the field must first develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health information and make decisions about health. That model must be able to support both the development of curriculum for physicians and nurses in training as well as a very robust assessment tool. On this issue ... this is where I have to stop because our article outlining that is not yet published. Additionally and importantly, such a broader approach could/should also facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) writ large. Andrew Pleasant We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: Hello. I really enjoy being part of this list and having access not only to some great minds and terrific resources, but participating in networking that really supports our work. This is the first time I have reached out to the network. I am developing training curriculum that is indirectly about patient communication skills, patient/physician communication. The training is for health and human service providers on how they can better support their clients with HIV and Hepatitis C to better communicators with their medical providers. I am wondering if anyone has done this kind of training before or trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, powerpoints were effective. Many thanks! Mindy Domb Mindy Domb Director HIV/viral Hepatitis Integration Programs SPHERE/The Statewide Homeless/HIV Integration Project HCSM, Inc. 942 W. Chestnut Street Brockton, MA 02301 USA 413.256.3406 fax: 413.256.6371 www.hcsm.org/sphere ======================================================================== === Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/204da055/attachment.html From bethhill at uidaho.edu Fri Feb 2 19:08:25 2007 From: bethhill at uidaho.edu (Elizabeth Hill) Date: Fri, 02 Feb 2007 16:08:25 -0800 Subject: [HealthLiteracy 639] Re: question on patient communication skills trainings In-Reply-To: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B9D9A05A10E02079D0D0E9C@comcast.net> References: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B9D9A05A10E02079D0D0E9C@comcast.net> Message-ID: Here is a link to MLA's Health Information Literacy Project. The project will run through September 2008, and will be focused on reaching and educating health care providers. http://www.mlanet.org/resources/healthlit/hil_project_overview.html There have been many outreach projects designed and conducted by medical librarians- for example, here is the URL for NN/LM Outreach grant projects: http://nnlm.gov/outreach/database.html But it seems to me that the focus has been mainly on increasing access to "good" health information- not so much in addressing functional or civic health literacy. I believe one challenge for librarians is in fully embracing their potential as health literacy educators. It may be the case that they don't have the manpower, time, or the financial backing of their institution to become more involved. Not that they don't want to, really. I used to work as a hospital librarian, before I took this position as an academic librarian, and I am very much interested in the notion of social support and its influence on functional health literacy. Beth Hill, BSW, MLS, AHIP Assistant Professor / Reference and Instruction Liaison, College of Engineering Distance Education Librarian University of Idaho Library Rayburn Street- Room 416I Moscow, Idaho 83844-2350 (208)-885-2503 bethhill at uidaho.edu ----- Original Message ----- From: sabrina_kurtz-rossi at comcast.net Date: Friday, February 2, 2007 3:24 pm Subject: [HealthLiteracy 636] Re: question on patient communication skills trainings To: The Health and Literacy Discussion List > I agree with Sandra's comment "we need new channels, in addition to > health care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians > might play. It seems to me that medical librarians are in a unique > position to support both increased awareness of the problem among > health care providers as well as the development of patients' > health literacy skills. > > I know the National Library of Medicine supports health literacy > research and that the Medical Library Association is looking into > the role hospital librarians can play as health literacy educators. > Are there others on the list that work with librarians or who are > librarians that could comment on this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net > > > -------------- Original message -------------- > From: "Sandra Smith" > > > Yes! Excellent observation, Andrew. There is an urgent need to > take > > understanding of health literacy beyond the medical model which > frames low > > health literacy as a deficiency disease, measures it as a single > > individualistic trait (reading skill) unrelated to social support > or > resources, and prescribes improved information delivery as the > cure. > > Certainly improved information delivery is important, but it is > not likely > > to fully mitigate individual and systemic problems related to low > literacy > > and low health literacy. We need new channels, in addition to > healthcare > > providers, to promote functional health literacy. One possibility > is the > > existing national network of home visitation programs, which send > nurses and > > trained paraprofessionals into the homes of disadvantaged > families during > > pregnancy and early parenting, a time when readiness to learn is > high and > > young women are accessing significant health services, often for > the first > > time, and becoming health decision makers for their growing > families. These > > home visitors already provide social services and links to > resources (often > > including literacy enhancing services) and likely promote > functional health > > literacy without being aware of it. They are well-positioned to > empower > > clients to make measurable strides toward higher functioning in > the > > heathcare system and in health contexts at home. This strategy is > limited > > to maternal and child health, yet it is highly leveraged since > skills > > learned during pregnancy and early parenting could improve > functioning for > > all family members throughout their lives. If we look beyond our > own walls, > > we are likely to discover similar solutions. SS > > > > Sandra Smith, MPH CHES > > Health Education Specialist & Principal Investigator > > University of WA Center for Health Education & Reseasch > > 800-444-8806 206 -441-7046 > > www.BeginningsGuides.net > > sandras at u.washington.edu > > > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew > Pleasant > > Sent: Thursday, February 01, 2007 12:14 PM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 614] Re: question on > patientcommunication skills > > trainings > > > > Hi everyone, > > > > Isn't this sadly not uncommon story from Ruth > > Davis one of the best reasons to expand the > > field's foci beyond doctor/patient interaction? > > That is a relatively (for most peole) small > > amount of time each year compared to the much > > greater percentage of time that individuals > > interact with information about health, use their > > literacy skills, and make decisions about their > > health. > > > > That is not to say do not address doctor/ patient > > interactions but isn't the most effective time to > > equip people with health literacy skills to > > enhance their personal empowerment to defend > > their right to health and health care before they > > encounter such a physician? > > > > Don't these observations also further demonstrate > > that health literacy is much more than the > > ability to pronounce medical words, fill in the > > vocabulary blanks, or (thanks Andres) is > > something that only patients and the public lack? > > For instance, briefly, that scenario is not only > > about writing down health information > > (fundamental health literacy), it is also about > > the components of health literacy related to > > culture (role of physicians in society) and civic > > literacy (navigating systems) and the scientific > > component of health literacy (understanding > > uncertainty and/ or knowledge uptake gaps as it > > relates to utility of second opinions - for > > example). What if, let us hope not, that > > physician also has not kept up with best medical > > practices (as is clearly the case regarding > > communication skills)? > > > > Regarding strategies at the larger scale, the > > final path to embed health literacy skills into > > medical education is not only through individual > > grand rounds given or CMEs issued but by putting > > health literacy into medical education and > > hospital accreditation standards as well as > > payment schemes. These are challenging tasks and > > require a bit of a paradigm change in approaches > > to health, health policy and systems, and health > > literacy. Challenging does not mean impossible or > > infeasible. > > > > In order to reach those goals, I suggest the > > field must first develop and agree on a > > comprehensive definition and model/framework of > > health literacy grounded in the entire range of > > contexts in which people interact with health > > information and make decisions about health. That > > model must be able to support both the > > development of curriculum for physicians and > > nurses in training as well as a very robust > > assessment tool. On this issue ... this is where > > I have to stop because our article outlining that > > is not yet published. > > > > Additionally and importantly, such a broader > > approach could/should also facilitate greater > > interaction between the health system and the > > educational system (esp. ABE/ESOL) writ large. > > > > > > Andrew Pleasant > > > > > > > > > > > > > > > > >We have been promoting the use of Ask Me 3 > > >locally for about 2 years now and it is > > >difficult to determine how often it or similar > > >efforts are used by the consumers. I was > > >presenting the Ask Me 3 information at a local > > >university's senior scholars program last week > > >when a couple of group participants shared the > > >following stories. > > > > > > During an office visit with a physician, > > >a woman stated she had started writing down > > >information the physician was sharing > > >with her that she wanted to remember when she > > >left the office. He inquired as to what she > > >was writing in her notebook. When she shared > > >back with him, she said he told her to put her > > > notebook away and that he would take care > > >of her and there was no need for her to be > > >writing anything down. She also conveyed > > >that he stated he had only 7.5 minutes to spend > > >with her and that he did not have the time > > >for her to be writing information down as they > > >were talking. When I inquired about how she > > > responded to this, she stated that she > > >felt intimidated and stopped writing. She did > > >not leave with any printed information or > > >instructions from the visit. > > > > > > Another participant asked what was being > > >done in medical schools related to training on > > >communications. He further stated that > > >his former physician had retired and that his > > >current physician always seemed to be in a > > >rush and was not very patient when he had > > >questions or asked for clarification. Others in > > >the group nodded their heads and several > > >stated they experienced similar behaviors. > > > > > >While I realized this is not always what > > >individuals encounter with their primary care > > >providers, I think it brings to light some very > > >real situations that consumers of health care > > >are facing when seeking information from health > > >professionals. Many times the reality of getting > > >health professionals to pay attention to the > > >many issues associated with health literacy is > > >not deemed to be a high priority. I have found > > >it has been difficult and sometimes impossible > > >to get on the agenda of professional groups' > > >staff meetings to discuss health literacy (using > > >the Ask Me 3 information) or to provide a > > >continuing educational offering on the program. > > >Also, health professional educational programs > > >seldom seem to address the complex issues > > >related to health communications to any depth in > > >our area. > > > > > >The frustration of this reality is that we may > > >help our consumers to be more engaged in seeking > > >information, but if health care professionals > > >are not receptive to this active involvement, > > >the consumers most likely will retreat. > > > > > >Ruth R. Davis MSN, RN, CHES > > >Community Health Nursing Supervisor > > > for Public Health Education > > >Madison County Health Department > > >1001 Ace Drive, P.O. Box 1047 > > >Berea, KY 40403 > > >859-228-2041 > > >Website address: > > >www.madison-co-ky-health.org > > > > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, > Robert > > >Sent: Friday, January 26, 2007 7:35 PM > > >To: The Health and Literacy Discussion List > > >Subject: [HealthLiteracy 603] Re: question on > patientcommunication > > >skills trainings > > > > > > > > >We have done some focused work with Ask Me 3 with some very > positive > > >results. Unfortunately I think it is a program that is not used > properly > > >at times or to it's full potential. > > > > > >Thanks, > > >Bob > > > > > >Bob Dickerson, MSHSA, RRT > > >Quality Improvement Coordinator, Clinical Quality > > >Iowa Health - Des Moines > > >Des Moines, Iowa > > >Phone: (515) 263-5792 > > >Fax: (515) 263-5415 > > >E-mail: DICKERR2 at ihs.org > > >Website: www.ihsdesmoines.org > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie > McKinney > > >Sent: Friday, January 26, 2007 12:35 PM > > >To: healthliteracy at nifl.gov > > >Subject: [HealthLiteracy 597] Re: question on patient > communication > > >skills trainings > > > > > >Mindy, > > >To add to the plug for AskMe3, it is also designed to train > patients as > > >well as providers. You can find it at: > > >http://www.askme3.org/ > > > > > >Also, look at the the online videos from AMA's group: Educating > > >Physicians on Controversies in Health > > >http://www.ama-assn.org/ama/pub/category/15369.html > > > > > >Check this out for lots of links to other good resources: > > > > > >The Health Literacy area of the ALE Wiki: > > >http://wiki.literacytent.org/index.php/Health_Literacy > > > > > >Good luck! > > > > > >Julie > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > > >With regard to training for health care professionals, consider > the ASK > > >ME 3 program. It targets healthcare organizations and > professionals. > > > > > >With regard to patients, consider the programs from Stanford > Univ (Dr. > > >Kate Lorig and colleagues). They include a 6 week program known > as the > > >Chronic Disease Self Management Program (CDSMP) as well as > programs > > >targeted to individuals with specific diseases (eg, HIV, > arthritis, > > >etc). > > > > > >Howard J Zeitz > > > > > > >======================================================================== > > >=== > > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > > >> Hello. I really enjoy being part of this list and having > access not > > >only > > >> to some great minds and terrific resources, but participating > in > > >> networking that really supports our work. This is the first > time I > > >have > > >> reached out to the network. I am developing training > curriculum that > > >is > > >> indirectly about patient communication skills, > patient/physician > > >> communication. The training is for health and human service > providers > > >on > > >> how they can better support their clients with HIV and > Hepatitis C to > > >> better communicators with their medical providers. > > >> > > >> I am wondering if anyone has done this kind of training before > or > > >> trainings on the importance of patient/physician > communication, or > > > > building patient communications skills , what resources, > activities, > > >> powerpoints were effective. > > >> > > >> Many thanks! > > >> Mindy Domb > > >> > > >> Mindy Domb > > >> Director > > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > > >> Homeless/HIV Integration Project HCSM, Inc. > > >> 942 W. Chestnut Street > > >> Brockton, MA 02301 USA > > >> 413.256.3406 > > >> fax: 413.256.6371 > > >> www.hcsm.org/sphere > > > >======================================================================== > > >=== > > >> Julie McKinney > > >> Discussion List Moderator > > >> World Education/NCSALL > > >> jmckinney at worlded.org > > >> > > >> ---------------------------------------------------- > > >> National Institute for Literacy > > >> Health and Literacy mailing list > > >> HealthLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, please go > to > > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > > >> ---------------------------------------------------- > > > > > >Howard J Zeitz, MD > > >Rockford Regional Partnership for Health Literacy (RRPHL) > > >1601 Parkview Ave > > >Rockford, IL 61107 > > >T: 815-395-5964 > > >F: 815-395-5671 > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go > to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go > to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ******************************************** > > > > > >This message and accompanying documents are covered by the > > >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, > > >and contain information intended for the specified individual(s) > only. > > >This information is confidential. If you are not the intended > recipient > > >or an agent responsible for delivering it to the intended > recipient, you > > >are hereby notified that you have received this document in > error and > > >that any review, dissemination, copying, or the taking of any > action > > >based on the contents of this information is strictly > prohibited. If you > > >have received this communication in error, please notify us > immediately > > >by e-mail, and delete the original message. > > > > > > ********************************************* > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription > > >settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > From pleasant at aesop.rutgers.edu Sat Feb 3 09:17:02 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Sat, 03 Feb 2007 09:17:02 -0500 Subject: [HealthLiteracy 640] Re: question on patient communication skills trainings Message-ID: Hello everyone, Great to see such energy and activity on the list, thanks for the great question Julie. I fear we haven't answered it very well yet. This is a long message, apologies, and I can only hope that length doesn't end the dialogue. I really appreciate the creative suggestions of more channels, and think they should be explored - and will explore them myself. However, we must also admit most of those suggestions remain located within the health care delivery system - patients and providers, and extended provider networks. This does makes perfect sense at first blush, but these channels do not really embrace the areas where most people get most information about health and where most decisions that effect health are being made (either by or on the behalf of us all). For instance, the discussion has not included mention of the mass media, family and friends, coworkers, advertising (as a subset of mass media), churches, politics, government regulatory agencies, public health departments (Egad, has anyone mentioned public health yet?), grocery stores, restaurants, or schools. Additionally, the health research system and notions of public engagement with health research are also missing from the conversation to date. If health literacy is important in a physician's office, when interacting with a health educator, a promotora, or navigating a hospital or a physician's office, then it must certainly be a central component when we interact with these social and cultural institutions which can partially overlap but also are distinct from health systems. No? Just as the literacy component of health literacy is more than reading and writing, health is much more than medicine and medical care. Seems to me - but what does everyone think? - a fully realized conceptual framework of health literacy that can support the type of work we believe health literacy is capable of absolutely must address these areas. If we don't address those areas, we are not learning from the history of attempts to improve health (or the environment) with interventions focused on a single sector (e.g. doctor/patient interactions) when the bulk of the problem (a health indicator) can find causes in other sectors or a complex interrelationship between sectors. For example, in work I am designing with a community-based NGO in Soweto South Africa, it seems that if we only focus on creating energy in the community to obtain/create a sufficient clean water supply then that single foci intervention will ultimately be undermined or overwhelmed by the host of other factors at play in the community. So, we think we need to take a longer view, start broad yet small and build fundamental capacities (health literacy at work) that can grow (generate new meanings, the gift of literacy) in a sustainable way to involve several sectors in the community (church, school, traditional healers, youth, elders, government, civil society, and the health system) and become self-sustaining. Alec's experience seems to echo this approach. Or, in another example of how a single sector health literacy intervention can be limited in its success, a physician and/or health educator can work to improve the health literacy of individuals (let's say with type 2 diabetes) for the brief time allowed by insurance companies or personal resources. Without a switch in the short and long term incentives in the health care system, Ruth Davis's story indicates that sort of model faces great pressures to become a top-down deficit approach that devalues patients and the public while highlighting medical personnel and jargon. When individuals/patients then leave the health care system, they are not prepared to face the constant onslaught of advertising and misleading health claims about food, nutrition, and health. If we develop this sort of an understanding first, then work can systematically, efficiently, and effectively begin to improve health literacy and, ultimately, better health status outcomes, healthier communities, and 'health for all'. Personally, I think health literacy can and must also enter the broader discussions and initiatives related to issues such as social determinants of health, the UN Millennium Development Goals, formal medical curriculum, and become a reimbursable indicator of quality care by physicians and health care facilities. Likely, this will dramatically depend on the direction funding agencies take which, in turn, can be influenced by what we collectively, either formally in consensus conferences or informally over time, accept as definitions of health literacy and how we operationalize those into assessment tools. I hope, and I think many of us do, that national, international, and private funding agencies (and maybe more importantly, those who are serving on review panels for those organization) are paying attention to the flow of this and similar discussions. Best wishes, Andrew Pleasant -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From kpomeran at gwu.edu Sat Feb 3 12:09:07 2007 From: kpomeran at gwu.edu (Karyn Pomerantz) Date: Sat, 3 Feb 2007 12:09:07 -0500 (EST) Subject: [HealthLiteracy 641] Re: question on patient communication skills trainings In-Reply-To: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B9D9A05A10E02079D0D0E9C@comcast.net> Message-ID: We have a health information coalition that includes librarians along with health and literacy practitioners. Several public libraries have increased their health programming by sponsoring health talks, HIV related community events, health screenings, and wildly popular health fairs. We also work with the Reach Out and Read organization that helps pediatricians promote early childhood literacy and refer patients to public libraries. We always include demos of good online health resources at our events to enable people to find the information they need at home or in the library. Librarians are especially skilled in helping people find credible resources and evaluate them. Public, academic and hospital librarians have been wonderful partners in promoting health information and services. And many public libraries host literacy classes and resources that strengthen the relationships between health and literacy. How are others working together? karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Fri, 2 Feb 2007 sabrina_kurtz-rossi at comcast.net wrote: > I agree with Sandra's comment "we need new channels, in addition to health care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians might play. It seems to me that medical librarians are in a unique position to support both increased awareness of the problem among health care providers as well as the development of patients' health literacy skills. > > I know the National Library of Medicine supports health literacy research and that the Medical Library Association is looking into the role hospital librarians can play as health literacy educators. Are there others on the list that work with librarians or who are librarians that could comment on this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net > > > -------------- Original message -------------- > From: "Sandra Smith" > > > Yes! Excellent observation, Andrew. There is an urgent need to take > > understanding of health literacy beyond the medical model which frames low > > health literacy as a deficiency disease, measures it as a single > > individualistic trait (reading skill) unrelated to social support or > resources, and prescribes improved information delivery as the cure. > > Certainly improved information delivery is important, but it is not likely > > to fully mitigate individual and systemic problems related to low literacy > > and low health literacy. We need new channels, in addition to healthcare > > providers, to promote functional health literacy. One possibility is the > > existing national network of home visitation programs, which send nurses and > > trained paraprofessionals into the homes of disadvantaged families during > > pregnancy and early parenting, a time when readiness to learn is high and > > young women are accessing significant health services, often for the first > > time, and becoming health decision makers for their growing families. These > > home visitors already provide social services and links to resources (often > > including literacy enhancing services) and likely promote functional health > > literacy without being aware of it. They are well-positioned to empower > > clients to make measurable strides toward higher functioning in the > > heathcare system and in health contexts at home. This strategy is limited > > to maternal and child health, yet it is highly leveraged since skills > > learned during pregnancy and early parenting could improve functioning for > > all family members throughout their lives. If we look beyond our own walls, > > we are likely to discover similar solutions. SS > > > > Sandra Smith, MPH CHES > > Health Education Specialist & Principal Investigator > > University of WA Center for Health Education & Reseasch > > 800-444-8806 206 -441-7046 > > www.BeginningsGuides.net > > sandras at u.washington.edu > > > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > > Sent: Thursday, February 01, 2007 12:14 PM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 614] Re: question on patientcommunication skills > > trainings > > > > Hi everyone, > > > > Isn't this sadly not uncommon story from Ruth > > Davis one of the best reasons to expand the > > field's foci beyond doctor/patient interaction? > > That is a relatively (for most peole) small > > amount of time each year compared to the much > > greater percentage of time that individuals > > interact with information about health, use their > > literacy skills, and make decisions about their > > health. > > > > That is not to say do not address doctor/ patient > > interactions but isn't the most effective time to > > equip people with health literacy skills to > > enhance their personal empowerment to defend > > their right to health and health care before they > > encounter such a physician? > > > > Don't these observations also further demonstrate > > that health literacy is much more than the > > ability to pronounce medical words, fill in the > > vocabulary blanks, or (thanks Andres) is > > something that only patients and the public lack? > > For instance, briefly, that scenario is not only > > about writing down health information > > (fundamental health literacy), it is also about > > the components of health literacy related to > > culture (role of physicians in society) and civic > > literacy (navigating systems) and the scientific > > component of health literacy (understanding > > uncertainty and/ or knowledge uptake gaps as it > > relates to utility of second opinions - for > > example). What if, let us hope not, that > > physician also has not kept up with best medical > > practices (as is clearly the case regarding > > communication skills)? > > > > Regarding strategies at the larger scale, the > > final path to embed health literacy skills into > > medical education is not only through individual > > grand rounds given or CMEs issued but by putting > > health literacy into medical education and > > hospital accreditation standards as well as > > payment schemes. These are challenging tasks and > > require a bit of a paradigm change in approaches > > to health, health policy and systems, and health > > literacy. Challenging does not mean impossible or > > infeasible. > > > > In order to reach those goals, I suggest the > > field must first develop and agree on a > > comprehensive definition and model/framework of > > health literacy grounded in the entire range of > > contexts in which people interact with health > > information and make decisions about health. That > > model must be able to support both the > > development of curriculum for physicians and > > nurses in training as well as a very robust > > assessment tool. On this issue ... this is where > > I have to stop because our article outlining that > > is not yet published. > > > > Additionally and importantly, such a broader > > approach could/should also facilitate greater > > interaction between the health system and the > > educational system (esp. ABE/ESOL) writ large. > > > > > > Andrew Pleasant > > > > > > > > > > > > > > > > >We have been promoting the use of Ask Me 3 > > >locally for about 2 years now and it is > > >difficult to determine how often it or similar > > >efforts are used by the consumers. I was > > >presenting the Ask Me 3 information at a local > > >university's senior scholars program last week > > >when a couple of group participants shared the > > >following stories. > > > > > > During an office visit with a physician, > > >a woman stated she had started writing down > > >information the physician was sharing > > >with her that she wanted to remember when she > > >left the office. He inquired as to what she > > >was writing in her notebook. When she shared > > >back with him, she said he told her to put her > > > notebook away and that he would take care > > >of her and there was no need for her to be > > >writing anything down. She also conveyed > > >that he stated he had only 7.5 minutes to spend > > >with her and that he did not have the time > > >for her to be writing information down as they > > >were talking. When I inquired about how she > > > responded to this, she stated that she > > >felt intimidated and stopped writing. She did > > >not leave with any printed information or > > >instructions from the visit. > > > > > > Another participant asked what was being > > >done in medical schools related to training on > > >communications. He further stated that > > >his former physician had retired and that his > > >current physician always seemed to be in a > > >rush and was not very patient when he had > > >questions or asked for clarification. Others in > > >the group nodded their heads and several > > >stated they experienced similar behaviors. > > > > > >While I realized this is not always what > > >individuals encounter with their primary care > > >providers, I think it brings to light some very > > >real situations that consumers of health care > > >are facing when seeking information from health > > >professionals. Many times the reality of getting > > >health professionals to pay attention to the > > >many issues associated with health literacy is > > >not deemed to be a high priority. I have found > > >it has been difficult and sometimes impossible > > >to get on the agenda of professional groups' > > >staff meetings to discuss health literacy (using > > >the Ask Me 3 information) or to provide a > > >continuing educational offering on the program. > > >Also, health professional educational programs > > >seldom seem to address the complex issues > > >related to health communications to any depth in > > >our area. > > > > > >The frustration of this reality is that we may > > >help our consumers to be more engaged in seeking > > >information, but if health care professionals > > >are not receptive to this active involvement, > > >the consumers most likely will retreat. > > > > > >Ruth R. Davis MSN, RN, CHES > > >Community Health Nursing Supervisor > > > for Public Health Education > > >Madison County Health Department > > >1001 Ace Drive, P.O. Box 1047 > > >Berea, KY 40403 > > >859-228-2041 > > >Website address: > > >www.madison-co-ky-health.org > > > > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert > > >Sent: Friday, January 26, 2007 7:35 PM > > >To: The Health and Literacy Discussion List > > >Subject: [HealthLiteracy 603] Re: question on patientcommunication > > >skills trainings > > > > > > > > >We have done some focused work with Ask Me 3 with some very positive > > >results. Unfortunately I think it is a program that is not used properly > > >at times or to it's full potential. > > > > > >Thanks, > > >Bob > > > > > >Bob Dickerson, MSHSA, RRT > > >Quality Improvement Coordinator, Clinical Quality > > >Iowa Health - Des Moines > > >Des Moines, Iowa > > >Phone: (515) 263-5792 > > >Fax: (515) 263-5415 > > >E-mail: DICKERR2 at ihs.org > > >Website: www.ihsdesmoines.org > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney > > >Sent: Friday, January 26, 2007 12:35 PM > > >To: healthliteracy at nifl.gov > > >Subject: [HealthLiteracy 597] Re: question on patient communication > > >skills trainings > > > > > >Mindy, > > >To add to the plug for AskMe3, it is also designed to train patients as > > >well as providers. You can find it at: > > >http://www.askme3.org/ > > > > > >Also, look at the the online videos from AMA's group: Educating > > >Physicians on Controversies in Health > > >http://www.ama-assn.org/ama/pub/category/15369.html > > > > > >Check this out for lots of links to other good resources: > > > > > >The Health Literacy area of the ALE Wiki: > > >http://wiki.literacytent.org/index.php/Health_Literacy > > > > > >Good luck! > > > > > >Julie > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > > >With regard to training for health care professionals, consider the ASK > > >ME 3 program. It targets healthcare organizations and professionals. > > > > > >With regard to patients, consider the programs from Stanford Univ (Dr. > > >Kate Lorig and colleagues). They include a 6 week program known as the > > >Chronic Disease Self Management Program (CDSMP) as well as programs > > >targeted to individuals with specific diseases (eg, HIV, arthritis, > > >etc). > > > > > >Howard J Zeitz > > > > > >======================================================================== > > >=== > > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > > >> Hello. I really enjoy being part of this list and having access not > > >only > > >> to some great minds and terrific resources, but participating in > > >> networking that really supports our work. This is the first time I > > >have > > >> reached out to the network. I am developing training curriculum that > > >is > > >> indirectly about patient communication skills, patient/physician > > >> communication. The training is for health and human service providers > > >on > > >> how they can better support their clients with HIV and Hepatitis C to > > >> better communicators with their medical providers. > > >> > > >> I am wondering if anyone has done this kind of training before or > > >> trainings on the importance of patient/physician communication, or > > > > building patient communications skills , what resources, activities, > > >> powerpoints were effective. > > >> > > >> Many thanks! > > >> Mindy Domb > > >> > > >> Mindy Domb > > >> Director > > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > > >> Homeless/HIV Integration Project HCSM, Inc. > > >> 942 W. Chestnut Street > > >> Brockton, MA 02301 USA > > >> 413.256.3406 > > >> fax: 413.256.6371 > > >> www.hcsm.org/sphere > > >======================================================================== > > >=== > > >> Julie McKinney > > >> Discussion List Moderator > > >> World Education/NCSALL > > >> jmckinney at worlded.org > > >> > > >> ---------------------------------------------------- > > >> National Institute for Literacy > > >> Health and Literacy mailing list > > >> HealthLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, please go to > > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > > >> ---------------------------------------------------- > > > > > >Howard J Zeitz, MD > > >Rockford Regional Partnership for Health Literacy (RRPHL) > > >1601 Parkview Ave > > >Rockford, IL 61107 > > >T: 815-395-5964 > > >F: 815-395-5671 > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ******************************************** > > > > > >This message and accompanying documents are covered by the > > >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, > > >and contain information intended for the specified individual(s) only. > > >This information is confidential. If you are not the intended recipient > > >or an agent responsible for delivering it to the intended recipient, you > > >are hereby notified that you have received this document in error and > > >that any review, dissemination, copying, or the taking of any action > > >based on the contents of this information is strictly prohibited. If you > > >have received this communication in error, please notify us immediately > > >by e-mail, and delete the original message. > > > > > > ********************************************* > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription > > >settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > From hzeitz at uic.edu Sat Feb 3 17:47:55 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Sat, 3 Feb 2007 16:47:55 -0600 (CST) Subject: [HealthLiteracy 642] Re: question on patient communication skills trainings In-Reply-To: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B 9D9A05A10E02079D0D0E9C@comcast.net> References: <020220071929.27915.45C3910D0000617500006D0B2207001641079C9C019DD3969B9D9A05A10E02079D0D0E9C@comcast.net> Message-ID: <14680.198.190.160.3.1170542875.squirrel@webmail.uic.edu> The Medical Library of the University of Illinois College of Medicine in Rockford plays a key role in the Rockford Regional Partnership for Health Literacy (RRPHL). The library has always served as an information resource for ALL members of the community, not just health professionals; within RRPHL, the medical librarians are part of the team that creates or redesigns written materials for use by non-medical individuals with marginal and low health literacy. Howard Zeitz =========================================================================== On Fri, February 2, 2007 1:29 pm, sabrina_kurtz-rossi at comcast.net wrote: > I agree with Sandra's comment "we need new channels, in addition to health > care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians might play. > It seems to me that medical librarians are in a unique position to > support both increased awareness of the problem among health care > providers as well as the development of patients' health literacy skills. > > I know the National Library of Medicine supports health literacy research > and that the Medical Library Association is looking into the role hospital > librarians can play as health literacy educators. Are there others on the > list that work with librarians or who are librarians that could comment on > this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net > > > -------------- Original message -------------- > From: "Sandra Smith" > >> Yes! Excellent observation, Andrew. There is an urgent need to take >> understanding of health literacy beyond the medical model which frames >> low >> health literacy as a deficiency disease, measures it as a single >> individualistic trait (reading skill) unrelated to social support or > >> resources, and prescribes improved information delivery as the cure. >> Certainly improved information delivery is important, but it is not >> likely >> to fully mitigate individual and systemic problems related to low >> literacy >> and low health literacy. We need new channels, in addition to healthcare >> providers, to promote functional health literacy. One possibility is the >> existing national network of home visitation programs, which send nurses >> and >> trained paraprofessionals into the homes of disadvantaged families >> during >> pregnancy and early parenting, a time when readiness to learn is high >> and >> young women are accessing significant health services, often for the >> first >> time, and becoming health decision makers for their growing families. >> These >> home visitors already provide social services and links to resources >> (often >> including literacy enhancing services) and likely promote functional >> health >> literacy without being aware of it. They are well-positioned to empower >> clients to make measurable strides toward higher functioning in the >> heathcare system and in health contexts at home. This strategy is >> limited >> to maternal and child health, yet it is highly leveraged since skills >> learned during pregnancy and early parenting could improve functioning >> for >> all family members throughout their lives. If we look beyond our own >> walls, >> we are likely to discover similar solutions. SS >> >> Sandra Smith, MPH CHES >> Health Education Specialist & Principal Investigator >> University of WA Center for Health Education & Reseasch >> 800-444-8806 206 -441-7046 >> www.BeginningsGuides.net >> sandras at u.washington.edu >> >> >> -----Original Message----- >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >> Sent: Thursday, February 01, 2007 12:14 PM >> To: The Health and Literacy Discussion List >> Subject: [HealthLiteracy 614] Re: question on patientcommunication >> skills >> trainings >> >> Hi everyone, >> >> Isn't this sadly not uncommon story from Ruth >> Davis one of the best reasons to expand the >> field's foci beyond doctor/patient interaction? >> That is a relatively (for most peole) small >> amount of time each year compared to the much >> greater percentage of time that individuals >> interact with information about health, use their >> literacy skills, and make decisions about their >> health. >> >> That is not to say do not address doctor/ patient >> interactions but isn't the most effective time to >> equip people with health literacy skills to >> enhance their personal empowerment to defend >> their right to health and health care before they >> encounter such a physician? >> >> Don't these observations also further demonstrate >> that health literacy is much more than the >> ability to pronounce medical words, fill in the >> vocabulary blanks, or (thanks Andres) is >> something that only patients and the public lack? >> For instance, briefly, that scenario is not only >> about writing down health information >> (fundamental health literacy), it is also about >> the components of health literacy related to >> culture (role of physicians in society) and civic >> literacy (navigating systems) and the scientific >> component of health literacy (understanding >> uncertainty and/ or knowledge uptake gaps as it >> relates to utility of second opinions - for >> example). What if, let us hope not, that >> physician also has not kept up with best medical >> practices (as is clearly the case regarding >> communication skills)? >> >> Regarding strategies at the larger scale, the >> final path to embed health literacy skills into >> medical education is not only through individual >> grand rounds given or CMEs issued but by putting >> health literacy into medical education and >> hospital accreditation standards as well as >> payment schemes. These are challenging tasks and >> require a bit of a paradigm change in approaches >> to health, health policy and systems, and health >> literacy. Challenging does not mean impossible or >> infeasible. >> >> In order to reach those goals, I suggest the >> field must first develop and agree on a >> comprehensive definition and model/framework of >> health literacy grounded in the entire range of >> contexts in which people interact with health >> information and make decisions about health. That >> model must be able to support both the >> development of curriculum for physicians and >> nurses in training as well as a very robust >> assessment tool. On this issue ... this is where >> I have to stop because our article outlining that >> is not yet published. >> >> Additionally and importantly, such a broader >> approach could/should also facilitate greater >> interaction between the health system and the >> educational system (esp. ABE/ESOL) writ large. >> >> >> Andrew Pleasant >> >> >> >> >> >> >> >> >We have been promoting the use of Ask Me 3 >> >locally for about 2 years now and it is >> >difficult to determine how often it or similar >> >efforts are used by the consumers. I was >> >presenting the Ask Me 3 information at a local >> >university's senior scholars program last week >> >when a couple of group participants shared the >> >following stories. >> > >> > During an office visit with a physician, >> >a woman stated she had started writing down >> >information the physician was sharing >> >with her that she wanted to remember when she >> >left the office. He inquired as to what she >> >was writing in her notebook. When she shared >> >back with him, she said he told her to put her >> > notebook away and that he would take care >> >of her and there was no need for her to be >> >writing anything down. She also conveyed >> >that he stated he had only 7.5 minutes to spend >> >with her and that he did not have the time >> >for her to be writing information down as they >> >were talking. When I inquired about how she >> > responded to this, she stated that she >> >felt intimidated and stopped writing. She did >> >not leave with any printed information or >> >instructions from the visit. >> > >> > Another participant asked what was being >> >done in medical schools related to training on >> >communications. He further stated that >> >his former physician had retired and that his >> >current physician always seemed to be in a >> >rush and was not very patient when he had >> >questions or asked for clarification. Others in >> >the group nodded their heads and several >> >stated they experienced similar behaviors. >> > >> >While I realized this is not always what >> >individuals encounter with their primary care >> >providers, I think it brings to light some very >> >real situations that consumers of health care >> >are facing when seeking information from health >> >professionals. Many times the reality of getting >> >health professionals to pay attention to the >> >many issues associated with health literacy is >> >not deemed to be a high priority. I have found >> >it has been difficult and sometimes impossible >> >to get on the agenda of professional groups' >> >staff meetings to discuss health literacy (using >> >the Ask Me 3 information) or to provide a >> >continuing educational offering on the program. >> >Also, health professional educational programs >> >seldom seem to address the complex issues >> >related to health communications to any depth in >> >our area. >> > >> >The frustration of this reality is that we may >> >help our consumers to be more engaged in seeking >> >information, but if health care professionals >> >are not receptive to this active involvement, >> >the consumers most likely will retreat. >> > >> >Ruth R. Davis MSN, RN, CHES >> >Community Health Nursing Supervisor >> > for Public Health Education >> >Madison County Health Department >> >1001 Ace Drive, P.O. Box 1047 >> >Berea, KY 40403 >> >859-228-2041 >> >Website address: >> >www.madison-co-ky-health.org >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >> >Sent: Friday, January 26, 2007 7:35 PM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 603] Re: question on patientcommunication >> >skills trainings >> > >> > >> >We have done some focused work with Ask Me 3 with some very positive >> >results. Unfortunately I think it is a program that is not used >> properly >> >at times or to it's full potential. >> > >> >Thanks, >> >Bob >> > >> >Bob Dickerson, MSHSA, RRT >> >Quality Improvement Coordinator, Clinical Quality >> >Iowa Health - Des Moines >> >Des Moines, Iowa >> >Phone: (515) 263-5792 >> >Fax: (515) 263-5415 >> >E-mail: DICKERR2 at ihs.org >> >Website: www.ihsdesmoines.org >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >> >Sent: Friday, January 26, 2007 12:35 PM >> >To: healthliteracy at nifl.gov >> >Subject: [HealthLiteracy 597] Re: question on patient communication >> >skills trainings >> > >> >Mindy, >> >To add to the plug for AskMe3, it is also designed to train patients as >> >well as providers. You can find it at: >> >http://www.askme3.org/ >> > >> >Also, look at the the online videos from AMA's group: Educating >> >Physicians on Controversies in Health >> >http://www.ama-assn.org/ama/pub/category/15369.html >> > >> >Check this out for lots of links to other good resources: >> > >> >The Health Literacy area of the ALE Wiki: >> >http://wiki.literacytent.org/index.php/Health_Literacy >> > >> >Good luck! >> > >> >Julie >> > >> >Julie McKinney >> >Discussion List Moderator >> >World Education/NCSALL >> >jmckinney at worlded.org >> > >> >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >> >With regard to training for health care professionals, consider the ASK >> >ME 3 program. It targets healthcare organizations and professionals. >> > >> >With regard to patients, consider the programs from Stanford Univ (Dr. >> >Kate Lorig and colleagues). They include a 6 week program known as the >> >Chronic Disease Self Management Program (CDSMP) as well as programs >> >targeted to individuals with specific diseases (eg, HIV, arthritis, >> >etc). >> > >> >Howard J Zeitz >> > >> >======================================================================== >> >=== >> >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> >> Hello. I really enjoy being part of this list and having access not >> >only >> >> to some great minds and terrific resources, but participating in >> >> networking that really supports our work. This is the first time I >> >have >> >> reached out to the network. I am developing training curriculum that >> >is >> >> indirectly about patient communication skills, patient/physician >> >> communication. The training is for health and human service providers >> >on >> >> how they can better support their clients with HIV and Hepatitis C to >> >> better communicators with their medical providers. >> >> >> >> I am wondering if anyone has done this kind of training before or >> >> trainings on the importance of patient/physician communication, or >> > > building patient communications skills , what resources, activities, >> >> powerpoints were effective. >> >> >> >> Many thanks! >> >> Mindy Domb >> >> >> >> Mindy Domb >> >> Director >> >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> >> Homeless/HIV Integration Project HCSM, Inc. >> >> 942 W. Chestnut Street >> >> Brockton, MA 02301 USA >> >> 413.256.3406 >> >> fax: 413.256.6371 >> >> www.hcsm.org/sphere >> >======================================================================== >> >=== >> >> Julie McKinney >> >> Discussion List Moderator >> >> World Education/NCSALL >> >> jmckinney at worlded.org >> >> >> >> ---------------------------------------------------- >> >> National Institute for Literacy >> >> Health and Literacy mailing list >> >> HealthLiteracy at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> ---------------------------------------------------- >> > >> >Howard J Zeitz, MD >> >Rockford Regional Partnership for Health Literacy (RRPHL) >> >1601 Parkview Ave >> >Rockford, IL 61107 >> >T: 815-395-5964 >> >F: 815-395-5671 >> > >> >---------------------------------------------------- >> > ******************************************** >> > >> >This message and accompanying documents are covered by the >> >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, >> >and contain information intended for the specified individual(s) only. >> >This information is confidential. If you are not the intended recipient >> >or an agent responsible for delivering it to the intended recipient, >> you >> >are hereby notified that you have received this document in error and >> >that any review, dissemination, copying, or the taking of any action >> >based on the contents of this information is strictly prohibited. If >> you >> >have received this communication in error, please notify us immediately >> >by e-mail, and delete the original message. >> > >> > ********************************************* >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription >> >settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> ----------------------------------------------- >> Andrew Pleasant >> Assistant Professor >> Department of Human Ecology >> Extension Department of Family and Community Health Sciences >> Rutgers, the State University of New Jersey >> Cook Office Building, 55 Dudley Road #207 >> New Brunswick, NJ 08901 >> phone: 732-932-9153 x. 320; fax: 732-932-6667 >> ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From christina.zarcadoolas at mssm.edu Fri Feb 2 14:54:13 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Fri, 02 Feb 2007 14:54:13 -0500 Subject: [HealthLiteracy 643] the book References: <20070202142919.68F7411B04@mail.nifl.gov> Message-ID: <95BB97B790474B41A29B233720DE2351047FC142@exch-3.mssm.edu> To Susan's question.... on amazon, or course :) chris -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070202/91fe05c2/attachment.html From helen at healthliteracy.com Sun Feb 4 11:14:07 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Sun, 4 Feb 2007 11:14:07 -0500 Subject: [HealthLiteracy 644] Re: question on patient communication skills trainings References: Message-ID: <002201c74877$7fa1b280$6401a8c0@HLC> Librarians, indeed, are an important part of the health literacy process. And it is not just those working in healthcare settings (who, of course, are of great value). Reference librarians in public libraries have an important role as well. They are the ones who respond when patrons ask, "How can I learn about x (disease, medication, procedure, or such)?" Thanks to local grant funding, I have given several health literacy workshops for reference librarians. This year, I also gave a companion talk for community members about ways to talk with healthcare providers. We're all part of the problem and we can all be part of the solution. As I often say, health literacy goes beyond any person, profession, or program. Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: "Karyn Pomerantz" To: "The Health and Literacy Discussion List" Sent: Saturday, February 03, 2007 12:09 PM Subject: [HealthLiteracy 641] Re: question on patient communication skills trainings We have a health information coalition that includes librarians along with health and literacy practitioners. Several public libraries have increased their health programming by sponsoring health talks, HIV related community events, health screenings, and wildly popular health fairs. We also work with the Reach Out and Read organization that helps pediatricians promote early childhood literacy and refer patients to public libraries. We always include demos of good online health resources at our events to enable people to find the information they need at home or in the library. Librarians are especially skilled in helping people find credible resources and evaluate them. Public, academic and hospital librarians have been wonderful partners in promoting health information and services. And many public libraries host literacy classes and resources that strengthen the relationships between health and literacy. How are others working together? karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Fri, 2 Feb 2007 sabrina_kurtz-rossi at comcast.net wrote: > I agree with Sandra's comment "we need new channels, in addition to health > care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians might play. > It seems to me that medical librarians are in a unique position to support > both increased awareness of the problem among health care providers as > well as the development of patients' health literacy skills. > > I know the National Library of Medicine supports health literacy research > and that the Medical Library Association is looking into the role hospital > librarians can play as health literacy educators. Are there others on the > list that work with librarians or who are librarians that could comment on > this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net From j.green5 at pgrad.unimelb.edu.au Sun Feb 4 16:23:33 2007 From: j.green5 at pgrad.unimelb.edu.au (Julie Green) Date: Mon, 05 Feb 2007 08:23:33 +1100 Subject: [HealthLiteracy 645] Re: question on patientcommunication skillstrainings In-Reply-To: <95BB97B790474B41A29B233720DE2351047FC133@exch-3.mssm.edu> References: <95BB97B790474B41A29B233720DE2351047FC133@exch-3.mssm.edu> Message-ID: <6.2.1.2.2.20070205080831.02683770@mail.student.unimelb.edu.au> Australian-based research adds to Chris's view of the importance to take account of people's literacy repertoires. Preliminary findings from my doctoral study (University of Melbourne) investigating the role of literacy, language, education and culture in health promotion are showing that parents (living in areas of social disadvantage) are using multiple literacies and repertoires (eg drawing on literacy 'brokers') to develop health-related knowledge. Further, community-based organisations (health, housing, library, adult multicultural education) are working in ways that support parents' use of multiple literacies. As a health researcher drawing on (adult) literacy expertise and theory and working with notions of literacy as a socially situated and cultural practice, rather than with literacy as functional, I am seeing new ways for the health professions to be more responsive to everyday literacies when considering how best to promote health and wellbeing. Julie Green At 03:33 AM 3/02/2007, you wrote: >In response to Andrew's comment and Sandra's call for "new channels" to >promote health literacy I would suggest the following: > >We ( patients and publics) are awash in health messages and information - >from providers, the media, sub-cultures and macro-cultures alike). If we >continue to see health literacy as something choreographed and "delivered" >or "disseminated" to a waiting public, we miss many opportunities and are >weighted down by a hubris we'd readily deny. >People are making and remaking their health literacy everyday. It's up to >us to figure out how they're doing that and how we can use the very social >capital of society to join in the dialogue. > >To quote myself ( the height of hubris): >"we take an inclusive view of literacy by defining it [health literacy] as >a rich and varied range of skills and abilities - the repertoire of >resources a person or group of people have, or can develop, to understand >and act on information....A person who has a broad range of literacy >skills can take part in the personal and public dialogue on issues that >impact their life and well-being as well as those of others." > >(Excerpted from Advancing Health Literacy: A Framework for Understanding >and Action, Jossey Bass, 2006 Zarcadoolas, Pleasant&Greer) > > >In peace, >Chris > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith >Sent: Thursday, February 01, 2007 5:38 PM >To: 'The Health and Literacy Discussion List' >Subject: [HealthLiteracy 617] Re: question on patientcommunication >skillstrainings > >Yes! Excellent observation, Andrew. There is an urgent need to take >understanding of health literacy beyond the medical model which frames low >health literacy as a deficiency disease, measures it as a single >individualistic trait (reading skill) unrelated to social support or >resources, and prescribes improved information delivery as the cure. >Certainly improved information delivery is important, but it is not likely >to fully mitigate individual and systemic problems related to low literacy >and low health literacy. We need new channels, in addition to healthcare >providers, to promote functional health literacy. One possibility is the >existing national network of home visitation programs, which send nurses >and trained paraprofessionals into the homes of disadvantaged families >during pregnancy and early parenting, a time when readiness to learn is >high and young women are accessing significant health services, often for >the first time, and becoming health decision makers for their growing >families. These home visitors already provide social services and links to >resources (often including literacy enhancing services) and likely promote >functional health literacy without being aware of it. They are >well-positioned to empower clients to make measurable strides toward >higher functioning in the heathcare system and in health contexts at >home. This strategy is limited to maternal and child health, yet it is >highly leveraged since skills learned during pregnancy and early parenting >could improve functioning for all family members throughout their lives. >If we look beyond our own walls, we are likely to discover similar >solutions. SS > >Sandra Smith, MPH CHES >Health Education Specialist & Principal Investigator University of WA >Center for Health Education & Reseasch >800-444-8806 206 -441-7046 >www.BeginningsGuides.net >sandras at u.washington.edu > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >Sent: Thursday, February 01, 2007 12:14 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 614] Re: question on patientcommunication skills >trainings > >Hi everyone, > >Isn't this sadly not uncommon story from Ruth Davis one of the best >reasons to expand the field's foci beyond doctor/patient interaction? >That is a relatively (for most peole) small amount of time each year >compared to the much greater percentage of time that individuals interact >with information about health, use their literacy skills, and make >decisions about their health. > >That is not to say do not address doctor/ patient interactions but isn't >the most effective time to equip people with health literacy skills to >enhance their personal empowerment to defend their right to health and >health care before they encounter such a physician? > >Don't these observations also further demonstrate that health literacy is >much more than the ability to pronounce medical words, fill in the >vocabulary blanks, or (thanks Andres) is something that only patients and >the public lack? >For instance, briefly, that scenario is not only about writing down health >information (fundamental health literacy), it is also about the components >of health literacy related to culture (role of physicians in society) and >civic literacy (navigating systems) and the scientific component of health >literacy (understanding uncertainty and/ or knowledge uptake gaps as it >relates to utility of second opinions - for example). What if, let us hope >not, that physician also has not kept up with best medical practices (as >is clearly the case regarding communication skills)? > >Regarding strategies at the larger scale, the final path to embed health >literacy skills into medical education is not only through individual >grand rounds given or CMEs issued but by putting health literacy into >medical education and hospital accreditation standards as well as payment >schemes. These are challenging tasks and require a bit of a paradigm >change in approaches to health, health policy and systems, and health >literacy. Challenging does not mean impossible or infeasible. > >In order to reach those goals, I suggest the field must first develop and >agree on a comprehensive definition and model/framework of health literacy >grounded in the entire range of contexts in which people interact with >health information and make decisions about health. That model must be >able to support both the development of curriculum for physicians and >nurses in training as well as a very robust assessment tool. On this issue >... this is where I have to stop because our article outlining that is not >yet published. > >Additionally and importantly, such a broader approach could/should also >facilitate greater interaction between the health system and the >educational system (esp. ABE/ESOL) writ large. > > >Andrew Pleasant > > > > > > > > >We have been promoting the use of Ask Me 3 locally for about 2 years > >now and it is difficult to determine how often it or similar efforts > >are used by the consumers. I was presenting the Ask Me 3 information at > >a local university's senior scholars program last week when a couple of > >group participants shared the following stories. > > > > During an office visit with a physician, a woman stated she had > >started writing down > >information the physician was sharing > >with her that she wanted to remember when she > >left the office. He inquired as to what she > >was writing in her notebook. When she shared back with him, she said he > >told her to put her > > notebook away and that he would take care of her and there was no > need > >for her to be > >writing anything down. She also conveyed > >that he stated he had only 7.5 minutes to spend > >with her and that he did not have the time > >for her to be writing information down as they were talking. When I > >inquired about how she > > responded to this, she stated that she felt intimidated and stopped > >writing. She did > >not leave with any printed information or > >instructions from the visit. > > > > Another participant asked what was being done in medical schools > >related to training on > >communications. He further stated that > >his former physician had retired and that his > >current physician always seemed to be in a > >rush and was not very patient when he had questions or asked for > >clarification. Others in > >the group nodded their heads and several > >stated they experienced similar behaviors. > > > >While I realized this is not always what individuals encounter with > >their primary care providers, I think it brings to light some very real > >situations that consumers of health care are facing when seeking > >information from health professionals. Many times the reality of > >getting health professionals to pay attention to the many issues > >associated with health literacy is not deemed to be a high priority. I > >have found it has been difficult and sometimes impossible to get on the > >agenda of professional groups' > >staff meetings to discuss health literacy (using the Ask Me 3 > >information) or to provide a continuing educational offering on the > >program. > >Also, health professional educational programs seldom seem to address > >the complex issues related to health communications to any depth in our > >area. > > > >The frustration of this reality is that we may help our consumers to be > >more engaged in seeking information, but if health care professionals > >are not receptive to this active involvement, the consumers most likely > >will retreat. > > > >Ruth R. Davis MSN, RN, CHES > >Community Health Nursing Supervisor > > for Public Health Education > >Madison County Health Department > >1001 Ace Drive, P.O. Box 1047 > >Berea, KY 40403 > >859-228-2041 > >Website address: > >www.madison-co-ky-health.org > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert > >Sent: Friday, January 26, 2007 7:35 PM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 603] Re: question on patientcommunication > >skills trainings > > > > > >We have done some focused work with Ask Me 3 with some very positive > >results. Unfortunately I think it is a program that is not used > >properly at times or to it's full potential. > > > >Thanks, > >Bob > > > >Bob Dickerson, MSHSA, RRT > >Quality Improvement Coordinator, Clinical Quality Iowa Health - Des > >Moines Des Moines, Iowa > >Phone: (515) 263-5792 > >Fax: (515) 263-5415 > >E-mail: DICKERR2 at ihs.org > >Website: www.ihsdesmoines.org > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney > >Sent: Friday, January 26, 2007 12:35 PM > >To: healthliteracy at nifl.gov > >Subject: [HealthLiteracy 597] Re: question on patient communication > >skills trainings > > > >Mindy, > >To add to the plug for AskMe3, it is also designed to train patients as > >well as providers. You can find it at: > >http://www.askme3.org/ > > > >Also, look at the the online videos from AMA's group: Educating > >Physicians on Controversies in Health > >http://www.ama-assn.org/ama/pub/category/15369.html > > > >Check this out for lots of links to other good resources: > > > >The Health Literacy area of the ALE Wiki: > >http://wiki.literacytent.org/index.php/Health_Literacy > > > >Good luck! > > > >Julie > > > >Julie McKinney > >Discussion List Moderator > >World Education/NCSALL > >jmckinney at worlded.org > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > >With regard to training for health care professionals, consider the ASK > >ME 3 program. It targets healthcare organizations and professionals. > > > >With regard to patients, consider the programs from Stanford Univ (Dr. > >Kate Lorig and colleagues). They include a 6 week program known as the > >Chronic Disease Self Management Program (CDSMP) as well as programs > >targeted to individuals with specific diseases (eg, HIV, arthritis, > >etc). > > > >Howard J Zeitz > > > >======================================================================= > >= > >=== > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > >> Hello. I really enjoy being part of this list and having access not > >only > >> to some great minds and terrific resources, but participating in > >> networking that really supports our work. This is the first time I > >have > >> reached out to the network. I am developing training curriculum that > >is > >> indirectly about patient communication skills, patient/physician > >> communication. The training is for health and human service > >> providers > >on > >> how they can better support their clients with HIV and Hepatitis C > >> to better communicators with their medical providers. > >> > >> I am wondering if anyone has done this kind of training before or > >> trainings on the importance of patient/physician communication, or > > > building patient communications skills , what resources, > > activities, > >> powerpoints were effective. > >> > >> Many thanks! > >> Mindy Domb > >> > >> Mindy Domb > >> Director > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > >> Homeless/HIV Integration Project HCSM, Inc. > >> 942 W. Chestnut Street > >> Brockton, MA 02301 USA > >> 413.256.3406 > >> fax: 413.256.6371 > >> www.hcsm.org/sphere > >======================================================================= > >= > >=== > >> Julie McKinney > >> Discussion List Moderator > >> World Education/NCSALL > >> jmckinney at worlded.org > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Health and Literacy mailing list > >> HealthLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > >> ---------------------------------------------------- > > > >Howard J Zeitz, MD > >Rockford Regional Partnership for Health Literacy (RRPHL) > >1601 Parkview Ave > >Rockford, IL 61107 > >T: 815-395-5964 > >F: 815-395-5671 > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > ******************************************** > > > >This message and accompanying documents are covered by the Electronic > >Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain > >information intended for the specified individual(s) only. > >This information is confidential. If you are not the intended recipient > >or an agent responsible for delivering it to the intended recipient, > >you are hereby notified that you have received this document in error > >and that any review, dissemination, copying, or the taking of any > >action based on the contents of this information is strictly > >prohibited. If you have received this communication in error, please > >notify us immediately by e-mail, and delete the original message. > > > > ********************************************* > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences Rutgers, the >State University of New Jersey Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy Julie Green PhD Candidate Melbourne Education Research Institute Faculty of Education The University of Melbourne Victoria 3010 Australia Location: Youth Research Centre 2/234 Queensberry Street Carlton Victoria 3053 Tel: +61 3 8344 9648 Fax: +61 3 8344 9632 Mob: 0409 011 303 Email: j.green5 at pgrad.unimelb.edu.au From pleasant at aesop.rutgers.edu Sun Feb 4 17:38:48 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Sun, 04 Feb 2007 17:38:48 -0500 Subject: [HealthLiteracy 646] Re: question on patientcommunication skillstrainings In-Reply-To: <6.2.1.2.2.20070205080831.02683770@mail.student.unimelb.edu.au> References: <95BB97B790474B41A29B233720DE2351047FC133@exch-3.mssm.edu> <6.2.1.2.2.20070205080831.02683770@mail.student.unimelb.edu.au> Message-ID: Julie, Sounds like interesting research .. you say preliminary, but is this published in any form yet? I, for one, would like to read your findings and analysis in greater detail/ depth. Best, Andrew Pleasant >Australian-based research adds to Chris's view of the importance to take >account of people's literacy repertoires. >Preliminary findings from my doctoral study (University of Melbourne) >investigating the role of literacy, language, education and culture in >health promotion are showing that parents (living in areas of social >disadvantage) are using multiple literacies and repertoires (eg drawing on >literacy 'brokers') to develop health-related knowledge. Further, >community-based organisations (health, housing, library, adult >multicultural education) are working in ways that support parents' use of >multiple literacies. >As a health researcher drawing on (adult) literacy expertise and theory and >working with notions of literacy as a socially situated and cultural >practice, rather than with literacy as functional, I am seeing new ways for >the health professions to be more responsive to everyday literacies when >considering how best to promote health and wellbeing. >Julie Green > At 03:33 AM 3/02/2007, you wrote: >>In response to Andrew's comment and Sandra's call for "new channels" to >>promote health literacy I would suggest the following: >> >>We ( patients and publics) are awash in health messages and information - >>from providers, the media, sub-cultures and macro-cultures alike). If we >>continue to see health literacy as something choreographed and "delivered" >>or "disseminated" to a waiting public, we miss many opportunities and are >>weighted down by a hubris we'd readily deny. >>People are making and remaking their health literacy everyday. It's up to >>us to figure out how they're doing that and how we can use the very social >>capital of society to join in the dialogue. >> >>To quote myself ( the height of hubris): >>"we take an inclusive view of literacy by defining it [health literacy] as >>a rich and varied range of skills and abilities - the repertoire of >>resources a person or group of people have, or can develop, to understand >>and act on information....A person who has a broad range of literacy >>skills can take part in the personal and public dialogue on issues that >>impact their life and well-being as well as those of others." >> >>(Excerpted from Advancing Health Literacy: A Framework for Understanding >>and Action, Jossey Bass, 2006 Zarcadoolas, Pleasant&Greer) >> >> >>In peace, >>Chris >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith >>Sent: Thursday, February 01, 2007 5:38 PM >>To: 'The Health and Literacy Discussion List' >>Subject: [HealthLiteracy 617] Re: question on patientcommunication >>skillstrainings >> >>Yes! Excellent observation, Andrew. There is an urgent need to take >>understanding of health literacy beyond the medical model which frames low >>health literacy as a deficiency disease, measures it as a single >>individualistic trait (reading skill) unrelated to social support or >>resources, and prescribes improved information delivery as the cure. >>Certainly improved information delivery is important, but it is not likely >>to fully mitigate individual and systemic problems related to low literacy >>and low health literacy. We need new channels, in addition to healthcare >>providers, to promote functional health literacy. One possibility is the >>existing national network of home visitation programs, which send nurses >>and trained paraprofessionals into the homes of disadvantaged families >>during pregnancy and early parenting, a time when readiness to learn is >>high and young women are accessing significant health services, often for >>the first time, and becoming health decision makers for their growing > >families. These home visitors already provide social services and links to >>resources (often including literacy enhancing services) and likely promote >>functional health literacy without being aware of it. They are >>well-positioned to empower clients to make measurable strides toward >>higher functioning in the heathcare system and in health contexts at >>home. This strategy is limited to maternal and child health, yet it is >>highly leveraged since skills learned during pregnancy and early parenting >>could improve functioning for all family members throughout their lives. >>If we look beyond our own walls, we are likely to discover similar >>solutions. SS >> >>Sandra Smith, MPH CHES >>Health Education Specialist & Principal Investigator University of WA >>Center for Health Education & Reseasch >>800-444-8806 206 -441-7046 >>www.BeginningsGuides.net >>sandras at u.washington.edu >> >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >>Sent: Thursday, February 01, 2007 12:14 PM >>To: The Health and Literacy Discussion List >>Subject: [HealthLiteracy 614] Re: question on patientcommunication skills >>trainings >> >>Hi everyone, >> >>Isn't this sadly not uncommon story from Ruth Davis one of the best >>reasons to expand the field's foci beyond doctor/patient interaction? >>That is a relatively (for most peole) small amount of time each year >>compared to the much greater percentage of time that individuals interact >>with information about health, use their literacy skills, and make >>decisions about their health. >> >>That is not to say do not address doctor/ patient interactions but isn't >>the most effective time to equip people with health literacy skills to >>enhance their personal empowerment to defend their right to health and >>health care before they encounter such a physician? >> >>Don't these observations also further demonstrate that health literacy is >>much more than the ability to pronounce medical words, fill in the >>vocabulary blanks, or (thanks Andres) is something that only patients and >>the public lack? >>For instance, briefly, that scenario is not only about writing down health >>information (fundamental health literacy), it is also about the components >>of health literacy related to culture (role of physicians in society) and >>civic literacy (navigating systems) and the scientific component of health >>literacy (understanding uncertainty and/ or knowledge uptake gaps as it >>relates to utility of second opinions - for example). What if, let us hope >>not, that physician also has not kept up with best medical practices (as >>is clearly the case regarding communication skills)? >> >>Regarding strategies at the larger scale, the final path to embed health >>literacy skills into medical education is not only through individual >>grand rounds given or CMEs issued but by putting health literacy into >>medical education and hospital accreditation standards as well as payment >>schemes. These are challenging tasks and require a bit of a paradigm >>change in approaches to health, health policy and systems, and health >>literacy. Challenging does not mean impossible or infeasible. >> >>In order to reach those goals, I suggest the field must first develop and >>agree on a comprehensive definition and model/framework of health literacy >>grounded in the entire range of contexts in which people interact with >>health information and make decisions about health. That model must be >>able to support both the development of curriculum for physicians and >>nurses in training as well as a very robust assessment tool. On this issue >>... this is where I have to stop because our article outlining that is not >>yet published. >> >>Additionally and importantly, such a broader approach could/should also >>facilitate greater interaction between the health system and the >>educational system (esp. ABE/ESOL) writ large. >> >> >>Andrew Pleasant >> >> >> >> >> >> >> >> >We have been promoting the use of Ask Me 3 locally for about 2 years >> >now and it is difficult to determine how often it or similar efforts >> >are used by the consumers. I was presenting the Ask Me 3 information at > > >a local university's senior scholars program last week when a couple of >> >group participants shared the following stories. >> > >> > During an office visit with a physician, a woman stated she had >> >started writing down >> >information the physician was sharing >> >with her that she wanted to remember when she >> >left the office. He inquired as to what she >> >was writing in her notebook. When she shared back with him, she said he >> >told her to put her >> > notebook away and that he would take care of her and there was no >> need >> >for her to be >> >writing anything down. She also conveyed >> >that he stated he had only 7.5 minutes to spend >> >with her and that he did not have the time >> >for her to be writing information down as they were talking. When I >> >inquired about how she >> > responded to this, she stated that she felt intimidated and stopped >> >writing. She did >> >not leave with any printed information or >> >instructions from the visit. >> > >> > Another participant asked what was being done in medical schools >> >related to training on >> >communications. He further stated that >> >his former physician had retired and that his >> >current physician always seemed to be in a >> >rush and was not very patient when he had questions or asked for >> >clarification. Others in >> >the group nodded their heads and several >> >stated they experienced similar behaviors. >> > >> >While I realized this is not always what individuals encounter with >> >their primary care providers, I think it brings to light some very real >> >situations that consumers of health care are facing when seeking >> >information from health professionals. Many times the reality of >> >getting health professionals to pay attention to the many issues >> >associated with health literacy is not deemed to be a high priority. I >> >have found it has been difficult and sometimes impossible to get on the >> >agenda of professional groups' >> >staff meetings to discuss health literacy (using the Ask Me 3 >> >information) or to provide a continuing educational offering on the >> >program. >> >Also, health professional educational programs seldom seem to address >> >the complex issues related to health communications to any depth in our >> >area. >> > >> >The frustration of this reality is that we may help our consumers to be >> >more engaged in seeking information, but if health care professionals >> >are not receptive to this active involvement, the consumers most likely >> >will retreat. >> > >> >Ruth R. Davis MSN, RN, CHES >> >Community Health Nursing Supervisor >> > for Public Health Education >> >Madison County Health Department >> >1001 Ace Drive, P.O. Box 1047 >> >Berea, KY 40403 >> >859-228-2041 >> >Website address: >> >www.madison-co-ky-health.org >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert >> >Sent: Friday, January 26, 2007 7:35 PM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 603] Re: question on patientcommunication >> >skills trainings >> > >> > >> >We have done some focused work with Ask Me 3 with some very positive >> >results. Unfortunately I think it is a program that is not used >> >properly at times or to it's full potential. >> > >> >Thanks, >> >Bob >> > >> >Bob Dickerson, MSHSA, RRT >> >Quality Improvement Coordinator, Clinical Quality Iowa Health - Des >> >Moines Des Moines, Iowa >> >Phone: (515) 263-5792 >> >Fax: (515) 263-5415 >> >E-mail: DICKERR2 at ihs.org >> >Website: www.ihsdesmoines.org >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >> >Sent: Friday, January 26, 2007 12:35 PM >> >To: healthliteracy at nifl.gov >> >Subject: [HealthLiteracy 597] Re: question on patient communication >> >skills trainings >> > >> >Mindy, >> >To add to the plug for AskMe3, it is also designed to train patients as >> >well as providers. You can find it at: >> >http://www.askme3.org/ >> > >> >Also, look at the the online videos from AMA's group: Educating > > >Physicians on Controversies in Health >> >http://www.ama-assn.org/ama/pub/category/15369.html >> > >> >Check this out for lots of links to other good resources: >> > >> >The Health Literacy area of the ALE Wiki: >> >http://wiki.literacytent.org/index.php/Health_Literacy >> > >> >Good luck! >> > >> >Julie >> > >> >Julie McKinney >> >Discussion List Moderator >> >World Education/NCSALL >> >jmckinney at worlded.org >> > >> >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> >> >With regard to training for health care professionals, consider the ASK >> >ME 3 program. It targets healthcare organizations and professionals. >> > >> >With regard to patients, consider the programs from Stanford Univ (Dr. >> >Kate Lorig and colleagues). They include a 6 week program known as the >> >Chronic Disease Self Management Program (CDSMP) as well as programs >> >targeted to individuals with specific diseases (eg, HIV, arthritis, >> >etc). >> > >> >Howard J Zeitz >> > >> >======================================================================= >> >= >> >=== >> >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: >> >> Hello. I really enjoy being part of this list and having access not >> >only >> >> to some great minds and terrific resources, but participating in >> >> networking that really supports our work. This is the first time I >> >have >> >> reached out to the network. I am developing training curriculum that >> >is >> >> indirectly about patient communication skills, patient/physician >> >> communication. The training is for health and human service >> >> providers >> >on >> >> how they can better support their clients with HIV and Hepatitis C >> >> to better communicators with their medical providers. >> >> >> >> I am wondering if anyone has done this kind of training before or >> >> trainings on the importance of patient/physician communication, or >> > > building patient communications skills , what resources, >> > activities, >> >> powerpoints were effective. >> >> >> >> Many thanks! >> >> Mindy Domb >> >> >> >> Mindy Domb >> >> Director >> >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide >> >> Homeless/HIV Integration Project HCSM, Inc. >> >> 942 W. Chestnut Street >> >> Brockton, MA 02301 USA >> >> 413.256.3406 >> >> fax: 413.256.6371 >> >> www.hcsm.org/sphere >> >======================================================================= >> >= >> >=== >> >> Julie McKinney >> >> Discussion List Moderator >> >> World Education/NCSALL >> >> jmckinney at worlded.org >> >> >> >> ---------------------------------------------------- >> >> National Institute for Literacy >> >> Health and Literacy mailing list >> >> HealthLiteracy at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> ---------------------------------------------------- >> > >> >Howard J Zeitz, MD >> >Rockford Regional Partnership for Health Literacy (RRPHL) >> >1601 Parkview Ave >> >Rockford, IL 61107 >> >T: 815-395-5964 >> >F: 815-395-5671 >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> > ******************************************** >> > >> >This message and accompanying documents are covered by the Electronic >> >Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain >> >information intended for the specified individual(s) only. >> >This information is confidential. If you are not the intended recipient >> >or an agent responsible for delivering it to the intended recipient, >> >you are hereby notified that you have received this document in error >> >and that any review, dissemination, copying, or the taking of any > > >action based on the contents of this information is strictly >> >prohibited. If you have received this communication in error, please >> >notify us immediately by e-mail, and delete the original message. >> > >> > ********************************************* >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> > >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences Rutgers, the >>State University of New Jersey Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy > >Julie Green >PhD Candidate >Melbourne Education Research Institute >Faculty of Education >The University of Melbourne >Victoria 3010 Australia > >Location: Youth Research Centre >2/234 Queensberry Street >Carlton Victoria 3053 > >Tel: +61 3 8344 9648 >Fax: +61 3 8344 9632 >Mob: 0409 011 303 >Email: j.green5 at pgrad.unimelb.edu.au > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From sreid at workbase.org.nz Sun Feb 4 18:06:42 2007 From: sreid at workbase.org.nz (Susan Reid) Date: Mon, 5 Feb 2007 12:06:42 +1300 Subject: [HealthLiteracy 647] Re: question on patient communication skillstrainings Message-ID: <14794889A1E3AF419042F64CC5425A1E3FFFFB@secure.workbase.org.nz> Not sure if members are aware that the theme of 2007 Summer Institute to be held in Montreal this year ( June 27 to 29 ) by the Centre for Literacy is Libraries and Literacy Making it Work see http://www.centreforliteracy.qc.ca/summer.htm Regards Susan Reid Manager, Learning and Development Workbase: The New Zealand Centre for Workforce Literacy Development 2 Vermont Street, Ponsonby - PO Box 56571, Dominion Road, Auckland 1030 Phone: 09 361 3800 - Fax: 09 376 3700 Website: www.workbase.org.nz - Email: sreid at workbase.org.nz See New Zealand Literacy Portal www.nzliteracyportal.org.nz Caution - This email and its contents contain privileged information that is intended solely for the recipient. If you are not the intended recipient you are hereby notified that any use, dissemination, distribution or reproduction of this email is prohibited. If you have received this email in error please notify admin at workbase.org.nz immediately. Any views expressed in this email are of the sender and may not necessarily reflect the views of Workbase: The New Zealand Centre for Workforce Literacy Development. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Helen Osborne Sent: Monday, 5 February 2007 5:14 a.m. To: The Health and Literacy Discussion List Subject: [HealthLiteracy 644] Re: question on patient communication skillstrainings Librarians, indeed, are an important part of the health literacy process. And it is not just those working in healthcare settings (who, of course, are of great value). Reference librarians in public libraries have an important role as well. They are the ones who respond when patrons ask, "How can I learn about x (disease, medication, procedure, or such)?" Thanks to local grant funding, I have given several health literacy workshops for reference librarians. This year, I also gave a companion talk for community members about ways to talk with healthcare providers. We're all part of the problem and we can all be part of the solution. As I often say, health literacy goes beyond any person, profession, or program. Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: "Karyn Pomerantz" To: "The Health and Literacy Discussion List" Sent: Saturday, February 03, 2007 12:09 PM Subject: [HealthLiteracy 641] Re: question on patient communication skills trainings We have a health information coalition that includes librarians along with health and literacy practitioners. Several public libraries have increased their health programming by sponsoring health talks, HIV related community events, health screenings, and wildly popular health fairs. We also work with the Reach Out and Read organization that helps pediatricians promote early childhood literacy and refer patients to public libraries. We always include demos of good online health resources at our events to enable people to find the information they need at home or in the library. Librarians are especially skilled in helping people find credible resources and evaluate them. Public, academic and hospital librarians have been wonderful partners in promoting health information and services. And many public libraries host literacy classes and resources that strengthen the relationships between health and literacy. How are others working together? karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Fri, 2 Feb 2007 sabrina_kurtz-rossi at comcast.net wrote: > I agree with Sandra's comment "we need new channels, in addition to > health care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians might play. > It seems to me that medical librarians are in a unique position to > support both increased awareness of the problem among health care > providers as well as the development of patients' health literacy skills. > > I know the National Library of Medicine supports health literacy > research and that the Medical Library Association is looking into the > role hospital librarians can play as health literacy educators. Are > there others on the list that work with librarians or who are > librarians that could comment on this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From bcmrose at telus.net Mon Feb 5 03:54:34 2007 From: bcmrose at telus.net (Marg Rose) Date: Mon, 5 Feb 2007 00:54:34 -0800 Subject: [HealthLiteracy 648] mapping the environment In-Reply-To: Message-ID: The Alberta Literacy Coalition has created a Literacy Audit Kit (with video and checklists in print) to do exactly as Sharon imagined: engage community service providers and/or business owners in looking at how they set up their waiting rooms, reception, staff interaction with clients, print and verbal communication and so on. The video shows real learners grappling with various sytems, and examples of best practice. YOu can order the kit for a reasonable price of $80 CAD for non-profit groups from http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm Marg One possibility might be a practice communication/information map that traces a "typical" pt - say a diabetes patient - through the office, marking all the stops (reception, waiting, exam room, lab.) and the actual and potential locations where info is presented. This starts the discussion about content, timing, teaching strategy, what materials are needed where, who teaches what where, how will we know pt is ready for next step. SS ********************************************** From mdomb at hcsm.org Mon Feb 5 07:56:33 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Mon, 5 Feb 2007 07:56:33 -0500 Subject: [HealthLiteracy 649] Re: question on patient communication skills trainings Message-ID: <51BDA90697BDD5118F2500D0B78881BA012077E5@exchange.hcsm.org> If I understand your e-mail correctly: I completely agree! In fact my initial question around resources for patient communication skills training evolved from our efforts to work with drug and alcohol treatment providers to integrate an understanding of health literacy into their HIV/hepatitis/recovery work with clients and their own personal relationship with their doctors, and, also to partner with them to begin to create educational programs within their drug and alcohol treatment program where they can support their clients' communication skills vis-a-vis their contact with physicians. In my mind, this is a situation that you describe, making it a central component with an institution which "partially overlaps but is also distinct from the health system" with a population that is often considered marginal and vulnerable. Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Andrew Pleasant [mailto:pleasant at aesop.rutgers.edu] Sent: Sat 2/3/2007 9:17 AM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 640] Re: question on patient communication skills trainings Hello everyone, Great to see such energy and activity on the list, thanks for the great question Julie. I fear we haven't answered it very well yet. This is a long message, apologies, and I can only hope that length doesn't end the dialogue. I really appreciate the creative suggestions of more channels, and think they should be explored - and will explore them myself. However, we must also admit most of those suggestions remain located within the health care delivery system - patients and providers, and extended provider networks. This does makes perfect sense at first blush, but these channels do not really embrace the areas where most people get most information about health and where most decisions that effect health are being made (either by or on the behalf of us all). For instance, the discussion has not included mention of the mass media, family and friends, coworkers, advertising (as a subset of mass media), churches, politics, government regulatory agencies, public health departments (Egad, has anyone mentioned public health yet?), grocery stores, restaurants, or schools. Additionally, the health research system and notions of public engagement with health research are also missing from the conversation to date. If health literacy is important in a physician's office, when interacting with a health educator, a promotora, or navigating a hospital or a physician's office, then it must certainly be a central component when we interact with these social and cultural institutions which can partially overlap but also are distinct from health systems. No? Just as the literacy component of health literacy is more than reading and writing, health is much more than medicine and medical care. Seems to me - but what does everyone think? - a fully realized conceptual framework of health literacy that can support the type of work we believe health literacy is capable of absolutely must address these areas. If we don't address those areas, we are not learning from the history of attempts to improve health (or the environment) with interventions focused on a single sector (e.g. doctor/patient interactions) when the bulk of the problem (a health indicator) can find causes in other sectors or a complex interrelationship between sectors. For example, in work I am designing with a community-based NGO in Soweto South Africa, it seems that if we only focus on creating energy in the community to obtain/create a sufficient clean water supply then that single foci intervention will ultimately be undermined or overwhelmed by the host of other factors at play in the community. So, we think we need to take a longer view, start broad yet small and build fundamental capacities (health literacy at work) that can grow (generate new meanings, the gift of literacy) in a sustainable way to involve several sectors in the community (church, school, traditional healers, youth, elders, government, civil society, and the health system) and become self-sustaining. Alec's experience seems to echo this approach. Or, in another example of how a single sector health literacy intervention can be limited in its success, a physician and/or health educator can work to improve the health literacy of individuals (let's say with type 2 diabetes) for the brief time allowed by insurance companies or personal resources. Without a switch in the short and long term incentives in the health care system, Ruth Davis's story indicates that sort of model faces great pressures to become a top-down deficit approach that devalues patients and the public while highlighting medical personnel and jargon. When individuals/patients then leave the health care system, they are not prepared to face the constant onslaught of advertising and misleading health claims about food, nutrition, and health. If we develop this sort of an understanding first, then work can systematically, efficiently, and effectively begin to improve health literacy and, ultimately, better health status outcomes, healthier communities, and 'health for all'. Personally, I think health literacy can and must also enter the broader discussions and initiatives related to issues such as social determinants of health, the UN Millennium Development Goals, formal medical curriculum, and become a reimbursable indicator of quality care by physicians and health care facilities. Likely, this will dramatically depend on the direction funding agencies take which, in turn, can be influenced by what we collectively, either formally in consensus conferences or informally over time, accept as definitions of health literacy and how we operationalize those into assessment tools. I hope, and I think many of us do, that national, international, and private funding agencies (and maybe more importantly, those who are serving on review panels for those organization) are paying attention to the flow of this and similar discussions. Best wishes, Andrew Pleasant -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 10094 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070205/1a669112/attachment.bin From NDavies at dthr.ab.ca Mon Feb 5 13:21:13 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 5 Feb 2007 11:21:13 -0700 Subject: [HealthLiteracy 650] Re: question on patient communication skillstrainings Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BCE5@DTHREXCL1.dthr.ab.ca> The Red Deer Regional Hospital Centre in Central Alberta, Canada, has a Library and Media Services Department that makes inhouse Consumer Health Information. As we are experiencing an influx of immigrants from Africa and South America and we are trying to promote health literacy in those demographics. Half of Canada has functional literacy problems - they don't speak/read/write/listen to English well enough to properly function in day to day life - bearing in mind that half the languages in the world are represented in British Columbia alone! My role in the Consumer Health Information portfolio is to proofread/edit/write with regards to ESL comprehension, low literacy comprehension and misuse of such devices as heteroglossia, etc. I have no medical background whatsoever - a deliberate move on behalf of the department as clinical writing is now decentralised with director sign-off. Editing is done through me, with both positive and negative outcomes. Some writers don't want to use the word 'pee' and insist on using the word 'void'. This is fine, but this specific piece of Consumer Health Information was aimed at new parents from age 16 onwards. How many 16 year olds know the definitions of 'void' and 'evacuate'? I am having the most trouble letting people know that my services are that - a service, and not a bottle-neck where people's projects are lined up, waiting to be released. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of sabrina_kurtz-rossi at comcast.net Sent: Friday, February 02, 2007 12:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 636] Re: question on patient communication skillstrainings I agree with Sandra's comment "we need new channels, in addition to health care providers, to promote functional health literacy." At the moment I'm especially interested in the role librarians might play. It seems to me that medical librarians are in a unique position to support both increased awareness of the problem among health care providers as well as the development of patients' health literacy skills. I know the National Library of Medicine supports health literacy research and that the Medical Library Association is looking into the role hospital librarians can play as health literacy educators. Are there others on the list that work with librarians or who are librarians that could comment on this idea? - Sabrina ----------------------- Sabrina Kurtz-Rossi, M.Ed. sabrina_kurtz-rossi at comcast.net -------------- Original message -------------- From: "Sandra Smith" > Yes! Excellent observation, Andrew. There is an urgent need to take > understanding of health literacy beyond the medical model which frames low > health literacy as a deficiency disease, measures it as a single > individualistic trait (reading skill) unrelated to social support or > resources, and prescribes improved information delivery as the cure. > Certainly improved information delivery is important, but it is not likely > to fully mitigate individual and systemic problems related to low literacy > and low health literacy. We need new channels, in addition to healthcare > providers, to promote functional health literacy. One possibility is the > existing national network of home visitation programs, which send nurses and > trained paraprofessionals into the homes of disadvantaged families during > pregnancy and early parenting, a time when readiness to learn is high and > young women are accessing significant health services, often for the first > time, and becoming health decision makers for their growing families. These > home visitors already provide social services and links to resources (often > including literacy enhancing services) and likely promote functional health > literacy without being aware of it. They are well-positioned to empower > clients to make measurable strides toward higher functioning in the > heathcare system and in health contexts at home. This strategy is limited > to maternal and child health, yet it is highly leveraged since skills > learned during pregnancy and early parenting could improve functioning for > all family members throughout their lives. If we look beyond our own walls, > we are likely to discover similar solutions. SS > > Sandra Sm ith, MPH CHES > Health Education Specialist & Principal Investigator > University of WA Center for Health Education & Reseasch > 800-444-8806 206 -441-7046 > www.BeginningsGuides.net > sandras at u.washington.edu > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Thursday, February 01, 2007 12:14 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 614] Re: question on patientcommunication skills > trainings > > Hi everyone, > > Isn't this sadly not uncommon story from Ruth > Davis one of the best reasons to expand the > field's foci beyond doctor/patient interaction? > That is a relatively (for most peole) small > amount of time each year compared to the much > greater percentage of time that in dividuals > interact with information about health, use their > literacy skills, and make decisions about their > health. > > That is not to say do not address doctor/ patient > interactions but isn't the most effective time to > equip people with health literacy skills to > enhance their personal empowerment to defend > their right to health and health care before they > encounter such a physician? > > Don't these observations also further demonstrate > that health literacy is much more than the > ability to pronounce medical words, fill in the > vocabulary blanks, or (thanks Andres) is > something that only patients and the public lack? > For instance, briefly, that scenario is not only > about writing down health information > (fundamental health literacy), it is also about > the components of health literacy related to > culture (rol e of physicians in society) and civic > literacy (navigating systems) and the scientific > component of health literacy (understanding > uncertainty and/ or knowledge uptake gaps as it > relates to utility of second opinions - for > example). What if, let us hope not, that > physician also has not kept up with best medical > practices (as is clearly the case regarding > communication skills)? > > Regarding strategies at the larger scale, the > final path to embed health literacy skills into > medical education is not only through individual > grand rounds given or CMEs issued but by putting > health literacy into medical education and > hospital accreditation standards as well as > payment schemes. These are challenging tasks and > require a bit of a paradigm change in approaches > to health, health policy and systems, and health > literacy. Challengi ng does not mean impossible or > infeasible. > > In order to reach those goals, I suggest the > field must first develop and agree on a > comprehensive definition and model/framework of > health literacy grounded in the entire range of > contexts in which people interact with health > information and make decisions about health. That > model must be able to support both the > development of curriculum for physicians and > nurses in training as well as a very robust > assessment tool. On this issue ... this is where > I have to stop because our article outlining that > is not yet published. > > Additionally and importantly, such a broader > approach could/should also facilitate greater > interaction between the health system and the > educational system (esp. ABE/ESOL) writ large. > > > Andrew Pleasant > > > > > > > > >We have been promoting the use of Ask Me 3 > >locally for about 2 years now and it is > >difficult to determine how often it or similar > >efforts are used by the consumers. I was > >presenting the Ask Me 3 information at a local > >university's senior scholars program last week > >when a couple of group participants shared the > >following stories. > > > > During an office visit with a physician, > >a woman stated she had started writing down > >information the physician was sharing > >with her that she wanted to remember when she > >left the office. He inquired as to what she > >was writing in her notebook. When she shared > >back with him, she said he told her to put her > > notebook away and that he would take care > >of her and there was no need for her to be > >writing anything down. She also conveyed > >that he stated he had only 7.5 minutes to spend > >with her and that he did not have the time > >for her to be writing information down as they > >were talking. When I inquired about how she > > responded to this, she stated that she > >felt intimidated and stopped writing. She did > >not leave with any printed information or > >instructions from the visit. > > > > Another participant asked what was being > >done in medical schools related to training on > >communications. He further stated that > >his former physician had retired and that his > >current physician always seemed to be in a > >rush and was not very patient when he had > >questions or asked for clarification. Others in > >the group nodded their heads and several > >stated they experienced similar behaviors. > > > >While I realized this is not always what > >individuals encounter with their primary care > >providers, I think it brings to light some very > >real situations that consumers of health care > >are facing when seeking information from health > >professionals. Many times the reality of getting > >health professionals to pay attention to the > >many issues associated with health literacy is > >not deemed to be a high priority. I have found > >it has been difficult and sometimes impossible > >to get on the agenda of professional groups' > >staff meetings to discuss health literacy (using > >the Ask Me 3 information) or to provide a > >continuing educational offering on the program. > >Also, health professional educational programs > >seldom seem to address the complex issues > >relat ed to health communications to any depth in > >our area. > > > >The frustration of this reality is that we may > >help our consumers to be more engaged in seeking > >information, but if health care professionals > >are not receptive to this active involvement, > >the consumers most likely will retreat. > > > >Ruth R. Davis MSN, RN, CHES > >Community Health Nursing Supervisor > > for Public Health Education > >Madison County Health Department > >1001 Ace Drive, P.O. Box 1047 > >Berea, KY 40403 > >859-228-2041 > >Website address: > >www.madison-co-ky-health.org > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert > >Sent: Friday, January 26, 2007 7:35 PM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 603] Re: question on patientcommunication > >skills trainings > > > > > >We have done some focused work with Ask Me 3 with some very positive > >results. Unfortunately I think it is a program that is not used properly > >at times or to it's full potential. > > > >Thanks, > >Bob > > > >Bob Dickerson, MSHSA, RRT > >Quality Improvement Coordinator, Clinical Quality > >Iowa Health - Des Moines > >Des Moines, Iowa > >Phone: (515) 263-5792 > >Fax: (515) 263-5415 > >E-mail: DICKERR2 at ihs.org > >Website: www.ihsdesmoines.org > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Juli e McKinney > >Sent: Friday, January 26, 2007 12:35 PM > >To: healthliteracy at nifl.gov > >Subject: [HealthLiteracy 597] Re: question on patient communication > >skills trainings > > > >Mindy, > >To add to the plug for AskMe3, it is also designed to train patients as > >well as providers. You can find it at: > >http://www.askme3.org/ > > > >Also, look at the the online videos from AMA's group: Educating > >Physicians on Controversies in Health > >http://www.ama-assn.org/ama/pub/category/15369.html > > > >Check this out for lots of links to other good resources: > > > >The Health Literacy area of the ALE Wiki: > >http://wiki.literacytent.org/index.php/Health_Literacy > > > >Good luck! > > > >Julie > > > >Julie McKinney > >Discussion List Mo derator > >World Education/NCSALL > >jmckinney at worlded.org > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > >With regard to training for health care professionals, consider the ASK > >ME 3 program. It targets healthcare organizations and professionals. > > > >With regard to patients, consider the programs from Stanford Univ (Dr. > >Kate Lorig and colleagues). They include a 6 week program known as the > >Chronic Disease Self Management Program (CDSMP) as well as programs > >targeted to individuals with specific diseases (eg, HIV, arthritis, > >etc). > > > >Howard J Zeitz > > > >======================================================================== > >=== > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > >> Hello. I really enjoy being part of this l ist and having access not > >only > >> to some great minds and terrific resources, but participating in > >> networking that really supports our work. This is the first time I > >have > >> reached out to the network. I am developing training curriculum that > >is > >> indirectly about patient communication skills, patient/physician > >> communication. The training is for health and human service providers > >on > >> how they can better support their clients with HIV and Hepatitis C to > >> better communicators with their medical providers. > >> > >> I am wondering if anyone has done this kind of training before or > >> trainings on the importance of patient/physician communication, or > > > building patient communications skills , what resources, activities, > >> powerpoints were effective . > >> > >> Many thanks! > >> Mindy Domb > >> > >> Mindy Domb > >> Director > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > >> Homeless/HIV Integration Project HCSM, Inc. > >> 942 W. Chestnut Street > >> Brockton, MA 02301 USA > >> 413.256.3406 > >> fax: 413.256.6371 > >> www.hcsm.org/sphere > >======================================================================== > >=== > >> Julie McKinney > >> Discussion List Moderator > >> World Education/NCSALL > >> jmckinney at worlded.org > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Health and Literacy mailing list > >> HealthLiteracy at ni fl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > >> ---------------------------------------------------- > > > >Howard J Zeitz, MD > >Rockford Regional Partnership for Health Literacy (RRPHL) > >1601 Parkview Ave > >Rockford, IL 61107 > >T: 815-395-5964 > >F: 815-395-5671 > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > ******************************************** > > > >This message and accompanying documents are covered by the > >Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, > >and contain information intended for the specified individual(s) only. > >This information is confidential. If you are not the intended recipient > >or an agent responsible for delivering it to the intended recipient, you > >are hereby notified that you have received this document in error and > >that any review, dissemination, copying, or the taking of any action > >based on the contents of this information is strictly prohibited. If you > >have received this communication in error, please notify us immediately &g t; >by e-mail, and delete the original message. > > > > ********************************************* > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription > >settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ------------------------------------------- --------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070205/74223d9c/attachment.html From WinstonL at lacnyc.org Mon Feb 5 15:38:05 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Mon, 5 Feb 2007 15:38:05 -0500 Subject: [HealthLiteracy 651] Re: question on patient communication skills trainings Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832981D@lac-exch.lacnyc.local> Hi all: This is an excellent discussion taking place. At LAC we have been working with adult literacy teachers since 2003 to infuse health literacy into their curriculum and provide students with skills in navigating and understanding the health care system. We have also provided opportunities for literacy programs to partner with health facilities and to work together to promote health literacy of students/patients and to heighten awareness among health professionals. This has been fascinating work and great to see the interest evinced by the health professionals. I do agree that there is a dominant medical model influencing the conception of health literacy that makes it appear that "health literacy" is applicable only within the medical context. In New York City as we worked with adult literacy teachers on our health literacy initiative, it was evident to teachers that there was an inadequate conception of health literacy. Very early in the study circles, teachers expressed the desire to empower students. They wanted the word "advocacy" included in any definition of health literacy. They also talked about the environment and students taking action to prevent unhealthy conditions e.g. garbage dumps or water pollution. (the public health aspect) They were equally clear that for success in health literacy, other areas needed to be addressed. I remember one teacher emphasizing that community agencies have to be involved even bodegas that sold food that was not fresh or healthy. They said that it was insufficient to ask students /patients to learn medical vocabulary (good as that may be). Changes had to be made in laws and policy. For me, that was a refreshing approach. So, providing an environment for patients and health care providers to communicate may be a first step. "Ask Me 3" approaches are needed, but not sufficient. More will have to be done. I may say to Andrew that there is movement. The problem is that the movement appears to be only in pockets. The challenge is to create a sea change - so that ALL sectors can become involved. (how do we make this systemic?) To reiterate what so many have already said - health literacy is everyone's business. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor? New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Saturday, February 03, 2007 9:17 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 640] Re: question on patient communication skills trainings Hello everyone, Great to see such energy and activity on the list, thanks for the great question Julie. I fear we haven't answered it very well yet. This is a long message, apologies, and I can only hope that length doesn't end the dialogue. I really appreciate the creative suggestions of more channels, and think they should be explored - and will explore them myself. However, we must also admit most of those suggestions remain located within the health care delivery system - patients and providers, and extended provider networks. This does makes perfect sense at first blush, but these channels do not really embrace the areas where most people get most information about health and where most decisions that effect health are being made (either by or on the behalf of us all). For instance, the discussion has not included mention of the mass media, family and friends, coworkers, advertising (as a subset of mass media), churches, politics, government regulatory agencies, public health departments (Egad, has anyone mentioned public health yet?), grocery stores, restaurants, or schools. Additionally, the health research system and notions of public engagement with health research are also missing from the conversation to date. If health literacy is important in a physician's office, when interacting with a health educator, a promotora, or navigating a hospital or a physician's office, then it must certainly be a central component when we interact with these social and cultural institutions which can partially overlap but also are distinct from health systems. No? Just as the literacy component of health literacy is more than reading and writing, health is much more than medicine and medical care. Seems to me - but what does everyone think? - a fully realized conceptual framework of health literacy that can support the type of work we believe health literacy is capable of absolutely must address these areas. If we don't address those areas, we are not learning from the history of attempts to improve health (or the environment) with interventions focused on a single sector (e.g. doctor/patient interactions) when the bulk of the problem (a health indicator) can find causes in other sectors or a complex interrelationship between sectors. For example, in work I am designing with a community-based NGO in Soweto South Africa, it seems that if we only focus on creating energy in the community to obtain/create a sufficient clean water supply then that single foci intervention will ultimately be undermined or overwhelmed by the host of other factors at play in the community. So, we think we need to take a longer view, start broad yet small and build fundamental capacities (health literacy at work) that can grow (generate new meanings, the gift of literacy) in a sustainable way to involve several sectors in the community (church, school, traditional healers, youth, elders, government, civil society, and the health system) and become self-sustaining. Alec's experience seems to echo this approach. Or, in another example of how a single sector health literacy intervention can be limited in its success, a physician and/or health educator can work to improve the health literacy of individuals (let's say with type 2 diabetes) for the brief time allowed by insurance companies or personal resources. Without a switch in the short and long term incentives in the health care system, Ruth Davis's story indicates that sort of model faces great pressures to become a top-down deficit approach that devalues patients and the public while highlighting medical personnel and jargon. When individuals/patients then leave the health care system, they are not prepared to face the constant onslaught of advertising and misleading health claims about food, nutrition, and health. If we develop this sort of an understanding first, then work can systematically, efficiently, and effectively begin to improve health literacy and, ultimately, better health status outcomes, healthier communities, and 'health for all'. Personally, I think health literacy can and must also enter the broader discussions and initiatives related to issues such as social determinants of health, the UN Millennium Development Goals, formal medical curriculum, and become a reimbursable indicator of quality care by physicians and health care facilities. Likely, this will dramatically depend on the direction funding agencies take which, in turn, can be influenced by what we collectively, either formally in consensus conferences or informally over time, accept as definitions of health literacy and how we operationalize those into assessment tools. I hope, and I think many of us do, that national, international, and private funding agencies (and maybe more importantly, those who are serving on review panels for those organization) are paying attention to the flow of this and similar discussions. Best wishes, Andrew Pleasant -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From lisab at whattoexpect.org Tue Feb 6 11:37:19 2007 From: lisab at whattoexpect.org (Lisa Bernstein) Date: Tue, 6 Feb 2007 11:37:19 -0500 Subject: [HealthLiteracy 652] Free Health Resource Message-ID: As some on this list know, from my occasional postings, The What To Expect Foundation's *Baby Basics* program is a prenatal health literacy program for underserved families. You may not know that we take our name from the bestselling *What To Expect When You're Expecting* pregnancy and childcare series. What To Expect has just created a 16-page "What To Expect Guide To A Healthy Home" (available in English and Spanish) that helps parents keep their homes healthier, teach their children to wash their hands, and other tips for staying healthy during cold and flu season and all year 'round. Thanks to a grant from Clorox, *you can get multiple copies of the guide for FREE to give to parents. * Though it is not low-literacy it is What To Expect - so many of your moms will recognize it -and the guide has some great health tips, including discussion of the CDC flu shot guidelines.... to order up to 250 copies in English, for your organization, you can go to our website and click on the guide's cover and follow the instructions. www.whattoexpect.org If you would like to order bulk copies in Spanish you can email me directly at lisab at whattoexpect.org with quantities and shipping address. (The guides are posted so you can read them before you order them if you wish) feel free to email or call with questions. Lisa Bernstein Executive Director The What To Expect Foundation lisab at whattoexpect.org Providing prenatal and parenting health literacy education to underserved families, so they too can expect a healthier pregnancy, safer delivery,and happier baby. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070206/2115a0d1/attachment.html From julie_mcKinney at worlded.org Wed Feb 7 11:13:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 07 Feb 2007 11:13:11 -0500 Subject: [HealthLiteracy 653] IHA Health Literacy Conference Message-ID: <45C9B4480200002D00000F8F@bostongwia.jsi.com> Hi Everyone, I'm passing on this announcement: Julie ********* The Institute for Healthcare Advancement will be holding their Sixth Annual Health Literacy Conference "Health Literacy and Chronic Illness Management" on May 3-4, 2007 in Anaheim, California. Conference attendees will include health educators, nurses, physicians, dentists, dietitians, administrators, and others. The IHA has issued a Call for Posters; the submission deadline for abstracts is March 16. Early bird registration rates are available before April 10. For more information, visit http://www.iha4health.org/index.cfm/MenuItemID/123.htm Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Mhrsemh at omh.state.ny.us Wed Feb 7 11:49:19 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Wed, 07 Feb 2007 11:49:19 -0500 Subject: [HealthLiteracy 654] JCAHO Report on Health Literacy In-Reply-To: <45C9B4480200002D00000F8F@bostongwia.jsi.com> References: <45C9B4480200002D00000F8F@bostongwia.jsi.com> Message-ID: <45C9BCBE.43A9.0076.0@omh.state.ny.us> I was sent this link by my facility director. He has never expressed an interest in health literacy in the past, so I see this as a good sign! Looking at the list of participants, I was surprised to find few names that sounded familiar... until I can to the name Archie Willard, who I believe is a member of this list! Now, to plow through the 60 page document. http://www.jointcommission.org/NewsRoom/NewsReleases/hl_020607.htm Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From Lendoak at aol.com Wed Feb 7 14:36:23 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 7 Feb 2007 14:36:23 EST Subject: [HealthLiteracy 655] Re: IHA Health Literacy Conference Message-ID: Julie, Thanks for the announcement of the May 3-4, IHA conference at Anaheim, CA. For information, Ceci and I will be presenting a 90 minute workshop there on "Using pictures in health education". We'll also conduct a seminar in the afternoon where people can raise questions on using pictures and other health literacy issues. best wishes, Len and Ceci (Doak) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070207/ddadafb5/attachment.html From ar at plainlanguageworks.com Thu Feb 8 12:30:02 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Thu, 8 Feb 2007 10:30:02 -0700 Subject: [HealthLiteracy 656] New readers' contributions to health literacy References: <45C9B4480200002D00000F8F@bostongwia.jsi.com> <45C9BCBE.43A9.0076.0@omh.state.ny.us> Message-ID: <010301c74ba6$c3ddb610$6401a8c0@D5NPYT31> Hello, everyone, Yes, Elizabeth, Archie is a member of this list. He's in Arizona right now and not able to get e-mail each day but I bet we'll hear from him soon. He is the founder of VALUE, Voices of Adult Literacy Uniting for Education, which is the national adult literacy student organization. (Adult literacy students prefer to be called "new readers.") We met when he and I were both working in adult basic education about 15 years ago. Since founding VALUE, Archie has come over into our world of health literacy, with my encouragement. We've presented together on this issue and he has much to share. Toni Cordell, who is mentioned in the report, is also a new reader. For years, she and Archie have been inspirational spokespersons and advocates for new readers in the adult basic education field. A few years ago, I was delighted to introduce them both to Pfizer's health literacy/clear communication team to speak about health and literacy issues. They have now spoken for Pfizer, AMA, JCAHO, and at other conferences where they addressed issues of patient safety, quality of care, etc. in the medical community. They're outstanding national leaders with such insight about the experiences of adults in a highly literate medical setting. Adult literacy programs sometimes have leadership development components in their programs in which they've trained some of their learners to speak about their literacy challenges, their lives, and the local program. New readers can be a great resource if chosen carefully and given the right kind of support but remember that many of them have never had the chance to plan or deliver a speech. They will need support and guidance. If your local literacy program has a group of "new reader leaders" as they are called, you might explore whether they are interested in speaking to health care providers, especially if they have experiences they can talk about and give suggestions for how it could have been easier for them. Years ago, the American Academy of Family Physicians' Patient Education conference was held here in Albuquerque, New Mexico, where I'm based. Four new readers from a statewide leadership training project and I did a presentation about health literacy. I presented the statistics, framed the issue, etc. They created skits that showed some of their experiences in the medical setting and then stayed in character afterward to answer questions from the physician audience. It was a moving and powerful way to communicate their struggles. This is a great approach if your literacy program has some new readers who like to act! Best wishes to all, and thank you Toni and Archie for your contributions! Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Elizabeth Horvath To: healthliteracy at nifl.gov Sent: Wednesday, February 07, 2007 9:49 AM Subject: [HealthLiteracy 654] JCAHO Report on Health Literacy I was sent this link by my facility director. He has never expressed an interest in health literacy in the past, so I see this as a good sign! Looking at the list of participants, I was surprised to find few names that sounded familiar... until I can to the name Archie Willard, who I believe is a member of this list! Now, to plow through the 60 page document. http://www.jointcommission.org/NewsRoom/NewsReleases/hl_020607.htm Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070208/c56fe3d0/attachment.html From julie_mcKinney at worlded.org Thu Feb 8 12:36:43 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 08 Feb 2007 12:36:43 -0500 Subject: [HealthLiteracy 657] Wednesday Question: Health literacy as a public health issue Message-ID: <45CB195B0200002D00000FF9@bostongwia.jsi.com> Hi Everyone, Thank you all so much for this recent exploration of broadening the focus of health literacy. A few months ago, we talked about the definition of health literacy, and there was a push to broaden it, and now we are talking about broadening the focus of our efforts. I see this as good progress! My question now is: What exactly should we do to move beyond the patient/doctor interaction, and into the public health arena? What specific efforts will it take to move the system forward? How do we engage the public health community and policy makers into this broader understanding of health literacy as a public health issue? Please share any ideas with us, (and see below for some already brought up). The more sectors we hear from, the better! Thanks All the best, Julie *************************************** Some ideas so far include: * "...embed health literacy skills into medical education..." * "...develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health..." * "...facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) at large..." * "...market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves." * "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities...[etc]" * "...We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." *"...seeing new ways for the health professions to be more responsive to everyday literacies when considering how best to promote health and wellbeing" *"... community agencies have to be involved even bodegas that sold food that was not fresh or healthy...[it is] insufficient to ask students /patients to learn medical vocabulary (good as that may be). Changes had to be made in laws and policy." ***************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From amuro5 at epcc.edu Thu Feb 8 13:49:20 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 8 Feb 2007 11:49:20 -0700 Subject: [HealthLiteracy 658] Re: Wednesday Question: Health literacy as apublic health issue In-Reply-To: <45CB195B0200002D00000FF9@bostongwia.jsi.com> Message-ID: My question now is: What exactly should we do to move beyond the patient/doctor interaction, and into the public health arena? I think that we must understand that millions don't even have access to health care. Also, we must understand that there are a multitude of health problems deriving from extremely unhealthy practices. There are humanitarian reasons for addressing these, but there are also economic reasons that affect society at large. We all know that unhealthy lifestyles and lack of access to health care result in an increase in use of emergency rooms, expensive treatments instead of prevention, absentism to employment, school, volunteer work, etc. What specific efforts will it take to move the system forward? How do we engage the public health community and policy makers into this broader understanding of health literacy as a public health issue? I think that it is important to understand that health literacy is about prevention. Prevention is, of course, directly tied to education. So, we need to increase education connected to health literacy. However, this goes beyond the adult education classroom. We need to start with k-12 and systematically incorporate health education as mandatory public school knowledge in curriculum. Getting creative and Freirian, we could also talk about the economic-political forces that prevent universal health education and health care from becoming available in this country, the alliances between drug manufacturers, insurance providers, the medical establishment and the government, and the huge profits that these entities make. But this is getting too creative. Andres From MarkH38514 at aol.com Thu Feb 8 14:23:22 2007 From: MarkH38514 at aol.com (MarkH38514 at aol.com) Date: Thu, 8 Feb 2007 14:23:22 EST Subject: [HealthLiteracy 659] JCAHO report on health literacy Message-ID: New report on health literacy and patient safety from JCAHO: _??What Did the Doctor Say?:? Improving Health Literacy to Protect Patient Safety."_ (http://www.jointcommission.org/NR/rdonlyres/D5248B2E-E7E6-4121-8874-99C7B4888301/0/improving_health_literacy.pdf) _http://www.jointcommission.org/NewsRoom/NewsReleases/hl_020607.htm_ (http://www.jointcommission.org/NewsRoom/NewsReleases/hl_020607.htm) Mark Hochhauser Mark Hochhauser, Ph.D. Readability Consultant 3344 Scott Avenue North Golden Valley, MN 55422-2748 Phone: 763-521-4672 Fax: 763-521-5069 Email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070208/1ee309eb/attachment.html From smiths at bayvista.com Thu Feb 8 14:25:45 2007 From: smiths at bayvista.com (Sandra Smith) Date: Thu, 8 Feb 2007 11:25:45 -0800 Subject: [HealthLiteracy 660] Re: Wednesday Question: Health literacy as apublic health issue In-Reply-To: <45CB195B0200002D00000FF9@bostongwia.jsi.com> Message-ID: <20070208192232.8FD525989B3@relay1.cypresscom.net> Noting an established link between health status and literacy, JCAHO recommends increases in federal and state funding for adult education. The Commission, which accredits healthcare organizations, reports that 80% of all state funding for adult learning programs is concentrated in 7 states - CA, NY, MA, IL, MI, FL, & NC. This is one of 35 recommendations in the Commission's latest white paper - it came out yesterday - titled "What Did the Doctor Say?: Improving Health Literacy to Protect Patient Safety. Available online at http://www.jointcommission.org . SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, February 08, 2007 9:37 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 657] Wednesday Question: Health literacy as apublic health issue Hi Everyone, Thank you all so much for this recent exploration of broadening the focus of health literacy. A few months ago, we talked about the definition of health literacy, and there was a push to broaden it, and now we are talking about broadening the focus of our efforts. I see this as good progress! My question now is: What exactly should we do to move beyond the patient/doctor interaction, and into the public health arena? What specific efforts will it take to move the system forward? How do we engage the public health community and policy makers into this broader understanding of health literacy as a public health issue? Please share any ideas with us, (and see below for some already brought up). The more sectors we hear from, the better! Thanks All the best, Julie *************************************** Some ideas so far include: * "...embed health literacy skills into medical education..." * "...develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health..." * "...facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) at large..." * "...market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves." * "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities...[etc]" * "...We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." *"...seeing new ways for the health professions to be more responsive to everyday literacies when considering how best to promote health and wellbeing" *"... community agencies have to be involved even bodegas that sold food that was not fresh or healthy...[it is] insufficient to ask students /patients to learn medical vocabulary (good as that may be). Changes had to be made in laws and policy." ***************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From andreawilder at comcast.net Thu Feb 8 20:58:14 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 8 Feb 2007 20:58:14 -0500 Subject: [HealthLiteracy 661] Re: Wednesday Question: Health literacy as apublic health issue In-Reply-To: References: Message-ID: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > From julie_mcKinney at worlded.org Fri Feb 9 09:28:44 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 09 Feb 2007 09:28:44 -0500 Subject: [HealthLiteracy 662] Discussion on PovertyRaceWomen & Literacy List Message-ID: <45CC3ECC0200002D00001028@bostongwia.jsi.com> Hi Everyone, I am passing on this message from Daphne Greenberg, moderator of the PovertyRaceWomen & Literacy List, about a discussion next week on that list about women in prison. All the best, Julie ************************************************ It is my great honor and pleasure to announce that from Monday Feb. 12th through Friday Feb. 16th, Dominique Chlup will be facilitating a discussion on the PovertyRaceWomen and Literacy list on: Bars, Boundaries, and Barriers Researching Women's Spaces Dominique Chlup is an assistant professor of adult education and the director of the Texas Center for the Advancement of Literacy and Learning (TCALL) at Texas A&M University.She got her "calling" to be an adult educator after volunteering for a year at the Valhalla Women's Jail in New York. She taught in the "Right to Write" program. While her career has taken her into several other adult classrooms, she finds she returns again and again to her work with women student-inmates. She wrote a dissertation on the history of the educational programs and practices at the Framingham Reformatory for Women in Massachusetts, and she continues to research contemporary prison programs. As a part of her research with women inmates, she has encountered both literal and figurative bars. As such, she is always interested in dialoging with others about their own experiences researching and working in women's spaces. To learn more about her work, you can read http://www.ncsall.net/?id=828 and http://www.ncsall.net/?id=826 Please invite your friends and colleagues to join us during this "discussion." If they want to temporarily join us, they can subscribe and then later unsubscribe at: http://www.nifl.gov/mailman/listinfo/povertyracewomen Daphne ******************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From bertiemo at yahoo.com Fri Feb 9 11:07:27 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 9 Feb 2007 11:07:27 -0500 (EST) Subject: [HealthLiteracy 663] Re: Wednesday Question: Health literacy as apublic health issue In-Reply-To: Message-ID: <542973.55100.qm@web43108.mail.sp1.yahoo.com> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070209/dfab0bd3/attachment.html From julie_mcKinney at worlded.org Fri Feb 9 13:32:40 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 09 Feb 2007 13:32:40 -0500 Subject: [HealthLiteracy 664] Re: Wednesday Question: Health Literacy as a public health issue Message-ID: <45CC77F80200002D00001050@bostongwia.jsi.com> Alec, I think you brought up a good point last week, which has been echoed by others: that "other more social service issues related to poverty" are closely related to health literacy concerns, and have a big impact on health staus and health care costs, which I have to assume is one of the biggest driving forces for policy change. Perhaps one of the connections we should try to make is with social service agencies. By advocating together and including health literacy with other more well-known poverty-related issues, maybe we would have a stronger voice. You mentioned that HMOs and policy-makers are now supporting population-based health education, awareness, and chronic disease managment programs, after balking at them 10 years ago. How did this change happen? Maybe we can learn from this "sign of hope"! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Alec McKinney 02/02/07 11:35 AM >>> I have found when conducting community HEALTH needs assessments for health care payors or providers in low income, diverse communities that the overwhelming sentiment is the need for or the lack of safe housing, good jobs, family support, and other more social service issues related to poverty. Most people do not see diabetes, asthma, mental health, or other health-related issues as the major health-related concerns. It has been slow but I think there is a growing recognition and appreciation among policy makers, health care payors, and health care providers of the impact that poverty and these more social issues have on health care status AND health care costs. I think what is at the root of this discussion is that Low health literacy, unfamilairy with the mainstream health care system, and lack of acculturation need to be more directly included in this understanding. Stakeholders need to understand that these issues are as vital to improving the health status and general well being of general populations, and particulary low income populations, as blood preassure screenings, bypass surgury, and Prozac. I do, however, see signs of hope. It wasn't long ago that HMOs and policy makers completely balked at creating population-based health education, awareness, and chronic disease managment programs for conditions like heart disease, asthma, and diabetes. HMOs, other insurers, and even State Medicaid offices balked at the idea of investing in these programs because they were not able to see the direct implications on individual health status and costs. This has changed a lot in the past 10 years and now chronic disease management programs are common-place. You even see market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves. Included with this, of course, are programs that assist providers and provider organizations to create systems, clinical protocols, and provider trainings that promote services that are more culturally appropriate, welcoming, and sensitive to people of all cultural and linguistic backgrounds. Alec McKinney John Snow, Inc. 44 Farnsworth Street Boston, MA 02210 Phone: 617-482-9485 Fax: 617-482-0617 E-mail: amckinney at jsi.com >>> "Julie McKinney" 02/01/07 3:03 PM >>> Ok, I know it's Thursday and I'm a day late. Sorry! Ruth brought up a good point that I want to explore further: "...if health care professionals are not receptive to this active involvement, the consumers most likely will retreat." According to some research, this "retreat" takes the form of neglecting primary care and using emergency services instead. This costs the health care system billions of dollars in emergency care that could have been avoided, and longer and more frequent hospital stays for patients who did not understand instructions. This reflects a classic tension in many policy areas (particulnt preventively now, or more money spent to clean up the mess later. It is always hard to justify money spent preventively, but this is another instance where it could save a lot more down the road. So today's question is: From the standpoint of a health practitioner or health system administrator or policy maker, what are the "costs" of not communicating effectively with patients? If you look down the road, what kinds of things might you end up spending money on that could be prevented with some seed money in clear communication strategies? Looking forward to hearing some thoughts! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davis, Ruth R (LHD-Madison Co)" 02/01/07 12:10 PM >>> We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used propery at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -kview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy *ion intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Fri Feb 9 13:55:34 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 09 Feb 2007 13:55:34 -0500 Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy as apublic health issue Message-ID: <45CC7D570200002D0000105E@bostongwia.jsi.com> Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From WinstonL at lacnyc.org Fri Feb 9 14:46:23 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Fri, 9 Feb 2007 14:46:23 -0500 Subject: [HealthLiteracy 666] Re: Wednesday Question: Health literacy asapublic health issue Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83299D3@lac-exch.lacnyc.local> It seems that this JCAHO report just issued, highlighting the issue of low literacy and its connection with patient safety, provides a great opportunity for moving the conversation along. Adult literacy managers should really read it!) The report addresses both the health sector and adult education sectors. It makes some strong recommendations as regards the importance of cross sectoral work in advancing patient safety. (For those unfamiliar with this, JCAHO is the accrediting agency for health care facilities, so what they say certainly have some weight). The recommendations in the report impact many critical areas that relate to the problem - for example , the training of physicians, amount of time spent with the patient, medical insurance( they recommend doctors pay less insurance if they can show CEU's in effective communication). For some of these areas to be impacted, the discussion would have to be taken to those who control the health care industry's purse - CEOs, CFOs, politicians, advisors, economists, etc The health care industry (medicine and public health) has to see that there is a problem. And having JCAHO name the problem is a step in the right direction. Adult education sector can then be seen as a partner helping to solve the problem in this arena. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor? New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 08, 2007 2:26 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 660] Re: Wednesday Question: Health literacy asapublic health issue Noting an established link between health status and literacy, JCAHO recommends increases in federal and state funding for adult education. The Commission, which accredits healthcare organizations, reports that 80% of all state funding for adult learning programs is concentrated in 7 states - CA, NY, MA, IL, MI, FL, & NC. This is one of 35 recommendations in the Commission's latest white paper - it came out yesterday - titled "What Did the Doctor Say?: Improving Health Literacy to Protect Patient Safety. Available online at http://www.jointcommission.org . SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, February 08, 2007 9:37 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 657] Wednesday Question: Health literacy as apublic health issue Hi Everyone, Thank you all so much for this recent exploration of broadening the focus of health literacy. A few months ago, we talked about the definition of health literacy, and there was a push to broaden it, and now we are talking about broadening the focus of our efforts. I see this as good progress! My question now is: What exactly should we do to move beyond the patient/doctor interaction, and into the public health arena? What specific efforts will it take to move the system forward? How do we engage the public health community and policy makers into this broader understanding of health literacy as a public health issue? Please share any ideas with us, (and see below for some already brought up). The more sectors we hear from, the better! Thanks All the best, Julie *************************************** Some ideas so far include: * "...embed health literacy skills into medical education..." * "...develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health..." * "...facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) at large..." * "...market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves." * "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities...[etc]" * "...We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." *"...seeing new ways for the health professions to be more responsive to everyday literacies when considering how best to promote health and wellbeing" *"... community agencies have to be involved even bodegas that sold food that was not fresh or healthy...[it is] insufficient to ask students /patients to learn medical vocabulary (good as that may be). Changes had to be made in laws and policy." ***************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From NDavies at dthr.ab.ca Fri Feb 9 15:33:32 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 9 Feb 2007 13:33:32 -0700 Subject: [HealthLiteracy 667] Re: Wednesday Question: Health literacy asapublic health issue Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BCF2@DTHREXCL1.dthr.ab.ca> Berti - what a coincidence - this morning, I met with public health to promote access to information for National Nutrition Month and Nation Oral Health Month (here in Canada at least) for the months of March and April, especially as our new Food Guide was launched this week. We are going to be having: * Scheduled screenings of informational videos at the centre * Draws for informational books donated by Public Health Plus some other really interesting developments. The health region will be linking up with the public library network to promote health information. Because of our scattered population, we are focusing mainly on centralised resources, as this is the most cost-effective way of distributing information. Does anybody have any other ideas on how to reach out to a scattered population from a centralised location? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Bertha Mo Sent: Friday, February 09, 2007 9:07 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 663] Re: Wednesday Question: Health literacy asapublic health issue The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070209/7a74b23a/attachment.html From ar at plainlanguageworks.com Sun Feb 11 22:04:54 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Sun, 11 Feb 2007 20:04:54 -0700 Subject: [HealthLiteracy 668] Re: Health literacy and adult literacy References: <6E8BC13A30982C44BCD32B38FB8F5AB83299D3@lac-exch.lacnyc.local> Message-ID: <027301c74e52$92038ee0$6401a8c0@D5NPYT31> Hello, Winston, I appreciated your post very much. Yes, the JCAHO (Joint Commission on Accreditation of Healthcare Organizations) report is a great step forward as were the Institute of Medicine and the Agency for Healthcare Quality and Research reports released in 2004. It's very heartening to see all this increasing attention on health literacy and health communication with the public. In 1994, when I moved from working in adult basic education (ABE) into health literacy, the statistics on enrollment showed that only 10% of all those people who were eligible for adult basic education or ESL programs were actually enrolled. Do you know what the current stats on this are? I think teaching health information in ABE programs is great! And I think partnerships between well-established literacy programs and health care professionals can be very helpful. However, let's keep working for other approaches as well, especially since such small numbers of the people we need to reach with health literacy information are actually enrolled in ABE. We must find strategies to reach the 90% who are not in ABE. Best regards, Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Winston Lawrence To: The Health and Literacy Discussion List Sent: Friday, February 09, 2007 12:46 PM Subject: [HealthLiteracy 666] Re: Wednesday Question: Health literacyasapublic health issue It seems that this JCAHO report just issued, highlighting the issue of low literacy and its connection with patient safety, provides a great opportunity for moving the conversation along. Adult literacy managers should really read it!) The report addresses both the health sector and adult education sectors. It makes some strong recommendations as regards the importance of cross sectoral work in advancing patient safety. (For those unfamiliar with this, JCAHO is the accrediting agency for health care facilities, so what they say certainly have some weight). The recommendations in the report impact many critical areas that relate to the problem - for example , the training of physicians, amount of time spent with the patient, medical insurance( they recommend doctors pay less insurance if they can show CEU's in effective communication). For some of these areas to be impacted, the discussion would have to be taken to those who control the health care industry's purse - CEOs, CFOs, politicians, advisors, economists, etc The health care industry (medicine and public health) has to see that there is a problem. And having JCAHO name the problem is a step in the right direction. Adult education sector can then be seen as a partner helping to solve the problem in this arena. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Thursday, February 08, 2007 2:26 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 660] Re: Wednesday Question: Health literacy asapublic health issue Noting an established link between health status and literacy, JCAHO recommends increases in federal and state funding for adult education. The Commission, which accredits healthcare organizations, reports that 80% of all state funding for adult learning programs is concentrated in 7 states - CA, NY, MA, IL, MI, FL, & NC. This is one of 35 recommendations in the Commission's latest white paper - it came out yesterday - titled "What Did the Doctor Say?: Improving Health Literacy to Protect Patient Safety. Available online at http://www.jointcommission.org . SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, February 08, 2007 9:37 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 657] Wednesday Question: Health literacy as apublic health issue Hi Everyone, Thank you all so much for this recent exploration of broadening the focus of health literacy. A few months ago, we talked about the definition of health literacy, and there was a push to broaden it, and now we are talking about broadening the focus of our efforts. I see this as good progress! My question now is: What exactly should we do to move beyond the patient/doctor interaction, and into the public health arena? What specific efforts will it take to move the system forward? How do we engage the public health community and policy makers into this broader understanding of health literacy as a public health issue? Please share any ideas with us, (and see below for some already brought up). The more sectors we hear from, the better! Thanks All the best, Julie *************************************** Some ideas so far include: * "...embed health literacy skills into medical education..." * "...develop and agree on a comprehensive definition and model/framework of health literacy grounded in the entire range of contexts in which people interact with health..." * "...facilitate greater interaction between the health system and the educational system (esp. ABE/ESOL) at large..." * "...market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves." * "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities...[etc]" * "...We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." *"...seeing new ways for the health professions to be more responsive to everyday literacies when considering how best to promote health and wellbeing" *"... community agencies have to be involved even bodegas that sold food that was not fresh or healthy...[it is] insufficient to ask students /patients to learn medical vocabulary (good as that may be). Changes had to be made in laws and policy." ***************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070211/8870611a/attachment.html From jpotter at gha.org Mon Feb 12 06:24:37 2007 From: jpotter at gha.org (Jan Potter) Date: Mon, 12 Feb 2007 06:24:37 -0500 Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacy asapublic health issue Message-ID: <326215BFE562CE46A1AF814091FE828C14E407@mail.gha.org> I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From csevin at IHI.org Mon Feb 12 11:10:42 2007 From: csevin at IHI.org (Cory Sevin) Date: Mon, 12 Feb 2007 11:10:42 -0500 Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue In-Reply-To: <326215BFE562CE46A1AF814091FE828C14E407@mail.gha.org> Message-ID: A number of organizations I know are doing formal outreach to work with barbers and others in the hair styling industry. Their goal is to help those folks be able to discuss simple health issues with their clients and help connect to primary care providers. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, February 12, 2007 4:25 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From kabeall at comcast.net Mon Feb 12 12:52:26 2007 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 12 Feb 2007 12:52:26 -0500 Subject: [HealthLiteracy 670] New from NCSALL Message-ID: <006801c74ece$92200530$0202a8c0@your4105e587b6> Health Literacy Study Circle+ Facilitators Training The purpose of this training guide is to help experienced professional developers and others organize and conduct a one-day session to train and orient those who will serve as facilitators of a HALL/NCSALL Health Literacy Study Circle+. A Health and Adult Literacy and Learning (HALL)/National Center for Study of Adult Learning and Literacy (NCSALL) Health Literacy Study Circle+ is a professional development activity for adult basic education (ABE), adult secondary education (ASE), or adult English for Speakers of Other Languages (ESOL) practitioners. This guide includes the information and materials you will need to conduct the training, but not background information on planning and facilitating training. Facilitators of the Health Literacy Study Circle+ Facilitators Training should be experienced trainers. For more information and to download the training guide, go to the NCSALL Web site: http://www.ncsall.net/?id=1169 **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/d7112ada/attachment.html From mdomb at hcsm.org Mon Feb 12 08:06:17 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Mon, 12 Feb 2007 08:06:17 -0500 Subject: [HealthLiteracy 670] Re: Wednesday Question: Health literacyasapublic health issue Message-ID: <51BDA90697BDD5118F2500D0B78881BA01207839@exchange.hcsm.org> It's not just adult literacy workers that need to reach out to public health. People in public health who are working with adult populations also need to reach out to adult educators and realize that their work is affected by health literacy and their skills around it. I work in a program whose content is public health, but the methods, strategies and activities we use are all rooted in adult learning. Awareness of health literacy and the role it plays in our ability to be effective with the public health content is essential. Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Jan Potter [mailto:jpotter at gha.org] Sent: Mon 2/12/2007 6:24 AM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 9154 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/b6252a09/attachment.bin From julie_mcKinney at worlded.org Mon Feb 12 14:12:39 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 12 Feb 2007 14:12:39 -0500 Subject: [HealthLiteracy 671] Re: Wednesday Question: Health literacy asapublic health issue Message-ID: <45D075D80200002D000010A3@bostongwia.jsi.com> Jan, That's a good point. People get health messages from many sources like the ones you mentioned. So we should also think of ways to get clear, simple, accurate information out in these non-formal areas. However, those messages are not regulated and have to compete with advertisements that look like health messages. (They now have ads on PBS television for sugary cereals, saying how "healthy" they are!) So part of it is also finding ways to teach people how to evaluate messages they see, so they know what to believe! The same, of course, goes for information found on the internet. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Jan Potter" 02/12/07 6:24 AM >>> I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From ar at plainlanguageworks.com Mon Feb 12 14:16:34 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Mon, 12 Feb 2007 12:16:34 -0700 Subject: [HealthLiteracy 672] Post-doctoral position in the Spanish Health Literacy Initiative in El Paso References: <45CC3ECC0200002D00001028@bostongwia.jsi.com> Message-ID: <007c01c74eda$4fdb5600$6401a8c0@D5NPYT31> Hello, friends, I recently learned that the College of Education and the Hispanic Health Disparities Research Program at the University of Texas at El Paso (UTEP) is inviting applications for a one-year postdoctoral position with The Spanish Health Literacy Initiative (Spanish HELI). The Spanish HELI is aimed at improving the health literacy level of the Hispanic population through an innovative model that combines teaching, research, and services. I thought I'd pass this along to the group in case anyone is interested and qualified. You can go to Mr. Fransisco Soto Mas' link to read more: http://faculty.utep.edu/fsoto3. The link from there to the "Jobs" section contains no information. So if you're interested, contact Mr. Soto Mas directly. Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/6a824acc/attachment.html From CHollis at salud.unm.edu Mon Feb 12 15:29:30 2007 From: CHollis at salud.unm.edu (Chris Hollis) Date: Mon, 12 Feb 2007 13:29:30 -0700 Subject: [HealthLiteracy 673] Re: Wednesday Question: Health literacyasapublic health issue In-Reply-To: References: <326215BFE562CE46A1AF814091FE828C14E407@mail.gha.org> Message-ID: <45D06BF7.F5E4.00C3.0@salud.unm.edu> Interesting how we go round and round in public health; some of the same techniques that are used in different kinds of programs (for instance, social marketing has used "distribution" channels, such as barbers and hairdressers in several projects) come round for other programs. I think this discussion of advancing health literacy more into the public health arena though is going to call for us all to be more specific in what we are "defining" as health literacy. Chris Hollis University of New Mexico >>> "Cory Sevin" 2/12/2007 9:10 am >>> A number of organizations I know are doing formal outreach to work with barbers and others in the hair styling industry. Their goal is to help those folks be able to discuss simple health issues with their clients and help connect to primary care providers. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, February 12, 2007 4:25 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From CHollis at salud.unm.edu Mon Feb 12 15:37:23 2007 From: CHollis at salud.unm.edu (Chris Hollis) Date: Mon, 12 Feb 2007 13:37:23 -0700 Subject: [HealthLiteracy 674] Re: Wednesday Question: Health literacyasapublic health issue In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA01207839@exchange.hcsm.org> References: <51BDA90697BDD5118F2500D0B78881BA01207839@exchange.hcsm.org> Message-ID: <45D06DD1.F5E4.00C3.0@salud.unm.edu> Again, I sort of find it fascinating that long ago, Freire combined adult literacy and critical consideration of root causes of community issues (most of which affect public health) in a process that has much application to what we're discussing here. Many of those in public health (albeit most of whom applied his work to public health/development programs overseas rather than in the U.S.) took up his methodology. Unfortunately, I think many of those who did apply this in public health interventions tended to drop or not use effectively the political aspect (and the literacy aspect) of his method...which kind of watered down its effect and purpose. It's been interesting to me to see state government agencies promote using Freire's method in programs they've designed; I've always thought that kind of negated the whole purpose behind his thinking and approach of critical consciousness (conscientization--never could spell it). Chris Hollis University of New Mexico >>> "Mindy Domb" 2/12/2007 6:06 am >>> It's not just adult literacy workers that need to reach out to public health. People in public health who are working with adult populations also need to reach out to adult educators and realize that their work is affected by health literacy and their skills around it. I work in a program whose content is public health, but the methods, strategies and activities we use are all rooted in adult learning. Awareness of health literacy and the role it plays in our ability to be effective with the public health content is essential. Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Jan Potter [mailto:jpotter at gha.org] Sent: Mon 2/12/2007 6:24 AM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From rhoward at tulsalibrary.org Mon Feb 12 15:46:06 2007 From: rhoward at tulsalibrary.org (Howard, Rebecca) Date: Mon, 12 Feb 2007 14:46:06 -0600 Subject: [HealthLiteracy 675] Learning Activities for Nutrition Message-ID: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/cc334ca0/attachment.html From Joanne.Locke at hhs.gov Mon Feb 12 16:13:27 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Mon, 12 Feb 2007 16:13:27 -0500 Subject: [HealthLiteracy 676] Re: Learning Activities for Nutrition In-Reply-To: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Message-ID: <0310B277DDA344478EAD46D264097E43B0BF0D@AVN3VS003.ees.hhs.gov> You might have a look at FDA's website, both the Spanish language link http://www.fda.gov/oc/spanish/ and the Food/nutrition link http://www.cfsan.fda.gov/label.html Some items will be more suitable for your needs than others. Joanne Locke ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Howard, Rebecca Sent: Monday, February 12, 2007 3:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/0572cc6e/attachment.html From magillispie at healthyroadsmedia.org Mon Feb 12 16:16:19 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Mon, 12 Feb 2007 14:16:19 -0700 Subject: [HealthLiteracy 677] Re: Learning Activities for Nutrition In-Reply-To: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.loca l> References: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Message-ID: <6.2.5.6.2.20070212141104.039d2640@healthyroadsmedia.org> Rebecca, Healthy Roads Media has some English and Spanish materials that deal with nutrition and food safety - www.healthyroadsmedia.org/topics/nutrition.htm There is also a general prevention topic that has messages about good nutrition - www.healthyroadsmedia.org/english/Files/flv/engprev.htm These materials are in a number of different formats. One or more of them might be helpful in your setting. Good luck! - Mary Alice At 01:46 PM 2/12/2007, you wrote: >Content-class: urn:content-classes:message >Content-Type: multipart/alternative; > boundary="----_=_NextPart_001_01C74EE6.D13708AC" > >Hello, everyone. > >I'm looking for a simple, effective learning activity to do with >English language learners on the topic of nutrition. The >information does not necessarily have to be in Spanish, but it would >be a plus if it were. Any advice? > >Thanks. > >Rebecca Howard >L.D. Liaison/Literacy Specialist >Tulsa City County Library >Ruth G. Hardman Adult Literacy Service >(918) 596-7961 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/9e37605b/attachment.html From Phyllis.Hinton at iowa.gov Mon Feb 12 16:24:45 2007 From: Phyllis.Hinton at iowa.gov (Hinton, Phyllis [ED]) Date: Mon, 12 Feb 2007 15:24:45 -0600 Subject: [HealthLiteracy 678] Re: Learning Activities for Nutrition Message-ID: <89EEC9BE822ED24290A1B1763D07B317F45902@eddsmex03.ed.gov.state.ia.us> http://az-aall.org/AALL/Pages/Lessons/Food/teacherfood.htm Perhaps, this will help. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Howard, Rebecca Sent: Monday, February 12, 2007 2:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/7232aa6a/attachment.html From kinley at mtaonline.net Mon Feb 12 16:56:32 2007 From: kinley at mtaonline.net (kinley at mtaonline.net) Date: Mon, 12 Feb 2007 16:56:32 -0500 Subject: [HealthLiteracy 679] Re: WednesdayQuestion: Health literacyasapublic health issue Message-ID: <380-220072112215632290@M2W027.mail2web.com> As I've been following this thread, an announcement came to my email this a.m. Are you aware that there is a web-based Journal of Medical Internet Research? This month's article is The following article has just been published in JMIR Volume 9 / Issue 1: Original Paper --------------- A Website to Improve Asthma Care by Suggesting Patient Questions for Physicians: Qualitative Analysis of User Experiences Christine W Hartmann, Christopher N Sciamanna, Danielle C Blanch, Sarah Mui, Heather Lawless, Michael Manocchia, Rochelle K Rosen, Anthony Pietropaoli J Med Internet Res 2007 (Feb 7); 9(1):e3 OPEN ACCESS (HTML): http://www.jmir.org/2007/1/e3/ MEMBERS ONLY (PDF): http://www.jmir.org/2007/1/e3/?pdf Looks like research that may have meaning when considering health literacy. Dorothy Kinley ----------------- From: Chris Hollis CHollis at salud.unm.edu Date: Mon, 12 Feb 2007 13:37:23 -0700 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 674] Re: WednesdayQuestion: Health literacyasapublic health issue Again, I sort of find it fascinating that long ago, Freire combined adult literacy and critical consideration of root causes of community issues (most of which affect public health) in a process that has much application to what we're discussing here. Many of those in public health (albeit most of whom applied his work to public health/development programs overseas rather than in the U.S.) took up his methodology. Unfortunately, I think many of those who did apply this in public health interventions tended to drop or not use effectively the political aspect (and the literacy aspect) of his method...which kind of watered down its effect and purpose. It's been interesting to me to see state government agencies promote using Freire's method in programs they've designed; I've always thought that kind of negated the whole purpose behind his thinking and approach of critical consciousness (conscientization--never could spell it). Chris Hollis University of New Mexico >>> "Mindy Domb" 2/12/2007 6:06 am >>> It's not just adult literacy workers that need to reach out to public health. People in public health who are working with adult populations also need to reach out to adult educators and realize that their work is affected by health literacy and their skills around it. I work in a program whose content is public health, but the methods, strategies and activities we use are all rooted in adult learning. Awareness of health literacy and the role it plays in our ability to be effective with the public health content is essential. Mindy Domb Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Jan Potter [mailto:jpotter at gha.org] Sent: Mon 2/12/2007 6:24 AM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------------------------------------------------------------- mail2web.com - Microsoft? Exchange solutions from a leading provider - http://link.mail2web.com/Business/Exchange From NDavies at dthr.ab.ca Mon Feb 12 17:01:57 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 12 Feb 2007 15:01:57 -0700 Subject: [HealthLiteracy 680] Re: Wednesday Question: Health literacy as apublic health issue Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BCF7@DTHREXCL1.dthr.ab.ca> This sounds like media literacy, which is one of the components of health literacy. We need to pull out aspects of media literacy (which goes from judging the words of a news correspondent to discerning whether or not to click on the pop-up that tells you you have won a laptop). I think in our quest to define where health literacy should be 'taught' (there's that linear model again), that we run the risk of boxing ourselves in to a shallow definition of health literacy - something the board has avoided so well thus far. I agree that health literacy is a literacy in and of itself - but should we not have smaller definitions, like media health literacy (understanding the motive for health information from government health agencies in the form of commercials to understanding the motive for 'health information', you know, those commercials that tell you to "ask your doctor"). One of the reasons we started the wellness centre was to stop people from obtaining conflicting information, getting information or medication from their doctor and then finding contradictory information from the Internet or on a news bulletin. -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, February 12, 2007 12:13 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 671] Re: Wednesday Question: Health literacyasapublic health issue Jan, That's a good point. People get health messages from many sources like the ones you mentioned. So we should also think of ways to get clear, simple, accurate information out in these non-formal areas. However, those messages are not regulated and have to compete with advertisements that look like health messages. (They now have ads on PBS television for sugary cereals, saying how "healthy" they are!) So part of it is also finding ways to teach people how to evaluate messages they see, so they know what to believe! The same, of course, goes for information found on the internet. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Jan Potter" 02/12/07 6:24 AM >>> I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [ mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/27ca72d4/attachment.html From smiths at bayvista.com Mon Feb 12 17:11:24 2007 From: smiths at bayvista.com (Sandra Smith) Date: Mon, 12 Feb 2007 14:11:24 -0800 Subject: [HealthLiteracy 681] Re: communication skills trainings need illustrated In-Reply-To: Message-ID: <20070212221226.2A2A0598927@relay1.cypresscom.net> Here is why we need Librarians and others skilled in offering reliable information (with compassion!) as Karyn discussed: I read in my Sunday paper (Seattle Times 2/11/07 Page 1) about Dave Cawdrey, a professional skateboarder, who at the top of his career, at age 25, began to loose his skills. After "months of doctor visits", he was diagnosed with ALS. The three letters meant little to him and his wife. "The doctor didn't really explain ALS," the report says, "so they went home and Googled it. What they read scared both of them. They cried and talked all that day." They would have found something like this: "Amyotrophic lateral sclerosis (ALS), sometimes called Lou Gehrig's disease, is a rapidly progressive, invariably fatal neurological disease that attacks the nerve cells (neurons) responsible for controlling voluntary muscles. No cure has been found." Clearly, although (unenforced) Federal and State law, accreditation standards and Medicare/Medicaid regulations hold physicians responsible for communicating with each patient in way they can understand, in the face of production pressures and lack of communications training among providers, it is not happening. Equally as concerning is the fact that the newspaper report offers no comment on the fact that Google is a better source of information for a patient with a life threatening disease than the physician who diagnosed it. SS Sandra Smith, MPH CHES Health Education Specialist & Principle Investigator U of WA Center for Health Education & Research 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Karyn Pomerantz Sent: Saturday, February 03, 2007 9:09 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 641] Re: question on patient communication skills trainings We have a health information coalition that includes librarians along with health and literacy practitioners. Several public libraries have increased their health programming by sponsoring health talks, HIV related community events, health screenings, and wildly popular health fairs. We also work with the Reach Out and Read organization that helps pediatricians promote early childhood literacy and refer patients to public libraries. We always include demos of good online health resources at our events to enable people to find the information they need at home or in the library. Librarians are especially skilled in helping people find credible resources and evaluate them. Public, academic and hospital librarians have been wonderful partners in promoting health information and services. And many public libraries host literacy classes and resources that strengthen the relationships between health and literacy. How are others working together? karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Fri, 2 Feb 2007 sabrina_kurtz-rossi at comcast.net wrote: > I agree with Sandra's comment "we need new channels, in addition to health care providers, to promote functional health literacy." > > At the moment I'm especially interested in the role librarians might play. It seems to me that medical librarians are in a unique position to support both increased awareness of the problem among health care providers as well as the development of patients' health literacy skills. > > I know the National Library of Medicine supports health literacy research and that the Medical Library Association is looking into the role hospital librarians can play as health literacy educators. Are there others on the list that work with librarians or who are librarians that could comment on this idea? > > - Sabrina > > ----------------------- > > Sabrina Kurtz-Rossi, M.Ed. > sabrina_kurtz-rossi at comcast.net > > > -------------- Original message -------------- > From: "Sandra Smith" > > > Yes! Excellent observation, Andrew. There is an urgent need to take > > understanding of health literacy beyond the medical model which frames low > > health literacy as a deficiency disease, measures it as a single > > individualistic trait (reading skill) unrelated to social support or > resources, and prescribes improved information delivery as the cure. > > Certainly improved information delivery is important, but it is not likely > > to fully mitigate individual and systemic problems related to low literacy > > and low health literacy. We need new channels, in addition to healthcare > > providers, to promote functional health literacy. One possibility is the > > existing national network of home visitation programs, which send nurses and > > trained paraprofessionals into the homes of disadvantaged families during > > pregnancy and early parenting, a time when readiness to learn is high and > > young women are accessing significant health services, often for the first > > time, and becoming health decision makers for their growing families. These > > home visitors already provide social services and links to resources (often > > including literacy enhancing services) and likely promote functional health > > literacy without being aware of it. They are well-positioned to empower > > clients to make measurable strides toward higher functioning in the > > heathcare system and in health contexts at home. This strategy is limited > > to maternal and child health, yet it is highly leveraged since skills > > learned during pregnancy and early parenting could improve functioning for > > all family members throughout their lives. If we look beyond our own walls, > > we are likely to discover similar solutions. SS > > > > Sandra Smith, MPH CHES > > Health Education Specialist & Principal Investigator > > University of WA Center for Health Education & Reseasch > > 800-444-8806 206 -441-7046 > > www.BeginningsGuides.net > > sandras at u.washington.edu > > > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > > Sent: Thursday, February 01, 2007 12:14 PM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 614] Re: question on patientcommunication skills > > trainings > > > > Hi everyone, > > > > Isn't this sadly not uncommon story from Ruth > > Davis one of the best reasons to expand the > > field's foci beyond doctor/patient interaction? > > That is a relatively (for most peole) small > > amount of time each year compared to the much > > greater percentage of time that individuals > > interact with information about health, use their > > literacy skills, and make decisions about their > > health. > > > > That is not to say do not address doctor/ patient > > interactions but isn't the most effective time to > > equip people with health literacy skills to > > enhance their personal empowerment to defend > > their right to health and health care before they > > encounter such a physician? > > > > Don't these observations also further demonstrate > > that health literacy is much more than the > > ability to pronounce medical words, fill in the > > vocabulary blanks, or (thanks Andres) is > > something that only patients and the public lack? > > For instance, briefly, that scenario is not only > > about writing down health information > > (fundamental health literacy), it is also about > > the components of health literacy related to > > culture (role of physicians in society) and civic > > literacy (navigating systems) and the scientific > > component of health literacy (understanding > > uncertainty and/ or knowledge uptake gaps as it > > relates to utility of second opinions - for > > example). What if, let us hope not, that > > physician also has not kept up with best medical > > practices (as is clearly the case regarding > > communication skills)? > > > > Regarding strategies at the larger scale, the > > final path to embed health literacy skills into > > medical education is not only through individual > > grand rounds given or CMEs issued but by putting > > health literacy into medical education and > > hospital accreditation standards as well as > > payment schemes. These are challenging tasks and > > require a bit of a paradigm change in approaches > > to health, health policy and systems, and health > > literacy. Challenging does not mean impossible or > > infeasible. > > > > In order to reach those goals, I suggest the > > field must first develop and agree on a > > comprehensive definition and model/framework of > > health literacy grounded in the entire range of > > contexts in which people interact with health > > information and make decisions about health. That > > model must be able to support both the > > development of curriculum for physicians and > > nurses in training as well as a very robust > > assessment tool. On this issue ... this is where > > I have to stop because our article outlining that > > is not yet published. > > > > Additionally and importantly, such a broader > > approach could/should also facilitate greater > > interaction between the health system and the > > educational system (esp. ABE/ESOL) writ large. > > > > > > Andrew Pleasant > > > > > > > > > > > > > > > > >We have been promoting the use of Ask Me 3 > > >locally for about 2 years now and it is > > >difficult to determine how often it or similar > > >efforts are used by the consumers. I was > > >presenting the Ask Me 3 information at a local > > >university's senior scholars program last week > > >when a couple of group participants shared the > > >following stories. > > > > > > During an office visit with a physician, > > >a woman stated she had started writing down > > >information the physician was sharing > > >with her that she wanted to remember when she > > >left the office. He inquired as to what she > > >was writing in her notebook. When she shared > > >back with him, she said he told her to put her > > > notebook away and that he would take care > > >of her and there was no need for her to be > > >writing anything down. She also conveyed > > >that he stated he had only 7.5 minutes to spend > > >with her and that he did not have the time > > >for her to be writing information down as they > > >were talking. When I inquired about how she > > > responded to this, she stated that she > > >felt intimidated and stopped writing. She did > > >not leave with any printed information or > > >instructions from the visit. > > > > > > Another participant asked what was being > > >done in medical schools related to training on > > >communications. He further stated that > > >his former physician had retired and that his > > >current physician always seemed to be in a > > >rush and was not very patient when he had > > >questions or asked for clarification. Others in > > >the group nodded their heads and several > > >stated they experienced similar behaviors. > > > > > >While I realized this is not always what > > >individuals encounter with their primary care > > >providers, I think it brings to light some very > > >real situations that consumers of health care > > >are facing when seeking information from health > > >professionals. Many times the reality of getting > > >health professionals to pay attention to the > > >many issues associated with health literacy is > > >not deemed to be a high priority. I have found > > >it has been difficult and sometimes impossible > > >to get on the agenda of professional groups' > > >staff meetings to discuss health literacy (using > > >the Ask Me 3 information) or to provide a > > >continuing educational offering on the program. > > >Also, health professional educational programs > > >seldom seem to address the complex issues > > >related to health communications to any depth in > > >our area. > > > > > >The frustration of this reality is that we may > > >help our consumers to be more engaged in seeking > > >information, but if health care professionals > > >are not receptive to this active involvement, > > >the consumers most likely will retreat. > > > > > >Ruth R. Davis MSN, RN, CHES > > >Community Health Nursing Supervisor > > > for Public Health Education > > >Madison County Health Department > > >1001 Ace Drive, P.O. Box 1047 > > >Berea, KY 40403 > > >859-228-2041 > > >Website address: > > >www.madison-co-ky-health.org > > > > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert > > >Sent: Friday, January 26, 2007 7:35 PM > > >To: The Health and Literacy Discussion List > > >Subject: [HealthLiteracy 603] Re: question on patientcommunication > > >skills trainings > > > > > > > > >We have done some focused work with Ask Me 3 with some very positive > > >results. Unfortunately I think it is a program that is not used properly > > >at times or to it's full potential. > > > > > >Thanks, > > >Bob > > > > > >Bob Dickerson, MSHSA, RRT > > >Quality Improvement Coordinator, Clinical Quality > > >Iowa Health - Des Moines > > >Des Moines, Iowa > > >Phone: (515) 263-5792 > > >Fax: (515) 263-5415 > > >E-mail: DICKERR2 at ihs.org > > >Website: www.ihsdesmoines.org > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney > > >Sent: Friday, January 26, 2007 12:35 PM > > >To: healthliteracy at nifl.gov > > >Subject: [HealthLiteracy 597] Re: question on patient communication > > >skills trainings > > > > > >Mindy, > > >To add to the plug for AskMe3, it is also designed to train patients as > > >well as providers. You can find it at: > > >http://www.askme3.org/ > > > > > >Also, look at the the online videos from AMA's group: Educating > > >Physicians on Controversies in Health > > >http://www.ama-assn.org/ama/pub/category/15369.html > > > > > >Check this out for lots of links to other good resources: > > > > > >The Health Literacy area of the ALE Wiki: > > >http://wiki.literacytent.org/index.php/Health_Literacy > > > > > >Good luck! > > > > > >Julie > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >>>> "Zeitz, Howard" 01/25/07 8:49 PM >>> > > >With regard to training for health care professionals, consider the ASK > > >ME 3 program. It targets healthcare organizations and professionals. > > > > > >With regard to patients, consider the programs from Stanford Univ (Dr. > > >Kate Lorig and colleagues). They include a 6 week program known as the > > >Chronic Disease Self Management Program (CDSMP) as well as programs > > >targeted to individuals with specific diseases (eg, HIV, arthritis, > > >etc). > > > > > >Howard J Zeitz > > > > > >======================================================================== > > >=== > > >On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > > >> Hello. I really enjoy being part of this list and having access not > > >only > > >> to some great minds and terrific resources, but participating in > > >> networking that really supports our work. This is the first time I > > >have > > >> reached out to the network. I am developing training curriculum that > > >is > > >> indirectly about patient communication skills, patient/physician > > >> communication. The training is for health and human service providers > > >on > > >> how they can better support their clients with HIV and Hepatitis C to > > >> better communicators with their medical providers. > > >> > > >> I am wondering if anyone has done this kind of training before or > > >> trainings on the importance of patient/physician communication, or > > > > building patient communications skills , what resources, activities, > > >> powerpoints were effective. > > >> > > >> Many thanks! > > >> Mindy Domb > > >> > > >> Mindy Domb > > >> Director > > >> HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > > >> Homeless/HIV Integration Project HCSM, Inc. > > >> 942 W. Chestnut Street > > >> Brockton, MA 02301 USA > > >> 413.256.3406 > > >> fax: 413.256.6371 > > >> www.hcsm.org/sphere > > >======================================================================== > > >=== > > >> Julie McKinney > > >> Discussion List Moderator > > >> World Education/NCSALL > > >> jmckinney at worlded.org > > >> > > >> ---------------------------------------------------- > > >> National Institute for Literacy > > >> Health and Literacy mailing list > > >> HealthLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, please go to > > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > > >> ---------------------------------------------------- > > > > > >Howard J Zeitz, MD > > >Rockford Regional Partnership for Health Literacy (RRPHL) > > >1601 Parkview Ave > > >Rockford, IL 61107 > > >T: 815-395-5964 > > >F: 815-395-5671 > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ******************************************** > > > > > >This message and accompanying documents are covered by the > > >Electronic Communications Privacy Act, 18 U.S.C. '' 2510-2521, > > >and contain information intended for the specified individual(s) only. > > >This information is confidential. If you are not the intended recipient > > >or an agent responsible for delivering it to the intended recipient, you > > >are hereby notified that you have received this document in error and > > >that any review, dissemination, copying, or the taking of any action > > >based on the contents of this information is strictly prohibited. If you > > >have received this communication in error, please notify us immediately > > >by e-mail, and delete the original message. > > > > > > ********************************************* > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription > > >settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > From amuro5 at epcc.edu Mon Feb 12 18:20:20 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Mon, 12 Feb 2007 16:20:20 -0700 Subject: [HealthLiteracy 682] Re: Learning Activities for Nutrition References: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Message-ID: Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4560 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/24ed0638/attachment.bin From Larva2 at aol.com Mon Feb 12 18:33:36 2007 From: Larva2 at aol.com (Larva2 at aol.com) Date: Mon, 12 Feb 2007 18:33:36 EST Subject: [HealthLiteracy 683] Re: Learning Activities for Nutrition Message-ID: Greetings from VA. In our Regional Adult Ed Program, we include a workplace wellness component which includes healthy eating choices. Lessons include material on what makes up a healthy way of eating and how to use food labeling to assist in making choices. One class exercise is "Marcus's Pantry" large boxes filled with examples of high fat, high sugar, processed foods along with a few healthy choices. The "food" is actually cleaned up food packaging with the labels intact. On a purely practical side, I put dryer sheets in the containers and tape them shut, just to keep everything smelling fresh. Included in the Pantry are some current grocery store flyers. Working in small groups the class has to clean out the Pantry and make some healthy recommendations including meal planning. It is sometimes interesting to see how different groups solve the problem in different ways. The exercise always generates a lot of questions and revealing conversation which, as you know, is a great place to start teaching. Peggy E. Larose, RN, MSN Bridges to the Future Program PD 16 Regional Adult Education Spotsylvania, VA -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070212/c17d5b78/attachment.html From dsmorris2 at yahoo.com Mon Feb 12 22:02:37 2007 From: dsmorris2 at yahoo.com (Daniel Morris) Date: Mon, 12 Feb 2007 19:02:37 -0800 (PST) Subject: [HealthLiteracy 684] Beauty school program Message-ID: <305300.710.qm@web31803.mail.mud.yahoo.com> Hello, I was just forwarded the discussion thread about beauty salon outreach programs, and wanted to share the work we've been doing in Community and Family Medicine at St. Louis University. We are collaborating with the Elaine Steven Beauty College (www.esbc.edu)and Nurses for Newborns (www.nfnf.org) to educate student stylists about prenatal care and discussing resources for pregnant women and new mothers. Elaine Steven is located in an area with high rates of premature birth, infant mortality, and women getting inadequate prenatal care. Over 120 students are enrolled at the school at any time, and over 600 clients a week come through the on-site salon. We just received a grant from the March of Dimes to fund the project for a year, and we're starting the classroom presentations this week. Our goal for this project is to develop a sustainable program that the beauty college can continue after the grant period is over. And the great thing about working with the beauty school is that the stylists are already sitting in the classroom. I'm happy to answer any questions about the project- please feel free to email or call. Dan Morris (314) 977-8497 morrisds at slu.edu ____________________________________________________________________________________ Don't get soaked. Take a quick peak at the forecast with the Yahoo! Search weather shortcut. http://tools.search.yahoo.com/shortcuts/#loc_weather From CHollis at salud.unm.edu Tue Feb 13 10:37:54 2007 From: CHollis at salud.unm.edu (Chris Hollis) Date: Tue, 13 Feb 2007 08:37:54 -0700 Subject: [HealthLiteracy 685] Re: Learning Activities for Nutrition In-Reply-To: References: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Message-ID: <45D178EC.F5E4.00C3.0@salud.unm.edu> Interesting...this is also a way media literacy lessons/projects get their audiences to look at nutrition. Again, the connection of health literacy and media literacy. Chris >>> "Muro, Andres" 2/12/2007 4:20 pm >>> Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 From jpotter at gha.org Tue Feb 13 10:54:08 2007 From: jpotter at gha.org (Jan Potter) Date: Tue, 13 Feb 2007 10:54:08 -0500 Subject: [HealthLiteracy 686] Re: Learning Activities for Nutrition Message-ID: <326215BFE562CE46A1AF814091FE828C01FFAF8B@mail.gha.org> Better yet - use the new mypyramid.gov website where you can tailor your own nutrition or health needs. It's wonderful. -----Original Message----- From: Muro, Andres [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Monday, February 12, 2007 6:20 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 675] Learning Activities for Nutrition Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres _____ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/552f3ad7/attachment.html From rhoward at tulsalibrary.org Tue Feb 13 11:11:15 2007 From: rhoward at tulsalibrary.org (Howard, Rebecca) Date: Tue, 13 Feb 2007 10:11:15 -0600 Subject: [HealthLiteracy 687] Re: Learning Activities for Nutrition In-Reply-To: References: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> Message-ID: <1EE9AD0ABF87AA4B9246CD558E91D6978F2253@email1.central.local> Thank you all so much for your wonderful resources and ideas! I appreciate it. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Monday, February 12, 2007 5:20 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 675] Learning Activities for Nutrition Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/4f28b3e3/attachment.html From rhoward at tulsalibrary.org Tue Feb 13 11:16:15 2007 From: rhoward at tulsalibrary.org (Howard, Rebecca) Date: Tue, 13 Feb 2007 10:16:15 -0600 Subject: [HealthLiteracy 688] Re: Learning Activities for Nutrition In-Reply-To: <45D178EC.F5E4.00C3.0@salud.unm.edu> References: <1EE9AD0ABF87AA4B9246CD558E91D6978F2250@email1.central.local> <45D178EC.F5E4.00C3.0@salud.unm.edu> Message-ID: <1EE9AD0ABF87AA4B9246CD558E91D6978F2256@email1.central.local> Interestingly, our project is addressing information literacy as well. What constitutes reputable health information? When should you be skeptical? As a soon-to-be librarian, I'm thrilled that we're considering broader definitions of literacy. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Chris Hollis Sent: Tuesday, February 13, 2007 9:38 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 685] Re: Learning Activities for Nutrition Interesting...this is also a way media literacy lessons/projects get their audiences to look at nutrition. Again, the connection of health literacy and media literacy. Chris >>> "Muro, Andres" 2/12/2007 4:20 pm >>> Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sfallsliteracy at yahoo.com Tue Feb 13 11:31:23 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 13 Feb 2007 08:31:23 -0800 (PST) Subject: [HealthLiteracy 689] Re: Learning Activities for Nutrition In-Reply-To: <45D178EC.F5E4.00C3.0@salud.unm.edu> Message-ID: <732871.3110.qm@web34709.mail.mud.yahoo.com> Andres - We did a similar exercise with our Reader Group using favorite snacks. The question "Which is better for you?" was raised as we looked at the nutrition label on each one. The Tutor Leader of this exercise happens to be diabetic so she also brought into the exercise the factor of health conditions impacting her choices ... she's a sugar-aholic and sugary snacks were part of the sampling. The conclusion of the exercise was that each of the Readers got to take a snack home. Surprisingly - the "snack samples" that were better nutritionally were the ones the Readers "fought over" to take home. An "Oh, by the Way" ... Only one of the learners in this group was an ESOL learner. The majority of the participants slipped through the cracks for other reasons (illness as a child, learning disability, moving from school to school). So know that a Health Literacy educational opportunity is broader than for just 2nd language students. Nancy Hansen, Exec. Director Sioux Falls Area Literacy Council Chris Hollis wrote: Interesting...this is also a way media literacy lessons/projects get their audiences to look at nutrition. Again, the connection of health literacy and media literacy. Chris >>> "Muro, Andres" 2/12/2007 4:20 pm >>> Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- It's here! Your new message! Get new email alerts with the free Yahoo! Toolbar. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/8283545b/attachment.html From julie_mcKinney at worlded.org Tue Feb 13 11:41:07 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 13 Feb 2007 11:41:07 -0500 Subject: [HealthLiteracy 690] Re: Learning Activities for Nutrition Message-ID: <45D1A3D30200002D000010C8@bostongwia.jsi.com> Hi Rebecca, Here is another resource: Family Health and Literacy http://healthliteracy.worlded.org/docs/family/ Go to the chapter on nutrition for information, lessons, activities and handouts, many of which are available in Spanish: http://healthliteracy.worlded.org/docs/family/easy.html#nutrition (Among others, you'll find a lesson from the El Paso Collaborative Health Literacy Curriculum, which was written by Andres and has a variation of what he just wrote in!) All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Howard, Rebecca" 02/12/07 3:46 PM >>> Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 From jpotter at gha.org Tue Feb 13 11:50:11 2007 From: jpotter at gha.org (Jan Potter) Date: Tue, 13 Feb 2007 11:50:11 -0500 Subject: [HealthLiteracy 691] Re: Learning Activities for Nutrition Message-ID: <326215BFE562CE46A1AF814091FE828C14E40B@mail.gha.org> I think one of the most important aspects in health literacy is, in fact, web literacy. Most of the time and money goes to trying to ensure that information shown online is correct and appropriate. We also need to spend some time teaching about the inappropriate. I teach a college class on Technical Communication and incorporate in it a module on assessing websites. Primarily, I stress being able to read and properly interpret bias online. It's an interesting study with interesting results. I have approximately 120 college students each semester and, without exception, every time I do the exercise, approximately 10% of them will read something online that is patently untrue and accept it as the holy grail. If allegedly literate 20 year olds commonly make a mistake about what is correct, then the higher rate of misinformation among those of lower literacy is a huge problem. -----Original Message----- From: Howard, Rebecca [mailto:rhoward at tulsalibrary.org] Sent: Tuesday, February 13, 2007 11:16 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 688] Re: Learning Activities for Nutrition Interestingly, our project is addressing information literacy as well. What constitutes reputable health information? When should you be skeptical? As a soon-to-be librarian, I'm thrilled that we're considering broader definitions of literacy. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Chris Hollis Sent: Tuesday, February 13, 2007 9:38 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 685] Re: Learning Activities for Nutrition Interesting...this is also a way media literacy lessons/projects get their audiences to look at nutrition. Again, the connection of health literacy and media literacy. Chris >>> "Muro, Andres" 2/12/2007 4:20 pm >>> Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From NDavies at dthr.ab.ca Tue Feb 13 13:16:56 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 13 Feb 2007 11:16:56 -0700 Subject: [HealthLiteracy 692] Re: Learning Activities for Nutrition Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BD01@DTHREXCL1.dthr.ab.ca> I agree. In fact, we have just had to take out some notes about how to properly reference websites with no author and no date. How can evidence based information come from a source with no author and no date?? These notes were in our health information guidelines. Obviously, health practitioners would be able to assess health information more accurately than, say, a college class, but still... I think we have definitely got to keep up with the changing face of the internet. A few years ago, spinning icons and pop-ups implied that the source was reliable, now they are laughable. Web literacy is unique in that the 'webscape' changes constantly. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter Sent: Tuesday, February 13, 2007 9:50 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 691] Re: Learning Activities for Nutrition I think one of the most important aspects in health literacy is, in fact, web literacy. Most of the time and money goes to trying to ensure that information shown online is correct and appropriate. We also need to spend some time teaching about the inappropriate. I teach a college class on Technical Communication and incorporate in it a module on assessing websites. Primarily, I stress being able to read and properly interpret bias online. It's an interesting study with interesting results. I have approximately 120 college students each semester and, without exception, every time I do the exercise, approximately 10% of them will read something online that is patently untrue and accept it as the holy grail. If allegedly literate 20 year olds commonly make a mistake about what is correct, then the higher rate of misinformation among those of lower literacy is a huge problem. -----Original Message----- From: Howard, Rebecca [mailto:rhoward at tulsalibrary.org] Sent: Tuesday, February 13, 2007 11:16 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 688] Re: Learning Activities for Nutrition Interestingly, our project is addressing information literacy as well. What constitutes reputable health information? When should you be skeptical? As a soon-to-be librarian, I'm thrilled that we're considering broader definitions of literacy. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Chris Hollis Sent: Tuesday, February 13, 2007 9:38 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 685] Re: Learning Activities for Nutrition Interesting...this is also a way media literacy lessons/projects get their audiences to look at nutrition. Again, the connection of health literacy and media literacy. Chris >>> "Muro, Andres" 2/12/2007 4:20 pm >>> Get some potato chipbags, coke cans, and other food items. Also, get a food pyramid and some basic nutrition guideline. You can have the students read nutrition info from the food items and compare them the guidelines. Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Howard, Rebecca Sent: Mon 2/12/2007 1:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 675] Learning Activities for Nutrition Hello, everyone. I'm looking for a simple, effective learning activity to do with English language learners on the topic of nutrition. The information does not necessarily have to be in Spanish, but it would be a plus if it were. Any advice? Thanks. Rebecca Howard L.D. Liaison/Literacy Specialist Tulsa City County Library Ruth G. Hardman Adult Literacy Service (918) 596-7961 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Tue Feb 13 13:49:28 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 13 Feb 2007 13:49:28 -0500 Subject: [HealthLiteracy 693] Re: Wednesday Question: Health literacyasapublic health issue Message-ID: <45D1C1E90200002D000010ED@bostongwia.jsi.com> Chris and others, We have discussed before how we define "health literacy". See the archived posts below from this discussion list (from last October) http://www.nifl.gov/pipermail/healthliteracy/2006/date.html Look at posts #444-457, October 11-17, with the subject line: "Definition of health literacy" OR "your presentation on health literacy". Any other suggestions, based on Chris' comment? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Chris Hollis" 02/12/07 3:29 PM >>> Interesting how we go round and round in public health; some of the same techniques that are used in different kinds of programs (for instance, social marketing has used "distribution" channels, such as barbers and hairdressers in several projects) come round for other programs. I think this discussion of advancing health literacy more into the public health arena though is going to call for us all to be more specific in what we are "defining" as health literacy. Chris Hollis University of New Mexico >>> "Cory Sevin" 2/12/2007 9:10 am >>> A number of organizations I know are doing formal outreach to work with barbers and others in the hair styling industry. Their goal is to help those folks be able to discuss simple health issues with their clients and help connect to primary care providers. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, February 12, 2007 4:25 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Alec_McKinney at jsi.com Tue Feb 13 16:34:38 2007 From: Alec_McKinney at jsi.com (Alec McKinney) Date: Tue, 13 Feb 2007 16:34:38 -0500 Subject: [HealthLiteracy 694] Re: Wednesday Question: Health Literacy as a public health issue Message-ID: <45D1E89D.6C3E.0093.0@jsi.com> Julie, Let me first clarify what I said, I think there has been a significant shift in the last 10 years with respect to how receptive payers and policy makers (HMOs, State Medicaid Offices, other insurers) are to developing programs and allowing billing for CHRONIC DISEASE-RELATED education, awareness, and clinical management. I think the main reason for this is that these payers and policy makers have come to recognize that these investments pay off in the way of reduced utilization and reduced severity of illness, which in turn results in lower costs for them. There are also evidenced-based interventions that have been researched and proven, at least in some contexts, to be effective, which has helped a great deal to encourage these investments. I have seen positive steps or leanings from some payers, policy makers, and large provider networks/hospitals who are becoming more and more aware of the impact that poverty and other social/infrastructure issues related to poverty (e.g. health literacy, provider cultural competence, low-literacy, lack of family support, lack of child care, lack of transportation, unsafe housing, etc.) have on access to and the quality of care. There have been some investments with respect to social service case management programs, taxi voucher programs, and provider education related to cultural competence, but I would not say that payers and policy makers have taken the steps they should to incentivise providers and health care organizations to change the way they provide care and actively work to reduce barriers to access for those who are poor, illiterate, have low health literacy, etc. etc. I am not an expert in this topic but chronic disease is more tangible than literacy and low health literacy. Those with a severe chronic disease have very high utilization those without a chronic disease or who have been educated on how to manage their chronic disease have lower utilization. I am confident that the same correlations between those who are health literate and those who are not exist but it does not seem quite as tangible. We need to show that there is a cost off-set to improving health literacy, improving signage in a hospital, reducing complicated administrative bureaucracy, improving provider/patient communication, providing more family support programs, ensuring access to appropriate/affordable child care etc. etc. In the past 10 years there have been dozens and dozens if not 100s of studies that have shown that investments in chronic disease management reduces utilization/costs, improves quality of care, AND improves patient outcomes. Many of you on this list know far better than I but my sense is that there has not been that much research showing this cost-off set and the impact that addressing health literacy and other social/infrastructure issues have on health care access, quality, and patient outcomes. This is where we need to go. We need to identify measures of health literacy and these other social/infrastructure issues, develop programs that impact these measures, and evaluate/research these programs to assess their impact and effectiveness. With respect to collaboration and working together to bring these issues to the forefront absolutely. Health literacy is an issue that spans the socio-economic spectrum but is agreeably much more significant to the low income poor populations. Joining together with advocacy, research, faith-based, and community-based organizations that are advocate for poor and low income populations is a great idea. I also think working with the AMA, AAFP, APHA, State Hospital Associations, and other health-related advocacy organizations is important. Not sure this long winded response addresses your question Julie but let me know. -Ale Alec McKinney Project Director John Snow, Inc. 44 Farnsworth Street Boston, MA 02210 Phone: 617-482-9485 Fax: 617-482-0617 E-mail: amckinney at jsi.com c >>> Julie McKinney 2/9/2007 1:32 PM >>> Alec, I think you brought up a good point last week, which has been echoed by others: that "other more social service issues related to poverty" are closely related to health literacy concerns, and have a big impact on health staus and health care costs, which I have to assume is one of the biggest driving forces for policy change. Perhaps one of the connections we should try to make is with social service agencies. By advocating together and including health literacy with other more well-known poverty-related issues, maybe we would have a stronger voice. You mentioned that HMOs and policy-makers are now supporting population-based health education, awareness, and chronic disease managment programs, after balking at them 10 years ago. How did this change happen? Maybe we can learn from this "sign of hope"! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Alec McKinney 02/02/07 11:35 AM >>> I have found when conducting community HEALTH needs assessments for health care payors or providers in low income, diverse communities that the overwhelming sentiment is the need for or the lack of safe housing, good jobs, family support, and other more social service issues related to poverty. Most people do not see diabetes, asthma, mental health, or other health-related issues as the major health-related concerns. It has been slow but I think there is a growing recognition and appreciation among policy makers, health care payors, and health care providers of the impact that poverty and these more social issues have on health care status AND health care costs. I think what is at the root of this discussion is that Low health literacy, unfamilairy with the mainstream health care system, and lack of acculturation need to be more directly included in this understanding. Stakeholders need to understand that these issues are as vital to improving the health status and general well being of general populations, and particulary low income populations, as blood preassure screenings, bypass surgury, and Prozac. I do, however, see signs of hope. It wasn't long ago that HMOs and policy makers completely balked at creating population-based health education, awareness, and chronic disease managment programs for conditions like heart disease, asthma, and diabetes. HMOs, other insurers, and even State Medicaid offices balked at the idea of investing in these programs because they were not able to see the direct implications on individual health status and costs. This has changed a lot in the past 10 years and now chronic disease management programs are common-place. You even see market-level partnerships between HMOs and state Medicaid Offices that are working together to invest in these programs. We need to work towards this with respect to health literacy and other programs that assist people to either navigate the health system and advocate for themselves. Included with this, of course, are programs that assist providers and provider organizations to create systems, clinical protocols, and provider trainings that promote services that are more culturally appropriate, welcoming, and sensitive to people of all cultural and linguistic backgrounds. Alec McKinney John Snow, Inc. 44 Farnsworth Street Boston, MA 02210 Phone: 617-482-9485 Fax: 617-482-0617 E-mail: amckinney at jsi.com >>> "Julie McKinney" 02/01/07 3:03 PM >>> Ok, I know it's Thursday and I'm a day late. Sorry! Ruth brought up a good point that I want to explore further: "...if health care professionals are not receptive to this active involvement, the consumers most likely will retreat." According to some research, this "retreat" takes the form of neglecting primary care and using emergency services instead. This costs the health care system billions of dollars in emergency care that could have been avoided, and longer and more frequent hospital stays for patients who did not understand instructions. This reflects a classic tension in many policy areas (particularly education) between money spent preventively now, or more money spent to clean up the mess later. It is always hard to justify money spent preventively, but this is another instance where it could save a lot more down the road. So today's question is: From the standpoint of a health practitioner or health system administrator or policy maker, what are the "costs" of not communicating effectively with patients? If you look down the road, what kinds of things might you end up spending money on that could be prevented with some seed money in clear communication strategies? Looking forward to hearing some thoughts! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davis, Ruth R (LHD-Madison Co)" 02/01/07 12:10 PM >>> We have been promoting the use of Ask Me 3 locally for about 2 years now and it is difficult to determine how often it or similar efforts are used by the consumers. I was presenting the Ask Me 3 information at a local university's senior scholars program last week when a couple of group participants shared the following stories. During an office visit with a physician, a woman stated she had started writing down information the physician was sharing with her that she wanted to remember when she left the office. He inquired as to what she was writing in her notebook. When she shared back with him, she said he told her to put her notebook away and that he would take care of her and there was no need for her to be writing anything down. She also conveyed that he stated he had only 7.5 minutes to spend with her and that he did not have the time for her to be writing information down as they were talking. When I inquired about how she responded to this, she stated that she felt intimidated and stopped writing. She did not leave with any printed information or instructions from the visit. Another participant asked what was being done in medical schools related to training on communications. He further stated that his former physician had retired and that his current physician always seemed to be in a rush and was not very patient when he had questions or asked for clarification. Others in the group nodded their heads and several stated they experienced similar behaviors. While I realized this is not always what individuals encounter with their primary care providers, I think it brings to light some very real situations that consumers of health care are facing when seeking information from health professionals. Many times the reality of getting health professionals to pay attention to the many issues associated with health literacy is not deemed to be a high priority. I have found it has been difficult and sometimes impossible to get on the agenda of professional groups' staff meetings to discuss health literacy (using the Ask Me 3 information) or to provide a continuing educational offering on the program. Also, health professional educational programs seldom seem to address the complex issues related to health communications to any depth in our area. The frustration of this reality is that we may help our consumers to be more engaged in seeking information, but if health care professionals are not receptive to this active involvement, the consumers most likely will retreat. Ruth R. Davis MSN, RN, CHES Community Health Nursing Supervisor for Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Friday, January 26, 2007 7:35 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 603] Re: question on patientcommunication skills trainings We have done some focused work with Ask Me 3 with some very positive results. Unfortunately I think it is a program that is not used properly at times or to it's full potential. Thanks, Bob Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, January 26, 2007 12:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 597] Re: question on patient communication skills trainings Mindy, To add to the plug for AskMe3, it is also designed to train patients as well as providers. You can find it at: http://www.askme3.org/ Also, look at the the online videos from AMA's group: Educating Physicians on Controversies in Health http://www.ama-assn.org/ama/pub/category/15369.html Check this out for lots of links to other good resources: The Health Literacy area of the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Good luck! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 01/25/07 8:49 PM >>> With regard to training for health care professionals, consider the ASK ME 3 program. It targets healthcare organizations and professionals. With regard to patients, consider the programs from Stanford Univ (Dr. Kate Lorig and colleagues). They include a 6 week program known as the Chronic Disease Self Management Program (CDSMP) as well as programs targeted to individuals with specific diseases (eg, HIV, arthritis, etc). Howard J Zeitz ======================================================================== === On Thu, January 25, 2007 12:15 pm, Mindy Domb wrote: > Hello. I really enjoy being part of this list and having access not only > to some great minds and terrific resources, but participating in > networking that really supports our work. This is the first time I have > reached out to the network. I am developing training curriculum that is > indirectly about patient communication skills, patient/physician > communication. The training is for health and human service providers on > how they can better support their clients with HIV and Hepatitis C to > better communicators with their medical providers. > > I am wondering if anyone has done this kind of training before or > trainings on the importance of patient/physician communication, or > building patient communications skills , what resources, activities, > powerpoints were effective. > > Many thanks! > Mindy Domb > > Mindy Domb > Director > HIV/viral Hepatitis Integration Programs SPHERE/The Statewide > Homeless/HIV Integration Project HCSM, Inc. > 942 W. Chestnut Street > Brockton, MA 02301 USA > 413.256.3406 > fax: 413.256.6371 > www.hcsm.org/sphere ======================================================================== === > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -kview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/10153305/attachment.html From csevin at IHI.org Tue Feb 13 20:53:32 2007 From: csevin at IHI.org (Cory Sevin) Date: Tue, 13 Feb 2007 20:53:32 -0500 Subject: [HealthLiteracy 695] Re: moving the mountain In-Reply-To: <20070202183925.49390598861@relay1.cypresscom.net> Message-ID: Sandra, Sorry for the delayed response. I think that when they hear about it (okay, big generalizations) it probably resonates as important but it is hard to grasp actionable changes they can do. And it seems huge and overwhelming if they have to master a whole field. And, given the focus on written materials, may believe the work of health literacy belongs to other professionals. And perhaps policy.......... If we can help to frame what actions they can and should take within the work they own-communicating with patients in a way patients can understand it will make more sense to them. And if we can redesign the processes around them to support interaction and communicating well, they might really enjoy making it work. I am thinking of things like teach back, Ask Me 3, having materials appropriate to the patient and interacting with patients around the materials. I realize this discussion comes as the list is exploring avenues outside the patient provider interaction...... Regards, Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Friday, February 02, 2007 11:43 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 632] Re: moving the mountain Cory - I'm interested in your work on bringing health literacy into the core of healthcare. I just approved a chapter on health literacy for publication in a med school text, so there's a little encouragement re the future. Interesting idea that providers se hlit as content outside their field and so irrelevant. Is the preferred image to see it as policy? Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Friday, February 02, 2007 8:43 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 625] Re: moving the mountain I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.... Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/8fabe8e0/attachment.html From csevin at IHI.org Tue Feb 13 20:54:59 2007 From: csevin at IHI.org (Cory Sevin) Date: Tue, 13 Feb 2007 20:54:59 -0500 Subject: [HealthLiteracy 696] Re: moving the mountain In-Reply-To: <20070202184729.C3F7959863F@relay1.cypresscom.net> Message-ID: Great idea. I am going to take this idea to our teams that are redesigning based on patient experience and patient centeredness...... Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Friday, February 02, 2007 11:50 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 633] Re: moving the mountain Cory, you wrote ...how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process? One possibility might be a practice communication/information map that traces a "typical" pt - say a diabetes patient - through the office, marking all the stops (reception, waiting, exam room, lab...) and the actual and potential locations where info is presented. This starts the discussion about content, timing, teaching strategy, what materials are needed where, who teaches what where, how will we know pt is ready for next step... SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Friday, February 02, 2007 8:43 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 625] Re: moving the mountain I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.... Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/65ff4aeb/attachment.html From christina.zarcadoolas at mssm.edu Tue Feb 13 17:45:48 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Tue, 13 Feb 2007 17:45:48 -0500 Subject: [HealthLiteracy 696] health literacy definition redux References: <521441A4F164E1418DCAC093C9EE6D9501E7BD01@DTHREXCL1.dthr.ab.ca> Message-ID: <95BB97B790474B41A29B233720DE2351047FC20F@exch-3.mssm.edu> Dear friends, To me, talking definitions can be like talking about "educational vision" or like trying to learn how to belly dance from an audio tape. Have you ever been on a curriculum committee where you spend more time talking about the "vision thing" than talking about the actually concepts and content of your curriculum? (I'll not pursue the belly dancing example). For us linguists, the gold standard of literacy or language competence is plain and non-negotiable- Chomsky said it 40 years ago, and many after him. What defines us as language users, as literate beings, what allows us to not simply contaminate the flock with our fear, but to tell our flock what color the enemy's uniforms are, is our ability to use language in new situations, in novel ways - the ability to speak sentences we've never heard. "The boy who chased the cat that the dog barked at cried." ( Who cried?) Missing from most definitions of health literacy over these many years has been ( and continues to be) the lack of understanding of what literacy itself means - and the range of literacy skills people really do have in the read world, and how to channel these competencies to achieve greater understanding of health. Health literacy is not about reading a list of words, or filling in blanks in a paragraph.(School textbook publishers declared this to be true in the 60s and 70s) But in the small field of health literacy that's what we tested for and it's become the definition of health literacy. Literacy and health literacy is so much more - so much more powerful and inventive. There is so much more reason for hope. Literacy abilities are so much broader - the adult reading at 3rd grade level who figures out CSI Miami in the first 20 minutes; the New Orleans resident who sees an AP photo caption referring to a black youth as a "looter", and knows to see the racism in the messages; the parent of a seriously ill child who knows how knows the clinical trial data as well as the resident at the hospital. The gold standard definition of humans as generative language users is that we use the language generatively ( in new situations). This allows people to apply existing knowledge, ( "Adult aspirin is dangerous to my baby,") to new situations as they develop, ("This high blood pressure pill may be too strong for me.") I A more health literate person has a better shot at handling a new problem/situation than the lower health literate person. For the less health literate person each bit of health information often remains isolated - it's like reading a phone book of names, rather than the names in a Russian novel. And we perpetuate that in how we communicate/teach health. Another problem with the standard definiton of literacy and health literacy is that it invariably tries to create a finite list of things that make someone health literate. This also flies in the face of what we know about people and how they use language: * There's tremendous variability in how people understand language. We make sense as we go along, often correcting early interpretations as we move further along. * People's spoken and written language abilities are not the same. We usually speak and understand language many grade levels above what we can read and write. * People are essentially meaking makers when it comes to language. Listen to language on the street - it serves an enormous range of functions - warns, promises, instructs, threatens, bargains, clarifies, cajoles, chides, .....and on and on. WE ARE HARD WIRED TO MAKE MEANING. So.....why is it so hard to make meaning of health information? Why is it so hard to advance the public's health literacy? At the end of this absurdly long epistle, I will propose a partial answer: We took a very narrow definition of health literacy. We purposefully or unwittingly decided not to notice what people could do and focused on what they couldn't. Essentially we built a field without theory. Our work is now cut out for us. Chris Christina Zarcadoolas PhD Health and Environmental Literacy Dept. of Community and Preventive Medicine Mount Sinai School of Medicine Box 1043 One Gustave Levy Place New York, NY 10029 212-241-0625 Christina.Zarcadoolas at mssm.edu http://directory.mssm.edu/faculty The perfect is the enemy of the good -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070213/0dbc19ff/attachment.html From smiths at bayvista.com Wed Feb 14 12:13:58 2007 From: smiths at bayvista.com (Sandra Smith) Date: Wed, 14 Feb 2007 17:13:58 -0000 Subject: [HealthLiteracy 697] Re: moving the mountain In-Reply-To: Message-ID: <20070214172337.2F0BB33EB1@smtp2.cypresscom.net> Thanks Cory, I agree. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Tuesday, February 13, 2007 5:54 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 695] Re: moving the mountain Sandra, Sorry for the delayed response. I think that when they hear about it (okay, big generalizations) it probably resonates as important but it is hard to grasp actionable changes they can do. And it seems huge and overwhelming if they have to master a whole field. And, given the focus on written materials, may believe the work of health literacy belongs to other professionals. And perhaps policy.... If we can help to frame what actions they can and should take within the work they own-communicating with patients in a way patients can understand it will make more sense to them. And if we can redesign the processes around them to support interaction and communicating well, they might really enjoy making it work. I am thinking of things like teach back, Ask Me 3, having materials appropriate to the patient and interacting with patients around the materials. I realize this discussion comes as the list is exploring avenues outside the patient provider interaction.. Regards, Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Friday, February 02, 2007 11:43 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 632] Re: moving the mountain Cory - I'm interested in your work on bringing health literacy into the core of healthcare. I just approved a chapter on health literacy for publication in a med school text, so there's a little encouragement re the future. Interesting idea that providers se hlit as content outside their field and so irrelevant. Is the preferred image to see it as policy? Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cory Sevin Sent: Friday, February 02, 2007 8:43 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 625] Re: moving the mountain I have been following this list for awhile now and wish to jump in here. Let me introduce myself briefly......I have been a nurse practitioner since 1980 and spent 20 + years working with teens and their families. Most of whom lived in poverty. I hope that my interaction and communication with all the folks I worked with was better towards the end of those 20 years than at the beginning! I think it was, but we would need to ask them about that. Now I work in healthcare quality improvement, specifically office practice redesign. I have lots to say and ask in relation to this discussion but here are 3 things we are trying to do that would help healthcare providers with their interaction: * Make continuity of care with primary care provider a core system property-i.e. patients and providers establish a relationship over time because the patient always sees their provider of choice. So they get to know each other and can work things out in the context of a respectful, long term relationship * Help practices eliminate chaos and waste so that everyone in the office is working to support the patient get their needs met. Imagine that! * We are trying to help physicians, nurses, and others with whom we work understand that, the only way, okay, the only way, for them to reach their goals (great patient care, joy in work, pay for performance goals) is to include the patients in meaningful ways-meaningful to the patient. And currently, most are far from this. I have spent the last year learning about the issue of health literacy, plain language, and research on what our faculty are calling the "interaction gap" between providers and patients. And searching for ways to begin to integrate these concepts, paradigm shifts and tools into our redesign work. So, to try and keep this short! two things. First, anything that can be done to empower patients and their families to demand communication and information that is understandable and helps them with their own healthcare goals is critical. I love the suggestion about reaching new moms in home visiting programs, and other community based campaigns. Second, and this is where I am specifically looking for help and actively working, I have come to believe that as long as these issues are seen as "content" outside the core work of changes and improvement in healthcare, Health Literacy will be seen as outside and not embraced. It makes it easy to dismiss since it is unknown to them and so it must not be important! But, to those who are trying hard, it can feel totally overwhelming to have a whole other field of research, knowledge, tools, skills, etc. to have to master. It felt like that to me. In our work with office practice teams, we ask them to redesign their care with the patient in the center of their new design. And, communication, information and interaction is key to making this work. I have been working on how to bring the "stuff" you all talk about into this framework in actionable ways that they can test. As an example, how can they create the system and environment in which patient teachback, or Ask Me 3, becomes a part of the process. I know this email is way too long so I will stop here. Thanks to all the great conversation, tools and resources. And if anyone is interested in what I am trying to make happen, please let me know. I would love some help on bringing health literacy into the core of healthcare.. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marg Rose Sent: Thursday, February 01, 2007 6:21 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 618] moving the mountain Thank you for speaking up, Ruth. In my graduate studies action research project, the lack of time emerged as the predominant barrier to collaboration between literacy and health educators, echoing your findings about feeling rushed in appointments. In a focus group session, a health promotions specialist urged the literacy educators to encourage learners to audiotape their sessions with medical professionals, to reduce the barrier of writing skills to comprehension. She then suggested that the learners could bring the tape to their literacy class, or to their families, for discussion and follow-up. Fearing a similarly hostile reaction to the one you described in your last posting, I asked her "What if the physician is uncomfortable with the introduction of a tape recorder to the appointment?" She stood up straight, and looked around the room, and said simply, "Tough. Your body is your responsibility and if your physician reacts negatively, find another physician." She went on to say that a controlled study of breast cancer patients who taped their diagnoses were perceived as more engaged and had more positive relationships with their physicians, as judged by the physicians themselves. Spurred on by this idea, our literacy coalition produced a "Patient Prompt Card" little fold-up, wallet-sized reminder card for learners to take into their appointments, following the Ask me 3 model. We worked with a team of health educators and nurses at an inner-city clinic to devise the content of the patient prompt card. It was then focus-tested with learners for wording and tone etc. It was unveiled at a health literacy conference in 2005; it has had little uptake by either literacy or public health professionals. Interesting. I would rather err on the side of patient self-efficacy, than wait for the systems to change, so heartily endorse a learner-centered locus of change, with literacy coalitions acting as connectors to encourage and support health and literacy educators who step forward to be the change agents, such as Ruth herself. Kudos. An action research framework, such as described fully in Allan Quigley's new book 'Building on professional practice' (Krieger, 2006) is a way for literacy and health practitioners to enter into dialogue, map out interventions, and track the results of those changes in a systematic, yet learner-centered framework. I'd encourage folks on this list to pick up a copy. Dr. Irving Rootman, a dedicated advisor to the Expert Panel on Health Literacy and Michael Smith Scholar at the University of Victoria, has an excellent article in the September 12, 2006 issue of the Canadian Medical Association Journal (volume 175 (6) that asks the question, Where are the doctors? It makes an excellent conversation starter, staff room table strategic placement, pointed email, or "waveable" document for lobbyists to take to the professional associations. Hope it helps you, Ruth, to take heart and know your perceptions are bang on. Always optimistic, Marg Rose, B.Ed. St. FX Graduate Student (M. Ad. Ed) Former Executive Director of Literacy Partners of Manitoba ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070214/d506db1a/attachment.html From julie_mcKinney at worlded.org Wed Feb 14 12:30:47 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 14 Feb 2007 12:30:47 -0500 Subject: [HealthLiteracy 698] Re: Wednesday Question: Health literacy as a public health issue Message-ID: <45D300F70200002D0000114E@bostongwia.jsi.com> One example of a connection point between health literacy and public health is the Health Literacy Studies division at Harvard's School of Public Health. See the site below: Harvard School of Public: Health Literacy Studies www.hsph.harvard.edu/healthliteracy This is what they do: "We are engaged in a variety of research efforts focused on communication and literacy skills. We are interested in exploring the pathways from education to health outcomes. We examine literacy-related barriers to a variety of health services and care and work with researchers in adult education to identify skills needed to access programs and services, manage chronic diseases, and participate in disease prevention activities. Our work is based in community, public health, health care, and adult education settings. Our goal is to help reduce health disparities." Are there any other such divisions in public health schools? How effective is this to address health literacy with future public health professionals as they train? It has been noted that training medical professionals in health literacy awareness and strategies is one important route. This seems to be another one. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Chris Hollis" 02/12/07 3:29 PM >>> Interesting how we go round and round in public health; some of the same techniques that are used in different kinds of programs (for instance, social marketing has used "distribution" channels, such as barbers and hairdressers in several projects) come round for other programs. I think this discussion of advancing health literacy more into the public health arena though is going to call for us all to be more specific in what we are "defining" as health literacy. Chris Hollis University of New Mexico >>> "Cory Sevin" 2/12/2007 9:10 am >>> A number of organizations I know are doing formal outreach to work with barbers and others in the hair styling industry. Their goal is to help those folks be able to discuss simple health issues with their clients and help connect to primary care providers. Cory Cory Sevin IHI National Director (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, February 12, 2007 4:25 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 669] Re: Wednesday Question: Health literacyasapublic health issue I think, to a certain extent, we are still "thinking inside the box" when we talk about approaching public health. Many of us already work closely with public health. I think we need to approach other venues such as (especially) public or university libraries and places like grocery stores, bowling alleys, movie theatres, shopping centers, public schools, and anywhere that people actually go regularly. Bulletin boards are easy to create and cheap and can reach a huge audience if aimed in the right direction. For example, see http://www.gha.org/pha/resources/bulletinboards/stroke/index.asp -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, February 09, 2007 1:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 665] Re: Wednesday Question: Health literacy asapublic health issue Thanks, Sandra, Andres and Bertie for your input. Making connections between groups, and in particular connecting with education seems to be key. My challenge for February (good idea, Bertie) will be to invite some folks from education and public health to join this dialog. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Bertha Mo 02/09/07 11:07 AM >>> The way to build public health as a multi-sectoral approach is for each one of us to reach out and create community whereever we are. My challenge during the month of February, reach out and find a new contact who works in public health if you are in adult education and vis versa if you are in health. At least in your school, your town, make some connections and see if anything new and eciting might happen. Bertie Andrea Wilder wrote: Andres-- Change will happen when we start to think of health care as a right and not a commodity. Andrea On Feb 8, 2007, at 1:49 PM, Muro, Andres wrote: > > > My question now is: What exactly should we do to move beyond the > patient/doctor interaction, and into the public health arena? > > I think that we must understand that millions don't even have access to > health care. Also, we must understand that there are a multitude of > health problems deriving from extremely unhealthy practices. There are > humanitarian reasons for addressing these, but there are also economic > reasons that affect society at large. We all know that unhealthy > lifestyles and lack of access to health care result in an increase in > use of emergency rooms, expensive treatments instead of prevention, > absentism to employment, school, volunteer work, etc. > > What specific efforts will it take to move the system forward? How do > we > engage the public health community and policy makers into this broader > understanding of health literacy as a public health issue? > > I think that it is important to understand that health literacy is > about > prevention. Prevention is, of course, directly tied to education. So, > we > need to increase education connected to health literacy. > > However, this goes beyond the adult education classroom. We need to > start with k-12 and systematically incorporate health education as > mandatory public school knowledge in curriculum. > > Getting creative and Freirian, we could also talk about the > economic-political forces that prevent universal health education and > health care from becoming available in this country, the alliances > between drug manufacturers, insurance providers, the medical > establishment and the government, and the huge profits that these > entities make. But this is getting too creative. > > Andres > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From afrmj at uaa.alaska.edu Wed Feb 14 14:12:20 2007 From: afrmj at uaa.alaska.edu (Rhonda Johnson) Date: Wed, 14 Feb 2007 10:12:20 -0900 Subject: [HealthLiteracy 699] Re: Wednesday Question: Health literacy as a public health issue Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070214/5b2c1bbd/attachment.html From boydhdavis at yahoo.com Wed Feb 14 14:55:59 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Wed, 14 Feb 2007 11:55:59 -0800 (PST) Subject: [HealthLiteracy 700] Re: health literacy definition redux In-Reply-To: <95BB97B790474B41A29B233720DE2351047FC20F@exch-3.mssm.edu> Message-ID: <789334.41094.qm@web54615.mail.yahoo.com> Dear Chris, I'd like to circulate this to the students in my Language-Health-and-Aging class, to help them as they design photonovella storyboards for people who don't read very well but think/talk/listen just fine. Would that be OK? Boyd Davis http://www.english.uncc.edu/bdavis "Zarcadoolas, Christina" wrote: Dear friends, To me, talking definitions can be like talking about "educational vision" or like trying to learn how to belly dance from an audio tape. Have you ever been on a curriculum committee where you spend more time talking about the "vision thing" than talking about the actually concepts and content of your curriculum? (I'll not pursue the belly dancing example). For us linguists, the gold standard of literacy or language competence is plain and non-negotiable- Chomsky said it 40 years ago, and many after him. What defines us as language users, as literate beings, what allows us to not simply contaminate the flock with our fear, but to tell our flock what color the enemy's uniforms are, is our ability to use language in new situations, in novel ways - the ability to speak sentences we've never heard. "The boy who chased the cat that the dog barked at cried." ( Who cried?) Missing from most definitions of health literacy over these many years has been ( and continues to be) the lack of understanding of what literacy itself means - and the range of literacy skills people really do have in the read world, and how to channel these competencies to achieve greater understanding of health. Health literacy is not about reading a list of words, or filling in blanks in a paragraph.(School textbook publishers declared this to be true in the 60s and 70s) But in the small field of health literacy that's what we tested for and it's become the definition of health literacy. Literacy and health literacy is so much more - so much more powerful and inventive. There is so much more reason for hope. Literacy abilities are so much broader - the adult reading at 3rd grade level who figures out CSI Miami in the first 20 minutes; the New Orleans resident who sees an AP photo caption referring to a black youth as a "looter", and knows to see the racism in the messages; the parent of a seriously ill child who knows how knows the clinical trial data as well as the resident at the hospital. The gold standard definition of humans as generative language users is that we use the language generatively ( in new situations). This allows people to apply existing knowledge, ( "Adult aspirin is dangerous to my baby,") to new situations as they develop, ("This high blood pressure pill may be too strong for me.") I A more health literate person has a better shot at handling a new problem/situation than the lower health literate person. For the less health literate person each bit of health information often remains isolated - it's like reading a phone book of names, rather than the names in a Russian novel. And we perpetuate that in how we communicate/teach health. Another problem with the standard definiton of literacy and health literacy is that it invariably tries to create a finite list of things that make someone health literate. This also flies in the face of what we know about people and how they use language: There's tremendous variability in how people understand language. We make sense as we go along, often correcting early interpretations as we move further along. People's spoken and written language abilities are not the same. We usually speak and understand language many grade levels above what we can read and write. People are essentially meaking makers when it comes to language. Listen to language on the street - it serves an enormous range of functions - warns, promises, instructs, threatens, bargains, clarifies, cajoles, chides, .....and on and on. WE ARE HARD WIRED TO MAKE MEANING. So.....why is it so hard to make meaning of health information? Why is it so hard to advance the public's health literacy? At the end of this absurdly long epistle, I will propose a partial answer: We took a very narrow definition of health literacy. We purposefully or unwittingly decided not to notice what people could do and focused on what they couldn't. Essentially we built a field without theory. Our work is now cut out for us. Chris Christina Zarcadoolas PhD Health and Environmental Literacy Dept. of Community and Preventive Medicine Mount Sinai School of Medicine Box 1043 One Gustave Levy Place New York, NY 10029 212-241-0625 Christina.Zarcadoolas at mssm.edu http://directory.mssm.edu/faculty The perfect is the enemy of the good ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070214/e146c7ad/attachment.html From julie_mcKinney at worlded.org Wed Feb 14 17:07:10 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 14 Feb 2007 17:07:10 -0500 Subject: [HealthLiteracy 701] Re: health literacy definition redux Message-ID: <45D341BE0200002D00001194@bostongwia.jsi.com> Chris, Thanks for putting so much thought into your "absurdly long epistle" and for sharing it with us! I hope we can all think more about specifically what our work is, how we can channel the range of literacy competencies, and help folks more easily make meaning of health information. Your perspective of coming at it from a linguist's view is yet another new layer of this issue--one that we should explore! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zarcadoolas, Christina" 02/13/07 5:45 PM >>> Dear friends, To me, talking definitions can be like talking about "educational vision" or like trying to learn how to belly dance from an audio tape. Have you ever been on a curriculum committee where you spend more time talking about the "vision thing" than talking about the actually concepts and content of your curriculum? (I'll not pursue the belly dancing example). For us linguists, the gold standard of literacy or language competence is plain and non-negotiable- Chomsky said it 40 years ago, and many after him. What defines us as language users, as literate beings, what allows us to not simply contaminate the flock with our fear, but to tell our flock what color the enemy's uniforms are, is our ability to use language in new situations, in novel ways - the ability to speak sentences we've never heard. "The boy who chased the cat that the dog barked at cried." ( Who cried?) Missing from most definitions of health literacy over these many years has been ( and continues to be) the lack of understanding of what literacy itself means - and the range of literacy skills people really do have in the read world, and how to channel these competencies to achieve greater understanding of health. Health literacy is not about reading a list of words, or filling in blanks in a paragraph.(School textbook publishers declared this to be true in the 60s and 70s) But in the small field of health literacy that's what we tested for and it's become the definition of health literacy. Literacy and health literacy is so much more - so much more powerful and inventive. There is so much more reason for hope. Literacy abilities are so much broader - the adult reading at 3rd grade level who figures out CSI Miami in the first 20 minutes; the New Orleans resident who sees an AP photo caption referring to a black youth as a "looter", and knows to see the racism in the messages; the parent of a seriously ill child who knows how knows the clinical trial data as well as the resident at the hospital. The gold standard definition of humans as generative language users is that we use the language generatively ( in new situations). This allows people to apply existing knowledge, ( "Adult aspirin is dangerous to my baby,") to new situations as they develop, ("This high blood pressure pill may be too strong for me.") I A more health literate person has a better shot at handling a new problem/situation than the lower health literate person. For the less health literate person each bit of health information often remains isolated - it's like reading a phone book of names, rather than the names in a Russian novel. And we perpetuate that in how we communicate/teach health. Another problem with the standard definiton of literacy and health literacy is that it invariably tries to create a finite list of things that make someone health literate. This also flies in the face of what we know about people and how they use language: * There's tremendous variability in how people understand language. We make sense as we go along, often correcting early interpretations as we move further along. * People's spoken and written language abilities are not the same. We usually speak and understand language many grade levels above what we can read and write. * People are essentially meaking makers when it comes to language. Listen to language on the street - it serves an enormous range of functions - warns, promises, instructs, threatens, bargains, clarifies, cajoles, chides, .....and on and on. WE ARE HARD WIRED TO MAKE MEANING. So.....why is it so hard to make meaning of health information? Why is it so hard to advance the public's health literacy? At the end of this absurdly long epistle, I will propose a partial answer: We took a very narrow definition of health literacy. We purposefully or unwittingly decided not to notice what people could do and focused on what they couldn't. Essentially we built a field without theory. Our work is now cut out for us. Chris Christina Zarcadoolas PhD Health and Environmental Literacy Dept. of Community and Preventive Medicine Mount Sinai School of Medicine Box 1043 One Gustave Levy Place New York, NY 10029 212-241-0625 Christina.Zarcadoolas at mssm.edu http://directory.mssm.edu/faculty The perfect is the enemy of the good From NDavies at dthr.ab.ca Wed Feb 14 17:58:25 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 14 Feb 2007 15:58:25 -0700 Subject: [HealthLiteracy 702] Re: health literacy definition redux Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BD0E@DTHREXCL1.dthr.ab.ca> To add to the mix - Vygotsky said that Language is Culture - when we change our language, we are changing the (material and abstract) environment in which we are communicating. I'm really enjoying this new direction Chris is taking us in. Nicola -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, February 14, 2007 3:07 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 701] Re: health literacy definition redux Chris, Thanks for putting so much thought into your "absurdly long epistle" and for sharing it with us! I hope we can all think more about specifically what our work is, how we can channel the range of literacy competencies, and help folks more easily make meaning of health information. Your perspective of coming at it from a linguist's view is yet another new layer of this issue--one that we should explore! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zarcadoolas, Christina" 02/13/07 5:45 PM >>> Dear friends, To me, talking definitions can be like talking about "educational vision" or like trying to learn how to belly dance from an audio tape. Have you ever been on a curriculum committee where you spend more time talking about the "vision thing" than talking about the actually concepts and content of your curriculum? (I'll not pursue the belly dancing example). For us linguists, the gold standard of literacy or language competence is plain and non-negotiable- Chomsky said it 40 years ago, and many after him. What defines us as language users, as literate beings, what allows us to not simply contaminate the flock with our fear, but to tell our flock what color the enemy's uniforms are, is our ability to use language in new situations, in novel ways - the ability to speak sentences we've never heard. "The boy who chased the cat that the dog barked at cried." ( Who cried?) Missing from most definitions of health literacy over these many years has been ( and continues to be) the lack of understanding of what literacy itself means - and the range of literacy skills people really do have in the read world, and how to channel these competencies to achieve greater understanding of health. Health literacy is not about reading a list of words, or filling in blanks in a paragraph.(School textbook publishers declared this to be true in the 60s and 70s) But in the small field of health literacy that's what we tested for and it's become the definition of health literacy. Literacy and health literacy is so much more - so much more powerful and inventive. There is so much more reason for hope. Literacy abilities are so much broader - the adult reading at 3rd grade level who figures out CSI Miami in the first 20 minutes; the New Orleans resident who sees an AP photo caption referring to a black youth as a "looter", and knows to see the racism in the messages; the parent of a seriously ill child who knows how knows the clinical trial data as well as the resident at the hospital. The gold standard definition of humans as generative language users is that we use the language generatively ( in new situations). This allows people to apply existing knowledge, ( "Adult aspirin is dangerous to my baby,") to new situations as they develop, ("This high blood pressure pill may be too strong for me.") I A more health literate person has a better shot at handling a new problem/situation than the lower health literate person. For the less health literate person each bit of health information often remains isolated - it's like reading a phone book of names, rather than the names in a Russian novel. And we perpetuate that in how we communicate/teach health. Another problem with the standard definiton of literacy and health literacy is that it invariably tries to create a finite list of things that make someone health literate. This also flies in the face of what we know about people and how they use language: * There's tremendous variability in how people understand language. We make sense as we go along, often correcting early interpretations as we move further along. * People's spoken and written language abilities are not the same. We usually speak and understand language many grade levels above what we can read and write. * People are essentially meaking makers when it comes to language. Listen to language on the street - it serves an enormous range of functions - warns, promises, instructs, threatens, bargains, clarifies, cajoles, chides, .....and on and on. WE ARE HARD WIRED TO MAKE MEANING. So.....why is it so hard to make meaning of health information? Why is it so hard to advance the public's health literacy? At the end of this absurdly long epistle, I will propose a partial answer: We took a very narrow definition of health literacy. We purposefully or unwittingly decided not to notice what people could do and focused on what they couldn't. Essentially we built a field without theory. Our work is now cut out for us. Chris Christina Zarcadoolas PhD Health and Environmental Literacy Dept. of Community and Preventive Medicine Mount Sinai School of Medicine Box 1043 One Gustave Levy Place New York, NY 10029 212-241-0625 Christina.Zarcadoolas at mssm.edu http://directory.mssm.edu/faculty The perfect is the enemy of the good ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From SStableford at une.edu Thu Feb 15 09:14:31 2007 From: SStableford at une.edu (Sue Stableford) Date: Thu, 15 Feb 2007 09:14:31 -0500 Subject: [HealthLiteracy 703] Re: Wednesday Question: Health literacy as a public health issue In-Reply-To: References: Message-ID: <45D42477.97CC.00F6.0@une.edu> Hello Rhonda and listserv Colleagues, I want to support the notion of including health literacy in curricula of graduate public health programs. I'm currently teaching a health literacy course in our distance-learning MPH program at the University of New England in Maine. The course includes Osteopathic medical students working towards a combined DO/MPH degree and public health professionals. I'm using chapters from both textbooks currently available - the one published by the AMA and the one written by Chris Zarcadoolas, a member of this list. In addition, I have assigned some of the fine research and policy articles in the rich literature base we now have. The course combines reading, discussions, field experience, and hands-on learning about how to create clear health communication. Students participate enthusiastically in on-line discussions and learn much from each other. If anyone would like more information, feel free to email me personally at the email address below my signature. Just a reminder that the 2007 national Health Literacy Institutes are open for registration, one in June and a repeat Institute in October. These fill quickly, so if you or a colleague wants to learn plain language writing skills for print and web, sign up soon. Here's the URL for all information: www.HealthLiteracyInstitute.net Best regards to all, Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com >>> Rhonda Johnson 2/14/2007 2:12 PM >>> I think there is growing awareness of health literacy as a public health issue and this is increasingly reflected in the curriculum of graduate public health programs. Health literacy was explicitly mentioned in the recommendations of the 2002 IOM Report: Who Will Keep the Public Healthy?-Educating Public Health Professionals for the 21st Century. Am not sure I can attach a document to this listserve, so will provide the hypertext link here: http://www.iom.edu/Object.File/Master/24/562/EducatingPHFINAL.pdf On a local level, our MPH program is one of ten sites selected to host a Pfizer Visiting Professor of Health Literacy in 2006-7. As part of this visiting professorship, Dr. Barry Weiss from University of Arizona will be meeting with our faculty in March to discuss integration of health literacy into our curriculum. He will also be providing several free public presentations during the week, not only as part of our MPH Seminar Series, but also as part of inservices planned for the native medical center, the family practice residency program, the federally qualified health center in the municipality of Anchorage and one of the tribal health providers in the northwest arctic. He will also be meeting with the local literacy project to discuss how better to include health literacy into the basic literacy (and ESL) courses. It should be a whirlwind week. Rhonda Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 907-786-6545 tel 907-786-6572 fax Rhonda.Johnson at uaa.alaska.edu ----- Original Message ----- From: Julie McKinney Date: Wednesday, February 14, 2007 8:30 am Subject: [HealthLiteracy 698] Re: Wednesday Question: Health literacy as a public health issue > One example of a connection point between health literacy and > public health is the Health Literacy Studies division at Harvard's > School of Public Health. See the site below: > > Harvard School of Public: Health Literacy Studies > www.hsph.harvard.edu/healthliteracy > > This is what they do: > > "We are engaged in a variety of research efforts focused on > communication and literacy skills. We are interested in exploring > the pathways from education to health outcomes. We examine > literacy-related barriers to a variety of health services and care > and work with researchers in adult education to identify skills > needed to access programs and services, manage chronic diseases, > and participate in disease prevention activities. Our work is > based in community, public health, health care, and adult > education settings. Our goal is to help re duce hea From julie_mcKinney at worlded.org Thu Feb 15 09:53:12 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 15 Feb 2007 09:53:12 -0500 Subject: [HealthLiteracy 704] Wednesday Question: Health Literacy Coalitions Message-ID: <45D42D880200002D000011C0@bostongwia.jsi.com> Hi Everyone, Thanks so much for participating in our recent conversations. I am happy to see new people writing in, and so much enthusiasm and creativity in moving this field forward! It makes me believe that this forum is actually working to help those of us from so many different sectors think about this issue together and come up with ideas that will lead to action. In many cases, this action will start with forming coalitions between different sectors. Here is a Wednesday Question that was proposed by a list member. (I'm sorry...one of these days I will actually post the Wednesday Question ON Wednesday!) ***************************************** * What sort of successes and failures have people experienced in establishing health literacy coalitions? * What were the greater challenges and successful tactics for forming these coalitions and to keeping them together and, importantly, active and funded? * Are they best situated grounded in a governmental initiative or advisory capacity or entirely independent coalition of partners? ******************************************* All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Loretta.Becker at bcbsri.org Thu Feb 15 12:06:16 2007 From: Loretta.Becker at bcbsri.org (Loretta.Becker at bcbsri.org) Date: Thu, 15 Feb 2007 12:06:16 -0500 Subject: [HealthLiteracy 705] Re: Health Literacy Digest, Vol 17, Issue 30 In-Reply-To: Message-ID: Hello, Rhode Island has a coalition, Rhode Island Health Literacy Project Coalition. Please see our web-site at WWW.RIHLP.org Loretta Becker ********************************************************************************* This e-mail and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or taking any action in reliance on the information contained in this e-mail is prohibited. If you have received this e-mail in error, please immediately notify your e-mail administrator. Blue Cross & Blue Shield of Rhode Island in-state: (401) 751-1673 out of state: 1-800-343-5743 ********************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070215/c9a077df/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 14208 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070215/c9a077df/attachment.gif From rmatsuyama at vcu.edu Wed Feb 14 12:18:49 2007 From: rmatsuyama at vcu.edu (Robin K Matsuyama/FS/VCU) Date: Wed, 14 Feb 2007 12:18:49 -0500 Subject: [HealthLiteracy 706] Re: health literacy definition redux Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070214/09c9ec59/attachment.html From bertiemo at yahoo.com Thu Feb 15 16:03:42 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 15 Feb 2007 16:03:42 -0500 (EST) Subject: [HealthLiteracy 707] Re: Wednesday Question: Health literacy as a public health issue In-Reply-To: <45D42477.97CC.00F6.0@une.edu> Message-ID: <845064.37065.qm@web43110.mail.sp1.yahoo.com> Would you be willing to share your syllabus with the list serve? Bertie Sue Stableford wrote: Hello Rhonda and listserv Colleagues, I want to support the notion of including health literacy in curricula of graduate public health programs. I'm currently teaching a health literacy course in our distance-learning MPH program at the University of New England in Maine. The course includes Osteopathic medical students working towards a combined DO/MPH degree and public health professionals. I'm using chapters from both textbooks currently available - the one published by the AMA and the one written by Chris Zarcadoolas, a member of this list. In addition, I have assigned some of the fine research and policy articles in the rich literature base we now have. The course combines reading, discussions, field experience, and hands-on learning about how to create clear health communication. Students participate enthusiastically in on-line discussions and learn much from each other. If anyone would like more information, feel free to email me personally at the email address below my signature. Just a reminder that the 2007 national Health Literacy Institutes are open for registration, one in June and a repeat Institute in October. These fill quickly, so if you or a colleague wants to learn plain language writing skills for print and web, sign up soon. Here's the URL for all information: www.HealthLiteracyInstitute.net Best regards to all, Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com >>> Rhonda Johnson 2/14/2007 2:12 PM >>> I think there is growing awareness of health literacy as a public health issue and this is increasingly reflected in the curriculum of graduate public health programs. Health literacy was explicitly mentioned in the recommendations of the 2002 IOM Report: Who Will Keep the Public Healthy?-Educating Public Health Professionals for the 21st Century. Am not sure I can attach a document to this listserve, so will provide the hypertext link here: http://www.iom.edu/Object.File/Master/24/562/EducatingPHFINAL.pdf On a local level, our MPH program is one of ten sites selected to host a Pfizer Visiting Professor of Health Literacy in 2006-7. As part of this visiting professorship, Dr. Barry Weiss from University of Arizona will be meeting with our faculty in March to discuss integration of health literacy into our curriculum. He will also be providing several free public presentations during the week, not only as part of our MPH Seminar Series, but also as part of inservices planned for the native medical center, the family practice residency program, the federally qualified health center in the municipality of Anchorage and one of the tribal health providers in the northwest arctic. He will also be meeting with the local literacy project to discuss how better to include health literacy into the basic literacy (and ESL) courses. It should be a whirlwind week. Rhonda Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 907-786-6545 tel 907-786-6572 fax Rhonda.Johnson at uaa.alaska.edu ----- Original Message ----- From: Julie McKinney Date: Wednesday, February 14, 2007 8:30 am Subject: [HealthLiteracy 698] Re: Wednesday Question: Health literacy as a public health issue > One example of a connection point between health literacy and > public health is the Health Literacy Studies division at Harvard's > School of Public Health. See the site below: > > Harvard School of Public: Health Literacy Studies > www.hsph.harvard.edu/healthliteracy > > This is what they do: > > "We are engaged in a variety of research efforts focused on > communication and literacy skills. We are interested in exploring > the pathways from education to health outcomes. We examine > literacy-related barriers to a variety of health services and care > and work with researchers in adult education to identify skills > needed to access programs and services, manage chronic diseases, > and participate in disease prevention activities. Our work is > based in community, public health, health care, and adult > education settings. Our goal is to help re duce hea ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070215/1e4abcb1/attachment.html From kabeall at comcast.net Wed Feb 14 13:25:59 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 14 Feb 2007 13:25:59 -0500 Subject: [HealthLiteracy 708] New from NCSALL Message-ID: <00af01c75065$940df490$0202a8c0@your4105e587b6> Adult Literacy Research: Opportunities and Challenges by John Comings and Lisa Soricone This occasional paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#opps Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy by Harris Cooper This occasional paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from other research endeavors in the social sciences. Then, the tasks of research synthesis are presented within the context of a hypothetical example drawn from the literature on adult learning and literacy. To download the paper, go to the NCSALL Web site: www.ncsall.net/?id=26#syntheses **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070214/2857a154/attachment.html From julie_mcKinney at worlded.org Fri Feb 16 10:15:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 16 Feb 2007 10:15:59 -0500 Subject: [HealthLiteracy 709] AMA-endorsed trainings in clear health communication Message-ID: <45D5845F0200002D00001212@bostongwia.jsi.com> Hi Everyone, I am passing on this recommendation from the American Medical Association for the Health Literacy Institutes: Summer and Fall trainings in clear health communication. There was so much interest in our recent discussion about using pictures for health education materials, that I know many of you are interested in this. I also think it is encouraging to see a training of this sort recommended by the American Medical Association. It shows that they are on board with at least this aspect of health literacy! All the best, Julie ******************************** The 2007 Summer Institute will be held June 10-13. The 2007 Fall Institute (repeat) will be held October 28-31. Both Institutes are hosted in Freeport, Maine. Each Institute is limited to 30 participants, so register early to hold your place. Details and registration information are at www.HealthLiteracyInstitute.net * * * * * * * Sent by: American Medical Association * Helping doctors help patients 515 N. State Street Chicago, Illinois, 60610 (312)464-5000 ********************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From kpomeran at gwu.edu Fri Feb 16 10:26:01 2007 From: kpomeran at gwu.edu (Karyn Pomerantz) Date: Fri, 16 Feb 2007 10:26:01 -0500 (EST) Subject: [HealthLiteracy 710] Re: Wednesday Question: Health Literacy Coalitions In-Reply-To: <45D42D880200002D000011C0@bostongwia.jsi.com> Message-ID: Our Health Information Partners surveyed our members (23 people mostly from unique organizations) in 2005 to assess their satisfaction with the coalition. These are the responses to our closed ended questions: "HIPS Collaboration Assessment Summary, May 2005 Interview and survey results indicate that HIPS members, in general, feel committed to the collaboration, believe the collaboration has been successful, and have not encountered any major problems. Some survey results: " 60% of respondents feel HIPS members, in general, are very committed to the collaboration, and 40% feel they are committed. " 53.3% of respondents feel their organization has been committed to the collaboration, 33.3% feel their organization has not been committed, 13.3% feel their organization has been very committed. " 100% of respondents believe the positive aspects of being involved with HIPS outweigh the negative. " 100% of respondents feel the HIPS collaboration has been successful or very successful so far. Some positive aspects, or those that make it easy to work within the HIPS collaboration: " Good networking " Good communication " Delegation of tasks into committees " Numerous perspectives " Shared goals Some negative aspects, or those that make it difficult to work within the HIPS collaboration: " Scheduling issues " Balancing priorities with one's regular job Some of HIPS' most important accomplishments: " Number of outreach and training programs conducted " Bringing together people from different backgrounds to work toward a common goal " Involving different communities Some limitations of the study: " Small sample size " Cannot distinguish between types of organizations" Our group has received funding from the National Library of Medicine although most organizations contribute effort without compensation. We basically share common goals and values, and really enjoy working together in a collegial, non-territorial environment. Since all of us have other responsibilities and spend few hours a week on the coalition, it is gratifying that we are beginning our 4th year together - and some of us have worked together for 7 years. The biggest marker of success to me has been the participation in HIV activism of some of our former and current learners. karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Thu, 15 Feb 2007, Julie McKinney wrote: > Hi Everyone, > > Thanks so much for participating in our recent conversations. I am happy to see new people writing in, and so much enthusiasm and creativity in moving this field forward! It makes me believe that this forum is actually working to help those of us from so many different sectors think about this issue together and come up with ideas that will lead to action. > > In many cases, this action will start with forming coalitions between different sectors. Here is a Wednesday Question that was proposed by a list member. (I'm sorry...one of these days I will actually post the Wednesday Question ON Wednesday!) > > ***************************************** > * What sort of successes and failures have people experienced in establishing health literacy coalitions? > > * What were the greater challenges and successful tactics for forming these coalitions and to keeping them together and, importantly, active and funded? > > * Are they best situated grounded in a governmental initiative or advisory capacity or entirely independent coalition of > partners? > ******************************************* > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > From julie_mcKinney at worlded.org Fri Feb 16 11:14:27 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 16 Feb 2007 11:14:27 -0500 Subject: [HealthLiteracy 711] Re: Wednesday Question: Health Literacy Coalitions Message-ID: <45D592130200002D0000122B@bostongwia.jsi.com> Karyn, Thanks for sharing the results of the HIPS Collaboration evaluation. Can you tell us a little about how it was formed, who are the participants, and what it does, specifically? If there is a link to a website with this information, that would be great, too. Thanks again, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Karyn Pomerantz 02/16/07 10:26 AM >>> Our Health Information Partners surveyed our members (23 people mostly from unique organizations) in 2005 to assess their satisfaction with the coalition. These are the responses to our closed ended questions: "HIPS Collaboration Assessment Summary, May 2005 Interview and survey results indicate that HIPS members, in general, feel committed to the collaboration, believe the collaboration has been successful, and have not encountered any major problems. Some survey results: " 60% of respondents feel HIPS members, in general, are very committed to the collaboration, and 40% feel they are committed. " 53.3% of respondents feel their organization has been committed to the collaboration, 33.3% feel their organization has not been committed, 13.3% feel their organization has been very committed. " 100% of respondents believe the positive aspects of being involved with HIPS outweigh the negative. " 100% of respondents feel the HIPS collaboration has been successful or very successful so far. Some positive aspects, or those that make it easy to work within the HIPS collaboration: " Good networking " Good communication " Delegation of tasks into committees " Numerous perspectives " Shared goals Some negative aspects, or those that make it difficult to work within the HIPS collaboration: " Scheduling issues " Balancing priorities with one's regular job Some of HIPS' most important accomplishments: " Number of outreach and training programs conducted " Bringing together people from different backgrounds to work toward a common goal " Involving different communities Some limitations of the study: " Small sample size " Cannot distinguish between types of organizations" Our group has received funding from the National Library of Medicine although most organizations contribute effort without compensation. We basically share common goals and values, and really enjoy working together in a collegial, non-territorial environment. Since all of us have other responsibilities and spend few hours a week on the coalition, it is gratifying that we are beginning our 4th year together - and some of us have worked together for 7 years. The biggest marker of success to me has been the participation in HIV activism of some of our former and current learners. karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Thu, 15 Feb 2007, Julie McKinney wrote: > Hi Everyone, > > Thanks so much for participating in our recent conversations. I am happy to see new people writing in, and so much enthusiasm and creativity in moving this field forward! It makes me believe that this forum is actually working to help those of us from so many different sectors think about this issue together and come up with ideas that will lead to action. > > In many cases, this action will start with forming coalitions between different sectors. Here is a Wednesday Question that was proposed by a list member. (I'm sorry...one of these days I will actually post the Wednesday Question ON Wednesday!) > > ***************************************** > * What sort of successes and failures have people experienced in establishing health literacy coalitions? > > * What were the greater challenges and successful tactics for forming these coalitions and to keeping them together and, importantly, active and funded? > > * Are they best situated grounded in a governmental initiative or advisory capacity or entirely independent coalition of > partners? > ******************************************* > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From kpomeran at gwu.edu Fri Feb 16 12:22:15 2007 From: kpomeran at gwu.edu (Karyn Pomerantz) Date: Fri, 16 Feb 2007 12:22:15 -0500 (EST) Subject: [HealthLiteracy 712] Re: Wednesday Question: Health Literacy Coalitions In-Reply-To: <45D592130200002D0000122B@bostongwia.jsi.com> Message-ID: Thanks for asking, Julie. We have a web site with our members, events, some curriculum, and description of the coalition at http://connectforhealth.gwu.edu In 2000-2002, several organizations received funding from the National Library of Medicine to promote good health information resources, including those from medlineplus.gov We represented a university, a Latino health center, an HIV health center, a pediatric community health center, and a community HIV education group. The health centers installed computers in their waiting rooms and/or exam rooms for patients to use with the help of coaches who visited intermittently. The HIV educators conducted computer classes in their offices and at GW for their patients/clients and the public. Along the way, we met literacy practitioners and librarians in town who wanted to promote health in their settings. NLM awarded us a planning grant and then implementation funds. Our major activities include outreach (visits to health centers to coach users on the computer, to libraries to give health talks, on the street to talk about HIV issues with our local public health association), training (hands on classes at a public library, university and health centers), and professional development (biannual workshops called "Connecting for Health Literacy"). Those of us at the university also teach students about health lit; another professor teaches a course using many of the resources from World Education and other programs represented on this list (thank you!) My personal goal is to use health information and the discussions it generates to transform more people into health activists who address root causes of HIV and other inequalities. I am also concerned about the way health literacy can be used to blame people for bad decisions or place responsibility for health on individuals. There is a wonderful critique of this approach in Sondra Cuban's article on health literacy at http://www.jceps.com/?pageID=article&articleID=74 We have a meeting this Tuesday to foster relationships among the health, literacy and library community. If you all have any tips for discussions, let me know! take care, karyn Karyn L. Pomerantz, MLS, MPH Partners for Health Information | Health Information Partners GW School of Public Health & Hlth Services 2175 K St., NW #716 | Washington, DC 20037 202/416-0408 (voice), 202/416-0433 (fax) kpomeran at gwu.edu connectforhealth.gwu.edu On Fri, 16 Feb 2007, Julie McKinney wrote: > Karyn, > Thanks for sharing the results of the HIPS Collaboration evaluation. > Can you tell us a little about how it was formed, who are the > participants, and what it does, specifically? If there is a link to a > website with this information, that would be great, too. > > Thanks again, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> Karyn Pomerantz 02/16/07 10:26 AM >>> > Our Health Information Partners surveyed our members (23 people mostly > from unique organizations) in 2005 to assess their satisfaction with the > coalition. These are the responses to our closed ended questions: > > "HIPS Collaboration Assessment Summary, May 2005 > > Interview and survey results indicate that HIPS members, in general, > feel > committed to the collaboration, believe the collaboration has been > successful, and have not encountered any major problems. > > Some survey results: > > " 60% of respondents feel HIPS members, in general, are very > committed to the collaboration, and 40% feel they are committed. > " 53.3% of respondents feel their organization has been committed > to > the collaboration, 33.3% feel their organization has not been committed, > 13.3% feel their organization has been very committed. > " 100% of respondents believe the positive aspects of being > involved > with HIPS outweigh the negative. > " 100% of respondents feel the HIPS collaboration has been > successful or very successful so far. > > Some positive aspects, or those that make it easy to work within the > HIPS > collaboration: > " Good networking > " Good communication > " Delegation of tasks into committees > " Numerous perspectives > " Shared goals > > Some negative aspects, or those that make it difficult to work within > the > HIPS collaboration: > " Scheduling issues > " Balancing priorities with one's regular job > > Some of HIPS' most important accomplishments: > " Number of outreach and training programs conducted > " Bringing together people from different backgrounds to work > toward > a common goal > " Involving different communities > > Some limitations of the study: > " Small sample size > " Cannot distinguish between types of organizations" > > Our group has received funding from the National Library of Medicine > although most organizations contribute effort without compensation. We > basically share common goals and values, and really enjoy working > together > in a collegial, non-territorial environment. Since all of us have other > responsibilities and spend few hours a week on the coalition, it is > gratifying that we are beginning our 4th year together - and some of us > have worked together for 7 years. > > The biggest marker of success to me has been the participation in HIV > activism of some of our former and current learners. > > karyn > > Karyn L. Pomerantz, MLS, MPH > Partners for Health Information | Health Information Partners > GW School of Public Health & Hlth Services > 2175 K St., NW #716 | Washington, DC 20037 > 202/416-0408 (voice), 202/416-0433 (fax) > kpomeran at gwu.edu connectforhealth.gwu.edu > > On Thu, 15 Feb 2007, Julie McKinney wrote: > > > Hi Everyone, > > > > Thanks so much for participating in our recent conversations. I am > happy to see new people writing in, and so much enthusiasm and > creativity in moving this field forward! It makes me believe that this > forum is actually working to help those of us from so many different > sectors think about this issue together and come up with ideas that will > lead to action. > > > > In many cases, this action will start with forming coalitions between > different sectors. Here is a Wednesday Question that was proposed by a > list member. (I'm sorry...one of these days I will actually post the > Wednesday Question ON Wednesday!) > > > > ***************************************** > > * What sort of successes and failures have people experienced in > establishing health literacy coalitions? > > > > * What were the greater challenges and successful tactics for forming > these coalitions and to keeping them together and, importantly, active > and funded? > > > > * Are they best situated grounded in a governmental initiative or > advisory capacity or entirely independent coalition of > > partners? > > ******************************************* > > > > All the best, > > Julie > > > > Julie McKinney > > Discussion List Moderator > > World Education/NCSALL > > jmckinney at worlded.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > From julie_mcKinney at worlded.org Fri Feb 16 12:30:09 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 16 Feb 2007 12:30:09 -0500 Subject: [HealthLiteracy 713] The Rhode Island Health Literacy Project Message-ID: <45D5A3D20200002D0000123E@bostongwia.jsi.com> Loretta, Thanks for sharing the information about the Rhode Island Health Literacy Project! It was impressive to see that an insurance company (Blue Cross Blue Shield of Rhode Island) took the initiative in forming this coalition. This suggests that they believe that addressing health literacy will ultimately reduce their costs by improving the way thier low-health-literate patients interact with the health care system. It seems that they were convinced, in part, by the study by the Institute of Medicine (IOM ) showing that 47 percent of the country's adult population are disconnected from the U.S. healthcare system because they are health illiterate. This shows that we do have some data that is compelling enough to get the payers on board. Can you tell us any more about how Blue Cross Blue Shield came to support this initiative? Thanks! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 02/15/07 12:06 PM >>> Hello, Rhode Island has a coalition, Rhode Island Health Literacy Project Coalition. Please see our web-site at WWW.RIHLP.org Loretta Becker ********************************************************************************* This e-mail and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or taking any action in reliance on the information contained in this e-mail is prohibited. If you have received this e-mail in error, please immediately notify your e-mail administrator. Blue Cross & Blue Shield of Rhode Island in-state: (401) 751-1673 out of state: 1-800-343-5743 ********************************************************************************* From Joanne.Schwartzberg at ama-assn.org Fri Feb 16 18:54:49 2007 From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg) Date: Fri, 16 Feb 2007 17:54:49 -0600 Subject: [HealthLiteracy 714] Re: AMA-endorsed trainings in clear healthcommunication References: <45D5845F0200002D00001212@bostongwia.jsi.com> Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE7801261EA2@EXV1.ad.ama-assn.org> Hi Everyone, Just a word in response to the comment that AMA is on board in respect to health literacy. I should hope so, after almost 8 years since the initial AMA white paper on health literacy was published in JAMA. If you go to the web site : www.amafoundation.org/go/healthliteracy you will find many of the educational programs and materials, the "Health Literacy:Help Your Patients Understand" kit with the video, the train the trainer programs (over 29 multidisciplinary teams have been trained in a 3 hour curriculum and are putting on programs constantly - over 20,000 health professionals trained) and the new "Safe Communication Universal Precautions" tip card. AMA Press has also published a textbook "Understanding Health Literacy: Implications for Medicine and Public Health" which is available from the bookstore at the AMA home page (www.ama-assn.org). We will shortly have up on the web site the Proceedings from our latest Conference on Health Literacy and Patient Safety - so stay tuned... We are always interested in what is happening in this field and any way that we can work with the many excellent programs, research and resources that exist now and are being created to improve patient care and well-being. Joanne G. Schwartzberg, MD Director, Aging and Community Health American Medical Association 515 N. State St. Chicago, IL 60610 312-464-5355 fax: 312-464-5841 Joanne.Schwartzberg at ama-assn.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, February 16, 2007 9:16 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 709] AMA-endorsed trainings in clear healthcommunication Hi Everyone, I am passing on this recommendation from the American Medical Association for the Health Literacy Institutes: Summer and Fall trainings in clear health communication. There was so much interest in our recent discussion about using pictures for health education materials, that I know many of you are interested in this. I also think it is encouraging to see a training of this sort recommended by the American Medical Association. It shows that they are on board with at least this aspect of health literacy! All the best, Julie ******************************** The 2007 Summer Institute will be held June 10-13. The 2007 Fall Institute (repeat) will be held October 28-31. Both Institutes are hosted in Freeport, Maine. Each Institute is limited to 30 participants, so register early to hold your place. Details and registration information are at www.HealthLiteracyInstitute.net * * * * * * * Sent by: American Medical Association * Helping doctors help patients 515 N. State Street Chicago, Illinois, 60610 (312)464-5000 ********************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From DICKERR2 at ihs.org Mon Feb 19 13:09:04 2007 From: DICKERR2 at ihs.org (Dickerson, Robert) Date: Mon, 19 Feb 2007 12:09:04 -0600 Subject: [HealthLiteracy 715] Re: AMA-endorsed trainings in clear health communication Message-ID: <1A33E9E06C4E994AA9AC1211509057F3549F03@FODXM001.ihs.org> The American Medical Association has been on board with health literacy for several years and is a leader in promoting innovative tools to help clinicians better understand the issues surrounding health literacy and what they can do. They have a health literacy tool kit which includes a manual and video with patient interviews that are very powerful tools for helping get the message across. We have used the video in presentations to various departments and nursing units in our hospital system. We need to keep in mind that while the AMA is very active in supporting measures to enhance health literacy not every physician is a member and not every physician, even those who are members, buys into the message. Professional organizations can make recommendations and influence behavior, however they cannot control behavior. It is not until the individual clinician finds value in changing that they will change. Having said that, efforts are being made by many health care professional organizations to help clinicians better understand the issues related to low health literacy. It's unfortunate that so many are still not listening. On the other hand it presents a world of opportunity. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, February 16, 2007 9:16 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 709] AMA-endorsed trainings in clear health communication Hi Everyone, I am passing on this recommendation from the American Medical Association for the Health Literacy Institutes: Summer and Fall trainings in clear health communication. There was so much interest in our recent discussion about using pictures for health education materials, that I know many of you are interested in this. I also think it is encouraging to see a training of this sort recommended by the American Medical Association. It shows that they are on board with at least this aspect of health literacy! All the best, Julie ******************************** The 2007 Summer Institute will be held June 10-13. The 2007 Fall Institute (repeat) will be held October 28-31. Both Institutes are hosted in Freeport, Maine. Each Institute is limited to 30 participants, so register early to hold your place. Details and registration information are at www.HealthLiteracyInstitute.net * * * * * * * Sent by: American Medical Association * Helping doctors help patients 515 N. State Street Chicago, Illinois, 60610 (312)464-5000 ********************************* Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From dora at cal.org Tue Feb 20 16:43:21 2007 From: dora at cal.org (Dora Johnson) Date: Tue, 20 Feb 2007 16:43:21 -0500 Subject: [HealthLiteracy 716] Article from the Washington Post Message-ID: <7E0B624DDF68104F92C38648A4D93D8F0244A149@MAIL.cal.local> It looks as if the Ask Me 3 program piqued the interest of the Washington Post today. http://www.washingtonpost.com/wp-dyn/content/article/2007/02/16/AR200702 1602260.html A Silent Epidemic By Sandra G. Boodman Washington Post Staff Writer Tuesday, February 20, 2007; Page HE01 Toni Cordell recalled feeling reassured when her gynecologist said her problem could be fixed with an "easy repair" involving surgery. She readily agreed, she said, barely glancing at the consent forms because reading was difficult for her. She said she didn't ask any questions because she didn't know what to say. During a routine postoperative checkup several weeks later, Cordell vividly remembers, she was stunned when the nurse asked, "How are you since your hysterectomy?" "All I could think of was how could I have been so stupid?" Cordell said of that day 30 years ago. "I just wanted to scream. I really didn't know I was surrendering part of my body." Similar events occur every day in every hospital around the country, medical experts say, a consequence of the pervasive and largely unrecognized problem known as low "health literacy." Cordell, who lives in Charlotte and received remedial reading instruction as an adult, said she believes her case was typical: She graduated from high school reading at a fifth-grade level, a deficiency she long sought to hide. She attributes her poor reading skills to a combination of dyslexia and a childhood medical condition. In a 2004 report, the Institute of Medicine defined health literacy as the ability to obtain and understand basic health information and services needed to make informed decisions. Low health literacy, the institute noted, affects an estimated 90 million Americans, who struggle to understand what a doctor has told them or to comply with treatment recommendations as essential as taking the proper dose of medication. A 1999 report by the American Medical Association found that consent forms and other medical forms are typically written at the graduate school level, although the average American adult reads at the eighth-grade level. Earlier this month a Chicago-based organization known as the Joint Commission, which accredits the nation's hospitals and clinics, unveiled a list of 35 recommendations to address the problem, which is estimated to cost taxpayers $58 billion annually. Among the recommendations developed by a panel of experts: adoption of communication techniques proven to be effective with patients, simplification of jargon-laden consent forms, and development of patient-friendly navigation signs, which may include the use of pictures or icons that are also recognizable to non-English speakers. Low health literacy "is a silent epidemic that threatens the quality of health care," said Dennis O'Leary, commission president. Too many physicians and administrators, he said, fail to grasp the dimensions of a problem that affects every aspect of medical care and is a major impediment to patient safety. In some cases, cultural and language differences are a barrier, but experts emphasize that the majority of those with low health literacy are native-born and white. Interest in health literacy comes at a time when Americans are expected to assume ever-greater responsibility for their care and are discharged from hospitals sicker and quicker, experts agree. Many patients are expected to comply with sophisticated drug regimens, to adjust or calculate medication doses or to manage complicated equipment with little training and less supervision. A comprehensive national assessment of adult literacy conducted in 2003 by the U.S. Department of Education found that 43 percent of adults have basic or below-basic reading skills -- they read at roughly a fifth-grade level or lower -- and 5 percent are not literate in English, in some cases because it is not their first language. The picture is even more dismal when it comes to numerical skills: Fifty-five percent of adults have basic or below-basic quantitative abilities; many are unable to solve simple arithmetic problems, including addition. The statistics don't differ much from the literacy assessment conducted a decade earlier. That survey found that many Americans could not determine the difference between two prices using a calculator or were unable to write a brief letter explaining a credit card billing error. Studies of health literacy have found that a surprisingly large number of adults were perplexed by the meaning of the term "orally," didn't know the difference between a teaspoon and tablespoon and were unable to calculate the proper dose of medicine. Low health literacy is more common among elderly or low-income patients and those with a chronic illness, researchers say. A study published in the Journal of the American Medical Association in 1995 found that more than 80 percent of patients treated at two of the nation's largest public hospitals could not understand instructions written at the fourth-grade level for the preparation of gastrointestinal X-rays known as an upper GI series. A 1999 study of more than 3,200 Medicare recipients found that one in three native-born patients could not answer a question about normal blood sugar readings even after being given a paper to read that listed the correct answer. And a study of 2,500 elderly patients published last year in the Journal of General Internal Medicine reported that patients with low health literacy were twice as likely to die during a five-year period as those with adequate skills, regardless of age, race or income. Sometimes language is a factor. In Spanish, for example, the word "once" means 11, not "once" as is often written on prescription labels. Patients have been treated for accidental overdoses of blood pressure medication and other drugs as a result of such linguistic confusion, said Ronald M. Davis, president-elect of the American Medical Association, who chaired the Joint Commission panel. "You still have physicians who use medical jargon too much," Davis added, citing the use of "hypertension" instead of "high blood pressure" and "febrile" rather than "fever." Because doctors are rushed, he noted, they tend to lapse into medical jargon because it is what they are used to. O'Leary said that the Joint Commission's interest in the issue should serve as a signal to hospitals to ramp up their efforts to communicate better with patients. Literacy improvements might be included in future standards hospitals must meet, he said, because they are inextricably linked to patient safety. At the Washington Hospital Center, the largest hospital in the District and health-care provider for many low-income and elderly patients, spokeswoman Paula Faria said administrators are aware of the problem and are examining admission forms and other documents to see whether they are intelligible as well as culturally sensitive. "We want to make sure that people understand what they're reading and, if they can't read, what they're hearing," she said. Faria said that some departments are using a technique endorsed by the Joint Commission known as "teach back." Instead of asking a patient, "Do you have any questions?" -- which will probably elicit little in the way of a useful response and puts the patient on the spot -- doctors are taught to ask, "What is the most important thing you learned from our visit today?" "You never want to put a patient in a situation where they feel like they're dense," Davis said. Another effort regarded as promising, underwritten by drug manufacturer Pfizer, is called Ask Me 3. Designed by the Partnership for Clear Health Communication, a coalition of national health and literacy groups, the program encourages patients to ask three simple questions and to be sure they understand the answers: What is my main problem? What do I need to do? Why is that important? Cordell, who has worked with the Ask Me 3 program as a patient advocate, said she also advises patients never to go to a doctor or to a hospital alone. Having another person present makes it more likely that necessary questions will be asked, she said. Anyone who doesn't understand what a doctor or other health-care worker has said should speak up, Cordell said. "You can say, 'Look, you're giving me stuff I can't manage,' " she advised. Comments:boodmans at washpost.com From julie_mcKinney at worlded.org Wed Feb 21 13:47:27 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 21 Feb 2007 13:47:27 -0500 Subject: [HealthLiteracy 717] Wednesday Question: Health Literacy and Poverty Message-ID: <45DC4D6F0200002D000012F2@bostongwia.jsi.com> Hi Everyone, We started to talk about how health literacy is connected to many other issues related to poverty such as housing, work opportunitites, violence issues, and access to services that are available to help alleviate these issues. It was suggested that, since health care systems are finding that they must address these kinds of issues in order to improve community health, that it may help our health literacy advocay efforts to collaborate with these types of organizations. Sandra wrote: "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities, limited education opportunities, limited food, isolation/lack of social support; more accidents, more violence, more depression, more hospitalization; fewer options, fewer resources, overuse of emergency services, underuse of preventive services, low health status. We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." And Alec wrote: "Joining together with advocacy, research, faith-based, and community-based organizations that are advocate for poor and low income populations is a great idea. I also think working with the AMA, AAFP, APHA, State Hospital Associations, and other health-related advocacy organizations is important." So our Wednesday Question is: Is anyone out there working towards making this connection? If so, how and with what results? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From joan at ipns.com Wed Feb 21 14:22:35 2007 From: joan at ipns.com (Joan Medlen) Date: Wed, 21 Feb 2007 11:22:35 -0800 Subject: [HealthLiteracy 718] Re: Wednesday Question: Health Literacy and Poverty In-Reply-To: <45DC4D6F0200002D000012F2@bostongwia.jsi.com> References: <45DC4D6F0200002D000012F2@bostongwia.jsi.com> Message-ID: <6.0.0.22.2.20070221111216.0320c258@mail.ipns.com> At 10:47 AM 2/21/2007, you wrote: >Is anyone out there working towards making this connection? If so, how >and with what results? There is a bit of literature out there and some projects that tie the abiltiy to eat healthfully to poverty and also to tie poverty to obesity. If someone in those projects was knowledgeable about HL, they would be able to also draw a connection between HL, poverty, and eating healthfully /obesity. Why do I think that? Partly because the assistance programs require a good deal of skill to work to a person's health advantage - in my opinion. We are also working on the connection between people with intellectual disabilities and health literacy. There is a connection to poverty there, too, for adults with ID, as the restrictions to receive benefits require low income. FWIW, Joan Joan Guthrie Medlen, RD, LD Project Director, Creating Solutions Senior Editor, Disability Solutions 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 503.443.2258 503.443.4211 (fax) www.creating-solutions.info From poledc at slu.edu Wed Feb 21 15:17:58 2007 From: poledc at slu.edu (David Pole) Date: Wed, 21 Feb 2007 14:17:58 -0600 Subject: [HealthLiteracy 719] Re: Wednesday Question: Health Literacy and Poverty In-Reply-To: <45DC4D6F0200002D000012F2@bostongwia.jsi.com> Message-ID: <20070221201820.7FAC811B0D@mail.nifl.gov> The connections between the issues of poverty, housing, work, etc and very extensive and can get quite big when looked at from a public health perspective However, I found the recent article in the Journal of the Am Board of Family Medicine by Laurie Francis, Barry Weiss and colleagues, very interesting: Does Literacy Education Improve Symptoms of Depression and Self-efficacy in Individuals with Low Literacy and Depressive Symptoms? (JABFM Jan-Feb 2007, Vol 20, No.1). The idea that a patient with depressive symptoms may struggle with work, housing, daily living activities is well documented. Being able to link literacy programs to increased self-efficacy is a big step in a positive direction. Building upon this, the ability to engage in health behaviors we know is also linked to self-efficacy and the reality is that the population we are trying to reach has very low confidence that they can successfully engage in health behaviors. Translating this into practice for a primary care provider and how this can be done is the question that I am grappling with. Any thoughts or examples if integrating into primary care? David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, February 21, 2007 12:47 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 717] Wednesday Question: Health Literacy and Poverty Hi Everyone, We started to talk about how health literacy is connected to many other issues related to poverty such as housing, work opportunitites, violence issues, and access to services that are available to help alleviate these issues. It was suggested that, since health care systems are finding that they must address these kinds of issues in order to improve community health, that it may help our health literacy advocay efforts to collaborate with these types of organizations. Sandra wrote: "...we need to make clear the connection between the negative health effects of low literacy and poverty - unsafe housing, limited employment opportunities, limited education opportunities, limited food, isolation/lack of social support; more accidents, more violence, more depression, more hospitalization; fewer options, fewer resources, overuse of emergency services, underuse of preventive services, low health status. We need to frame low general literacy and low health literacy as public health issues, not as diseases treatable by better information." And Alec wrote: "Joining together with advocacy, research, faith-based, and community-based organizations that are advocate for poor and low income populations is a great idea. I also think working with the AMA, AAFP, APHA, State Hospital Associations, and other health-related advocacy organizations is important." So our Wednesday Question is: Is anyone out there working towards making this connection? If so, how and with what results? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From dora at cal.org Thu Feb 22 10:59:46 2007 From: dora at cal.org (Dora Johnson) Date: Thu, 22 Feb 2007 10:59:46 -0500 Subject: [HealthLiteracy 720] Resource Message-ID: <7E0B624DDF68104F92C38648A4D93D8F0244A81C@MAIL.cal.local> This notice came from another newsletter. The Medical Leadership Council on Cultural Proficiency has unveiled a database designed to assist physicians and others in providing improved language access and culturally competent health care. With more than 350 initial entries, the searchable, internet-based, free-to-the-public database includes contact information for interpreters, nonprofit organizations, hospitals, public health departments and others that provide health information and services in languages other than English. Users, including physicians, nurses, social service workers, patients and the general public, can search for listings by county, by language, or by type of service. Services and materials address topics, including parenting skills, adolescent health, senior services, drug and alcohol abuse counseling, domestic violence, a wide range of cancer diagnoses, nutrition, diabetes, Alzheimer's Disease and more , in languages ranging from Arabic to Vietnamese. Spanish-language materials are the most common. California Academy of Family Physicians, E-mail: cafp at familydocs.org, Web: http://www.familydocs.org Dora Johnson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070222/14857d08/attachment.html From cmatis at optonline.net Thu Feb 22 16:31:32 2007 From: cmatis at optonline.net (Chris Matis) Date: Thu, 22 Feb 2007 16:31:32 -0500 Subject: [HealthLiteracy 721] Oral Health Literacy Message-ID: <9ABE9DB1-9E41-43DF-8435-3D2E1C4733CC@optonline.net> Hi All: Sarah Ashraph is a science educator from the National Science Centre in Trinidad. She is doing a children's oral health exhibit and would like to know if anyone has any good interactive exhibit they would like to share. Her e-mail address is listed below along with her original e-mail message. sashraph at NIHERST.GOV.TT Please forward this message to anyone that you know that may be able to assist. Thank you so much. An interactive-hands-on exhibit at a science museum is a perfect avenue to educating the public on health issues. Sarah is doing this. So please contact her if you know anyone with a good interactive exhibit that they would like to share. Christine Matis, RDH, MPA -------- Original Message -------- Subject: Exhibit on Chilldren's Oral/Dental Health Date: Wed, 07 Feb 2007 10:19:02 -0400 From: Sarah Ashraph Reply-To: Informal Science Education Network To: ISEN-ASTC-L at HOME.EASE.LSOFT.COM ISEN-ASTC-L is a service of the Association of Science-Technology Centers Incorporated, a worldwide network of science museums and related institutions. ************************************************************************ ***** This is an extension of our proposed Health and wellness exhibition, for our 7 years and under children. Does anyone have or know of a good interactive exhibit on children's Dental Health? Thanks Sarah Ashraph Science Educator National Science Centre Trinidad West Indies *********************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070222/26f98fe9/attachment.html From julie_mcKinney at worlded.org Thu Mar 1 21:51:53 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 01 Mar 2007 21:51:53 -0500 Subject: [HealthLiteracy 722] Wednesday Question: Where does health information come from? Message-ID: <45E74AFA0200002D000014B9@bostongwia.jsi.com> Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Fri Mar 2 10:38:29 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 2 Mar 2007 08:38:29 -0700 Subject: [HealthLiteracy 723] Re: Wednesday Question: Where does healthinformation come from? Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BD4D@DTHREXCL1.dthr.ab.ca> Almost all of the people I speak to in the Wellness Centre go through the internet for health information, namely, Google, Yahoo, Lycos, Sympatico. With this in mind, I signed up for the Searching for Online Consumer Health Information course through the Canadian site www.thepartnership.ca . It was really helpful - the percentage of people who search for online health information is astounding. The worrying thing is that sites with 'approved' consumer health information (written in lay terms) are often found on very expensive databases, which I am sure most people do not even know exist. As for health information that comes to us - there are countless hours of commercials marketing pills/potions as the cure to lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like the Advil commercial of the woman typing SO wrongly, (extend your arms, pull your hands up so they are perpendicular to your forearms, and move your fingers as though you were typing - how painful is that?) modify your actions, and you remove or reduce the need for pain killers. I have noticed an increase in the frequency of herbal medication flyers, all claiming to help the consumer lose weight, regrow hair, fix pimples etc. Let us not forget, also, the 'information' people receive from their friends and coworkers, like taking laxatives to lose 'water weight', not eating past 13:30 'to burn off your calories, and so on. All of the "false" information people 'internalise' also affects the way they interpret reliable health information: they factor in their preconceived notions about a health topic, including the misinformation about a specific subject - how do we counteract the health charlatans? For as long as we have had medical practitioners, we have had salesmen and their snake-oil. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 7:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From christina.zarcadoolas at mssm.edu Fri Mar 2 12:18:03 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Fri, 02 Mar 2007 12:18:03 -0500 Subject: [HealthLiteracy 724] Re: Wednesday Question: Where does health information come from? Message-ID: <95BB97B790474B41A29B233720DE2351047FC2F2@exch-3.mssm.edu> A very good resource for getting a snapshot of where people are looking for and getting health information is the Pew Interent and American Life Project http://www.pewinternet.org/ Compelling statistics on how both the mass media and the internet are the place millions go for health information each day. Almost 80% of women report following health news very or somewhat closely. 67% of Americans say that they expect to find reliable health informaiton online. Fully 8 out of 10 intenet users ( and that's more than 70% of the total population) have looked for health information online. And more.... Chris Z -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 9:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does health information come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From pleasant at AESOP.Rutgers.edu Fri Mar 2 14:07:29 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Fri, 02 Mar 2007 14:07:29 -0500 Subject: [HealthLiteracy 725] Re: Wednesday Question: Where does health information come from? In-Reply-To: <45E74AFA0200002D000014B9@bostongwia.jsi.com> References: <45E74AFA0200002D000014B9@bostongwia.jsi.com> Message-ID: Hi Julie, and everyone else .. Colleagues (in the UK) and I fairly recently published an article on the areas health research can (but doesn't always) have impacts. The broad impact areas are research, policy, service (health and intersectoral), and societal. This does not look at only communication channels per se, but does look at skills, application, and content areas where health research can have impacts - which is a bit different than how Julie expressed the question I admit and health research produced knowledge is not the same as health information in all cases either. If useful, the article is freely available via Biomedcentral at http://www.biomedcentral.com/1472-6963/6/134 Best, andrew pleasant >Hi Everyone, > >It was suggested recently that we look at a variety of ways that >people in this country interact with health information, in order to >look beyond the provider-patient interaction as a focus of our >efforts. So, I would love us all to ask around and look around this >week to find out how people get their health information. Teachers >can ask students, providers can ask patients, and all of us can ask >people we know and look at the health messages that we see every day. > >So, it's really two questions: > >Where do people seek health information when they want it? > >and > >In what ways does health information come to us automatically? > >All the best, >Julie > > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From helen at healthliteracy.com Fri Mar 2 14:36:46 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Fri, 2 Mar 2007 14:36:46 -0500 Subject: [HealthLiteracy 726] Re: Wednesday Question: Where does healthinformation come from? References: <45E74AFA0200002D000014B9@bostongwia.jsi.com> Message-ID: <003901c75d02$1dc1b3e0$6401a8c0@HLC> Hi all, Julie asked about where people get health information. My column in this month's issue of On Call magazine is, "In Other Words... Talking About the Media." It is about ways providers (or anyone communicating health information) can help patients (or anyone receiving health information) make better sense of what they read, hear, and see on television, the Internet, newspapers, and magazines. You can find this and all my other articles at http://www.healthliteracy.com/articles.asp Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: "Julie McKinney" To: Sent: Thursday, March 01, 2007 9:51 PM Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? > Hi Everyone, > > It was suggested recently that we look at a variety of ways that people in > this country interact with health information, in order to look beyond the > provider-patient interaction as a focus of our efforts. So, I would love > us all to ask around and look around this week to find out how people get > their health information. Teachers can ask students, providers can ask > patients, and all of us can ask people we know and look at the health > messages that we see every day. > > So, it's really two questions: > > Where do people seek health information when they want it? > > and > > In what ways does health information come to us automatically? > > All the best, > Julie > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From erin.braddock at ttuhsc.edu Fri Mar 2 15:23:07 2007 From: erin.braddock at ttuhsc.edu (Braddock, Erin) Date: Fri, 2 Mar 2007 14:23:07 -0600 Subject: [HealthLiteracy 727] Re: Wednesday Question: Where does health information come from? In-Reply-To: Message-ID: <96C3CF080EDDB24EB2366EC7239F404C013ACC15@CROCKETT.ttuhsc.edu> Families are an important source of health information for many people in both ways that you mentioned. For example, I'm almost 25 years old and know how to search the medical literature, but I will still call my mom and get her opinion regarding the information that I've found and what I should do. In regards to automatic acquisition of health information, what was done when we were growing up seems to often have a profound impact on what we do in the present. One way I've heard it described before is the concept of a health gatekeeper. My mom has always been my health gatekeeper so I continue to go back to her. For others, that gatekeeper may be their family doctor, a friend, respected community member, etc. Erin Braddock Senior Analyst West Texas Rural EXPORT Center F. Marie Hall Institute for Rural & Community Health Texas Tech University Health Sciences Center erin.braddock at ttuhsc.edu -----Original Message----- Message: 1 Date: Thu, 01 Mar 2007 21:51:53 -0500 From: "Julie McKinney" Subject: [HealthLiteracy 722] Wednesday Question: Where does health information come from? To: Message-ID: <45E74AFA0200002D000014B9 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From mdomb at hcsm.org Fri Mar 2 16:00:39 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Fri, 2 Mar 2007 16:00:39 -0500 Subject: [HealthLiteracy 728] Re: Wednesday Question: Where doeshealthinformation come from? Message-ID: <51BDA90697BDD5118F2500D0B78881BA01207923@exchange.hcsm.org> Here's another source from today's Join Together e-news (on drug and alcohol related issues), comes this relevant posting: Health Plans Use Internet to Give Information, Not Counseling March 2, 2007 The Internet has become a valuable tool for behavioral healthcare companies to disseminate information to patients, but few provide online counseling for addiction or mental-health problems, according to researchers from Brandeis University . A group led by researcher Constance Horgan looked at 60 healthcare markets nationally and studied health maintenance organizations, preferred provider organizations, and point-of-service behavioral health plans. They found that most offered online provider directories, educational information, and self-assessment tools. About half offered online treatment referrals. But only about one-third of the companies provided personalized responses to questions or problems online, and just three percent offered online counseling. Horgan said the study is part of "an ongoing effort to determine how health insurers allocate resources for alcohol and substance abuse treatment -- historically an undermet need." "Delivering behavioral-health services such as counseling certainly raises more complex clinical, professional, privacy, and legal issues, than, for example, offering educational information," she added. "At least in the short term, increasing use of Internet-based tools designed to facilitate and complement, rather than replace, traditional clinical services seems most likely." The study appears in the journal Psychiatric Services . Reference: Horgan, C.M., et al. (2007) Datapoints: Internet-Based Behavioral Health Services in Health Plans. Psychiatric Services, 58(3): 307. Mindy Domb | Director | HIV/viral Hepatitis Integration Programs | SPHERE/The Statewide Homeless/HIV Integration Project | HCSM, Inc. | 413.256.3406 | fax: 413.256.6371 | www.hcsm.org/sphere -----Original Message----- From: Helen Osborne [mailto:helen at healthliteracy.com] Sent: Fri 3/2/2007 2:36 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 726] Re: Wednesday Question: Where doeshealthinformation come from? Hi all, Julie asked about where people get health information. My column in this month's issue of On Call magazine is, "In Other Words... Talking About the Media." It is about ways providers (or anyone communicating health information) can help patients (or anyone receiving health information) make better sense of what they read, hear, and see on television, the Internet, newspapers, and magazines. You can find this and all my other articles at http://www.healthliteracy.com/articles.asp Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: "Julie McKinney" To: Sent: Thursday, March 01, 2007 9:51 PM Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? > Hi Everyone, > > It was suggested recently that we look at a variety of ways that people in > this country interact with health information, in order to look beyond the > provider-patient interaction as a focus of our efforts. So, I would love > us all to ask around and look around this week to find out how people get > their health information. Teachers can ask students, providers can ask > patients, and all of us can ask people we know and look at the health > messages that we see every day. > > So, it's really two questions: > > Where do people seek health information when they want it? > > and > > In what ways does health information come to us automatically? > > All the best, > Julie > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8682 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070302/ec72c8a2/attachment.bin From regisvaillancourt at rogers.com Fri Mar 2 17:12:06 2007 From: regisvaillancourt at rogers.com (REGIS VAILLANCOURT) Date: Fri, 2 Mar 2007 14:12:06 -0800 (PST) Subject: [HealthLiteracy 729] pictogram to label drugs update Message-ID: <877044.97430.qm@web88006.mail.re2.yahoo.com> Over the last few years a group of pharmacists has been working on developing pictograms to label drugs. These have been field tested in Gabon and in Benin . For more background information see the enclosed links. http://www.vigilance.ca/picto/picto-fr.htm http://ca.geocities.com/sgrenier at rogers.com/WebSite/index.htm http://www.fip.org/www2/practice/index.php?page=pharmacy_practice&pharmacy_practice=pp_sect_maepsm_pictogram Enclosed is the latest pictogram update, now our pictograms for time of day, take with water, take with food and do not drink alcohol have been validated by the International Federation of Pharmacy Student representatives from the following countries: Hungary, Australia, Indonesia, Serbia, Egypt, Singapore, Finland and Taiwan. Please feel free to use them in your practice with acknowledgement (FIP Military and Emergency Pharmacy Section). Do not hesitate to contact me for further information? R?gis Vaillancourt, OMM, CD, B.Pharm, Pharm D, FCSHP Director of Pharmacy/Directeur de la Pharmacie Children's Hospital of Eastern Ontario Centre hospitalier pour enfants de l'est de l'Ontario 401 Chemin Smyth Road Ottawa, ON K1H 8L1 Tel/t?l: (613) 737-7600 Ext. 2231 Fax/t?l?c: (613) 738-4206 mobile: 613-863-6339 E-mail/courriel: rvaillancourt at cheo.on.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070302/179ae3d5/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Pictogram_Building_v3.doc Type: application/msword Size: 5956608 bytes Desc: Pictogram_Building_v3.doc Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070302/179ae3d5/attachment.doc -------------- next part -------------- A non-text attachment was scrubbed... Name: pictogram family forum.ppt Type: application/vnd.ms-powerpoint Size: 1005568 bytes Desc: pictogram family forum.ppt Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070302/179ae3d5/attachment.ppt From IHABRAMSON at aol.com Fri Mar 2 20:12:37 2007 From: IHABRAMSON at aol.com (IHABRAMSON at aol.com) Date: Fri, 2 Mar 2007 20:12:37 EST Subject: [HealthLiteracy 730] Re: Wednesday Question: Where does healthinformation... Message-ID: But where does his leave many of the older people who are not computer literate and do not want to have anything to do with the Internet, etc. Does someone have statistics re the number of US seniors who go online? Ilene In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, NDavies at dthr.ab.ca writes: Almost all of the people I speak to in the Wellness Centre go through the internet for health information, namely, Google, Yahoo, Lycos, Sympatico. With this in mind, I signed up for the Searching for Online Consumer Health Information course through the Canadian site www.thepartnership.ca . It was really helpful - the percentage of people who search for online health information is astounding. The worrying thing is that sites with 'approved' consumer health information (written in lay terms) are often found on very expensive databases, which I am sure most people do not even know exist. As for health information that comes to us - there are countless hours of commercials marketing pills/potions as the cure to lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like the Advil commercial of the woman typing SO wrongly, (extend your arms, pull your hands up so they are perpendicular to your forearms, and move your fingers as though you were typing - how painful is that?) modify your actions, and you remove or reduce the need for pain killers. I have noticed an increase in the frequency of herbal medication flyers, all claiming to help the consumer lose weight, regrow hair, fix pimples etc. Let us not forget, also, the 'information' people receive from their friends and coworkers, like taking laxatives to lose 'water weight', not eating past 13:30 'to burn off your calories, and so on. All of the "false" information people 'internalise' also affects the way they interpret reliable health information: they factor in their preconceived notions about a health topic, including the misinformation about a specific subject - how do we counteract the health charlatans? For as long as we have had medical practitioners, we have had salesmen and their snake-oil. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 7:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy


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AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070302/f6f408d0/attachment.html From pleasant at AESOP.Rutgers.edu Sat Mar 3 11:48:05 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Sat, 03 Mar 2007 11:48:05 -0500 Subject: [HealthLiteracy 731] Re: Wednesday Question: Where does healthinformation... In-Reply-To: References: Message-ID: The National Telecommunications and Information Agency (NTIA) used to gather this data and write reports called "Falling through the Net" but I think the funding was pulled for these studies a few years ago. Older data is still online at http://www.ntia.doc.gov/ntiahome/fttn99/contents.html. Andrew >But where does his leave many of the older people who are not >computer literate and do not want to have anything to do with the >Internet, etc. Does someone have statistics re the number of US >seniors who go online? > >Ilene > >In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, >NDavies at dthr.ab.ca writes: > >Almost all of the people I speak to in the Wellness Centre go >through the internet for health information, namely, Google, Yahoo, >Lycos, Sympatico. With this in mind, I signed up for the Searching >for Online Consumer Health Information course through the Canadian >site www.thepartnership.ca . It was really helpful - the percentage >of people who search for online health information is astounding. >The worrying thing is that sites with 'approved' consumer health >information (written in lay terms) are often found on very expensive >databases, which I am sure most people do not even know exist. > >As for health information that comes to us - there are countless >hours of commercials marketing pills/potions as the cure to >lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like >the Advil commercial of the woman typing SO wrongly, (extend your >arms, pull your hands up so they are perpendicular to your forearms, >and move your fingers as though you were typing - how painful is >that?) modify your actions, and you remove or reduce the need for >pain killers. > >I have noticed an increase in the frequency of herbal medication >flyers, all claiming to help the consumer lose weight, regrow hair, >fix pimples etc. Let us not forget, also, the 'information' people >receive from their friends and coworkers, like taking laxatives to >lose 'water weight', not eating past 13:30 'to burn off your >calories, and so on. > >All of the "false" information people 'internalise' also affects the >way they interpret reliable health information: they factor in their >preconceived notions about a health topic, including the >misinformation about a specific subject - how do we counteract the >health charlatans? > >For as long as we have had medical practitioners, we have had >salesmen and their snake-oil. > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney >Sent: Thursday, March 01, 2007 7:52 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 722] Wednesday Question: Where does >healthinformation come from? > > >Hi Everyone, > >It was suggested recently that we look at a variety of ways that >people in this country interact with health information, in order to >look beyond the provider-patient interaction as a focus of our >efforts. So, I would love us all to ask around and look around this >week to find out how people get their health information. Teachers >can ask students, providers can ask patients, and all of us can ask >people we know and look at the health messages that we see every day. > >So, it's really two questions: > >Where do people seek health information when they want it? > >and > >In what ways does health information come to us automatically? > >All the best, >Julie > > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > >AOL now offers free email to everyone. Find out more about what's >free from AOL at >AOL.com. > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From mgsantos at sfsu.edu Sat Mar 3 18:56:01 2007 From: mgsantos at sfsu.edu (Maricel G. Santos) Date: Sat, 3 Mar 2007 15:56:01 -0800 Subject: [HealthLiteracy 732] Re: Wednesday Question: Where does healthinformation... Message-ID: <1172966161.45ea0b110b5ad@webmail.sfsu.edu> Hello all -- interesting discussion about how we access health information. Our moderator Julie McKinney earlier recommended that teachers ask students questions about how they interact with health information. Specifically, the questions to post were about how people seek health information and how health information comes to us automatically.... Asking students is a great idea... I have an opportunity to ask these questions of a large group of ESL learners (200+) in a non-credit program. I do think the questions need to be reframed though in simpler language, and I'd like some input on whether these revised questions would work for ESL learners: When you want information about health, what do you do? Make a list of things you do. In the U.S. we hear and see health information in many places -- for example, on tv, radio, the Internet, newspapers, and posters. Is this similar or different from your home country? Have you seen or read any health information recently? What was it about? Was the information helpful? Why or why not? I welcome your feedback. Cheers, Maricel Santos Quoting Andrew Pleasant : > The National Telecommunications and Information Agency (NTIA) used to > gather this data and write reports called "Falling through the Net" > but I think the funding was pulled for these studies a few years ago. > Older data is still online at > http://www.ntia.doc.gov/ntiahome/fttn99/contents.html. > > Andrew > > > > >But where does his leave many of the older people who are not > >computer literate and do not want to have anything to do with the > >Internet, etc. Does someone have statistics re the number of US > >seniors who go online? > > > >Ilene > > > >In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, > >NDavies at dthr.ab.ca writes: > > > >Almost all of the people I speak to in the Wellness Centre go > >through the internet for health information, namely, Google, Yahoo, > >Lycos, Sympatico. With this in mind, I signed up for the Searching > >for Online Consumer Health Information course through the Canadian > >site www.thepartnership.ca . It was really helpful - the percentage > >of people who search for online health information is astounding. > >The worrying thing is that sites with 'approved' consumer health > >information (written in lay terms) are often found on very expensive > >databases, which I am sure most people do not even know exist. > > > >As for health information that comes to us - there are countless > >hours of commercials marketing pills/potions as the cure to > >lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like > >the Advil commercial of the woman typing SO wrongly, (extend your > >arms, pull your hands up so they are perpendicular to your forearms, > >and move your fingers as though you were typing - how painful is > >that?) modify your actions, and you remove or reduce the need for > >pain killers. > > > >I have noticed an increase in the frequency of herbal medication > >flyers, all claiming to help the consumer lose weight, regrow hair, > >fix pimples etc. Let us not forget, also, the 'information' people > >receive from their friends and coworkers, like taking laxatives to > >lose 'water weight', not eating past 13:30 'to burn off your > >calories, and so on. > > > >All of the "false" information people 'internalise' also affects the > >way they interpret reliable health information: they factor in their > >preconceived notions about a health topic, including the > >misinformation about a specific subject - how do we counteract the > >health charlatans? > > > >For as long as we have had medical practitioners, we have had > >salesmen and their snake-oil. > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney > >Sent: Thursday, March 01, 2007 7:52 PM > >To: healthliteracy at nifl.gov > >Subject: [HealthLiteracy 722] Wednesday Question: Where does > >healthinformation come from? > > > > > >Hi Everyone, > > > >It was suggested recently that we look at a variety of ways that > >people in this country interact with health information, in order to > >look beyond the provider-patient interaction as a focus of our > >efforts. So, I would love us all to ask around and look around this > >week to find out how people get their health information. Teachers > >can ask students, providers can ask patients, and all of us can ask > >people we know and look at the health messages that we see every day. > > > >So, it's really two questions: > > > >Where do people seek health information when they want it? > > > >and > > > >In what ways does health information come to us automatically? > > > >All the best, > >Julie > > > > > > > >Julie McKinney > >Discussion List Moderator > >World Education/NCSALL > >jmckinney at worlded.org > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > > > > > >AOL now offers free email to everyone. Find out more about what's > >free from AOL at > >AOL.com. > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) From bba at nauticom.net Sat Mar 3 20:49:56 2007 From: bba at nauticom.net (Bonnie Anton) Date: Sat, 3 Mar 2007 20:49:56 -0500 Subject: [HealthLiteracy 733] Re: Wednesday Question: Where doeshealthinformation... In-Reply-To: Message-ID: <021601c75dff$6cd0b7d0$2d01a8c0@Dell4600> Ilene The Pew Internet and American Life Project is a very good resource for statistics on this topic as well as other topics related to usage of the Internet. http://www.pewinternet.org/PPF/r/117/report_display.asp Bonnie B. Anton MN RN University of Pittsburgh Medical Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IHABRAMSON at aol.com Sent: Friday, March 02, 2007 8:13 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 730] Re: Wednesday Question: Where doeshealthinformation... But where does his leave many of the older people who are not computer literate and do not want to have anything to do with the Internet, etc. Does someone have statistics re the number of US seniors who go online? Ilene In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, NDavies at dthr.ab.ca writes: Almost all of the people I speak to in the Wellness Centre go through the internet for health information, namely, Google, Yahoo, Lycos, Sympatico. With this in mind, I signed up for the Searching for Online Consumer Health Information course through the Canadian site www.thepartnership.ca . It was really helpful - the percentage of people who search for online health information is astounding. The worrying thing is that sites with 'approved' consumer health information (written in lay terms) are often found on very expensive databases, which I am sure most people do not even know exist. As for health information that comes to us - there are countless hours of commercials marketing pills/potions as the cure to lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like the Advil commercial of the woman typing SO wrongly, (extend your arms, pull your hands up so they are perpendicular to your forearms, and move your fingers as though you were typing - how painful is that?) modify your actions, and you remove or reduce the need for pain killers. I have noticed an increase in the frequency of herbal medication flyers, all claiming to help the consumer lose weight, regrow hair, fix pimples etc. Let us not forget, also, the 'information' people receive from their friends and coworkers, like taking laxatives to lose 'water weight', not eating past 13:30 'to burn off your calories, and so on. All of the "false" information people 'internalise' also affects the way they interpret reliable health information: they factor in their preconceived notions about a health topic, including the misinformation about a specific subject - how do we counteract the health charlatans? For as long as we have had medical practitioners, we have had salesmen and their snake-oil. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 7:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy _____ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070303/d5b01d22/attachment.html From SiobhanChamp-Blackwell at creighton.edu Sun Mar 4 07:15:37 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Sun, 4 Mar 2007 06:15:37 -0600 Subject: [HealthLiteracy 734] Re: Wednesday Question: Where doeshealthinformation... In-Reply-To: Message-ID: >From the Pew Internet and American Life Prject http://www.pewinternet.org/trends/User_Demo_1.11.07.htm Siobhan Siobhan Champ-Blackwell Community Outreach Liaison NN/LM-MCR Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 402.280.4156/800.338.7657 option#1,#2, then #1 siobhan at creighton.edu http://nnlm.gov/mcr http://medstat.med.utah.edu/blogs/BHIC/ http://www.digitaldivide.net/profile/siobhanchamp-blackwell ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of IHABRAMSON at aol.com Sent: Friday, March 02, 2007 7:13 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 730] Re: Wednesday Question: Where doeshealthinformation... But where does his leave many of the older people who are not computer literate and do not want to have anything to do with the Internet, etc. Does someone have statistics re the number of US seniors who go online? Ilene In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, NDavies at dthr.ab.ca writes: Almost all of the people I speak to in the Wellness Centre go through the internet for health information, namely, Google, Yahoo, Lycos, Sympatico. With this in mind, I signed up for the Searching for Online Consumer Health Information course through the Canadian site www.thepartnership.ca . It was really helpful - the percentage of people who search for online health information is astounding. The worrying thing is that sites with 'approved' consumer health information (written in lay terms) are often found on very expensive databases, which I am sure most people do not even know exist. As for health information that comes to us - there are countless hours of commercials marketing pills/potions as the cure to lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like the Advil commercial of the woman typing SO wrongly, (extend your arms, pull your hands up so they are perpendicular to your forearms, and move your fingers as though you were typing - how painful is that?) modify your actions, and you remove or reduce the need for pain killers. I have noticed an increase in the frequency of herbal medication flyers, all claiming to help the consumer lose weight, regrow hair, fix pimples etc. Let us not forget, also, the 'information' people receive from their friends and coworkers, like taking laxatives to lose 'water weight', not eating past 13:30 'to burn off your calories, and so on. All of the "false" information people 'internalise' also affects the way they interpret reliable health information: they factor in their preconceived notions about a health topic, including the misinformation about a specific subject - how do we counteract the health charlatans? For as long as we have had medical practitioners, we have had salesmen and their snake-oil. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 7:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070304/6bee1338/attachment.html From jpotter at gha.org Mon Mar 5 06:36:03 2007 From: jpotter at gha.org (Jan Potter) Date: Mon, 5 Mar 2007 06:36:03 -0500 Subject: [HealthLiteracy 735] Re: Wednesday Question: Where doeshealthinformation... Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB031@mail.gha.org> I don't know if it has been posted here before, but the Pew/Internet folks have a study on this topic called "Online Health Search 2006" which is available online. It mentions specific ages. http://www.pewinternet.org/PPF/r/190/report_display.asp -----Original Message----- From: IHABRAMSON at aol.com [mailto:IHABRAMSON at aol.com] Sent: Friday, March 02, 2007 8:13 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 730] Re: Wednesday Question: Where doeshealthinformation... But where does his leave many of the older people who are not computer literate and do not want to have anything to do with the Internet, etc. Does someone have statistics re the number of US seniors who go online? Ilene In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, NDavies at dthr.ab.ca writes: Almost all of the people I speak to in the Wellness Centre go through the internet for health information, namely, Google, Yahoo, Lycos, Sympatico. With this in mind, I signed up for the Searching for Online Consumer Health Information course through the Canadian site www.thepartnership.ca . It was really helpful - the percentage of people who search for online health information is astounding. The worrying thing is that sites with 'approved' consumer health information (written in lay terms) are often found on very expensive databases, which I am sure most people do not even know exist. As for health information that comes to us - there are countless hours of commercials marketing pills/potions as the cure to lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like the Advil commercial of the woman typing SO wrongly, (extend your arms, pull your hands up so they are perpendicular to your forearms, and move your fingers as though you were typing - how painful is that?) modify your actions, and you remove or reduce the need for pain killers. I have noticed an increase in the frequency of herbal medication flyers, all claiming to help the consumer lose weight, regrow hair, fix pimples etc. Let us not forget, also, the 'information' people receive from their friends and coworkers, like taking laxatives to lose 'water weight', not eating past 13:30 'to burn off your calories, and so on. All of the "false" information people 'internalise' also affects the way they interpret reliable health information: they factor in their preconceived notions about a health topic, including the misinformation about a specific subject - how do we counteract the health charlatans? For as long as we have had medical practitioners, we have had salesmen and their snake-oil. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, March 01, 2007 7:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 722] Wednesday Question: Where does healthinformation come from? Hi Everyone, It was suggested recently that we look at a variety of ways that people in this country interact with health information, in order to look beyond the provider-patient interaction as a focus of our efforts. So, I would love us all to ask around and look around this week to find out how people get their health information. Teachers can ask students, providers can ask patients, and all of us can ask people we know and look at the health messages that we see every day. So, it's really two questions: Where do people seek health information when they want it? and In what ways does health information come to us automatically? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy _____ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070305/b59050ca/attachment.html From cruse.co at gmail.com Mon Mar 5 09:11:24 2007 From: cruse.co at gmail.com (Michael Cruse) Date: Mon, 5 Mar 2007 09:11:24 -0500 Subject: [HealthLiteracy 736] Re: Wednesday Question: Where does healthinformation... In-Reply-To: <1172966161.45ea0b110b5ad@webmail.sfsu.edu> References: <1172966161.45ea0b110b5ad@webmail.sfsu.edu> Message-ID: <9f694ad30703050611r594d4398t9ce0e66a6cb78522@mail.gmail.com> Hello Maricel- I have similar questions that I'm struggling with for a group of adult ESOL learners. One of the things I might add to your second question is what learners think is missing from the information they see and hear about healthcare here in the US. This could be an opportunity to learn how different cultures present health information in ways that we have yet to think about. To your question, "Is this similar or different from your home country?", you might add, "What information is missing in the US that you could find in your home country?" Just a thought... Best, Mike On 3/3/07, Maricel G. Santos wrote: > > Hello all -- interesting discussion about how we access health > information. > > Our moderator Julie McKinney earlier recommended that teachers ask > students > questions about how they interact with health information. Specifically, > the > questions to post were about how people seek health information and how > health > information comes to us automatically.... > > Asking students is a great idea... > > I have an opportunity to ask these questions of a large group of ESL > learners > (200+) in a non-credit program. I do think the questions need to be > reframed > though in simpler language, and I'd like some input on whether these > revised > questions would work for ESL learners: > > When you want information about health, what do you do? Make a list of > things > you do. > > In the U.S. we hear and see health information in many places -- for > example, on > tv, radio, the Internet, newspapers, and posters. > > Is this similar or different from your home country? > > Have you seen or read any health information recently? What was it about? > Was > the information helpful? Why or why not? > > > I welcome your feedback. > > Cheers, Maricel Santos > > > > Quoting Andrew Pleasant : > > > The National Telecommunications and Information Agency (NTIA) used to > > gather this data and write reports called "Falling through the Net" > > but I think the funding was pulled for these studies a few years ago. > > Older data is still online at > > http://www.ntia.doc.gov/ntiahome/fttn99/contents.html. > > > > Andrew > > > > > > > > >But where does his leave many of the older people who are not > > >computer literate and do not want to have anything to do with the > > >Internet, etc. Does someone have statistics re the number of US > > >seniors who go online? > > > > > >Ilene > > > > > >In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, > > >NDavies at dthr.ab.ca writes: > > > > > >Almost all of the people I speak to in the Wellness Centre go > > >through the internet for health information, namely, Google, Yahoo, > > >Lycos, Sympatico. With this in mind, I signed up for the Searching > > >for Online Consumer Health Information course through the Canadian > > >site www.thepartnership.ca . It was really helpful - the percentage > > >of people who search for online health information is astounding. > > >The worrying thing is that sites with 'approved' consumer health > > >information (written in lay terms) are often found on very expensive > > >databases, which I am sure most people do not even know exist. > > > > > >As for health information that comes to us - there are countless > > >hours of commercials marketing pills/potions as the cure to > > >lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like > > >the Advil commercial of the woman typing SO wrongly, (extend your > > >arms, pull your hands up so they are perpendicular to your forearms, > > >and move your fingers as though you were typing - how painful is > > >that?) modify your actions, and you remove or reduce the need for > > >pain killers. > > > > > >I have noticed an increase in the frequency of herbal medication > > >flyers, all claiming to help the consumer lose weight, regrow hair, > > >fix pimples etc. Let us not forget, also, the 'information' people > > >receive from their friends and coworkers, like taking laxatives to > > >lose 'water weight', not eating past 13:30 'to burn off your > > >calories, and so on. > > > > > >All of the "false" information people 'internalise' also affects the > > >way they interpret reliable health information: they factor in their > > >preconceived notions about a health topic, including the > > >misinformation about a specific subject - how do we counteract the > > >health charlatans? > > > > > >For as long as we have had medical practitioners, we have had > > >salesmen and their snake-oil. > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney > > >Sent: Thursday, March 01, 2007 7:52 PM > > >To: healthliteracy at nifl.gov > > >Subject: [HealthLiteracy 722] Wednesday Question: Where does > > >healthinformation come from? > > > > > > > > >Hi Everyone, > > > > > >It was suggested recently that we look at a variety of ways that > > >people in this country interact with health information, in order to > > >look beyond the provider-patient interaction as a focus of our > > >efforts. So, I would love us all to ask around and look around this > > >week to find out how people get their health information. Teachers > > >can ask students, providers can ask patients, and all of us can ask > > >people we know and look at the health messages that we see every day. > > > > > >So, it's really two questions: > > > > > >Where do people seek health information when they want it? > > > > > >and > > > > > >In what ways does health information come to us automatically? > > > > > >All the best, > > >Julie > > > > > > > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > > > > > > > > > > > > >AOL now offers free email to everyone. Find out more about what's > > >free from AOL at > > > >< > http://pr.atwola.com/promoclk/1615326657x4311227241x4298082137/aol?redir=http%3A%2F%2Fwww%2Eaol%2Ecom > >AOL.com. > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > -- > Maricel G. Santos > Assistant Professor > English Department, MA TESOL Program > San Francisco State University > 1600 Holloway Avenue > San Francisco, CA 94132 > 415-338-7445 (office) > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- Michael Cruse Cruse&Company (202)262-6567 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070305/bf4be34a/attachment.html From Pamela.Poe at hhs.gov Tue Mar 6 15:22:23 2007 From: Pamela.Poe at hhs.gov (Poe, Pamela (HHS/OPHS/ODPHP)) Date: Tue, 6 Mar 2007 15:22:23 -0500 Subject: [HealthLiteracy 737] Older Adults and Drug Ad Study Message-ID: <99A20D10405A0742BC5F96E35E9C9FE301900AC0@AVN3VS003.ees.hhs.gov> RE: older adults and drug ads as health information... There's an interesting article in Health Communication 2006, 20 (3) by DeLorme, Huh and Reid about DTC drug ads and older adults that includes research about where older adults get health information. Some studies indicate mostly mass media, while others found interpersonal sources, especially pharmacists more than doctors. There are some interesting stats on p. 258 about how often DTC ads lead older adults to ask about a drug (1 in 2), ask for a prescription (1 in 3), and ask about an illness or medical condition (1 in 5). Pamela Z. Poe, MA Health Communication Fellow Office of Disease Prevention and Health Promotion US Department of Health and Human Services 1101 Wootton Parkway, Suite LL 100 Rockville, MD 20852 Phone: (240) 453-8274 FAX: (240) 453-6107 E-mail: Pamela.Poe at hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070306/22eacd14/attachment.html From Megan.Sety at metrokc.gov Tue Mar 6 15:39:46 2007 From: Megan.Sety at metrokc.gov (Sety, Megan) Date: Tue, 6 Mar 2007 12:39:46 -0800 Subject: [HealthLiteracy 738] examples of outreach and education on Lead Message-ID: I'm wondering if anyone could share examples of outreach and education on lead poisoning in children, particularly among the Spanish speaking population? Thanks ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070306/2bde6bd2/attachment.html From julie_mcKinney at worlded.org Tue Mar 6 22:02:18 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 06 Mar 2007 22:02:18 -0500 Subject: [HealthLiteracy 739] Re: Wednesday Question: Where does healthinformation... Message-ID: <45EDE4EC0200002D000015A7@bostongwia.jsi.com> Maricel, Mike and others, I hope you'll share with us on the list how your learners respond to these questions! (I like the open-ended why or why not in terms of ow helpful it was!) Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Michael Cruse" 03/05/07 9:11 AM >>> Hello Maricel- I have similar questions that I'm struggling with for a group of adult ESOL learners. One of the things I might add to your second question is what learners think is missing from the information they see and hear about healthcare here in the US. This could be an opportunity to learn how different cultures present health information in ways that we have yet to think about. To your question, "Is this similar or different from your home country?", you might add, "What information is missing in the US that you could find in your home country?" Just a thought... Best, Mike On 3/3/07, Maricel G. Santos wrote: > > Hello all -- interesting discussion about how we access health > information. > > Our moderator Julie McKinney earlier recommended that teachers ask > students > questions about how they interact with health information. Specifically, > the > questions to post were about how people seek health information and how > health > information comes to us automatically.... > > Asking students is a great idea... > > I have an opportunity to ask these questions of a large group of ESL > learners > (200+) in a non-credit program. I do think the questions need to be > reframed > though in simpler language, and I'd like some input on whether these > revised > questions would work for ESL learners: > > When you want information about health, what do you do? Make a list of > things > you do. > > In the U.S. we hear and see health information in many places -- for > example, on > tv, radio, the Internet, newspapers, and posters. > > Is this similar or different from your home country? > > Have you seen or read any health information recently? What was it about? > Was > the information helpful? Why or why not? > > > I welcome your feedback. > > Cheers, Maricel Santos > > > > Quoting Andrew Pleasant : > > > The National Telecommunications and Information Agency (NTIA) used to > > gather this data and write reports called "Falling through the Net" > > but I think the funding was pulled for these studies a few years ago. > > Older data is still online at > > http://www.ntia.doc.gov/ntiahome/fttn99/contents.html. > > > > Andrew > > > > > > > > >But where does his leave many of the older people who are not > > >computer literate and do not want to have anything to do with the > > >Internet, etc. Does someone have statistics re the number of US > > >seniors who go online? > > > > > >Ilene > > > > > >In a message dated 3/2/2007 9:12:50 A.M. Pacific Standard Time, > > >NDavies at dthr.ab.ca writes: > > > > > >Almost all of the people I speak to in the Wellness Centre go > > >through the internet for health information, namely, Google, Yahoo, > > >Lycos, Sympatico. With this in mind, I signed up for the Searching > > >for Online Consumer Health Information course through the Canadian > > >site www.thepartnership.ca . It was really helpful - the percentage > > >of people who search for online health information is astounding. > > >The worrying thing is that sites with 'approved' consumer health > > >information (written in lay terms) are often found on very expensive > > >databases, which I am sure most people do not even know exist. > > > > > >As for health information that comes to us - there are countless > > >hours of commercials marketing pills/potions as the cure to > > >lifestyle diseases, like wrinkles, saggy skin, ergonomic pains (like > > >the Advil commercial of the woman typing SO wrongly, (extend your > > >arms, pull your hands up so they are perpendicular to your forearms, > > >and move your fingers as though you were typing - how painful is > > >that?) modify your actions, and you remove or reduce the need for > > >pain killers. > > > > > >I have noticed an increase in the frequency of herbal medication > > >flyers, all claiming to help the consumer lose weight, regrow hair, > > >fix pimples etc. Let us not forget, also, the 'information' people > > >receive from their friends and coworkers, like taking laxatives to > > >lose 'water weight', not eating past 13:30 'to burn off your > > >calories, and so on. > > > > > >All of the "false" information people 'internalise' also affects the > > >way they interpret reliable health information: they factor in their > > >preconceived notions about a health topic, including the > > >misinformation about a specific subject - how do we counteract the > > >health charlatans? > > > > > >For as long as we have had medical practitioners, we have had > > >salesmen and their snake-oil. > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney > > >Sent: Thursday, March 01, 2007 7:52 PM > > >To: healthliteracy at nifl.gov > > >Subject: [HealthLiteracy 722] Wednesday Question: Where does > > >healthinformation come from? > > > > > > > > >Hi Everyone, > > > > > >It was suggested recently that we look at a variety of ways that > > >people in this country interact with health information, in order to > > >look beyond the provider-patient interaction as a focus of our > > >efforts. So, I would love us all to ask around and look around this > > >week to find out how people get their health information. Teachers > > >can ask students, providers can ask patients, and all of us can ask > > >people we know and look at the health messages that we see every day. > > > > > >So, it's really two questions: > > > > > >Where do people seek health information when they want it? > > > > > >and > > > > > >In what ways does health information come to us automatically? > > > > > >All the best, > > >Julie > > > > > > > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > > > > > > > > > > > > > > > >AOL now offers free email to everyone. Find out more about what's > > >free from AOL at > > > >< > http://pr.atwola.com/promoclk/1615326657x4311227241x4298082137/aol?redir=http%3A%2F%2Fwww%2Eaol%2Ecom > >AOL.com. > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > -- > Maricel G. Santos > Assistant Professor > English Department, MA TESOL Program > San Francisco State University > 1600 Holloway Avenue > San Francisco, CA 94132 > 415-338-7445 (office) > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- Michael Cruse Cruse&Company (202)262-6567 From julie_mcKinney at worlded.org Tue Mar 6 22:45:23 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 06 Mar 2007 22:45:23 -0500 Subject: [HealthLiteracy 740] Wednesday Question: NAAL data on sources of health information Message-ID: <45EDEF040200002D000015AC@bostongwia.jsi.com> Hi Everyone, Thanks for sharing your thoughts on how people get their health information. I'd like to continue with this a little and look at what the NAAL Data found. See the report at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 Look at "Sources of health information" starting on p. 18. It tells what percentage of people who scored in each health literacy category (below basic, basic, intermediate and proficient) get "a lot" a 'little" "some" or no information from different sources. Any surprises? How should this guide our efforts? How much should we direct efforts toward internet sources (obviously a need, based on responses so far on this list) vs. non-print sources (obviously a bigger need for lower literate people)? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Pamela.Poe at hhs.gov Wed Mar 7 10:42:09 2007 From: Pamela.Poe at hhs.gov (Poe, Pamela (HHS/OPHS/ODPHP)) Date: Wed, 7 Mar 2007 10:42:09 -0500 Subject: [HealthLiteracy 741] See NAAL p. 6 Message-ID: <99A20D10405A0742BC5F96E35E9C9FE301900ACE@AVN3VS003.ees.hhs.gov> When looking at the NAAL data, p. 6 of the report is very helpful to frame what is meant by the four levels of health literacy, especially what is defined as "intermediate" as opposed to "basic " or "below basic". Some of the intermediate tasks listed might appear as basic skills in another health literacy context. Pamela Z. Poe, MA Health Communication Fellow -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070307/72d314b3/attachment.html From mcw35 at georgetown.edu Wed Mar 7 11:26:26 2007 From: mcw35 at georgetown.edu (Maranda Ward, MPH) Date: Wed, 07 Mar 2007 11:26:26 -0500 Subject: [HealthLiteracy 742] Washington, DC Conference In-Reply-To: <326215BFE562CE46A1AF814091FE828C01FFB031@mail.gha.org> References: <326215BFE562CE46A1AF814091FE828C01FFB031@mail.gha.org> Message-ID: <45EEE7B2.4040408@georgetown.edu> Please join the Metropolitan Washington Public Health Association (MWPHA) on April 16, 2007 from 8am-4pm for our annual conference, "Community Health Workers: Where we Live, Work & Play" in Washington, DC. This year's conference will focus on workforce development issues that surround access to health care at the local and national level, specifically that of community health workers. The all-day conference will provide the opportunity to talk with and learn from community health workers (CHWs) who represent the health care safety net of the metropolitan DC area. The conference will include roundtable and panel discussions on innovative CHW programs as well as poster presentations from health professions students. Features this year include: * CHES and nursing and social work CEUs * Keynote presentation by Judith Levy, Program Manager of the Medical Homes District of Columbia Area Health Education Center (MHDC AHEC) * Roundtable discussions with community health workers *Break-out sessions on Community-Academic Partnerships *A Call to Action before and after the annual meeting *Presentation of Charles Hayman and 2007 Public Health Awards *Poster presentations designed by and for students WHERE Georgetown University Medical Center, New Research Building Auditorium Visit www.mwpha.org for: CALL FOR POSTER PRESENTATIONS COSPONSOR AND EXHIBIT OPPORTUNITIES REGISTER TODAY! QUESTIONS? Contact Maranda Ward at wmaranda at hotmail.com or (202) 687-0925 -- Maranda Ward, MPH Program Coordinator, Service-Learning & Fellowship Programs Georgetown University Medical Center Community Health Division, Department of Family Medicine 3750 Reservoir Road, NW 218 Kober Cogan Washington, DC 20007 Phone: (202) 687-0925 Fax: (202) 687-7230 From cjackson at humana.com Wed Mar 7 07:23:39 2007 From: cjackson at humana.com (Charles Jackson) Date: Wed, 7 Mar 2007 07:23:39 -0500 Subject: [HealthLiteracy 743] Re: Health Calendar In-Reply-To: <45EDE4EC0200002D000015A7@bostongwia.jsi.com> Message-ID: Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070307/457ff65d/attachment.html From jpotter at gha.org Thu Mar 8 13:21:28 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 8 Mar 2007 13:21:28 -0500 Subject: [HealthLiteracy 744] Re: Health Calendar Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB05C@mail.gha.org> The feds have one: http://www.healthfinder.gov/library/nho/ AHA has one you can buy and there's several others available online. Pam Pohly has one online on her site: http://www.pohly.com/dates.html -----Original Message----- From: Charles Jackson [mailto:cjackson at humana.com] Sent: Wednesday, March 07, 2007 7:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070308/449ce57a/attachment.html From Joanne.Locke at hhs.gov Thu Mar 8 13:23:46 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Thu, 8 Mar 2007 13:23:46 -0500 Subject: [HealthLiteracy 745] Re: Health Calendar In-Reply-To: Message-ID: <0310B277DDA344478EAD46D264097E43B0C0EA@AVN3VS003.ees.hhs.gov> You will find National Health Observances on the healthfinder.gov Website http://www.healthfinder.gov/library/nho/ Joanne Locke Plain Language Advisor Office of Disease Prevention and Health Promotion US Department of Health and Human Services 240-453-6113 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson Sent: Wednesday, March 07, 2007 7:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070308/22206522/attachment.html From NDavies at dthr.ab.ca Thu Mar 8 13:33:16 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 8 Mar 2007 11:33:16 -0700 Subject: [HealthLiteracy 746] Re: Health Calendar In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9501E7BD77@DTHREXCL1.dthr.ab.ca> http://www.pcihealth.edu/education/Health_Awareness_Calendar.htm http://www.hc-sc.gc.ca/ahc-asc/conferences/calend/index_e.html here is the Canadian calendar for those who are interested. March is national Nutrition month, to coincide with the release of the Canada Food Guide, which was recently updated to include demographic recommendations, such as how many grain product servings for children, males, females including ages. It also includes 'ethnic' foods, such as kefir, flatbreads etc. I googled: health awareness month calendar hope this helps. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Charles Jackson Sent: Wednesday, March 07, 2007 5:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070308/744ea98d/attachment.html From helen at healthliteracy.com Thu Mar 8 13:50:46 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Thu, 8 Mar 2007 13:50:46 -0500 Subject: [HealthLiteracy 747] Re: Health Calendar References: Message-ID: <01b101c761b2$af639340$6401a8c0@HLC> Charles Jackson asked about where to find listings for annual events. The largest and most comprehensive resource (well over 600 pages) is "Chases' Calendar of Events" which is updated each year. You can find it in the reference section of most public libraries. Other listings include the "Health Observances and Recognition Days Calendar" organized by the Society for Healthcare Strategy and Market Development in Chicago, IL. You can find it at http://www.pohly.com/dates.html Another is the "National Health Information Center" from the US Dept of Health and Human Services Public Affairs at www.healthfinder.gov/library/nho. There are also many smaller, local calenders and databases. I know a lot about "holidays" and other annual events. Health Literacy Month is heading into our 9th year (!) and is listed in many local, national, and international databases. Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: Charles Jackson To: The Health and Literacy Discussion List Sent: Wednesday, March 07, 2007 7:23 AM Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From paul at learningaboutdiabetes.org Thu Mar 8 15:26:56 2007 From: paul at learningaboutdiabetes.org (paul at learningaboutdiabetes.org) Date: Thu, 8 Mar 2007 15:26:56 -0500 Subject: [HealthLiteracy 748] Re: Health Calendar Message-ID: <380-22007348202656235@M2W002.mail2web.com> Ms. Davies, Thank you for the information about the new Canada Food Guide. We are looking for new ideas on ways to create illustrated diabetes patient aids on Food Portions for free distribution online. Do you have any online resources that address Food Portion issues that might interest us? Paul Tracey www.learningaboutdiabetes.org Original Message: ----------------- From: Davies, Nicola NDavies at dthr.ab.ca Date: Thu, 8 Mar 2007 11:33:16 -0700 To: healthliteracy at nifl.gov Subject: [HealthLiteracy 746] Re: Health Calendar http://www.pcihealth.edu/education/Health_Awareness_Calendar.htm http://www.hc-sc.gc.ca/ahc-asc/conferences/calend/index_e.html here is the Canadian calendar for those who are interested. March is national Nutrition month, to coincide with the release of the Canada Food Guide, which was recently updated to include demographic recommendations, such as how many grain product servings for children, males, females including ages. It also includes 'ethnic' foods, such as kefir, flatbreads etc. I googled: health awareness month calendar hope this helps. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Charles Jackson Sent: Wednesday, March 07, 2007 5:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------------------------------------------------------------- mail2web.com ? What can On Demand Business Solutions do for you? http://link.mail2web.com/Business/SharePoint From LJohnston-Lloyd at hrsa.gov Thu Mar 8 21:40:46 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Thu, 8 Mar 2007 21:40:46 -0500 Subject: [HealthLiteracy 749] Re: Health Calendar References: <0310B277DDA344478EAD46D264097E43B0C0EA@AVN3VS003.ees.hhs.gov> Message-ID: <91F6B7EADFB4A24798236A118F59D2D201441311@NIHHRSAMLBX.nih.gov> I suggest adding to October:Health Literacy Month, Linda -----Original Message----- From: Locke, Joanne N (OS) Sent: Thu 3/8/2007 1:23 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 745] Re: Health Calendar You will find National Health Observances on the healthfinder.gov Website http://www.healthfinder.gov/library/nho/ Joanne Locke Plain Language Advisor Office of Disease Prevention and Health Promotion US Department of Health and Human Services 240-453-6113 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson Sent: Wednesday, March 07, 2007 7:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 743] Re: Health Calendar Hi, Julie. I'm looking for a calendar or website that lists health observances for the year, such as Heart Month or Cancer Awareness. I asked local librarian but they referred me to a bookstore for a calendar which does not seem like a good lead. Does anyone know of a health calendar? Charles Jackson Program Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. From kabeall at comcast.net Fri Mar 9 10:49:35 2007 From: kabeall at comcast.net (Kaye Beall) Date: Fri, 9 Mar 2007 10:49:35 -0500 Subject: [HealthLiteracy 750] New issue of the Change Agent--Caring for Our Children Message-ID: <00a001c76262$904a6460$3171cd4b@your4105e587b6> The next issue of The Change Agent is hot off the press! It?s all about Caring for Our Children. Since so many adult learners are also parents this is sure to be an issue your students will want to read. The Change Agent is a 56-page journal that provides authentic texts and teaching materials for examining social issues in the classroom. Find out the answers to these questions and much more: ? What can you do when your child misbehaves? How do parents navigate the tricky waters of disciplining their kids? ? Are children of homosexuals worse off than children of heterosexuals? What do adult learners think? ? Should children learn two languages at the same time? ? Does TV make a good babysitter? ? Which two industrialized countries do not provide paid maternity leave for new moms? ? How can programs prepare parents to advocate and be active in their children?s education? ? How does talking to your young child help develop literacy skills? ? What is Beatriz Garcia?s secret to being a great parent? Don?t miss this exciting issue with over 15 articles written by students. Visit our Web site or call to get your copy: www.nelrc.org/changeagent 617-482-9485 x491 Please post to other relevant lists and help us spread the word! Angela Orlando Change Agent Editor World Education 44 Farnsworth Street Boston, MA 02210 tel: 617-482-9485 fax: 617-482-0617 email: aorlando at worlded.org Check out The Change Agent online at: www.nelrc.org/changeagent **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070309/b1fcf0ea/attachment.html From Tcccay2001 at aol.com Fri Mar 9 15:12:10 2007 From: Tcccay2001 at aol.com (Tcccay2001 at aol.com) Date: Fri, 9 Mar 2007 15:12:10 EST Subject: [HealthLiteracy 751] Re: Health Calendar Message-ID: Please, let me know if you find such a calendar!!! It would certainly make our job a lot easier. We represent three counties in southeastern Texas and are looking for some way to reach a lot of people. We attend as many health fairs and local school events as we can, but even that is difficult to get information about. If each county put out a calendar with such information on it, we would be in "hog heaven". It is hard to keep up with all that is going on out there and anything that would make that easier would be welcome Lynn E. Bernhard, B.S. Outreach Worker Gulf Coast Region Outreach and Assistance Program Chair Galveston County Community Resource Coordination Group Mailing Address: 4428 Ave N Physical Address: 4415 Ave L Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 409-370-3808 Tcccay2001 at aol.com


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AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070309/00db5791/attachment.html From julie_mcKinney at worlded.org Tue Mar 13 11:47:58 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 13 Mar 2007 11:47:58 -0400 Subject: [HealthLiteracy 751] New Readers of Iowa Building Health Literacy Leaders Conference Message-ID: <45F68F6E0200002D000016BF@bostongwia.jsi.com> Hi Everyone, I am passing on this announcement from Ann Murr about a conference coming up next month that brings together new readers, literacy educators and health professionals. It is an example of including new readers in the ongoing dialog and efforts regarding health literacy improvement. Last year a new reader posted a message on this list that began a rich discussion of patient-provider communication, and I am pleased to see new readers getting involved in this process. If anyone from this list attends this conference, please write in and tell us about it! All the best, Julie ****************************** New Readers of Iowa Coalition invite you to their 17th Annual Conference, April 13-15, 2007, in Des Moines, Iowa. With the theme, Building Health Literacy Leaders, this unique conference brings together New Readers of Iowa, Iowa Health System professionals, reading researcher Margie Gillis, and adult literacy practitioners. Anyone with a concern about health and literacy is invited to attend. Funded jointly by Wellmark Foundation and the Iowa Dept. of Education with support from Pfizer, Inc., conference registration is free. See attached brochure. This is the 3rd New Readers Conference where health professionals and Iowa New Readers have come together on equal footing to address health literacy. As a result of this partnership, several New Readers have participated in regional and national health professional workgroups and committees. They have reviewed and critiqued written materials, have made clinical site "walk-throughs", and modeled patient involvement for other organizations. Keynote speaker, Margie Gillis, is a Senior Scientist at Haskins Laboratories, where groundbreaking research across the sciences brings new understandings of and reveals ways to improve reading and remediate reading disabilities. Margie is currently the Co-Principal Investigator of the Early Reading Success and Mastering Reading Instruction Projects. Friday noon speaker is Cindy Brach, Senior Health Policy Researcher at the Agency for Healthcare Research and Quality. Workshops include understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, leadership training, and action plan preparation to empower New Readers to be leaders for health and literacy in their home communities. -- Anne Murr, M.S., Director Drake University Adult Literacy Center 1213 25th Street Des Moines, IA 50311 anne.murr at drake.edu Tel 515-271-3982 Fax 515-271-4185 ****************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Wed Mar 14 11:40:10 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 14 Mar 2007 11:40:10 -0400 Subject: [HealthLiteracy 752] Wednesday Question: Health Literacy and Disabilities Message-ID: <45F7DF1A0200002D000016E4@bostongwia.jsi.com> Hi Everyone, Thanks for sharing all the health awareness calendars, which can be helpful in focusing efforts and planning events around health literacy! In one calendar it noted that March is Mental Retardation month (a term which has in many cirlces evolved into other titles.) I have not found much literature or seen many programs that deal with health literacy issues among the developmentally or intellectually disabled, or for other forms of disability for that matter. However, I have just found out that the Special Olympics is hosting a conference about promoting health literacy among their intellectually disabled athletes. I find it exciting to see this addressed, and wonder what else is happening out there in this area! So today's question is: Is anyone doing work that relates to health literacy for populations who are intellectually or physically disabled? Can anyone recommend health literacy research or other resources related to this population? Does anyone have a story to share about this? I look forward to hearing from you! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Wed Mar 14 12:05:05 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 14 Mar 2007 10:05:05 -0600 Subject: [HealthLiteracy 753] Re: Wednesday Question: Health Literacy andDisabilities In-Reply-To: <45F7DF1A0200002D000016E4@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDB43@DTHREXCL1.dthr.ab.ca> In the past, the DTHR has done a few things. A lot of Health Information was printed on 8.5"x11" folded in half to make a pamphlet. This is because people with limited dexterity find it easier to hold and turn pages with this format than stapled full sheet information, or trifolds. I know that the PDD (Persons with Developmental Disabilities) here in Alberta often releases their reports in Standard English and also in Plain English ( http://www.pdd.org/publications/plain.shtml). A lot of the people who require residential services have extremely limited literacy, and are sometimes unable to grasp abstract terms like "health", "diabetes" etc. When I was working with a residential supports company, one of our individuals came to see us, and seeing a pop bottle on the table immediately asked for a drink of pop. As he was on a restricted diet, most workers just said 'no' and hid their bottles, hoping he would forget. One of the workers said "Have you had pop today?" "yes". "Do you know that pop contains sugar?" "Yes". "And don't you have diabetes?" "yes". "do you think you should have something that has sugar in it if you have already had pop today, and have diabetes?" "No". This took place over about 30 seconds, but it was fascinating to me (before I was involved in Health Literacy). Breaking down the thought process into easily understandable mini-concepts really helped this individual make a healthy choice. In reality, he was on a restricted diet, and would not have been allowed the pop anyway, and we would have had to fill out an incident report as his restrictions would have been violated. However, he was easily able to understand the reasoning behind the decision to limit his Coke intake. -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, March 14, 2007 9:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 752] Wednesday Question: Health Literacy andDisabilities Hi Everyone, Thanks for sharing all the health awareness calendars, which can be helpful in focusing efforts and planning events around health literacy! In one calendar it noted that March is Mental Retardation month (a term which has in many cirlces evolved into other titles.) I have not found much literature or seen many programs that deal with health literacy issues among the developmentally or intellectually disabled, or for other forms of disability for that matter. However, I have just found out that the Special Olympics is hosting a conference about promoting health literacy among their intellectually disabled athletes. I find it exciting to see this addressed, and wonder what else is happening out there in this area! So today's question is: Is anyone doing work that relates to health literacy for populations who are intellectually or physically disabled? Can anyone recommend health literacy research or other resources related to this population? Does anyone have a story to share about this? I look forward to hearing from you! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070314/fe12686a/attachment.html From joan at ipns.com Wed Mar 14 23:19:22 2007 From: joan at ipns.com (Joan Medlen) Date: Wed, 14 Mar 2007 20:19:22 -0700 Subject: [HealthLiteracy 754] Re: Wednesday Question: Health Literacy and Disabilities In-Reply-To: <45F7DF1A0200002D000016E4@bostongwia.jsi.com> References: <45F7DF1A0200002D000016E4@bostongwia.jsi.com> Message-ID: <6.0.0.22.2.20070314194733.047e4328@mail.ipns.com> At 08:40 AM 3/14/2007, you wrote: >Is anyone doing work that relates to health literacy for populations who >are intellectually or physically disabled? >Can anyone recommend health literacy research or other resources related >to this population? >Does anyone have a story to share about this Hi all, Julie is not going to let me lurk, I can tell. The majority of the nutrition-related work I have done since 1995 fits in this category, though I didn't realize it at the time, nor did I until recently. I've always incorporated my son's communication needs and learning styles into nutrition concepts to empower his communication and independence. Nutrition is the area I am most comfortable in since I am registered dietitian. Then, as my work allowed, I began to share these concepts and tools with others. It's something I enjoy immensely. In 2002 my work was nutrttion work was published in "The Down Syndrome Nutrition Handbook," (now in its second edition (2006)). What I didn't know then was that the tools I created to access health-related concepts for people who need visual cues and who read by symbols, were "health literacy." To me, they were the application of all that I have learned about visual cues and communication for Andy and those families I have worked with. The back of the book (section four) has 14 lesson plans with visual components that can follow any "typical" nutrition curriculum in schools. A sample activity is here: http://downsyndromenutrition.com/products/files/DSNH_Activty_Sample.pdf (it will ask you for your email, but don't worry - I won't be adding you to any mailing list unless you ask). Other samples of visual tools are on the site as well, here: http://downsyndromenutrition.com/services/designing.asp Knowing what I know now about health literacy, they all need to be reworked. However, my trouble now is trying to convert these concepts that worked so well with the old pyramid to the new one. My Pyramid has some big barriers for teaching from it, visually. AT least for the people I work with. However, I am quite a "newbie" when it comes to health literacy and have been learning a great deal listening in. What I am finding fascinating is the vocabulary for techniques. One type of learning strategy has a name ("picture communicaiton symbols") in special education and another name in health literacy ("pictographs"). I can compare and contrast down the ilne. Photonovella = photo social story. The visual design concepts are the same - reduce clutter, make sure the visual is the message, no additional visuals that add "noise" to the message, and so on. In 2005, I was lucky enough to be sent to attend the Health Literacy Institute in Portland Maine with Wendy Mettger, Audrey Riffenburg, and Sue STableford. It was really amazing (highly recommended). That was my first real exposure to "health literacy," and sparked all sorts of notions. Culturally, something that happens all the time with great health initiatives is that people with intellectual and developmental disabilities (I/DD) are left out of the equation. They fit all the criteria for health disparities and being at risk for inability to access health care for many reasons, but somehow not considered in the equation. This is also true, for the most part, in health literacy. People with I/DD and their families are their own culture, similar to ESOL, LD, and low literacy skills. There are things that are similar to all these other cultures, yet characteristics that make them a completely separate population. The result of all this is a round table discussion being conducted by Special Olympics Inc. regarding health literacy and people with intellectual disabilities. It's all very exciting and I think the discussions will set the tone for many projects in the future. I've gone on - I am sorry! Take care all, Joan Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 503.443.2258 503.443.4211 (fax) From SiobhanChamp-Blackwell at creighton.edu Thu Mar 15 10:24:41 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Thu, 15 Mar 2007 09:24:41 -0500 Subject: [HealthLiteracy 755] FW: [CLAStalk-list] Ethical Force Call for Advisors - Effective Communication Message-ID: FYI ~ siobhan Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -----Original Message----- From: clastalk-list-bounces at diversityrx.org [mailto:clastalk-list-bounces at diversityrx.org] On Behalf Of Jennifer Matiasek Sent: Tuesday, March 13, 2007 10:19 AM To: clastalk-list at diversityrx.org Subject: [CLAStalk-list] Ethical Force Call for Advisors Ethical Force Program Patient-Centered Communication Initiative: Quality Assessment and Improvement Study In need of technical advisors, consultants! The Ethical Force Program, led by the Institute for Ethics at the American Medical Association, is embarking on a project to help hospitals and physician practices communicate more effectively with patients. We are in need of technical advisors and consultants to help select and customize quality improvement interventions for hospitals and practices taking part in this project. Our specific need is for advisors who have experience helping health care organizations communicate effectively with patients across languages, cultures, and health literacy levels. This project is part of the Ethical Force Program's Patient-Centered Communication initiative. It follows-up a pilot testing phase, in which 16 sites implemented a set of organizational assessment surveys on the topic of patient-centered communication. * QI Interventions will be selected and designed in response to the sites' assessment results. * QI Interventions will be selected in conjunction with the sites, other technical advisors, and program staff. * Organizational performance within the sites will be reassessed after the intervention is put in place. Technical advisors will be part of a "Learning Community" made up of representatives from each of the participating sites. * Technical advisors will contribute to the revision of the assessment surveys and process, will help select/design quality improvement interventions for the sites, and will provide sites with guidance during implementation. If you are interested in learning more about this project or being considered for our technical advisor panel, contact Jennifer Matiasek at 312-464-4710 or jennifer.matiasek at ama-assn.org The Ethical Force Program is conducting this initiative in collaboration with the Health Research and Educational Trust, the American Hospital Association's research and education affiliate, with funding from The California Endowment. _______________________________________________ CLAStalk-list mailing list CLAStalk-list at diversityrx.org http://lists.diversityrx.org/mailman/listinfo/clastalk-list From av47_2000 at yahoo.com Thu Mar 15 16:59:25 2007 From: av47_2000 at yahoo.com (Alex) Date: Thu, 15 Mar 2007 13:59:25 -0700 (PDT) Subject: [HealthLiteracy 756] bilingual transcription In-Reply-To: Message-ID: <20070315205925.43428.qmail@web51801.mail.re2.yahoo.com> Hi, A while back, the discussion delved into audio taping focus groups. Here's hoping...: I'm conducting a few focus groups with Latino and Latinas in East Harlem, concerning colorectal cancer screening practices, attitudes, and beliefs, and we plan on audio taping the sessions. Does anyone know of a reliable, maybe even affordable, Spanish language transcriber (Spanish to Spanish)? I apologize, in advance, if this is an inappropriate venue to ask about this : ) thank you, Alejandro Varela -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070315/a6563a4f/attachment.html From ansons at epix.net Sat Mar 17 13:26:11 2007 From: ansons at epix.net (Laurie Anson) Date: Sat, 17 Mar 2007 13:26:11 -0400 Subject: [HealthLiteracy 757] The Newest Vital Sign Message-ID: We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA From ansons at epix.net Sat Mar 17 13:34:20 2007 From: ansons at epix.net (Laurie Anson) Date: Sat, 17 Mar 2007 13:34:20 -0400 Subject: [HealthLiteracy 758] health literacy assessment Message-ID: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> Does anyone on this listserv use the TOFHLA regularly for health literacy assessment in the clinical setting? What do you think of its clinical applicability and ease of use? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA From pleasant at AESOP.Rutgers.edu Sun Mar 18 12:12:34 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Sun, 18 Mar 2007 12:12:34 -0400 Subject: [HealthLiteracy 759] Re: health literacy assessment In-Reply-To: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> Message-ID: Instead of dedicating resources toward labeling patients as lacking in what the TOFHLA or the Newest Vital Sign actually measure, why not direct resources toward lowering barriers for everyone? Andrew Pleasant >Does anyone on this listserv use the TOFHLA regularly for health >literacy assessment in the clinical setting? What do you think of its >clinical applicability and ease of use? > > >Laurie Anson >Geisinger Wyoming Valley >Wilkes-Barre, PA > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From tomops01 at med.nyu.edu Sun Mar 18 13:51:12 2007 From: tomops01 at med.nyu.edu (tomops01 at med.nyu.edu) Date: Sun, 18 Mar 2007 13:51:12 -0400 Subject: [HealthLiteracy 760] Re: health literacy assessment In-Reply-To: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> Message-ID: <1174240272.45fd7c10abf72@imp.med.nyu.edu> Hi, We are using a portion of the TOFHLA as part of an research project in assessing parents of children with asthma. I found the TOFHLA too long to use. The S-TOFHLA is a 7 minute test that uses two of the passages: 1. instructions of an upper GI procedure (~4h grade level) and 2. Medicaid Rights and Responsibilities (~ 10 grade level). We felt we also need to use the numeracy questions and we found that there is a study (see below)validating and a study quoted in the TOFHLA manual using the above 2 passages of the S-TOFHLA and 4 of the numeracy items to get a total score. This cuts the administration time in half to about 10-12 minutes. The numeracy takes a few minutes to administer and the passages are done alone and need to be timed. Patient Educ Couns. 1999 Sep;38(1):33-42. Development of a brief test to measure functional health literacy. Baker DW, Williams MV, Parker RM, Gazmararian JA, Nurss J. Suzy Tomopoulos,MD Department of Pediatrics NYU School of Medicine Bellevue Hospital Center Quoting Laurie Anson : > Does anyone on this listserv use the TOFHLA regularly for health > literacy assessment in the clinical setting? What do you think of its > clinical applicability and ease of use? > > > Laurie Anson > Geisinger Wyoming Valley > Wilkes-Barre, PA > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From morenopz at aol.com Sun Mar 18 14:13:22 2007 From: morenopz at aol.com (morenopz at aol.com) Date: Sun, 18 Mar 2007 14:13:22 -0400 Subject: [HealthLiteracy 761] Re: bilingual transcription In-Reply-To: <20070315205925.43428.qmail@web51801.mail.re2.yahoo.com> Message-ID: <8C937A03F7B001E-1388-4180@mblk-d17.sysops.aol.com> Alejandro, I don't know of anyone who has the availability to do this kind of work, but perhaps you might try contacting some of the translation schools. I know that NYU-SCPS does send out job postings. The coordinator of the translation program is Alison Dundy -- though your work is not translation those students are training as language professionals. On another note, I am quite interested in your work -- for two reasons, I am a medical interpreting educator in NYC and also a composition instructor for the social sciences at CCNY. I would love to find out more about your research. Would that be possible? Patricia Moreno -----Original Message----- From: av47_2000 at yahoo.com To: healthliteracy at nifl.gov Sent: Thu, 15 Mar 2007 13:59:25 -0700 (PDT) Subject: [HealthLiteracy 756] bilingual transcription Hi, A while back, the discussion delved into audio taping focus groups. Here's hoping...: I'm conducting a few focus groups with Latino and Latinas in East Harlem, concerning colorectal cancer screening practices, attitudes, and beliefs, and we plan on audio taping the sessions. Does anyone know of a reliable, maybe even affordable, Spanish language transcriber (Spanish to Spanish)? I apologize, in advance, if this is an inappropriate venue to ask about this : ) thank you, Alejandro Varela ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. From nmorris at uvm.edu Sun Mar 18 20:42:59 2007 From: nmorris at uvm.edu (Nancy Morris) Date: Sun, 18 Mar 2007 20:42:59 -0400 Subject: [HealthLiteracy 762] Re: health literacy assessment In-Reply-To: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> Message-ID: <20070318204259.du9dv9le1t8o88sg@webmail.uvm.edu> I haven't used it clinically but having used the S-TOFHLA (the shorter version) for research I know that even the shortened version is too time consuming for a typical primary care office. Nancy Morris Quoting Laurie Anson : > Does anyone on this listserv use the TOFHLA regularly for health > literacy assessment in the clinical setting? What do you think of its > clinical applicability and ease of use? > > > Laurie Anson > Geisinger Wyoming Valley > Wilkes-Barre, PA > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > From mdomb at hcsm.org Fri Mar 16 14:04:51 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Fri, 16 Mar 2007 14:04:51 -0400 Subject: [HealthLiteracy 763] Re: bilingual transcription Message-ID: <51BDA90697BDD5118F2500D0B78881BA0120798E@exchange.hcsm.org> Someone once suggested to us that for transciption services, a good place would be the local offices that do it for your local courts. Perhaps reaching out to your DA's or PD's office might generate some resources? Mindy Domb -----Original Message----- From: Alex [mailto:av47_2000 at yahoo.com] Sent: Thu 3/15/2007 4:59 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 756] bilingual transcription Hi, A while back, the discussion delved into audio taping focus groups. Here's hoping...: I'm conducting a few focus groups with Latino and Latinas in East Harlem, concerning colorectal cancer screening practices, attitudes, and beliefs, and we plan on audio taping the sessions. Does anyone know of a reliable, maybe even affordable, Spanish language transcriber (Spanish to Spanish)? I apologize, in advance, if this is an inappropriate venue to ask about this : ) thank you, Alejandro Varela -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4086 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070316/2b506235/attachment.bin From Joanne.Schwartzberg at ama-assn.org Mon Mar 19 10:13:29 2007 From: Joanne.Schwartzberg at ama-assn.org (Joanne Schwartzberg) Date: Mon, 19 Mar 2007 09:13:29 -0500 Subject: [HealthLiteracy 764] Re: health literacy assessment In-Reply-To: References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> Message-ID: <1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> I would like to second Andrew's comments - because we know that all patients appreciate clear, concise and concrete information, AMA has been encouraging an approach for all patients called "Safe Communication Universal Precautions"..Clear,plain language, advance organization of spoken and written communication into 2 -3 key points and use of the "teach back" to confirm the patient's understanding (and if no understanding to stimulate the health professionals to re-explain and arrange for further assistance/health education/followup phone calls/family support/additional visits with more time/consider patient safety, etc, etc. The concept grew out of a belief in "universal design" in language as benefiting all patients, and "universal precautions" as benefiting all health professionals.... Joanne G. Schwartzberg, MD Director, Aging and Community Health American Medical Association 515 N. State St. Chicago, IL 60610 312-464-5355 fax: 312-464-5841 Joanne.Schwartzberg at ama-assn.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Sunday, March 18, 2007 11:13 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 759] Re: health literacy assessment Instead of dedicating resources toward labeling patients as lacking in what the TOFHLA or the Newest Vital Sign actually measure, why not direct resources toward lowering barriers for everyone? Andrew Pleasant >Does anyone on this listserv use the TOFHLA regularly for health >literacy assessment in the clinical setting? What do you think of its >clinical applicability and ease of use? > > >Laurie Anson >Geisinger Wyoming Valley >Wilkes-Barre, PA > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Tcccay2001 at aol.com Mon Mar 19 11:08:00 2007 From: Tcccay2001 at aol.com (Tcccay2001 at aol.com) Date: Mon, 19 Mar 2007 11:08:00 EDT Subject: [HealthLiteracy 765] Re: bilingual transcription Message-ID: This is a very nice run-on. This is something that I believe will cause some positive feedback in the community. I think that it will we initially take a lot of time away from a probably few until all the details are worked out. Until them it seems that our relationship is a moot point for the time being. L. Bernhard Lynn E. Bernhard, B.S.,C.M. Director Galveston County CBO CHIP/Children's Medicaid Chair Galveston County Community Resource Coordination Group 4428 Ave N Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 936-402-2968 Tcccay2001 at aol.com ************************************** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070319/f73adfdf/attachment.html From DICKERR2 at ihs.org Mon Mar 19 11:52:44 2007 From: DICKERR2 at ihs.org (Dickerson, Robert) Date: Mon, 19 Mar 2007 10:52:44 -0500 Subject: [HealthLiteracy 766] Re: health literacy assessment In-Reply-To: <1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> Message-ID: <1A33E9E06C4E994AA9AC1211509057F35878C6@FODXM001.ihs.org> I agree, eliminating communication barriers for everyone is a better use of resources. Comments in the past from new readers in Iowa, regarding the use of testing to determine reading levels, indicated many would walk out rather than be tested. Other comments I have heard from new readers on the topic of testing or assessing reading level include, "I went through that as a child don't make me do it again.", "I was made fun of as a child because I couldn't read well, don't do this to me again.", "I'm going to see a doctor because I'm ill don't test me for my reading level." We really need to look at this from the perspective of the patient and the impact on the environment of care. One of our goals should be to create a "shame-free" environment where patients feel comfortable telling their health care provider they don't understand what they are saying. The health care providers should likewise be communicating simply and clearly and encouraging questions. There is a role for reading level assessment in research, where new knowledge or results of an intervention are being sought. However, in the everyday clinical setting I must question what it will gain us as opposed to creating an environment of clear communication for all. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joanne Schwartzberg Sent: Monday, March 19, 2007 9:13 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 764] Re: health literacy assessment I would like to second Andrew's comments - because we know that all patients appreciate clear, concise and concrete information, AMA has been encouraging an approach for all patients called "Safe Communication Universal Precautions"..Clear,plain language, advance organization of spoken and written communication into 2 -3 key points and use of the "teach back" to confirm the patient's understanding (and if no understanding to stimulate the health professionals to re-explain and arrange for further assistance/health education/followup phone calls/family support/additional visits with more time/consider patient safety, etc, etc. The concept grew out of a belief in "universal design" in language as benefiting all patients, and "universal precautions" as benefiting all health professionals.... Joanne G. Schwartzberg, MD Director, Aging and Community Health American Medical Association 515 N. State St. Chicago, IL 60610 312-464-5355 fax: 312-464-5841 Joanne.Schwartzberg at ama-assn.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Sunday, March 18, 2007 11:13 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 759] Re: health literacy assessment Instead of dedicating resources toward labeling patients as lacking in what the TOFHLA or the Newest Vital Sign actually measure, why not direct resources toward lowering barriers for everyone? Andrew Pleasant >Does anyone on this listserv use the TOFHLA regularly for health >literacy assessment in the clinical setting? What do you think of its >clinical applicability and ease of use? > > >Laurie Anson >Geisinger Wyoming Valley >Wilkes-Barre, PA > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From lshohet at dawsoncollege.qc.ca Mon Mar 19 12:26:44 2007 From: lshohet at dawsoncollege.qc.ca (Linda Shohet) Date: Mon, 19 Mar 2007 11:26:44 -0500 Subject: [HealthLiteracy 767] Re: health literacy assessment In-Reply-To: <1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> <1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> Message-ID: <20070319160451.M77434@dawsoncollege.qc.ca> I strongly second both Andrew and Joanne. In ongoing projects since 1995 at the McGill University Health Centre (MUHC), five large Montreal hospitals, we have long suggested this approach. Even if we were to have perfect instruments, it is neither within the expertise or the ethical domain of health care providers to test clients' literacy. Health professionals are not trained to do this, and patients and clients already have a degree of anxiety about their health without adding a further layer of fear ( and possibly a deterrent to seeking help if they beleive they will be given a literacy test). There are more humane ways of responding. In addition to Joanne's excellent suggestions, we have suggested asking all patients to complete (themselves or with a volunteer) a simple "Learning preference profile" that indicates how they like to get information or learn a new skill. If all patients were to fill this in along with their standard health history, physicians and other providers would get both a sense of the literacy capacity and the learning preferences of the person( even highly literate people have a range of learning preferences). In the long term, we envisage a system that will be able to customize health instructions and information according to those preferences. Many of our current technolgoies already allow it. Finally, if health care providers develop links to community literacy groups, they can make appropriate referrals when they come across a patient with literacy needs(by "appropriate", we mean if a patient either asks for or shows an inclination to want literacy tutoring or classes; we do not mean giving patients a "test"). The idea of testing is actually much stronger in the US than it is in Canada or Britain. It is quite interesting to look at some of the cultural differences that underpin responses to issues of health literacy in various countries. Linda Shohet On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > I would like to second Andrew's comments - because we know that all > patients appreciate clear, concise and concrete information, AMA has > been encouraging an approach for all patients called "Safe Communication > Universal Precautions"..Clear,plain language, advance organization of > spoken and written communication into 2 -3 key points and use of the > "teach back" to confirm the patient's understanding (and if no > understanding to stimulate the health professionals to re-explain and > arrange for further assistance/health education/followup phone > calls/family support/additional visits with more time/consider > patient safety, etc, etc. The concept grew out of a belief in > "universal design" in language as benefiting all patients, and > "universal precautions" as benefiting all health professionals.... > > Joanne G. Schwartzberg, MD > Director, Aging and Community Health > American Medical Association > 515 N. State St. > Chicago, IL 60610 > 312-464-5355 > fax: 312-464-5841 > Joanne.Schwartzberg at ama-assn.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Sunday, March 18, 2007 11:13 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 759] Re: health literacy assessment > > Instead of dedicating resources toward labeling patients as lacking > in what the TOFHLA or the Newest Vital Sign actually measure, why > not direct resources toward lowering barriers for everyone? > > Andrew Pleasant > > >Does anyone on this listserv use the TOFHLA regularly for health > >literacy assessment in the clinical setting? What do you think of its > >clinical applicability and ease of use? > > > > > >Laurie Anson > >Geisinger Wyoming Valley > >Wilkes-Barre, PA > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences Rutgers, > the State University of New Jersey Cook Office Building, 55 Dudley Road > #207 New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca From sflint at library.ca.gov Mon Mar 19 14:25:07 2007 From: sflint at library.ca.gov (Flint, Suzanne) Date: Mon, 19 Mar 2007 11:25:07 -0700 Subject: [HealthLiteracy 768] Re: health literacy assessment In-Reply-To: <20070319160451.M77434@dawsoncollege.qc.ca> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net><1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> <20070319160451.M77434@dawsoncollege.qc.ca> Message-ID: I too wanted to underscore the sentiments of Linda, Andrew and Joanne. Having been a patient educator at Stanford for almost 20 years, I have witnessed the need for clear, plain language information and instructions for every patient or family member with whom I've worked, regardless of their literacy or even education level. Assessing individual literacy abilities instead of assessing materials (and creating clearer communication tools) for all seems an ill-conceived direction and use of energy and resources. An interesting experience here at the California State Library has actually underscored this even further. Library literacy services set out to develop a low-literacy, easy reader voter guide that was created BY adult literacy learners and an organization called, Common Knowledge. The guide was originally intended for low-literacy audiences only. Interestingly enough, the guide became so popular for ANY literacy level that it is now provided by the League of Women Voters and the Secretary State as the Easy Voter Guide. Rather than assessing people's literacy levels the materials were assessed, low-literacy individuals assisted in determining how the materials would be made clearer, and the result has been a guide that is sought and used throughout the state by anyone attempting to decipher complicated ballot issues. Let's judge and test the materials -- not the individuals seeking the information beyond asking them their preference for format. Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 FAX: 916-653-8443 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet Sent: Monday, March 19, 2007 9:27 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 767] Re: health literacy assessment I strongly second both Andrew and Joanne. In ongoing projects since 1995 at the McGill University Health Centre (MUHC), five large Montreal hospitals, we have long suggested this approach. Even if we were to have perfect instruments, it is neither within the expertise or the ethical domain of health care providers to test clients' literacy. Health professionals are not trained to do this, and patients and clients already have a degree of anxiety about their health without adding a further layer of fear ( and possibly a deterrent to seeking help if they beleive they will be given a literacy test). There are more humane ways of responding. In addition to Joanne's excellent suggestions, we have suggested asking all patients to complete (themselves or with a volunteer) a simple "Learning preference profile" that indicates how they like to get information or learn a new skill. If all patients were to fill this in along with their standard health history, physicians and other providers would get both a sense of the literacy capacity and the learning preferences of the person( even highly literate people have a range of learning preferences). In the long term, we envisage a system that will be able to customize health instructions and information according to those preferences. Many of our current technolgoies already allow it. Finally, if health care providers develop links to community literacy groups, they can make appropriate referrals when they come across a patient with literacy needs(by "appropriate", we mean if a patient either asks for or shows an inclination to want literacy tutoring or classes; we do not mean giving patients a "test"). The idea of testing is actually much stronger in the US than it is in Canada or Britain. It is quite interesting to look at some of the cultural differences that underpin responses to issues of health literacy in various countries. Linda Shohet On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > I would like to second Andrew's comments - because we know that all > patients appreciate clear, concise and concrete information, AMA has > been encouraging an approach for all patients called "Safe > Communication Universal Precautions"..Clear,plain language, advance > organization of spoken and written communication into 2 -3 key points > and use of the "teach back" to confirm the patient's understanding > (and if no understanding to stimulate the health professionals to > re-explain and arrange for further assistance/health > education/followup phone calls/family support/additional visits with > more time/consider patient safety, etc, etc. The concept grew out of a > belief in "universal design" in language as benefiting all patients, > and "universal precautions" as benefiting all health professionals.... > > Joanne G. Schwartzberg, MD > Director, Aging and Community Health > American Medical Association > 515 N. State St. > Chicago, IL 60610 > 312-464-5355 > fax: 312-464-5841 > Joanne.Schwartzberg at ama-assn.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Sunday, March 18, 2007 11:13 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 759] Re: health literacy assessment > > Instead of dedicating resources toward labeling patients as lacking in > what the TOFHLA or the Newest Vital Sign actually measure, why not > direct resources toward lowering barriers for everyone? > > Andrew Pleasant > > >Does anyone on this listserv use the TOFHLA regularly for health > >literacy assessment in the clinical setting? What do you think of its > >clinical applicability and ease of use? > > > > > >Laurie Anson > >Geisinger Wyoming Valley > >Wilkes-Barre, PA > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences Rutgers, > the State University of New Jersey Cook Office Building, 55 Dudley > Road > #207 New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From mgsantos at sfsu.edu Tue Mar 20 05:05:20 2007 From: mgsantos at sfsu.edu (Maricel G. Santos) Date: Tue, 20 Mar 2007 02:05:20 -0700 Subject: [HealthLiteracy 769] Re: health literacy assessment In-Reply-To: References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net><1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> <20070319160451.M77434@dawsoncollege.qc.ca> Message-ID: <1174381520.45ffa3d0e02ba@webmail.sfsu.edu> Dear Suzanne, thanks for sharing info about the Common Knowledge voter guide project... Do you know if the same approach (involving adult learners in the evaluation of materials) has been taken with health materials on a wide scale? I attended a learner leadership conference (sponsored by the national organization known as VALUE, Voice for Adult Education United for Education) in Des Moines, Iowa, that was focused on health issues. Adult learners had the opportunity to talk directly to health practitioners, critique health materials, and ask questions about their own health care and prescriptions. The interaction was powerful... With colleagues at San Francisco State University, I am working on an initiative called Project PILOT (Partners in Immigrant Leadership, Outreach, and Training). the goals of this project are broad and include: 1. Identifying cadre of adult immigrant learners who are committed to taking community action around health disparities; 2. Designing educational materials for adult ESL programs that support the development of health literacy and leadership skills in adult immigrant learners; 3. Bringing visibility to the civic activities that adult ESL learners take as advocates for improved health outcomes in their community, and 4 Building a model of partnership that facilitates on-going dialogue and collaboration between a network of Bay Area adult ESL programs and local health care providers. I'm wondering if a guide similar to scope/purpose of the Easy Voter Guide could be created for the health field -- i.e., a guide developed in collaboration with adult ESL learners for other adult ESL learners (as well as the practitioners that serve them) about how to access/interpret health communications as well as how to design better materials... Perhaps something like this has already been done elsewhere (Canada?)... Thanks again for your insights. Best, Maricel Santos Quoting "Flint, Suzanne" : > I too wanted to underscore the sentiments of Linda, Andrew and Joanne. > Having been a patient educator at Stanford for almost 20 years, I have > witnessed the need for clear, plain language information and > instructions for every patient or family member with whom I've worked, > regardless of their literacy or even education level. Assessing > individual literacy abilities instead of assessing materials (and > creating clearer communication tools) for all seems an ill-conceived > direction and use of energy and resources. > > An interesting experience here at the California State Library has > actually underscored this even further. Library literacy services set > out to develop a low-literacy, easy reader voter guide that was created > BY adult literacy learners and an organization called, Common Knowledge. > The guide was originally intended for low-literacy audiences only. > Interestingly enough, the guide became so popular for ANY literacy level > that it is now provided by the League of Women Voters and the Secretary > State as the Easy Voter Guide. Rather than assessing people's literacy > levels the materials were assessed, low-literacy individuals assisted in > determining how the materials would be made clearer, and the result has > been a guide that is sought and used throughout the state by anyone > attempting to decipher complicated ballot issues. Let's judge and test > the materials -- not the individuals seeking the information beyond > asking them their preference for format. > > Suzanne Flint, Library Programs Consultant > Library Development Services > California State Library > P.O. Box 942837 > Sacramento, CA 94237-0001 > Phone: 916-651-9796 > FAX: 916-653-8443 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet > Sent: Monday, March 19, 2007 9:27 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 767] Re: health literacy assessment > > I strongly second both Andrew and Joanne. In ongoing projects since > 1995 at the McGill University Health Centre (MUHC), five large Montreal > hospitals, we have long suggested this approach. Even if we were to have > perfect instruments, it is neither within the expertise or the ethical > domain of health care providers to test clients' literacy. Health > professionals are not trained to do this, and patients and clients > already have a degree of anxiety about their health without adding a > further layer of fear ( and possibly a deterrent to seeking help if they > beleive they will be given a literacy test). There are more humane ways > of responding. > > In addition to Joanne's excellent suggestions, we have suggested asking > all patients to complete (themselves or with a volunteer) a simple > "Learning preference profile" that indicates how they like to get > information or learn a new skill. If all patients were to fill this in > along with their standard health history, physicians and other providers > would get both a sense of the literacy capacity and the learning > preferences of the person( even highly literate people have a range of > learning preferences). In the long term, we envisage a system that will > be able to customize health instructions and information according to > those preferences. Many of our current technolgoies already allow it. > > Finally, if health care providers develop links to community literacy > groups, they can make appropriate referrals when they come across a > patient with literacy needs(by "appropriate", we mean if a patient > either asks for or shows an inclination to want literacy tutoring or > classes; we do not mean giving patients a "test"). > > The idea of testing is actually much stronger in the US than it is in > Canada or Britain. It is quite interesting to look at some of the > cultural differences that underpin responses to issues of health > literacy in various countries. > > Linda Shohet > > > On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > > I would like to second Andrew's comments - because we know that all > > patients appreciate clear, concise and concrete information, AMA has > > been encouraging an approach for all patients called "Safe > > Communication Universal Precautions"..Clear,plain language, advance > > organization of spoken and written communication into 2 -3 key points > > and use of the "teach back" to confirm the patient's understanding > > (and if no understanding to stimulate the health professionals to > > re-explain and arrange for further assistance/health > > education/followup phone calls/family support/additional visits with > > more time/consider patient safety, etc, etc. The concept grew out of a > > > belief in "universal design" in language as benefiting all patients, > > and "universal precautions" as benefiting all health professionals.... > > > > Joanne G. Schwartzberg, MD > > Director, Aging and Community Health > > American Medical Association > > 515 N. State St. > > Chicago, IL 60610 > > 312-464-5355 > > fax: 312-464-5841 > > Joanne.Schwartzberg at ama-assn.org > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > > Sent: Sunday, March 18, 2007 11:13 AM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 759] Re: health literacy assessment > > > > Instead of dedicating resources toward labeling patients as lacking in > > > what the TOFHLA or the Newest Vital Sign actually measure, why not > > direct resources toward lowering barriers for everyone? > > > > Andrew Pleasant > > > > >Does anyone on this listserv use the TOFHLA regularly for health > > >literacy assessment in the clinical setting? What do you think of its > > > >clinical applicability and ease of use? > > > > > > > > >Laurie Anson > > >Geisinger Wyoming Valley > > >Wilkes-Barre, PA > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences Rutgers, > > the State University of New Jersey Cook Office Building, 55 Dudley > > Road > > #207 New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > -- > Linda Shohet, PhD > Executive Director > The Centre for Literacy of Quebec > 3040 Sherbrooke Street West > Montreal, Quebec > Canada, H3Z 1A4 > Tel.:(514) 931-8731, ext. 1411 > Fax: (514) 931-5181 > E-mail: lshohet at dawsoncollege.qc.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) From WinstonL at lacnyc.org Tue Mar 20 10:18:46 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Tue, 20 Mar 2007 10:18:46 -0400 Subject: [HealthLiteracy 770] Re: health literacy assessment In-Reply-To: <20070319160451.M77434@dawsoncollege.qc.ca> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net><1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> <20070319160451.M77434@dawsoncollege.qc.ca> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB832A330@lac-exch.lacnyc.local> Hi all: I am in agreement with questioning the usefulness of wanting to give either the TOHFLA or the NVS tests to patients especially if it's for the purpose of knowing their literacy level. At LAC here in New York, we have always expressed our concern to groups that have wanted to go this route. Perhaps it would be great to hear the rationale for wanting to give the test. Are you doing a research project? Or do you just want to know how literate patients are so you can serve them better? Laurie, could you shed some light on this? Why does your agency want to give either test? Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor? New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet Sent: Monday, March 19, 2007 12:27 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 767] Re: health literacy assessment I strongly second both Andrew and Joanne. In ongoing projects since 1995 at the McGill University Health Centre (MUHC), five large Montreal hospitals, we have long suggested this approach. Even if we were to have perfect instruments, it is neither within the expertise or the ethical domain of health care providers to test clients' literacy. Health professionals are not trained to do this, and patients and clients already have a degree of anxiety about their health without adding a further layer of fear ( and possibly a deterrent to seeking help if they beleive they will be given a literacy test). There are more humane ways of responding. In addition to Joanne's excellent suggestions, we have suggested asking all patients to complete (themselves or with a volunteer) a simple "Learning preference profile" that indicates how they like to get information or learn a new skill. If all patients were to fill this in along with their standard health history, physicians and other providers would get both a sense of the literacy capacity and the learning preferences of the person( even highly literate people have a range of learning preferences). In the long term, we envisage a system that will be able to customize health instructions and information according to those preferences. Many of our current technolgoies already allow it. Finally, if health care providers develop links to community literacy groups, they can make appropriate referrals when they come across a patient with literacy needs(by "appropriate", we mean if a patient either asks for or shows an inclination to want literacy tutoring or classes; we do not mean giving patients a "test"). The idea of testing is actually much stronger in the US than it is in Canada or Britain. It is quite interesting to look at some of the cultural differences that underpin responses to issues of health literacy in various countries. Linda Shohet On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > I would like to second Andrew's comments - because we know that all > patients appreciate clear, concise and concrete information, AMA has > been encouraging an approach for all patients called "Safe Communication > Universal Precautions"..Clear,plain language, advance organization of > spoken and written communication into 2 -3 key points and use of the > "teach back" to confirm the patient's understanding (and if no > understanding to stimulate the health professionals to re-explain and > arrange for further assistance/health education/followup phone > calls/family support/additional visits with more time/consider > patient safety, etc, etc. The concept grew out of a belief in > "universal design" in language as benefiting all patients, and > "universal precautions" as benefiting all health professionals.... > > Joanne G. Schwartzberg, MD > Director, Aging and Community Health > American Medical Association > 515 N. State St. > Chicago, IL 60610 > 312-464-5355 > fax: 312-464-5841 > Joanne.Schwartzberg at ama-assn.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Sunday, March 18, 2007 11:13 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 759] Re: health literacy assessment > > Instead of dedicating resources toward labeling patients as lacking > in what the TOFHLA or the Newest Vital Sign actually measure, why > not direct resources toward lowering barriers for everyone? > > Andrew Pleasant > > >Does anyone on this listserv use the TOFHLA regularly for health > >literacy assessment in the clinical setting? What do you think of its > >clinical applicability and ease of use? > > > > > >Laurie Anson > >Geisinger Wyoming Valley > >Wilkes-Barre, PA > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences Rutgers, > the State University of New Jersey Cook Office Building, 55 Dudley Road > #207 New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From av47_2000 at yahoo.com Tue Mar 20 11:35:08 2007 From: av47_2000 at yahoo.com (Alex) Date: Tue, 20 Mar 2007 08:35:08 -0700 (PDT) Subject: [HealthLiteracy 771] Re: bilingual transcription In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA0120798E@exchange.hcsm.org> Message-ID: <20070320153508.12431.qmail@web51807.mail.re2.yahoo.com> thanks for the suggestion, mindy! Mindy Domb wrote: Someone once suggested to us that for transciption services, a good place would be the local offices that do it for your local courts. Perhaps reaching out to your DA's or PD's office might generate some resources? Mindy Domb -----Original Message----- From: Alex [mailto:av47_2000 at yahoo.com] Sent: Thu 3/15/2007 4:59 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 756] bilingual transcription Hi, A while back, the discussion delved into audio taping focus groups. Here's hoping...: I'm conducting a few focus groups with Latino and Latinas in East Harlem, concerning colorectal cancer screening practices, attitudes, and beliefs, and we plan on audio taping the sessions. Does anyone know of a reliable, maybe even affordable, Spanish language transcriber (Spanish to Spanish)? I apologize, in advance, if this is an inappropriate venue to ask about this : ) thank you, Alejandro Varela ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070320/840c54d5/attachment.html From nid201 at nyu.edu Tue Mar 20 12:00:35 2007 From: nid201 at nyu.edu (Nancy J Dougherty) Date: Tue, 20 Mar 2007 12:00:35 -0400 Subject: [HealthLiteracy 772] Health literacy for people with developmental disabilities Message-ID: Hello, I'm new to the list and have found many of the discussions thus far incredibly interesting and relevant. I am a dentist involved in providing oral health care to a population of adults with developmental disabilities. Does anyone on the list have experience providing health information to adults with mild to moderate cognitive impairments? Thanks, -Nancy Dougherty From julie_mcKinney at worlded.org Tue Mar 20 12:14:08 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 20 Mar 2007 12:14:08 -0400 Subject: [HealthLiteracy 773] The Newest Vital Sign & other HL assessments Message-ID: <45FFD0100200002D000017F4@bostongwia.jsi.com> You can find an article about the "Newest Vital Sign" at this link: http://www.askme3.org/nvs-english.asp I, too, would be curious to hear from any who have used this. However, I do agree with the others who have said that health literacy testing is important more for collecting data to support health literacy advocacy, and less important for testing patients in a clinical setting. If providers used the same three minutes for the teach-back method instead, it would negate the need to evaluate the patients health literacy AND ensure that the information has been understood. As Suzanne said: "Let's judge and test the materials [and provider communication] -- not the individuals seeking the information..." Of course I'm interested in hearing other points of view as well! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Laurie Anson 03/17/07 1:26 PM >>> We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From boydhdavis at yahoo.com Tue Mar 20 12:14:59 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Tue, 20 Mar 2007 09:14:59 -0700 (PDT) Subject: [HealthLiteracy 774] Re: health literacy assessment In-Reply-To: <1174381520.45ffa3d0e02ba@webmail.sfsu.edu> Message-ID: <516905.69041.qm@web54609.mail.yahoo.com> Maricel, we have greatly benefited from constant interactive evaluations by the adult learners, newly licensed practitioners, instructors, and family members in our project of developing, implementing and evaluating culturally sensitive materials in dementia communication, targeting nurse aides. So we'd be especially interested in keeping up with your project Boyd Davis http://www.english.uncc.edu/bdavis "Maricel G. Santos" wrote: Dear Suzanne, thanks for sharing info about the Common Knowledge voter guide project... Do you know if the same approach (involving adult learners in the evaluation of materials) has been taken with health materials on a wide scale? I attended a learner leadership conference (sponsored by the national organization known as VALUE, Voice for Adult Education United for Education) in Des Moines, Iowa, that was focused on health issues. Adult learners had the opportunity to talk directly to health practitioners, critique health materials, and ask questions about their own health care and prescriptions. The interaction was powerful... With colleagues at San Francisco State University, I am working on an initiative called Project PILOT (Partners in Immigrant Leadership, Outreach, and Training). the goals of this project are broad and include: 1. Identifying cadre of adult immigrant learners who are committed to taking community action around health disparities; 2. Designing educational materials for adult ESL programs that support the development of health literacy and leadership skills in adult immigrant learners; 3. Bringing visibility to the civic activities that adult ESL learners take as advocates for improved health outcomes in their community, and 4 Building a model of partnership that facilitates on-going dialogue and collaboration between a network of Bay Area adult ESL programs and local health care providers. I'm wondering if a guide similar to scope/purpose of the Easy Voter Guide could be created for the health field -- i.e., a guide developed in collaboration with adult ESL learners for other adult ESL learners (as well as the practitioners that serve them) about how to access/interpret health communications as well as how to design better materials... Perhaps something like this has already been done elsewhere (Canada?)... Thanks again for your insights. Best, Maricel Santos Quoting "Flint, Suzanne" : > I too wanted to underscore the sentiments of Linda, Andrew and Joanne. > Having been a patient educator at Stanford for almost 20 years, I have > witnessed the need for clear, plain language information and > instructions for every patient or family member with whom I've worked, > regardless of their literacy or even education level. Assessing > individual literacy abilities instead of assessing materials (and > creating clearer communication tools) for all seems an ill-conceived > direction and use of energy and resources. > > An interesting experience here at the California State Library has > actually underscored this even further. Library literacy services set > out to develop a low-literacy, easy reader voter guide that was created > BY adult literacy learners and an organization called, Common Knowledge. > The guide was originally intended for low-literacy audiences only. > Interestingly enough, the guide became so popular for ANY literacy level > that it is now provided by the League of Women Voters and the Secretary > State as the Easy Voter Guide. Rather than assessing people's literacy > levels the materials were assessed, low-literacy individuals assisted in > determining how the materials would be made clearer, and the result has > been a guide that is sought and used throughout the state by anyone > attempting to decipher complicated ballot issues. Let's judge and test > the materials -- not the individuals seeking the information beyond > asking them their preference for format. > > Suzanne Flint, Library Programs Consultant > Library Development Services > California State Library > P.O. Box 942837 > Sacramento, CA 94237-0001 > Phone: 916-651-9796 > FAX: 916-653-8443 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet > Sent: Monday, March 19, 2007 9:27 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 767] Re: health literacy assessment > > I strongly second both Andrew and Joanne. In ongoing projects since > 1995 at the McGill University Health Centre (MUHC), five large Montreal > hospitals, we have long suggested this approach. Even if we were to have > perfect instruments, it is neither within the expertise or the ethical > domain of health care providers to test clients' literacy. Health > professionals are not trained to do this, and patients and clients > already have a degree of anxiety about their health without adding a > further layer of fear ( and possibly a deterrent to seeking help if they > beleive they will be given a literacy test). There are more humane ways > of responding. > > In addition to Joanne's excellent suggestions, we have suggested asking > all patients to complete (themselves or with a volunteer) a simple > "Learning preference profile" that indicates how they like to get > information or learn a new skill. If all patients were to fill this in > along with their standard health history, physicians and other providers > would get both a sense of the literacy capacity and the learning > preferences of the person( even highly literate people have a range of > learning preferences). In the long term, we envisage a system that will > be able to customize health instructions and information according to > those preferences. Many of our current technolgoies already allow it. > > Finally, if health care providers develop links to community literacy > groups, they can make appropriate referrals when they come across a > patient with literacy needs(by "appropriate", we mean if a patient > either asks for or shows an inclination to want literacy tutoring or > classes; we do not mean giving patients a "test"). > > The idea of testing is actually much stronger in the US than it is in > Canada or Britain. It is quite interesting to look at some of the > cultural differences that underpin responses to issues of health > literacy in various countries. > > Linda Shohet > > > On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > > I would like to second Andrew's comments - because we know that all > > patients appreciate clear, concise and concrete information, AMA has > > been encouraging an approach for all patients called "Safe > > Communication Universal Precautions"..Clear,plain language, advance > > organization of spoken and written communication into 2 -3 key points > > and use of the "teach back" to confirm the patient's understanding > > (and if no understanding to stimulate the health professionals to > > re-explain and arrange for further assistance/health > > education/followup phone calls/family support/additional visits with > > more time/consider patient safety, etc, etc. The concept grew out of a > > > belief in "universal design" in language as benefiting all patients, > > and "universal precautions" as benefiting all health professionals.... > > > > Joanne G. Schwartzberg, MD > > Director, Aging and Community Health > > American Medical Association > > 515 N. State St. > > Chicago, IL 60610 > > 312-464-5355 > > fax: 312-464-5841 > > Joanne.Schwartzberg at ama-assn.org > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > > Sent: Sunday, March 18, 2007 11:13 AM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 759] Re: health literacy assessment > > > > Instead of dedicating resources toward labeling patients as lacking in > > > what the TOFHLA or the Newest Vital Sign actually measure, why not > > direct resources toward lowering barriers for everyone? > > > > Andrew Pleasant > > > > >Does anyone on this listserv use the TOFHLA regularly for health > > >literacy assessment in the clinical setting? What do you think of its > > > >clinical applicability and ease of use? > > > > > > > > >Laurie Anson > > >Geisinger Wyoming Valley > > >Wilkes-Barre, PA > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences Rutgers, > > the State University of New Jersey Cook Office Building, 55 Dudley > > Road > > #207 New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > -- > Linda Shohet, PhD > Executive Director > The Centre for Literacy of Quebec > 3040 Sherbrooke Street West > Montreal, Quebec > Canada, H3Z 1A4 > Tel.:(514) 931-8731, ext. 1411 > Fax: (514) 931-5181 > E-mail: lshohet at dawsoncollege.qc.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070320/25568aff/attachment.html From smbrown at geisinger.edu Tue Mar 20 12:31:49 2007 From: smbrown at geisinger.edu (E. Sue Brown) Date: Tue, 20 Mar 2007 12:31:49 -0400 Subject: [HealthLiteracy 774] Re: health literacy assessment In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB832A330@lac-exch.lacnyc.local> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net><1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> <20070319160451.M77434@dawsoncollege.qc.ca> <6E8BC13A30982C44BCD32B38FB8F5AB832A330@lac-exch.lacnyc.local> Message-ID: <45FFD435020000DF00006851@GHSGWIANW5V.GEISINGER.EDU> I am Director of Clinical Content Management at Geisinger. I work with Laurie, who is a member of our advisory group. We read the article and members questioned if this was something that was feasible or a benefit to try. We were just asking to see if others were using the tool to justify our decision. Thanks, this discussion has been helpful. Sue Sue Brown RN MHA CPHQ Director, Clinical Content Management Phone: 570-826- 7622 Pager 830-7549 Fax 570-819-5541 Internal Zip: 41-19 "Peer Review generated records generated solely for Quality Improvement purposes pursuant to 63 P.S. Section 425.1 et seq and/or the Mcare Act.- Not for redistribution outside the System's Peer Review Committee" >>> "Winston Lawrence" 3/20/2007 10:18 AM >>> Hi all: I am in agreement with questioning the usefulness of wanting to give either the TOHFLA or the NVS tests to patients especially if it's for the purpose of knowing their literacy level. At LAC here in New York, we have always expressed our concern to groups that have wanted to go this route. Perhaps it would be great to hear the rationale for wanting to give the test. Are you doing a research project? Or do you just want to know how literate patients are so you can serve them better? Laurie, could you shed some light on this? Why does your agency want to give either test? Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet Sent: Monday, March 19, 2007 12:27 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 767] Re: health literacy assessment I strongly second both Andrew and Joanne. In ongoing projects since 1995 at the McGill University Health Centre (MUHC), five large Montreal hospitals, we have long suggested this approach. Even if we were to have perfect instruments, it is neither within the expertise or the ethical domain of health care providers to test clients' literacy. Health professionals are not trained to do this, and patients and clients already have a degree of anxiety about their health without adding a further layer of fear ( and possibly a deterrent to seeking help if they beleive they will be given a literacy test). There are more humane ways of responding. In addition to Joanne's excellent suggestions, we have suggested asking all patients to complete (themselves or with a volunteer) a simple "Learning preference profile" that indicates how they like to get information or learn a new skill. If all patients were to fill this in along with their standard health history, physicians and other providers would get both a sense of the literacy capacity and the learning preferences of the person( even highly literate people have a range of learning preferences). In the long term, we envisage a system that will be able to customize health instructions and information according to those preferences. Many of our current technolgoies already allow it. Finally, if health care providers develop links to community literacy groups, they can make appropriate referrals when they come across a patient with literacy needs(by "appropriate", we mean if a patient either asks for or shows an inclination to want literacy tutoring or classes; we do not mean giving patients a "test"). The idea of testing is actually much stronger in the US than it is in Canada or Britain. It is quite interesting to look at some of the cultural differences that underpin responses to issues of health literacy in various countries. Linda Shohet On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > I would like to second Andrew's comments - because we know that all > patients appreciate clear, concise and concrete information, AMA has > been encouraging an approach for all patients called "Safe Communication > Universal Precautions"..Clear,plain language, advance organization of > spoken and written communication into 2 -3 key points and use of the > "teach back" to confirm the patient's understanding (and if no > understanding to stimulate the health professionals to re-explain and > arrange for further assistance/health education/followup phone > calls/family support/additional visits with more time/consider > patient safety, etc, etc. The concept grew out of a belief in > "universal design" in language as benefiting all patients, and > "universal precautions" as benefiting all health professionals.... > > Joanne G. Schwartzberg, MD > Director, Aging and Community Health > American Medical Association > 515 N. State St. > Chicago, IL 60610 > 312-464-5355 > fax: 312-464-5841 > Joanne.Schwartzberg at ama-assn.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Sunday, March 18, 2007 11:13 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 759] Re: health literacy assessment > > Instead of dedicating resources toward labeling patients as lacking > in what the TOFHLA or the Newest Vital Sign actually measure, why > not direct resources toward lowering barriers for everyone? > > Andrew Pleasant > > >Does anyone on this listserv use the TOFHLA regularly for health > >literacy assessment in the clinical setting? What do you think of its > >clinical applicability and ease of use? > > > > > >Laurie Anson > >Geisinger Wyoming Valley > >Wilkes-Barre, PA > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences Rutgers, > the State University of New Jersey Cook Office Building, 55 Dudley Road > #207 New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT WARNING: The information in this message (and the documents attached to it, if any) is confidential and may be legally privileged. It is intended solely for the addressee. Access to this message by anyone else is unauthorized. If you are not the intended recipient, any disclosure, copying, distribution or any action taken, or omitted to be taken, in reliance on it is prohibited and may be unlawful. If you have received this message in error, please delete all electronic copies of this message (and the documents attached to it, if any), destroy any hard copies you may have created and notify me immediately by replying to this email. Thank you. From sandras at beginningsguides.net Tue Mar 20 14:12:53 2007 From: sandras at beginningsguides.net (Sandra Smith) Date: Tue, 20 Mar 2007 10:12:53 -0800 Subject: [HealthLiteracy 775] Re: health literacy assessment In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB832A330@lac-exch.lacnyc.local> Message-ID: <20070320171704.4804211BAF@mail.nifl.gov> These tests measure reading ability, they do not measure functional health literacy. Please see 11 Reasons NOT to Test Health Literacy by Health Literacy Specialist Audrey Riffenburgh at http://www.beginningsguides.net/content/images/stories/IO-February-15-2007.p df Page 3. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Winston Lawrence Sent: Tuesday, March 20, 2007 6:19 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 770] Re: health literacy assessment Hi all: I am in agreement with questioning the usefulness of wanting to give either the TOHFLA or the NVS tests to patients especially if it's for the purpose of knowing their literacy level. At LAC here in New York, we have always expressed our concern to groups that have wanted to go this route. Perhaps it would be great to hear the rationale for wanting to give the test. Are you doing a research project? Or do you just want to know how literate patients are so you can serve them better? Laurie, could you shed some light on this? Why does your agency want to give either test? Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor? New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet Sent: Monday, March 19, 2007 12:27 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 767] Re: health literacy assessment I strongly second both Andrew and Joanne. In ongoing projects since 1995 at the McGill University Health Centre (MUHC), five large Montreal hospitals, we have long suggested this approach. Even if we were to have perfect instruments, it is neither within the expertise or the ethical domain of health care providers to test clients' literacy. Health professionals are not trained to do this, and patients and clients already have a degree of anxiety about their health without adding a further layer of fear ( and possibly a deterrent to seeking help if they beleive they will be given a literacy test). There are more humane ways of responding. In addition to Joanne's excellent suggestions, we have suggested asking all patients to complete (themselves or with a volunteer) a simple "Learning preference profile" that indicates how they like to get information or learn a new skill. If all patients were to fill this in along with their standard health history, physicians and other providers would get both a sense of the literacy capacity and the learning preferences of the person( even highly literate people have a range of learning preferences). In the long term, we envisage a system that will be able to customize health instructions and information according to those preferences. Many of our current technolgoies already allow it. Finally, if health care providers develop links to community literacy groups, they can make appropriate referrals when they come across a patient with literacy needs(by "appropriate", we mean if a patient either asks for or shows an inclination to want literacy tutoring or classes; we do not mean giving patients a "test"). The idea of testing is actually much stronger in the US than it is in Canada or Britain. It is quite interesting to look at some of the cultural differences that underpin responses to issues of health literacy in various countries. Linda Shohet On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote > I would like to second Andrew's comments - because we know that all > patients appreciate clear, concise and concrete information, AMA has > been encouraging an approach for all patients called "Safe Communication > Universal Precautions"..Clear,plain language, advance organization of > spoken and written communication into 2 -3 key points and use of the > "teach back" to confirm the patient's understanding (and if no > understanding to stimulate the health professionals to re-explain and > arrange for further assistance/health education/followup phone > calls/family support/additional visits with more time/consider > patient safety, etc, etc. The concept grew out of a belief in > "universal design" in language as benefiting all patients, and > "universal precautions" as benefiting all health professionals.... > > Joanne G. Schwartzberg, MD > Director, Aging and Community Health > American Medical Association > 515 N. State St. > Chicago, IL 60610 > 312-464-5355 > fax: 312-464-5841 > Joanne.Schwartzberg at ama-assn.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant > Sent: Sunday, March 18, 2007 11:13 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 759] Re: health literacy assessment > > Instead of dedicating resources toward labeling patients as lacking > in what the TOFHLA or the Newest Vital Sign actually measure, why > not direct resources toward lowering barriers for everyone? > > Andrew Pleasant > > >Does anyone on this listserv use the TOFHLA regularly for health > >literacy assessment in the clinical setting? What do you think of its > >clinical applicability and ease of use? > > > > > >Laurie Anson > >Geisinger Wyoming Valley > >Wilkes-Barre, PA > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences Rutgers, > the State University of New Jersey Cook Office Building, 55 Dudley Road > #207 New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From poledc at slu.edu Tue Mar 20 13:22:29 2007 From: poledc at slu.edu (David Pole) Date: Tue, 20 Mar 2007 12:22:29 -0500 Subject: [HealthLiteracy 776] Re: The Newest Vital Sign & other HL assessments In-Reply-To: <45FFD0100200002D000017F4@bostongwia.jsi.com> Message-ID: <20070320172310.3EE7811B26@mail.nifl.gov> I agree and also have a different opinion regarding the Newest Vital Sign As a 20 health educator and now working to train medical students on patient communications, I agree testing and identification for the sake of labeling does not automatically translate to focusing on the patient's needs and/or the provider developing skills, ie. teach back, plain language, community resource links, that are the step necessary to move to helping the patient and empowerment. On the other hand, the very nice aspect of the NVS is that it can be used in the course of patient education discsusison on nutrition for HTN, DM, CVD and weight loss in the context of "there is so much information on nutrition, I want to make sure I am providing you resources that meet your needs... want to ask you a few questions about the label in order to connect you with appropriate written and community resources..." This allows the provider to get a good idea of the level of literacy and what resources to appropriately guide ALL patients towards, be they brief discussions with the provider about health behaviors, appropriate written materials or community literacy programs. My perspective is the different purpose, this is not labeling or testing to document something in a chart, but rather to guide the provider in better communications with the patient. In working with medical students we still find many who do not believe that it is a problem in their patient populations and a majority who know it is an issue, but are not comfortable with the questions or steps to have access the level of need and skills to address. We are implementing a skills based health literacy workshop on the issue and how to address and will be including it as a component of our modules using the chronic care model as well so that it is taught in context of continuity of care. David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, March 20, 2007 11:14 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 773] The Newest Vital Sign & other HL assessments You can find an article about the "Newest Vital Sign" at this link: http://www.askme3.org/nvs-english.asp I, too, would be curious to hear from any who have used this. However, I do agree with the others who have said that health literacy testing is important more for collecting data to support health literacy advocacy, and less important for testing patients in a clinical setting. If providers used the same three minutes for the teach-back method instead, it would negate the need to evaluate the patients health literacy AND ensure that the information has been understood. As Suzanne said: "Let's judge and test the materials [and provider communication] -- not the individuals seeking the information..." Of course I'm interested in hearing other points of view as well! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Laurie Anson 03/17/07 1:26 PM >>> We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From mdomb at hcsm.org Tue Mar 20 12:27:09 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Tue, 20 Mar 2007 12:27:09 -0400 Subject: [HealthLiteracy 777] Re: bilingual transcription Message-ID: <51BDA90697BDD5118F2500D0B78881BA01207998@exchange.hcsm.org> you're welcome. they're pricey usually but competent and quick. -----Original Message----- From: Alex [mailto:av47_2000 at yahoo.com] Sent: Tue 3/20/2007 11:35 AM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 771] Re: bilingual transcription thanks for the suggestion, mindy! Mindy Domb wrote: Someone once suggested to us that for transciption services, a good place would be the local offices that do it for your local courts. Perhaps reaching out to your DA's or PD's office might generate some resources? Mindy Domb -----Original Message----- From: Alex [mailto:av47_2000 at yahoo.com] Sent: Thu 3/15/2007 4:59 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 756] bilingual transcription Hi, A while back, the discussion delved into audio taping focus groups. Here's hoping...: I'm conducting a few focus groups with Latino and Latinas in East Harlem, concerning colorectal cancer screening practices, attitudes, and beliefs, and we plan on audio taping the sessions. Does anyone know of a reliable, maybe even affordable, Spanish language transcriber (Spanish to Spanish)? I apologize, in advance, if this is an inappropriate venue to ask about this : ) thank you, Alejandro Varela ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4722 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070320/59e9bb73/attachment.bin From julie_mcKinney at worlded.org Tue Mar 20 13:56:28 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 20 Mar 2007 13:56:28 -0400 Subject: [HealthLiteracy 778] Re: The Newest Vital Sign & other HL assessments Message-ID: <45FFE80C0200002D0000183C@bostongwia.jsi.com> David, I'm glad to see folks like you addressing this issue with medical students. You mention that many of them do not believe the extent of the communication barrier, and others feel uncomfortable dealing with it. Have you ever collaborated with local adult literacy or ESOL classes to give the medical students exposure to this population? This can be a win-win solution by giving med students and adult learners an opportunity to practice their respective communication strategies with guidance from their respective teachers! Has anyone else done this? I heard of a nursing program that would have the students give "mini exams" to adult learners, for the benefit of both. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David Pole" 03/20/07 1:22 PM >>> I agree and also have a different opinion regarding the Newest Vital Sign As a 20 health educator and now working to train medical students on patient communications, I agree testing and identification for the sake of labeling does not automatically translate to focusing on the patient's needs and/or the provider developing skills, ie. teach back, plain language, community resource links, that are the step necessary to move to helping the patient and empowerment. On the other hand, the very nice aspect of the NVS is that it can be used in the course of patient education discsusison on nutrition for HTN, DM, CVD and weight loss in the context of "there is so much information on nutrition, I want to make sure I am providing you resources that meet your needs... want to ask you a few questions about the label in order to connect you with appropriate written and community resources..." This allows the provider to get a good idea of the level of literacy and what resources to appropriately guide ALL patients towards, be they brief discussions with the provider about health behaviors, appropriate written materials or community literacy programs. My perspective is the different purpose, this is not labeling or testing to document something in a chart, but rather to guide the provider in better communications with the patient. In working with medical students we still find many who do not believe that it is a problem in their patient populations and a majority who know it is an issue, but are not comfortable with the questions or steps to have access the level of need and skills to address. We are implementing a skills based health literacy workshop on the issue and how to address and will be including it as a component of our modules using the chronic care model as well so that it is taught in context of continuity of care. David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, March 20, 2007 11:14 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 773] The Newest Vital Sign & other HL assessments You can find an article about the "Newest Vital Sign" at this link: http://www.askme3.org/nvs-english.asp I, too, would be curious to hear from any who have used this. However, I do agree with the others who have said that health literacy testing is important more for collecting data to support health literacy advocacy, and less important for testing patients in a clinical setting. If providers used the same three minutes for the teach-back method instead, it would negate the need to evaluate the patients health literacy AND ensure that the information has been understood. As Suzanne said: "Let's judge and test the materials [and provider communication] -- not the individuals seeking the information..." Of course I'm interested in hearing other points of view as well! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Laurie Anson 03/17/07 1:26 PM >>> We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sandras at beginningsguides.net Tue Mar 20 14:54:21 2007 From: sandras at beginningsguides.net (Sandra Smith) Date: Tue, 20 Mar 2007 10:54:21 -0800 Subject: [HealthLiteracy 779] Re: The Newest Vital Sign & other HL assessments In-Reply-To: <45FFD0100200002D000017F4@bostongwia.jsi.com> Message-ID: <20070320175831.1473F11C3A@mail.nifl.gov> For a review of the Newest Vital Sign see http://www.dazzleblast.com/blast/archive/24/106/Sept_1_2006_1_Sep_2006.html For Readers' responses see: http://www.dazzleblast.com/blast/archive/24/113/IO_Sept_15_2006_16_Sep_2006. html Sandra Smith, MPH CHES Health Education Specialist & Principal Investigator University of Washington, Center for Health Education & Research 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, March 20, 2007 8:14 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 773] The Newest Vital Sign & other HL assessments You can find an article about the "Newest Vital Sign" at this link: http://www.askme3.org/nvs-english.asp I, too, would be curious to hear from any who have used this. However, I do agree with the others who have said that health literacy testing is important more for collecting data to support health literacy advocacy, and less important for testing patients in a clinical setting. If providers used the same three minutes for the teach-back method instead, it would negate the need to evaluate the patients health literacy AND ensure that the information has been understood. As Suzanne said: "Let's judge and test the materials [and provider communication] -- not the individuals seeking the information..." Of course I'm interested in hearing other points of view as well! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Laurie Anson 03/17/07 1:26 PM >>> We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From poledc at slu.edu Tue Mar 20 15:50:46 2007 From: poledc at slu.edu (David Pole) Date: Tue, 20 Mar 2007 14:50:46 -0500 Subject: [HealthLiteracy 780] Re: The Newest Vital Sign & other HL assessments In-Reply-To: <45FFE80C0200002D0000183C@bostongwia.jsi.com> Message-ID: <20070320195124.811BC11B39@mail.nifl.gov> Thanks for the suggestion, yes I have personally worked with a couple of local programs and have the strongest time with the YMCA program locally. We are working on the logistics of creating opportunities for the students. One of the programs I coordinate from our department enables the students to receive a diploma distinction, MD with Distinction in Community Service. I can immediately push forward the link as an option for these students (10% of each class of 175 are in this program) David David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, March 20, 2007 12:56 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 778] Re: The Newest Vital Sign & other HL assessments David, I'm glad to see folks like you addressing this issue with medical students. You mention that many of them do not believe the extent of the communication barrier, and others feel uncomfortable dealing with it. Have you ever collaborated with local adult literacy or ESOL classes to give the medical students exposure to this population? This can be a win-win solution by giving med students and adult learners an opportunity to practice their respective communication strategies with guidance from their respective teachers! Has anyone else done this? I heard of a nursing program that would have the students give "mini exams" to adult learners, for the benefit of both. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David Pole" 03/20/07 1:22 PM >>> I agree and also have a different opinion regarding the Newest Vital Sign As a 20 health educator and now working to train medical students on patient communications, I agree testing and identification for the sake of labeling does not automatically translate to focusing on the patient's needs and/or the provider developing skills, ie. teach back, plain language, community resource links, that are the step necessary to move to helping the patient and empowerment. On the other hand, the very nice aspect of the NVS is that it can be used in the course of patient education discsusison on nutrition for HTN, DM, CVD and weight loss in the context of "there is so much information on nutrition, I want to make sure I am providing you resources that meet your needs... want to ask you a few questions about the label in order to connect you with appropriate written and community resources..." This allows the provider to get a good idea of the level of literacy and what resources to appropriately guide ALL patients towards, be they brief discussions with the provider about health behaviors, appropriate written materials or community literacy programs. My perspective is the different purpose, this is not labeling or testing to document something in a chart, but rather to guide the provider in better communications with the patient. In working with medical students we still find many who do not believe that it is a problem in their patient populations and a majority who know it is an issue, but are not comfortable with the questions or steps to have access the level of need and skills to address. We are implementing a skills based health literacy workshop on the issue and how to address and will be including it as a component of our modules using the chronic care model as well so that it is taught in context of continuity of care. David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, March 20, 2007 11:14 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 773] The Newest Vital Sign & other HL assessments You can find an article about the "Newest Vital Sign" at this link: http://www.askme3.org/nvs-english.asp I, too, would be curious to hear from any who have used this. However, I do agree with the others who have said that health literacy testing is important more for collecting data to support health literacy advocacy, and less important for testing patients in a clinical setting. If providers used the same three minutes for the teach-back method instead, it would negate the need to evaluate the patients health literacy AND ensure that the information has been understood. As Suzanne said: "Let's judge and test the materials [and provider communication] -- not the individuals seeking the information..." Of course I'm interested in hearing other points of view as well! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Laurie Anson 03/17/07 1:26 PM >>> We at the Geisinger Medical System are considering the standard use of the "Newest Vital Sign" devised by Dr. Weiss out of the University of Arizona College of Medicine. Has anyone used this on a regular basis? What do you think of its ease of use and applicability? Laurie Anson Geisinger Wyoming Valley Wilkes-Barre, PA ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From ansons at epix.net Tue Mar 20 19:37:22 2007 From: ansons at epix.net (Laurie Anson) Date: Tue, 20 Mar 2007 19:37:22 -0400 Subject: [HealthLiteracy 781] Re: health literacy assessment Message-ID: First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson From pleasant at aesop.rutgers.edu Tue Mar 20 20:06:02 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Tue, 20 Mar 2007 20:06:02 -0400 Subject: [HealthLiteracy 782] Re: health literacy assessment In-Reply-To: <45FFD435020000DF00006851@GHSGWIANW5V.GEISINGER.EDU> References: <04AB1C0F-46F0-45FE-91A0-FBBB9207D5FF@epix.net> <1FD42CA1E25E9D4FB9FC95A0136AFE78013E9407@EXV1.ad.ama-assn.org> <20070319160451.M77434@dawsoncollege.qc.ca> <6E8BC13A30982C44BCD32B38FB8F5AB832A330@lac-exch.lacnyc.local> <45FFD435020000DF00006851@GHSGWIANW5V.GEISINGER.EDU> Message-ID: Hi all, Quite glad we heard back from the original posting source (ok, maybe once removed :). I was afraid all those people, including myself, jumping up and down on bad health literacy measures might have turned folks off. There are lots of great tasks that can be accomplished without those, some very nice suggestions to date on the list. I wonder what decision was made at the originating program, and why? Beyond the testing issue, there are further wrinkle(s) to this process though. I continue to (and I wager most of us do) hear sad and disturbing stories of physicians arguing with or even refusing treatment to those who ask questions or assert their right to participate in decisions about their health and their bodies. All these great suggestions in the forum and the initiatives in the field generally do not - in and of themselves - assure that the physician will honestly be open to questions, dialogue, or participation in decision-making. These programs tend to focus on content vs. form and style of communication and on a person's abilities to decode information vs. the professional's abilities to communicate. The result is not a sufficiently strong signal to health professionals that they may well be part of the problem. As George Bernard Shaw famously said, the problem with communication is assuming that it happened. While the professionals who were always good at this will be even better because of some of the initiatives in place, having a person ask questions or 'teach back' really can't guarantee that the health care professional is fundamentally open and responsive to participation and not just checking off 'have to do' boxes. This is because each act of communication has at least two important components. One - the content - is what most of the initiatives to date address. As in, 'do you (demonstrate to me that you) understand 'X'? But what is often more important is the component of communication defining the nature of the relationship between participants. The empowerment part of literacy. For example, a health professional could quite simply use often recommended clear communication techniques as a means to control content and close off further discussion when assured that the "correct" message was delivered and recited. Suzzanne wrote and Julie echoed, "Let's judge and test the materials -- not the individuals seeking the information beyond asking them their preference for format." Let's extend that beyond materials to the doctor/patient and the public health professional/public interactions. Build health literacy curricula for professionals, evaluate the professionals, reward good performance, address deficiencies, remove the counter-productive burden of labels, and empower individuals to be partners in achieving better health. I am heartened to read that some programs are attempting that and would enjoy learning the obstacles encountered on the way and how those were dealt with. That written, I remain absolutely convinced that we need a new comprehensive measure of health literacy for research purposes. Andrew Pleasant >I am Director of Clinical Content Management at Geisinger. I work >with Laurie, who is a member of our advisory group. We read the >article and members questioned if this was something that was >feasible or a benefit to try. We were just asking to see if others >were using the tool to justify our decision. > >Thanks, this discussion has been helpful. > >Sue > >Sue Brown RN MHA CPHQ >Director, Clinical Content Management >Phone: 570-826- 7622 >Pager 830-7549 >Fax 570-819-5541 >Internal Zip: 41-19 > > >"Peer Review generated records generated solely for Quality >Improvement purposes pursuant to 63 P.S. Section 425.1 et seq and/or >the Mcare Act.- Not for redistribution outside the System's Peer >Review Committee" > > >>>> "Winston Lawrence" 3/20/2007 10:18 AM >>> >Hi all: I am in agreement with questioning the usefulness of wanting >to give either the TOHFLA or the NVS tests to patients especially if >it's for the purpose of knowing their literacy level. At LAC here in >New York, we have always expressed our concern to groups that have >wanted to go this route. Perhaps it would be great to hear the >rationale for wanting to give the test. Are you doing a research >project? Or do you just want to know how literate patients are so >you can serve them better? >Laurie, could you shed some light on this? Why does your agency want >to give either test? >Winston > > >-------------------------------------------------------------- >Winston Lawrence Ed. D >Senior Professional Development Associate >Literacy Assistance Center >32 Broadway, 10th Floor >New York, NY 10004 >Tel: 212-803-3326 >Fax: 212-785-3685 >Email: winstonl at lacnyc.org > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Shohet >Sent: Monday, March 19, 2007 12:27 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 767] Re: health literacy assessment > >I strongly second both Andrew and Joanne. In ongoing projects since 1995 at >the McGill University Health Centre (MUHC), five large Montreal hospitals, >we have long suggested this approach. Even if we were to have perfect >instruments, it is neither within the expertise or the ethical domain of >health care providers to test clients' literacy. Health professionals are >not trained to do this, and patients and clients already have a degree of >anxiety about their health without adding a further layer of fear ( and >possibly a deterrent to seeking help if they beleive they will be given a >literacy test). There are more humane ways of responding. > >In addition to Joanne's excellent suggestions, we have suggested asking all >patients to complete (themselves or with a volunteer) a simple "Learning >preference profile" that indicates how they like to get information or learn >a new skill. If all patients were to fill this in along with their standard >health history, physicians and other providers would get both a sense of the >literacy capacity and the learning preferences of the person( even highly >literate people have a range of learning preferences). In the long term, we >envisage a system that will be able to customize health instructions and >information according to those preferences. Many of our current technolgoies >already allow it. > >Finally, if health care providers develop links to community literacy >groups, they can make appropriate referrals when they come across a patient >with literacy needs(by "appropriate", we mean if a patient either asks for >or shows an inclination to want literacy tutoring or classes; we do not mean >giving patients a "test"). > >The idea of testing is actually much stronger in the US than it is in Canada >or Britain. It is quite interesting to look at some of the cultural >differences that underpin responses to issues of health literacy in various >countries. > >Linda Shohet > > >On Mon, 19 Mar 2007 09:13:29 -0500, Joanne Schwartzberg wrote >> I would like to second Andrew's comments - because we know that all >> patients appreciate clear, concise and concrete information, AMA has >> been encouraging an approach for all patients called "Safe Communication >> Universal Precautions"..Clear,plain language, advance organization of >> spoken and written communication into 2 -3 key points and use of the >> "teach back" to confirm the patient's understanding (and if no >> understanding to stimulate the health professionals to re-explain and >> arrange for further assistance/health education/followup phone >> calls/family support/additional visits with more time/consider >> patient safety, etc, etc. The concept grew out of a belief in >> "universal design" in language as benefiting all patients, and >> "universal precautions" as benefiting all health professionals.... >> >> Joanne G. Schwartzberg, MD >> Director, Aging and Community Health >> American Medical Association >> 515 N. State St. >> Chicago, IL 60610 >> 312-464-5355 >> fax: 312-464-5841 >> Joanne.Schwartzberg at ama-assn.org >> >> -----Original Message----- >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >> Sent: Sunday, March 18, 2007 11:13 AM >> To: The Health and Literacy Discussion List >> Subject: [HealthLiteracy 759] Re: health literacy assessment >> >> Instead of dedicating resources toward labeling patients as lacking >> in what the TOFHLA or the Newest Vital Sign actually measure, why >> not direct resources toward lowering barriers for everyone? > > >> Andrew Pleasant >> >> >Does anyone on this listserv use the TOFHLA regularly for health >> >literacy assessment in the clinical setting? What do you think of its >> >clinical applicability and ease of use? >> > >> > >> >Laurie Anson >> >Geisinger Wyoming Valley >> >Wilkes-Barre, PA >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> -- >> ----------------------------------------------- >> Andrew Pleasant >> Assistant Professor >> Department of Human Ecology >> Extension Department of Family and Community Health Sciences Rutgers, >> the State University of New Jersey Cook Office Building, 55 Dudley Road >> #207 New Brunswick, NJ 08901 >> phone: 732-932-9153 x. 320; fax: 732-932-6667 >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > >-- >Linda Shohet, PhD >Executive Director >The Centre for Literacy of Quebec >3040 Sherbrooke Street West >Montreal, Quebec >Canada, H3Z 1A4 >Tel.:(514) 931-8731, ext. 1411 >Fax: (514) 931-5181 >E-mail: lshohet at dawsoncollege.qc.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > >IMPORTANT WARNING: The information in this message (and the >documents attached to it, if any) is confidential and may be legally >privileged. It is intended solely for the addressee. Access to this >message by anyone else is unauthorized. If you are not the intended >recipient, any disclosure, copying, distribution or any action >taken, or omitted to be taken, in reliance on it is prohibited and >may be unlawful. If you have received this message in error, please >delete all electronic copies of this message (and the documents >attached to it, if any), destroy any hard copies you may have >created and notify me immediately by replying to this email. Thank >you. >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From Linda.Harris at hhs.gov Wed Mar 21 10:55:19 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Wed, 21 Mar 2007 10:55:19 -0400 Subject: [HealthLiteracy 783] Re: health literacy assessment In-Reply-To: References: Message-ID: <99A20D10405A0742BC5F96E35E9C9FE3018E8D22@AVN3VS003.ees.hhs.gov> Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sbeaman at webster.edu Wed Mar 21 11:44:41 2007 From: sbeaman at webster.edu (Sarah Beaman-Jones) Date: Wed, 21 Mar 2007 10:44:41 -0500 Subject: [HealthLiteracy 784] Re: health literacy assessment In-Reply-To: <99A20D10405A0742BC5F96E35E9C9FE3018E8D22@AVN3VS003.ees.hhs.gov> Message-ID: On 3/21/07 9:55 AM, "Harris, Linda (HHS/OPHS)" wrote: > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > Because, according to the NAALs study, people consistently over estimate their literacy abilities. If you think you are guessing correctly as to directions on dosage, for example, you would say you are proficient. Then you would continue to take your "four times a day" pills all before lunch. Sarah Beaman-Jones, Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 314-678-4443 ext. 206 800-729-4443 314-678-2938 [fax] sbeaman at webster.edu www.lift-missouri.org From poledc at slu.edu Wed Mar 21 11:55:11 2007 From: poledc at slu.edu (David Pole) Date: Wed, 21 Mar 2007 10:55:11 -0500 Subject: [HealthLiteracy 785] Re: health literacy assessment In-Reply-To: <99A20D10405A0742BC5F96E35E9C9FE3018E8D22@AVN3VS003.ees.hhs.gov> Message-ID: <20070321155603.20DB311BBB@mail.nifl.gov> The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From nfaux at vcu.edu Wed Mar 21 12:31:44 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Wed, 21 Mar 2007 12:31:44 -0400 Subject: [HealthLiteracy 786] Re: health literacy assessment In-Reply-To: <20070321155603.20DB311BBB@mail.nifl.gov> Message-ID: Adding to David's and Sarah's comments, most adults (especially those with low literacy) will not admit to not understanding out of shame. They hope that they can find out the information another way. Asking the patients if they understand is not an effective strategy. It is like asking students in a classroom at the end of a lesson or set of instructions the classic "Do you understand?"or "any questions?". I would love to have a nickel for every time that it has turned out that a student did have a question and was embarrassed to ask or didn't know enough to ask. ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "David Pole" Sent by: healthliteracy-bounces at nifl.gov 03/21/2007 11:55 AM Please respond to The Health and Literacy Discussion List To "'The Health and Literacy Discussion List'" cc Subject [HealthLiteracy 785] Re: health literacy assessment The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/f9b02eb5/attachment.html From jpotter at gha.org Wed Mar 21 12:57:23 2007 From: jpotter at gha.org (Jan Potter) Date: Wed, 21 Mar 2007 12:57:23 -0400 Subject: [HealthLiteracy 787] Re: health literacy assessment Message-ID: <326215BFE562CE46A1AF814091FE828C14E42E@mail.gha.local> We have a set of bulletin boards here that involve an ongoing theme called "Super Patient" - the idea is based (continually) on a tag line that states: "It's your body, ASK!" Asking a question if someone is proficient or skilled will not generate a response, in my opinion (it still carries the onerous burden of "I know" and "I'll tell you if you want to know" coupled with the implied "you don't." The message received can be that the patient is made to feel like a recipient instead of someone who should be actively joined in the pursuit of good health. I think it would be more helpful to ask a patient how they would like to get information (a picture, a story, a TV video - whatever) which at least opens the door to their responding to you. As in, "I would like to tell you about what is going to happen when we do X surgery. Would it be better for you if I gave you something to read, or drew pictures for you, or perhaps showed you where you could get the information on the internet or TV....? I want you to be comfortable with what is happening and what to expect. What works best for you?" -----Original Message----- From: Harris, Linda (HHS/OPHS) [mailto:Linda.Harris at hhs.gov] Sent: Wednesday, March 21, 2007 10:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Wed Mar 21 13:00:50 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 21 Mar 2007 13:00:50 -0400 Subject: [HealthLiteracy 788] Re: health literacy assessment Message-ID: <46012C820200002D00001891@bostongwia.jsi.com> I believe Len and Ceci Doak mentioned during our recent discussion that even highly literate patients have been shown to have diminished abilities to retain information because of the anxiety, overload, and possibly the underlying sickness associated with the situation. Given that, along with the 93 million people who been shown to have special difficulty with health information, instead of assessing proficiency (self or otherwise), wouldn't it benefit everyone for providers to impart information in the most basic, simple and clear way possible . Why not encourage a protocol where a provider always starts with this basic mode for every patient, and increases complexity and detail only as requested. I think that the necessity to give clear information to everyone should outweigh the possible offense that some highly educated folks might find at being given "oversimplified" information. I agree with Andrew that we should find ways to focus on the "doctor/patient and the public health professional/public interactions" with training, evaluation, reward, and research. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David Pole" 03/21/07 11:55 AM >>> The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Wed Mar 21 13:21:46 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 21 Mar 2007 13:21:46 -0400 Subject: [HealthLiteracy 789] Wednesday Question:Health Literacy Assessments Message-ID: <4601316A0200002D00001895@bostongwia.jsi.com> Hi Everyone, It's been interesting to discuss the use of health liteacy assessments in a clinical interaction, including the TOEFHLA and the Newest Vital Sign. I would like to turn the question to health literacy assessments used for research purposes. We have talked recently about the need to support best practices in health literacy with researched-backed evidence. We need to prove to payers and policy makers that we can achieve better health outcomes, and better inclusion of hard-to-serve populations with sound health literacy practices. One important step in proving this is to have an adequately tested measure of health literacy. So today's question is a call for information about this type of assessment. What assessments out there can serve these research purposes? What are the limitations of existing ones? What components do they need? How should we develop them? And just to throw an added wrench in: maybe we should look at the kind of research we want to do in order to fine-tune the assessment needs. What would be most helpful to study in order to support health literacy efforts? Maybe this is too much....but we'll see where it takes us. Thanks for hanging in there! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From SiobhanChamp-Blackwell at creighton.edu Wed Mar 21 13:30:55 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Wed, 21 Mar 2007 12:30:55 -0500 Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign Message-ID: video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/2441c14c/attachment.html From julie_mcKinney at worlded.org Wed Mar 21 13:38:54 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 21 Mar 2007 13:38:54 -0400 Subject: [HealthLiteracy 791] Article about patient self-reported understanding Message-ID: <4601356E0200002D000018AE@bostongwia.jsi.com> Hi Everyone, Sorry to bombard you w/ messages today, but I want to pass on this article, sent by a list member, which suggests that patients' reports of their knowledge of a medicine does not always match their tested level of understanding. This could speak to the self-reports of proficiency that we have been discussing. Thanks, Julie ********************** New Study Evaluates Patient Understanding of FDA-Required Printed Drug Information Even when patients receive and read printed drug information, they may not understand it, according to a new study funded by AHRQ and FDA and published in the January 23 online issue of the Journal of General Internal Medicine. Nearly all patients (93 percent) using isotretinoin (sold as Accutane, Amnesteem and Sotret) and 86 percent of patients using the estrogen-containing drugs (sold as Premarin and Activella) reported that when they filled the prescription they received the mandatory medication guide or patient package insert approved for these drugs by FDA. In addition, the majority of these patients stated that they were confident in their knowledge of their medication. However, patients' answers to a short series of yes/no questions about potential adverse effects of the drugs scored only slightly better than scores they might get from guessing. The study was conducted by a team of researchers led by Nancy M. Allen LaPointe, Pharm.D., at AHRQ's Center for Education and Research on Therapeutics at the Duke Clinical Research Institute in Durham, North Carolina. The authors surveyed 500 of 3,568 English-speaking patients older than 18 years of age who received the medications during a 12-month period. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dop t=AbstractPlus&list_uids=17351847&query_hl=7&itool=pubmed_docsum *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From MarkH38514 at aol.com Wed Mar 21 14:19:01 2007 From: MarkH38514 at aol.com (MarkH38514 at aol.com) Date: Wed, 21 Mar 2007 14:19:01 EDT Subject: [HealthLiteracy 792] Re: Article about patient self-reported understanding Message-ID: These findings should not be surprising. Perceived understanding isn't the same as actual understanding, and psychological research on the overconfidence phenomenon regularly finds people report being above average in their knowledge or abilities being studied. When compared to others, most people are overconfident about themselves, with as many as 90% rating themselves as "above average" and typically believing that their judgments are more accurate than they really are. There is quite a bit of literature on the subject; for example: Camerer, C.F and Lovallo, D. Overconfidence and excess entry. An experimental approach. In Kahneman, D, and Tverseky, A. (eds) Choices, Values, and Frames. New York: Cambridge University Press, 2003. Yates, J.F., Veinott, E.S., and Patacano, A.L. Hard decisions, bad decisions: On decision quality and decision aiding. In Schneider, SL and Shanteau, J. (eds) Emerging Perspectives on Judgment and Decision Research. New York: Cambridge University Press, 2003. I hope the researchers included "overconfidence" in their interpretation of their data. Mark Hochhauser Mark Hochhauser, Ph.D. Readability Consultant 3344 Scott Avenue North Golden Valley, MN 55422-2748 Phone: 763-521-4672 Fax: 763-521-5069 Email: _MarkH38514 at aol.com_ (mailto:MarkH38514 at aol.com) ************************************** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/539ff746/attachment.html From mdomb at hcsm.org Wed Mar 21 14:38:56 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Wed, 21 Mar 2007 14:38:56 -0400 Subject: [HealthLiteracy 793] Re: Questions are the Answer Ad and campaign Message-ID: <51BDA90697BDD5118F2500D0B78881BA012079A8@exchange.hcsm.org> Do you know if we can download this video for use in trainings? and if so, how? Thanks - it gave me a good smile! Mindy Domb -----Original Message----- From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Wed 3/21/2007 1:30 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6330 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/4ae50f9d/attachment.bin From bertiemo at yahoo.com Wed Mar 21 15:20:28 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 21 Mar 2007 15:20:28 -0400 (EDT) Subject: [HealthLiteracy 794] Re: Article about patient self-reported understanding In-Reply-To: <4601356E0200002D000018AE@bostongwia.jsi.com> Message-ID: <319654.38780.qm@web43144.mail.sp1.yahoo.com> Because of what I know about test phobia and reading levels... It might be interesting and more accurate to test the same patients using the yes/no questions as well as telling a real person what they understand. I've read many of these drug information sheets myself and find that there is too much information which is not presented in a friendly and logical manner. Best, Bertie Mo Julie McKinney wrote: Hi Everyone, Sorry to bombard you w/ messages today, but I want to pass on this article, sent by a list member, which suggests that patients' reports of their knowledge of a medicine does not always match their tested level of understanding. This could speak to the self-reports of proficiency that we have been discussing. Thanks, Julie ********************** New Study Evaluates Patient Understanding of FDA-Required Printed Drug Information Even when patients receive and read printed drug information, they may not understand it, according to a new study funded by AHRQ and FDA and published in the January 23 online issue of the Journal of General Internal Medicine. Nearly all patients (93 percent) using isotretinoin (sold as Accutane, Amnesteem and Sotret) and 86 percent of patients using the estrogen-containing drugs (sold as Premarin and Activella) reported that when they filled the prescription they received the mandatory medication guide or patient package insert approved for these drugs by FDA. In addition, the majority of these patients stated that they were confident in their knowledge of their medication. However, patients' answers to a short series of yes/no questions about potential adverse effects of the drugs scored only slightly better than scores they might get from guessing. The study was conducted by a team of researchers led by Nancy M. Allen LaPointe, Pharm.D., at AHRQ's Center for Education and Research on Therapeutics at the Duke Clinical Research Institute in Durham, North Carolina. The authors surveyed 500 of 3,568 English-speaking patients older than 18 years of age who received the medications during a 12-month period. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dop t=AbstractPlus&list_uids=17351847&query_hl=7&itool=pubmed_docsum *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/ee229305/attachment.html From SiobhanChamp-Blackwell at creighton.edu Wed Mar 21 21:55:47 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Wed, 21 Mar 2007 20:55:47 -0500 Subject: [HealthLiteracy 795] Re: Questions are the Answer Ad and campaign In-Reply-To: <51BDA90697BDD5118F2500D0B78881BA012079A8@exchange.hcsm.org> References: <51BDA90697BDD5118F2500D0B78881BA012079A8@exchange.hcsm.org> Message-ID: You might try the "Ask Questions" link on the AHRQ web site http://info.ahrq.gov/cgi-bin/ahrq.cfg/php/enduser/home.php It would be good to know! siobhan ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Wednesday, March 21, 2007 1:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 790] Questions are the Answer Ad and campaign Do you know if we can download this video for use in trainings? and if so, how? Thanks - it gave me a good smile! Mindy Domb -----Original Message----- From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Wed 3/21/2007 1:30 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/248d5f1c/attachment.html From jpotter at gha.org Thu Mar 22 06:37:05 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 22 Mar 2007 06:37:05 -0400 Subject: [HealthLiteracy 796] Re: Questions are the Answer Ad and campaign Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB0F0@mail.gha.local> I believe that if you go to this link on this page: http://www.ahrq.gov/QuestionsAreTheAnswer/level2col_1.asp?nav=2colNav00& content=09_0_videos and RIGHT click on the text below the picture, you can then choose "save target as" and it will save the mini-video to your hard drive. That usually works. -----Original Message----- From: Mindy Domb [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Wednesday, March 21, 2007 2:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 790] Questions are the Answer Ad and campaign Do you know if we can download this video for use in trainings? and if so, how? Thanks - it gave me a good smile! Mindy Domb -----Original Message----- From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Wed 3/21/2007 1:30 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070322/49712bca/attachment.html From Jan.Goldberg at dfa.state.ny.us Thu Mar 22 10:23:06 2007 From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS)) Date: Thu, 22 Mar 2007 10:23:06 -0400 Subject: [HealthLiteracy 797] Re: HEALTH LITERACY ASSESSMENT: A DIFFERENT WAY OF CONCEPTUALIZING THIS ISSUE In-Reply-To: <86F596561BF25644847B434A41A0D95001604712@EXCNYSM0A1AI.nysemail.nyenet> References: <86F596561BF25644847B434A41A0D95001604712@EXCNYSM0A1AI.nysemail.nyenet> Message-ID: <86F596561BF25644847B434A41A0D9500160471B@EXCNYSM0A1AI.nysemail.nyenet> Hi Everyone: No one can be health literate on every topic that effects themselves and/or their families, friends, communities, clients, patients, etc. Helen Osborne recently wrote an article about her experience as a patient and how hard even she found it to understand health information. So if we assume that every person has areas of health illiteracy we can approach this universally in a non threatening, empowering manner. If the Health Practitioner asks: What would you like to know about .... then the person's answer will determine their current level of literacy on that topic. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of healthliteracy-request at nifl.gov Sent: Wednesday, March 21, 2007 1:42 PM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 18, Issue 20 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 784] Re: health literacy assessment (Sarah Beaman-Jones) 2. [HealthLiteracy 785] Re: health literacy assessment (David Pole) 3. [HealthLiteracy 786] Re: health literacy assessment (Nancy R Faux/AC/VCU) 4. [HealthLiteracy 787] Re: health literacy assessment (Jan Potter) 5. [HealthLiteracy 788] Re: health literacy assessment (Julie McKinney) 6. [HealthLiteracy 789] Wednesday Question:Health Literacy Assessments (Julie McKinney) 7. [HealthLiteracy 790] Questions are the Answer Ad and campaign (Champ-Blackwell, Siobhan) 8. [HealthLiteracy 791] Article about patient self-reported understanding (Julie McKinney) ---------------------------------------------------------------------- Message: 1 Date: Wed, 21 Mar 2007 10:44:41 -0500 From: Sarah Beaman-Jones Subject: [HealthLiteracy 784] Re: health literacy assessment To: The Health and Literacy Discussion List Message-ID: Content-Type: text/plain; charset="US-ASCII" On 3/21/07 9:55 AM, "Harris, Linda (HHS/OPHS)" wrote: > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > Because, according to the NAALs study, people consistently over estimate their literacy abilities. If you think you are guessing correctly as to directions on dosage, for example, you would say you are proficient. Then you would continue to take your "four times a day" pills all before lunch. Sarah Beaman-Jones, Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 314-678-4443 ext. 206 800-729-4443 314-678-2938 [fax] sbeaman at webster.edu www.lift-missouri.org ------------------------------ Message: 2 Date: Wed, 21 Mar 2007 10:55:11 -0500 From: "David Pole" Subject: [HealthLiteracy 785] Re: health literacy assessment To: "'The Health and Literacy Discussion List'" Message-ID: <20070321155603.20DB311BBB at mail.nifl.gov> Content-Type: text/plain; charset="us-ascii" The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 3 Date: Wed, 21 Mar 2007 12:31:44 -0400 From: Nancy R Faux/AC/VCU Subject: [HealthLiteracy 786] Re: health literacy assessment To: The Health and Literacy Discussion List Cc: "'The Health and Literacy Discussion List'" , healthliteracy-bounces at nifl.gov Message-ID: Content-Type: text/plain; charset="us-ascii" Adding to David's and Sarah's comments, most adults (especially those with low literacy) will not admit to not understanding out of shame. They hope that they can find out the information another way. Asking the patients if they understand is not an effective strategy. It is like asking students in a classroom at the end of a lesson or set of instructions the classic "Do you understand?"or "any questions?". I would love to have a nickel for every time that it has turned out that a student did have a question and was embarrassed to ask or didn't know enough to ask. ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "David Pole" Sent by: healthliteracy-bounces at nifl.gov 03/21/2007 11:55 AM Please respond to The Health and Literacy Discussion List To "'The Health and Literacy Discussion List'" cc Subject [HealthLiteracy 785] Re: health literacy assessment The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/f9b02e b5/attachment-0001.html ------------------------------ Message: 4 Date: Wed, 21 Mar 2007 12:57:23 -0400 From: "Jan Potter" Subject: [HealthLiteracy 787] Re: health literacy assessment To: "The Health and Literacy Discussion List" Message-ID: <326215BFE562CE46A1AF814091FE828C14E42E at mail.gha.local> Content-Type: text/plain; charset="US-ASCII" We have a set of bulletin boards here that involve an ongoing theme called "Super Patient" - the idea is based (continually) on a tag line that states: "It's your body, ASK!" Asking a question if someone is proficient or skilled will not generate a response, in my opinion (it still carries the onerous burden of "I know" and "I'll tell you if you want to know" coupled with the implied "you don't." The message received can be that the patient is made to feel like a recipient instead of someone who should be actively joined in the pursuit of good health. I think it would be more helpful to ask a patient how they would like to get information (a picture, a story, a TV video - whatever) which at least opens the door to their responding to you. As in, "I would like to tell you about what is going to happen when we do X surgery. Would it be better for you if I gave you something to read, or drew pictures for you, or perhaps showed you where you could get the information on the internet or TV....? I want you to be comfortable with what is happening and what to expect. What works best for you?" -----Original Message----- From: Harris, Linda (HHS/OPHS) [mailto:Linda.Harris at hhs.gov] Sent: Wednesday, March 21, 2007 10:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 5 Date: Wed, 21 Mar 2007 13:00:50 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 788] Re: health literacy assessment To: Message-ID: <46012C820200002D00001891 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I believe Len and Ceci Doak mentioned during our recent discussion that even highly literate patients have been shown to have diminished abilities to retain information because of the anxiety, overload, and possibly the underlying sickness associated with the situation. Given that, along with the 93 million people who been shown to have special difficulty with health information, instead of assessing proficiency (self or otherwise), wouldn't it benefit everyone for providers to impart information in the most basic, simple and clear way possible . Why not encourage a protocol where a provider always starts with this basic mode for every patient, and increases complexity and detail only as requested. I think that the necessity to give clear information to everyone should outweigh the possible offense that some highly educated folks might find at being given "oversimplified" information. I agree with Andrew that we should find ways to focus on the "doctor/patient and the public health professional/public interactions" with training, evaluation, reward, and research. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David Pole" 03/21/07 11:55 AM >>> The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 6 Date: Wed, 21 Mar 2007 13:21:46 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 789] Wednesday Question:Health Literacy Assessments To: Message-ID: <4601316A0200002D00001895 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, It's been interesting to discuss the use of health liteacy assessments in a clinical interaction, including the TOEFHLA and the Newest Vital Sign. I would like to turn the question to health literacy assessments used for research purposes. We have talked recently about the need to support best practices in health literacy with researched-backed evidence. We need to prove to payers and policy makers that we can achieve better health outcomes, and better inclusion of hard-to-serve populations with sound health literacy practices. One important step in proving this is to have an adequately tested measure of health literacy. So today's question is a call for information about this type of assessment. What assessments out there can serve these research purposes? What are the limitations of existing ones? What components do they need? How should we develop them? And just to throw an added wrench in: maybe we should look at the kind of research we want to do in order to fine-tune the assessment needs. What would be most helpful to study in order to support health literacy efforts? Maybe this is too much....but we'll see where it takes us. Thanks for hanging in there! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ------------------------------ Message: 7 Date: Wed, 21 Mar 2007 12:30:55 -0500 From: "Champ-Blackwell, Siobhan" Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign To: Message-ID: Content-Type: text/plain; charset="us-ascii" video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/2441c1 4c/attachment.html ------------------------------ Message: 8 Date: Wed, 21 Mar 2007 13:38:54 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 791] Article about patient self-reported understanding To: Message-ID: <4601356E0200002D000018AE at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, Sorry to bombard you w/ messages today, but I want to pass on this article, sent by a list member, which suggests that patients' reports of their knowledge of a medicine does not always match their tested level of understanding. This could speak to the self-reports of proficiency that we have been discussing. Thanks, Julie ********************** New Study Evaluates Patient Understanding of FDA-Required Printed Drug Information Even when patients receive and read printed drug information, they may not understand it, according to a new study funded by AHRQ and FDA and published in the January 23 online issue of the Journal of General Internal Medicine. Nearly all patients (93 percent) using isotretinoin (sold as Accutane, Amnesteem and Sotret) and 86 percent of patients using the estrogen-containing drugs (sold as Premarin and Activella) reported that when they filled the prescription they received the mandatory medication guide or patient package insert approved for these drugs by FDA. In addition, the majority of these patients stated that they were confident in their knowledge of their medication. However, patients' answers to a short series of yes/no questions about potential adverse effects of the drugs scored only slightly better than scores they might get from guessing. The study was conducted by a team of researchers led by Nancy M. Allen LaPointe, Pharm.D., at AHRQ's Center for Education and Research on Therapeutics at the Duke Clinical Research Institute in Durham, North Carolina. The authors surveyed 500 of 3,568 English-speaking patients older than 18 years of age who received the medications during a 12-month period. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dop t=AbstractPlus&list_uids=17351847&query_hl=7&itool=pubmed_docsum *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 18, Issue 20 ********************************************** From cynthia.fitzpatrick at fda.hhs.gov Thu Mar 22 10:55:14 2007 From: cynthia.fitzpatrick at fda.hhs.gov (Fitzpatrick, Cynthia) Date: Thu, 22 Mar 2007 10:55:14 -0400 Subject: [HealthLiteracy 798] Re: Questions are the Answer Ad and campaign In-Reply-To: References: <51BDA90697BDD5118F2500D0B78881BA012079A8@exchange.hcsm.org> Message-ID: <369FF34A5605894182C3DC0ADDEAEEF80667774C@FMD3CT001.fda.gov> You can download but you need QuickTime. I am checking with the AHRQ person responsible for more information for you, and will provide an update as soon as I have it. Cindi Fitzpatrick Food and Drug Administration Cynthia.fitzpatrick at fda.hhs.gov ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Champ-Blackwell, Siobhan Sent: Wednesday, March 21, 2007 9:56 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 795] Re: Questions are the Answer Ad and campaign You might try the "Ask Questions" link on the AHRQ web site http://info.ahrq.gov/cgi-bin/ahrq.cfg/php/enduser/home.php It would be good to know! siobhan ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Wednesday, March 21, 2007 1:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 790] Questions are the Answer Ad and campaign Do you know if we can download this video for use in trainings? and if so, how? Thanks - it gave me a good smile! Mindy Domb -----Original Message----- From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Wed 3/21/2007 1:30 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070322/b7efcdc4/attachment.html From jpotter at gha.org Thu Mar 22 11:15:15 2007 From: jpotter at gha.org (Jan Potter) Date: Thu, 22 Mar 2007 11:15:15 -0400 Subject: [HealthLiteracy 799] Re: Questions are the Answer Ad and campaign Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB0F3@mail.gha.local> When I downloaded, it came in as a .wvx file and opened seamlessly in Microsoft Media player. -----Original Message----- From: Fitzpatrick, Cynthia [mailto:cynthia.fitzpatrick at fda.hhs.gov] Sent: Thursday, March 22, 2007 10:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 798] Re: Questions are the Answer Ad and campaign You can download but you need QuickTime. I am checking with the AHRQ person responsible for more information for you, and will provide an update as soon as I have it. Cindi Fitzpatrick Food and Drug Administration Cynthia.fitzpatrick at fda.hhs.gov _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Champ-Blackwell, Siobhan Sent: Wednesday, March 21, 2007 9:56 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 795] Re: Questions are the Answer Ad and campaign You might try the "Ask Questions" link on the AHRQ web site http://info.ahrq.gov/cgi-bin/ahrq.cfg/php/enduser/home.php It would be good to know! siobhan _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mindy Domb Sent: Wednesday, March 21, 2007 1:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 790] Questions are the Answer Ad and campaign Do you know if we can download this video for use in trainings? and if so, how? Thanks - it gave me a good smile! Mindy Domb -----Original Message----- From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Wed 3/21/2007 1:30 PM To: healthliteracy at nifl.gov Cc: Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070322/00f26bf3/attachment.html From helen at healthliteracy.com Thu Mar 22 13:45:51 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Thu, 22 Mar 2007 13:45:51 -0400 Subject: [HealthLiteracy 800] Re: HEALTH LITERACY ASSESSMENT: A DIFFERENTWAY OF CONCEPTUALIZING THIS ISSUE References: <86F596561BF25644847B434A41A0D95001604712@EXCNYSM0A1AI.nysemail.nyenet> <86F596561BF25644847B434A41A0D9500160471B@EXCNYSM0A1AI.nysemail.nyenet> Message-ID: <003701c76ca9$efd78420$6401a8c0@HLC> Hi Jan and all, Yes, trouble understanding health information can affect us all. I know that being knowledgable and savvy about healthcare didn't keep me from feeling overwhelmed by information when I was a patient. My article that Jan mentioned is "In Other Words ... Communicating When Naked: My Perspective as a Patient" available at http://www.healthliteracy.com/article.asp?PageID=4221 Health literacy (or lack thereof) is a concern for everyone, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 ----- Original Message ----- From: "Goldberg, Jan (ACS)" To: Sent: Thursday, March 22, 2007 10:23 AM Subject: [HealthLiteracy 797] Re: HEALTH LITERACY ASSESSMENT: A DIFFERENTWAY OF CONCEPTUALIZING THIS ISSUE > > Hi Everyone: > > No one can be health literate on every topic that effects > themselves and/or their families, friends, communities, clients, > patients, etc. > > Helen Osborne recently wrote an article about her experience as a > patient > and how hard even she found it to understand health information. So if > we assume that every person has areas of health illiteracy we can > approach this universally in a non threatening, empowering manner. > > If the Health Practitioner asks: What would you like to know about .... > then the person's answer will determine their current level of literacy > on that topic. > > > Jan Goldberg, City Research Scientist II > New York City Administration for Children's Services > Office of Child and Family Health > 212-676-6878 > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of > healthliteracy-request at nifl.gov > Sent: Wednesday, March 21, 2007 1:42 PM > To: healthliteracy at nifl.gov > Subject: HealthLiteracy Digest, Vol 18, Issue 20 > > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 784] Re: health literacy assessment > (Sarah Beaman-Jones) > 2. [HealthLiteracy 785] Re: health literacy assessment (David Pole) > 3. [HealthLiteracy 786] Re: health literacy assessment > (Nancy R Faux/AC/VCU) > 4. [HealthLiteracy 787] Re: health literacy assessment (Jan Potter) > 5. [HealthLiteracy 788] Re: health literacy assessment > (Julie McKinney) > 6. [HealthLiteracy 789] Wednesday Question:Health Literacy > Assessments (Julie McKinney) > 7. [HealthLiteracy 790] Questions are the Answer Ad and > campaign (Champ-Blackwell, Siobhan) > 8. [HealthLiteracy 791] Article about patient self-reported > understanding (Julie McKinney) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 21 Mar 2007 10:44:41 -0500 > From: Sarah Beaman-Jones > Subject: [HealthLiteracy 784] Re: health literacy assessment > To: The Health and Literacy Discussion List > Message-ID: > Content-Type: text/plain; charset="US-ASCII" > > > > On 3/21/07 9:55 AM, "Harris, Linda (HHS/OPHS)" > wrote: > >> Why not ask people if they feel proficient (perhaps replacing this > term >> with "skilled") in accessing and using health information and then >> communicate with them (or choose materials to send to them) > accordingly? >> > Because, according to the NAALs study, people consistently over estimate > their literacy abilities. If you think you are guessing correctly as to > directions on dosage, for example, you would say you are proficient. > Then > you would continue to take your "four times a day" pills all before > lunch. > > Sarah Beaman-Jones, > Literacy Program Developer > LIFT-Missouri > 815 Olive Street, Suite 22 > St. Louis, MO 63101 > > 314-678-4443 ext. 206 > 800-729-4443 > 314-678-2938 [fax] > sbeaman at webster.edu > www.lift-missouri.org > > > > > > > > ------------------------------ > > Message: 2 > Date: Wed, 21 Mar 2007 10:55:11 -0500 > From: "David Pole" > Subject: [HealthLiteracy 785] Re: health literacy assessment > To: "'The Health and Literacy Discussion List'" > > Message-ID: <20070321155603.20DB311BBB at mail.nifl.gov> > Content-Type: text/plain; charset="us-ascii" > > The challenge I have found is that most health professionals will say > "YES - > I am proficient and my patient understand me" - when you are unaware of > the > extent of the problem, self rating of competency in this area is > difficult > > I have found introduction of the article looking at medical residents > who > rated patient's health literacy level after initial interview and then > the > patient was assessed by separate individual to determine literacy level, > residents were wrong 70% of the time in both directions, under and > over-estimating patients level of understanding > > David Pole, MPH > Deputy Director, Division of Community Health Promotion > Deputy Director, AHEC Program Office > Department of Community and Family Medicine > Saint Louis University School of Medicine > (P) 314-977-8484 > (F) 314-977-5268 > poledc at slu.edu > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda > (HHS/OPHS) > Sent: Wednesday, March 21, 2007 9:55 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 783] Re: health literacy assessment > > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > > > Linda M. Harris, PhD > Acting Lead, Health Communication and ehealth Team > Office of Disease Prevention and Health Promotion > HHS > 240 453 8262 > linda.harris at hhs.gov > > "the problem with communication is assuming that it happened", George > Bernard Shaw > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson > Sent: Tuesday, March 20, 2007 7:37 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 781] Re: health literacy assessment > > First of all, I want to thank all who responded to my questions. The > consensus appears to be the same as the one we are questioning. > > In our attempts to make our clinical instruction materials more > accessible to our clients and patients, we are trying to find a clear > way of assessing (not testing) literacy levels. This is not only to > help us with clarifying our materials, but to indicate to the > clinician that this person needs some extra effort in ensuring > understanding of the material. Too often, in present-day strictures > of contact time, the clinician is tempted to send materials home with > the patient - "Here - read these." This, in an area where over one- > third of our clientele have less than functional literacy levels. > > Reversing medicalese in a large medical system is akin to asking an > oil tanker to reverse course immediately. It takes time and much > effort. We have already accomplished much by establishing standards > of clear language to be applied to new materials. We are also > gradually revising materials devised years ago. > > So the question remains. Is there a tool anyone has used on a one- > time basis to establish an alert to be placed on a medical record - > NOT to test the patient, but to remind the clinician to take extra > care in instruction? The opinion on TOFHLA is clear and one that we > agree with. How about the label assessment - has anyone used this? > > Laurie Anson > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > > ------------------------------ > > Message: 3 > Date: Wed, 21 Mar 2007 12:31:44 -0400 > From: Nancy R Faux/AC/VCU > Subject: [HealthLiteracy 786] Re: health literacy assessment > To: The Health and Literacy Discussion List > Cc: "'The Health and Literacy Discussion List'" > , healthliteracy-bounces at nifl.gov > Message-ID: > > > Content-Type: text/plain; charset="us-ascii" > > Adding to David's and Sarah's comments, most adults (especially those > with > low literacy) will not admit to not understanding out of shame. They > hope > that they can find out the information another way. Asking the patients > > if they understand is not an effective strategy. It is like asking > students in a classroom at the end of a lesson or set of instructions > the > classic "Do you understand?"or "any questions?". I would love to have a > > nickel for every time that it has turned out that a student did have a > question and was embarrassed to ask or didn't know enough to ask. > > ********************************************************* > Nancy R. Faux > ESOL Specialist > Virginia Adult Learning Resource Center > Virginia Commonwealth University > Richmond, VA > nfaux at vcu.edu > http://www.valrc.org > 1-800-237-0178 > > > > "David Pole" > Sent by: healthliteracy-bounces at nifl.gov > 03/21/2007 11:55 AM > Please respond to > The Health and Literacy Discussion List > > > To > "'The Health and Literacy Discussion List'" > cc > > Subject > [HealthLiteracy 785] Re: health literacy assessment > > > > > > > The challenge I have found is that most health professionals will say > "YES > - > I am proficient and my patient understand me" - when you are unaware of > the > extent of the problem, self rating of competency in this area is > difficult > > I have found introduction of the article looking at medical residents > who > rated patient's health literacy level after initial interview and then > the > patient was assessed by separate individual to determine literacy level, > residents were wrong 70% of the time in both directions, under and > over-estimating patients level of understanding > > David Pole, MPH > Deputy Director, Division of Community Health Promotion > Deputy Director, AHEC Program Office > Department of Community and Family Medicine > Saint Louis University School of Medicine > (P) 314-977-8484 > (F) 314-977-5268 > poledc at slu.edu > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda > (HHS/OPHS) > Sent: Wednesday, March 21, 2007 9:55 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 783] Re: health literacy assessment > > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > > > Linda M. Harris, PhD > Acting Lead, Health Communication and ehealth Team > Office of Disease Prevention and Health Promotion > HHS > 240 453 8262 > linda.harris at hhs.gov > > "the problem with communication is assuming that it happened", George > Bernard Shaw > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson > Sent: Tuesday, March 20, 2007 7:37 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 781] Re: health literacy assessment > > First of all, I want to thank all who responded to my questions. The > consensus appears to be the same as the one we are questioning. > > In our attempts to make our clinical instruction materials more > accessible to our clients and patients, we are trying to find a clear > way of assessing (not testing) literacy levels. This is not only to > help us with clarifying our materials, but to indicate to the > clinician that this person needs some extra effort in ensuring > understanding of the material. Too often, in present-day strictures > of contact time, the clinician is tempted to send materials home with > the patient - "Here - read these." This, in an area where over one- > third of our clientele have less than functional literacy levels. > > Reversing medicalese in a large medical system is akin to asking an > oil tanker to reverse course immediately. It takes time and much > effort. We have already accomplished much by establishing standards > of clear language to be applied to new materials. We are also > gradually revising materials devised years ago. > > So the question remains. Is there a tool anyone has used on a one- > time basis to establish an alert to be placed on a medical record - > NOT to test the patient, but to remind the clinician to take extra > care in instruction? The opinion on TOFHLA is clear and one that we > agree with. How about the label assessment - has anyone used this? > > Laurie Anson > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/f9b02e > b5/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Wed, 21 Mar 2007 12:57:23 -0400 > From: "Jan Potter" > Subject: [HealthLiteracy 787] Re: health literacy assessment > To: "The Health and Literacy Discussion List" > > Message-ID: <326215BFE562CE46A1AF814091FE828C14E42E at mail.gha.local> > Content-Type: text/plain; charset="US-ASCII" > > We have a set of bulletin boards here that involve an ongoing theme > called "Super Patient" - the idea is based (continually) on a tag line > that states: "It's your body, ASK!" Asking a question if someone is > proficient or skilled will not generate a response, in my opinion (it > still carries the onerous burden of "I know" and "I'll tell you if you > want to know" coupled with the implied "you don't." The message > received can be that the patient is made to feel like a recipient > instead of someone who should be actively joined in the pursuit of good > health. > > I think it would be more helpful to ask a patient how they would like to > get information (a picture, a story, a TV video - whatever) which at > least opens the door to their responding to you. > > As in, "I would like to tell you about what is going to happen when we > do X surgery. Would it be better for you if I gave you something to > read, or drew pictures for you, or perhaps showed you where you could > get the information on the internet or TV....? I want you to be > comfortable with what is happening and what to expect. What works best > for you?" > > -----Original Message----- > From: Harris, Linda (HHS/OPHS) [mailto:Linda.Harris at hhs.gov] > Sent: Wednesday, March 21, 2007 10:55 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 783] Re: health literacy assessment > > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > > > Linda M. Harris, PhD > Acting Lead, Health Communication and ehealth Team > Office of Disease Prevention and Health Promotion > HHS > 240 453 8262 > linda.harris at hhs.gov > > "the problem with communication is assuming that it happened", George > Bernard Shaw > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson > Sent: Tuesday, March 20, 2007 7:37 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 781] Re: health literacy assessment > > First of all, I want to thank all who responded to my questions. The > consensus appears to be the same as the one we are questioning. > > In our attempts to make our clinical instruction materials more > accessible to our clients and patients, we are trying to find a clear > way of assessing (not testing) literacy levels. This is not only to > help us with clarifying our materials, but to indicate to the > clinician that this person needs some extra effort in ensuring > understanding of the material. Too often, in present-day strictures > of contact time, the clinician is tempted to send materials home with > the patient - "Here - read these." This, in an area where over one- > third of our clientele have less than functional literacy levels. > > Reversing medicalese in a large medical system is akin to asking an > oil tanker to reverse course immediately. It takes time and much > effort. We have already accomplished much by establishing standards > of clear language to be applied to new materials. We are also > gradually revising materials devised years ago. > > So the question remains. Is there a tool anyone has used on a one- > time basis to establish an alert to be placed on a medical record - > NOT to test the patient, but to remind the clinician to take extra > care in instruction? The opinion on TOFHLA is clear and one that we > agree with. How about the label assessment - has anyone used this? > > Laurie Anson > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ------------------------------ > > Message: 5 > Date: Wed, 21 Mar 2007 13:00:50 -0400 > From: "Julie McKinney" > Subject: [HealthLiteracy 788] Re: health literacy assessment > To: > Message-ID: <46012C820200002D00001891 at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > I believe Len and Ceci Doak mentioned during our recent discussion that > even highly literate patients have been shown to have diminished > abilities to retain information because of the anxiety, overload, and > possibly the underlying sickness associated with the situation. Given > that, along with the 93 million people who been shown to have special > difficulty with health information, instead of assessing proficiency > (self or otherwise), wouldn't it benefit everyone for providers to > impart information in the most basic, simple and clear way possible . > > Why not encourage a protocol where a provider always starts with this > basic mode for every patient, and increases complexity and detail only > as requested. I think that the necessity to give clear information to > everyone should outweigh the possible offense that some highly educated > folks might find at being given "oversimplified" information. > > I agree with Andrew that we should find ways to focus on the > "doctor/patient and the public health professional/public > interactions" with training, evaluation, reward, and research. > > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "David Pole" 03/21/07 11:55 AM >>> > The challenge I have found is that most health professionals will say > "YES - > I am proficient and my patient understand me" - when you are unaware of > the > extent of the problem, self rating of competency in this area is > difficult > > I have found introduction of the article looking at medical residents > who > rated patient's health literacy level after initial interview and then > the > patient was assessed by separate individual to determine literacy level, > residents were wrong 70% of the time in both directions, under and > over-estimating patients level of understanding > > David Pole, MPH > Deputy Director, Division of Community Health Promotion > Deputy Director, AHEC Program Office > Department of Community and Family Medicine > Saint Louis University School of Medicine > (P) 314-977-8484 > (F) 314-977-5268 > poledc at slu.edu > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda > (HHS/OPHS) > Sent: Wednesday, March 21, 2007 9:55 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 783] Re: health literacy assessment > > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > > > Linda M. Harris, PhD > Acting Lead, Health Communication and ehealth Team > Office of Disease Prevention and Health Promotion > HHS > 240 453 8262 > linda.harris at hhs.gov > > "the problem with communication is assuming that it happened", George > Bernard Shaw > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson > Sent: Tuesday, March 20, 2007 7:37 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 781] Re: health literacy assessment > > First of all, I want to thank all who responded to my questions. The > consensus appears to be the same as the one we are questioning. > > In our attempts to make our clinical instruction materials more > accessible to our clients and patients, we are trying to find a clear > way of assessing (not testing) literacy levels. This is not only to > help us with clarifying our materials, but to indicate to the > clinician that this person needs some extra effort in ensuring > understanding of the material. Too often, in present-day strictures > of contact time, the clinician is tempted to send materials home with > the patient - "Here - read these." This, in an area where over one- > third of our clientele have less than functional literacy levels. > > Reversing medicalese in a large medical system is akin to asking an > oil tanker to reverse course immediately. It takes time and much > effort. We have already accomplished much by establishing standards > of clear language to be applied to new materials. We are also > gradually revising materials devised years ago. > > So the question remains. Is there a tool anyone has used on a one- > time basis to establish an alert to be placed on a medical record - > NOT to test the patient, but to remind the clinician to take extra > care in instruction? The opinion on TOFHLA is clear and one that we > agree with. How about the label assessment - has anyone used this? > > Laurie Anson > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > ------------------------------ > > Message: 6 > Date: Wed, 21 Mar 2007 13:21:46 -0400 > From: "Julie McKinney" > Subject: [HealthLiteracy 789] Wednesday Question:Health Literacy > Assessments > To: > Message-ID: <4601316A0200002D00001895 at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > Hi Everyone, > > It's been interesting to discuss the use of health liteacy assessments > in a clinical interaction, including the TOEFHLA and the Newest Vital > Sign. I would like to turn the question to health literacy assessments > used for research purposes. We have talked recently about the need to > support best practices in health literacy with researched-backed > evidence. We need to prove to payers and policy makers that we can > achieve better health outcomes, and better inclusion of hard-to-serve > populations with sound health literacy practices. > > One important step in proving this is to have an adequately tested > measure of health literacy. So today's question is a call for > information about this type of assessment. > > What assessments out there can serve these research purposes? > What are the limitations of existing ones? > What components do they need? > How should we develop them? > > And just to throw an added wrench in: maybe we should look at the kind > of research we want to do in order to fine-tune the assessment needs. > What would be most helpful to study in order to support health literacy > efforts? > > Maybe this is too much....but we'll see where it takes us. Thanks for > hanging in there! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > > > ------------------------------ > > Message: 7 > Date: Wed, 21 Mar 2007 12:30:55 -0500 > From: "Champ-Blackwell, Siobhan" > > Subject: [HealthLiteracy 790] Questions are the Answer Ad and > campaign > To: > Message-ID: > > > > > Content-Type: text/plain; charset="us-ascii" > > video ad > http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg > g> > > web site http://www.ahrq.gov/QuestionsAreTheAnswer/ > > Siobhan Champ-Blackwell, MSLIS > Community Outreach Liaison > National Network of Libraries of Medicine, MidContinental Region > Creighton University Health Sciences Library > 2500 California Plaza > Omaha, NE 68178 > 800-338-7657 in CO,KS,MO,NE,UT,WY > 402-280-4156 outside the region > siobhan at creighton.edu > http://nnlm.gov/mcr/ (NN/LM MCR Web Site) > http://library.med.utah.edu/blogs/BHIC/ > (Web Log) > http://www.digitaldivide.net/profile/siobhanchamp-blackwell > > (Digital Divide Network Profile) > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/2441c1 > 4c/attachment.html > > ------------------------------ > > Message: 8 > Date: Wed, 21 Mar 2007 13:38:54 -0400 > From: "Julie McKinney" > Subject: [HealthLiteracy 791] Article about patient self-reported > understanding > To: > Message-ID: <4601356E0200002D000018AE at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > Hi Everyone, > Sorry to bombard you w/ messages today, but I want to pass on this > article, sent by a list member, which suggests that patients' reports of > their knowledge of a medicine does not always match their tested level > of understanding. This could speak to the self-reports of proficiency > that we have been discussing. > > Thanks, > Julie > > ********************** > New Study Evaluates Patient Understanding of FDA-Required Printed Drug > Information > > Even when patients receive and read printed drug information, they may > not understand it, according to a new study funded by AHRQ and FDA and > published in the January 23 online issue of the Journal of General > Internal Medicine. Nearly all patients (93 percent) using isotretinoin > (sold as Accutane, Amnesteem and Sotret) and 86 percent of patients > using the estrogen-containing drugs (sold as Premarin and Activella) > reported that when they filled the prescription they received the > mandatory medication guide or patient package insert approved for these > drugs by FDA. In addition, the majority of these patients stated that > they were confident in their knowledge of their medication. However, > patients' answers to a short series of yes/no questions about potential > adverse effects of the drugs scored only slightly better than scores > they might get from guessing. The study was conducted by a team of > researchers led by Nancy M. Allen LaPointe, Pharm.D., at AHRQ's Center > for Education and Research on Therapeutics at the Duke Clinical Research > Institute in Durham, North Carolina. The authors surveyed 500 of 3,568 > English-speaking patients older than 18 years of age who received the > medications during a 12-month period. > http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dop > t=AbstractPlus&list_uids=17351847&query_hl=7&itool=pubmed_docsum > *********************** > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 18, Issue 20 > ********************************************** > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From Lendoak at aol.com Thu Mar 22 14:53:16 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Thu, 22 Mar 2007 14:53:16 EDT Subject: [HealthLiteracy 801] literacy assessments in health - yes or no? Message-ID: Dear contributors, The responses to the issue of patient literacy assessments has been thoughtful and useful. We all benefit from these exchanges. Like so many of you, we have tested patients for literacy skill levels, tutored adults to read and write, and tried to find better ways to communicate. We concluded that: 1. Except for research purposes (perhaps to get a skills profile of a patient population), it is better not to conduct formal tests for the following reasons: - Many people with low literacy skills don't like it, and may avoid a clinic that does these tests. - Health care professionals are busy and few would have the time or the training to conduct these tests. - Finally, even if the literacy skills of every patient was recorded on their chart - what would you do with this information? Giving those with low literacy skills "specialized attention" presents some dilemmas: 1) Can clinics afford to have multiple copies of written instructions (and videos, web sites, etc.) for 2nd grade level?, 10th? college?, 2) Do the HMOs pay for the extra staff time for these patients? 3) Does staff have the special training to communicate better? - Wouldn't it be better for everyone if 1) Health practitioners received literacy awareness training & better communication skills in their professional schools? 2) The AMA and the credentialing authorities put more weight in their evaluations on communication?, 3) The literature and research have shown us how to communicate better - should the focus/funding now be put on improving the practice of communicating with patients - especially in getting feedback? (AskMe3 is a good example) 2. Some research reports show huge improvements (30% to 500%) in patient recall, comprehension, and compliance when appropriate pictures are used (with text and oral instructions) in health education. What would be the cost savings impact on our rising national health bills if this research were put into practice? Len and Ceci Doak ************************************** AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070322/e689f75e/attachment.html From Linda.Harris at hhs.gov Thu Mar 22 15:14:43 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Thu, 22 Mar 2007 15:14:43 -0400 Subject: [HealthLiteracy 802] Re: health literacy assessment In-Reply-To: <326215BFE562CE46A1AF814091FE828C14E42E@mail.gha.local> References: <326215BFE562CE46A1AF814091FE828C14E42E@mail.gha.local> Message-ID: <99A20D10405A0742BC5F96E35E9C9FE3018E8D46@AVN3VS003.ees.hhs.gov> This makes a lot of sense to me. Linda Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Wednesday, March 21, 2007 12:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 787] Re: health literacy assessment We have a set of bulletin boards here that involve an ongoing theme called "Super Patient" - the idea is based (continually) on a tag line that states: "It's your body, ASK!" Asking a question if someone is proficient or skilled will not generate a response, in my opinion (it still carries the onerous burden of "I know" and "I'll tell you if you want to know" coupled with the implied "you don't." The message received can be that the patient is made to feel like a recipient instead of someone who should be actively joined in the pursuit of good health. I think it would be more helpful to ask a patient how they would like to get information (a picture, a story, a TV video - whatever) which at least opens the door to their responding to you. As in, "I would like to tell you about what is going to happen when we do X surgery. Would it be better for you if I gave you something to read, or drew pictures for you, or perhaps showed you where you could get the information on the internet or TV....? I want you to be comfortable with what is happening and what to expect. What works best for you?" -----Original Message----- From: Harris, Linda (HHS/OPHS) [mailto:Linda.Harris at hhs.gov] Sent: Wednesday, March 21, 2007 10:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sfanchiang at ladhs.org Fri Mar 23 15:00:31 2007 From: sfanchiang at ladhs.org (Shanpin Fanchiang) Date: Fri, 23 Mar 2007 12:00:31 -0700 Subject: [HealthLiteracy 803] Re: HEALTH LITERACY ASSESSMENT: A DIFFERENT WAY OF CONCEPTUALIZING THIS ISSUE In-Reply-To: <86F596561BF25644847B434A41A0D9500160471B@EXCNYSM0A1AI.nysemail.nyenet> References: <86F596561BF25644847B434A41A0D95001604712@EXCNYSM0A1AI.nysemail.nyenet> <86F596561BF25644847B434A41A0D9500160471B@EXCNYSM0A1AI.nysemail.nyenet> Message-ID: <4603C15F02000009002A0120@dhsia2.hsa.ladhs.org> Hello, Jan and Everyone, This is such an exciting Listserv. I have always learned so much from the discussion. I am so glad that you wrote "no one can be health literate on every topic...". My team and I feel strongly about this. We propose "disease-specific health literacy" (DSHI). We are currently working on our draft of the DSHI for people with diabetes. We have piloted this method: "Know-It-All" and "Do-It-All". We believe that patients do not have to go through the path of "RUD" (Read, Understand, and Do- health literacy) to care for their illness if they know what to "do" for their disease management. Through the Know-It-All process, we learn from patients what they are lacking in knowing what to do. The preliminary results of the pilot study help us focus on what patients' needs in knowing what to do during a short clinical encounters. We have shared an aspect of this approach in the recent conference "Innovations in Medical Education", March 3-4, 2007, Pasadena, California. What do you think about DSHI? Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Goldberg, Jan (ACS)" 3/22/2007 7:23:06 AM >>> Hi Everyone: No one can be health literate on every topic that effects themselves and/or their families, friends, communities, clients, patients, etc. Helen Osborne recently wrote an article about her experience as a patient and how hard even she found it to understand health information. So if we assume that every person has areas of health illiteracy we can approach this universally in a non threatening, empowering manner. If the Health Practitioner asks: What would you like to know about .... then the person's answer will determine their current level of literacy on that topic. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of healthliteracy-request at nifl.gov Sent: Wednesday, March 21, 2007 1:42 PM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 18, Issue 20 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 784] Re: health literacy assessment (Sarah Beaman-Jones) 2. [HealthLiteracy 785] Re: health literacy assessment (David Pole) 3. [HealthLiteracy 786] Re: health literacy assessment (Nancy R Faux/AC/VCU) 4. [HealthLiteracy 787] Re: health literacy assessment (Jan Potter) 5. [HealthLiteracy 788] Re: health literacy assessment (Julie McKinney) 6. [HealthLiteracy 789] Wednesday Question:Health Literacy Assessments (Julie McKinney) 7. [HealthLiteracy 790] Questions are the Answer Ad and campaign (Champ-Blackwell, Siobhan) 8. [HealthLiteracy 791] Article about patient self-reported understanding (Julie McKinney) ---------------------------------------------------------------------- Message: 1 Date: Wed, 21 Mar 2007 10:44:41 -0500 From: Sarah Beaman-Jones Subject: [HealthLiteracy 784] Re: health literacy assessment To: The Health and Literacy Discussion List Message-ID: Content-Type: text/plain; charset="US-ASCII" On 3/21/07 9:55 AM, "Harris, Linda (HHS/OPHS)" wrote: > Why not ask people if they feel proficient (perhaps replacing this term > with "skilled") in accessing and using health information and then > communicate with them (or choose materials to send to them) accordingly? > Because, according to the NAALs study, people consistently over estimate their literacy abilities. If you think you are guessing correctly as to directions on dosage, for example, you would say you are proficient. Then you would continue to take your "four times a day" pills all before lunch. Sarah Beaman-Jones, Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 314-678-4443 ext. 206 800-729-4443 314-678-2938 [fax] sbeaman at webster.edu www.lift-missouri.org ------------------------------ Message: 2 Date: Wed, 21 Mar 2007 10:55:11 -0500 From: "David Pole" Subject: [HealthLiteracy 785] Re: health literacy assessment To: "'The Health and Literacy Discussion List'" Message-ID: <20070321155603.20DB311BBB at mail.nifl.gov> Content-Type: text/plain; charset="us-ascii" The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 3 Date: Wed, 21 Mar 2007 12:31:44 -0400 From: Nancy R Faux/AC/VCU Subject: [HealthLiteracy 786] Re: health literacy assessment To: The Health and Literacy Discussion List Cc: "'The Health and Literacy Discussion List'" , healthliteracy-bounces at nifl.gov Message-ID: Content-Type: text/plain; charset="us-ascii" Adding to David's and Sarah's comments, most adults (especially those with low literacy) will not admit to not understanding out of shame. They hope that they can find out the information another way. Asking the patients if they understand is not an effective strategy. It is like asking students in a classroom at the end of a lesson or set of instructions the classic "Do you understand?"or "any questions?". I would love to have a nickel for every time that it has turned out that a student did have a question and was embarrassed to ask or didn't know enough to ask. ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "David Pole" Sent by: healthliteracy-bounces at nifl.gov 03/21/2007 11:55 AM Please respond to The Health and Literacy Discussion List To "'The Health and Literacy Discussion List'" cc Subject [HealthLiteracy 785] Re: health literacy assessment The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/f9b02e b5/attachment-0001.html ------------------------------ Message: 4 Date: Wed, 21 Mar 2007 12:57:23 -0400 From: "Jan Potter" Subject: [HealthLiteracy 787] Re: health literacy assessment To: "The Health and Literacy Discussion List" Message-ID: <326215BFE562CE46A1AF814091FE828C14E42E at mail.gha.local> Content-Type: text/plain; charset="US-ASCII" We have a set of bulletin boards here that involve an ongoing theme called "Super Patient" - the idea is based (continually) on a tag line that states: "It's your body, ASK!" Asking a question if someone is proficient or skilled will not generate a response, in my opinion (it still carries the onerous burden of "I know" and "I'll tell you if you want to know" coupled with the implied "you don't." The message received can be that the patient is made to feel like a recipient instead of someone who should be actively joined in the pursuit of good health. I think it would be more helpful to ask a patient how they would like to get information (a picture, a story, a TV video - whatever) which at least opens the door to their responding to you. As in, "I would like to tell you about what is going to happen when we do X surgery. Would it be better for you if I gave you something to read, or drew pictures for you, or perhaps showed you where you could get the information on the internet or TV....? I want you to be comfortable with what is happening and what to expect. What works best for you?" -----Original Message----- From: Harris, Linda (HHS/OPHS) [mailto:Linda.Harris at hhs.gov] Sent: Wednesday, March 21, 2007 10:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 5 Date: Wed, 21 Mar 2007 13:00:50 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 788] Re: health literacy assessment To: Message-ID: <46012C820200002D00001891 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I believe Len and Ceci Doak mentioned during our recent discussion that even highly literate patients have been shown to have diminished abilities to retain information because of the anxiety, overload, and possibly the underlying sickness associated with the situation. Given that, along with the 93 million people who been shown to have special difficulty with health information, instead of assessing proficiency (self or otherwise), wouldn't it benefit everyone for providers to impart information in the most basic, simple and clear way possible . Why not encourage a protocol where a provider always starts with this basic mode for every patient, and increases complexity and detail only as requested. I think that the necessity to give clear information to everyone should outweigh the possible offense that some highly educated folks might find at being given "oversimplified" information. I agree with Andrew that we should find ways to focus on the "doctor/patient and the public health professional/public interactions" with training, evaluation, reward, and research. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David Pole" 03/21/07 11:55 AM >>> The challenge I have found is that most health professionals will say "YES - I am proficient and my patient understand me" - when you are unaware of the extent of the problem, self rating of competency in this area is difficult I have found introduction of the article looking at medical residents who rated patient's health literacy level after initial interview and then the patient was assessed by separate individual to determine literacy level, residents were wrong 70% of the time in both directions, under and over-estimating patients level of understanding David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Wednesday, March 21, 2007 9:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 783] Re: health literacy assessment Why not ask people if they feel proficient (perhaps replacing this term with "skilled") in accessing and using health information and then communicate with them (or choose materials to send to them) accordingly? Linda M. Harris, PhD Acting Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov "the problem with communication is assuming that it happened", George Bernard Shaw -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laurie Anson Sent: Tuesday, March 20, 2007 7:37 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 781] Re: health literacy assessment First of all, I want to thank all who responded to my questions. The consensus appears to be the same as the one we are questioning. In our attempts to make our clinical instruction materials more accessible to our clients and patients, we are trying to find a clear way of assessing (not testing) literacy levels. This is not only to help us with clarifying our materials, but to indicate to the clinician that this person needs some extra effort in ensuring understanding of the material. Too often, in present-day strictures of contact time, the clinician is tempted to send materials home with the patient - "Here - read these." This, in an area where over one- third of our clientele have less than functional literacy levels. Reversing medicalese in a large medical system is akin to asking an oil tanker to reverse course immediately. It takes time and much effort. We have already accomplished much by establishing standards of clear language to be applied to new materials. We are also gradually revising materials devised years ago. So the question remains. Is there a tool anyone has used on a one- time basis to establish an alert to be placed on a medical record - NOT to test the patient, but to remind the clinician to take extra care in instruction? The opinion on TOFHLA is clear and one that we agree with. How about the label assessment - has anyone used this? Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 6 Date: Wed, 21 Mar 2007 13:21:46 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 789] Wednesday Question:Health Literacy Assessments To: Message-ID: <4601316A0200002D00001895 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, It's been interesting to discuss the use of health liteacy assessments in a clinical interaction, including the TOEFHLA and the Newest Vital Sign. I would like to turn the question to health literacy assessments used for research purposes. We have talked recently about the need to support best practices in health literacy with researched-backed evidence. We need to prove to payers and policy makers that we can achieve better health outcomes, and better inclusion of hard-to-serve populations with sound health literacy practices. One important step in proving this is to have an adequately tested measure of health literacy. So today's question is a call for information about this type of assessment. What assessments out there can serve these research purposes? What are the limitations of existing ones? What components do they need? How should we develop them? And just to throw an added wrench in: maybe we should look at the kind of research we want to do in order to fine-tune the assessment needs. What would be most helpful to study in order to support health literacy efforts? Maybe this is too much....but we'll see where it takes us. Thanks for hanging in there! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ------------------------------ Message: 7 Date: Wed, 21 Mar 2007 12:30:55 -0500 From: "Champ-Blackwell, Siobhan" Subject: [HealthLiteracy 790] Questions are the Answer Ad and campaign To: Message-ID: Content-Type: text/plain; charset="us-ascii" video ad http://adcouncil.vo.llnwd.net/o1/patient_empw/patient_questions60_cc.mpg web site http://www.ahrq.gov/QuestionsAreTheAnswer/ Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070321/2441c1 4c/attachment.html ------------------------------ Message: 8 Date: Wed, 21 Mar 2007 13:38:54 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 791] Article about patient self-reported understanding To: Message-ID: <4601356E0200002D000018AE at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, Sorry to bombard you w/ messages today, but I want to pass on this article, sent by a list member, which suggests that patients' reports of their knowledge of a medicine does not always match their tested level of understanding. This could speak to the self-reports of proficiency that we have been discussing. Thanks, Julie ********************** New Study Evaluates Patient Understanding of FDA-Required Printed Drug Information Even when patients receive and read printed drug information, they may not understand it, according to a new study funded by AHRQ and FDA and published in the January 23 online issue of the Journal of General Internal Medicine. Nearly all patients (93 percent) using isotretinoin (sold as Accutane, Amnesteem and Sotret) and 86 percent of patients using the estrogen-containing drugs (sold as Premarin and Activella) reported that when they filled the prescription they received the mandatory medication guide or patient package insert approved for these drugs by FDA. In addition, the majority of these patients stated that they were confident in their knowledge of their medication. However, patients' answers to a short series of yes/no questions about potential adverse effects of the drugs scored only slightly better than scores they might get from guessing. The study was conducted by a team of researchers led by Nancy M. Allen LaPointe, Pharm.D., at AHRQ's Center for Education and Research on Therapeutics at the Duke Clinical Research Institute in Durham, North Carolina. The authors surveyed 500 of 3,568 English-speaking patients older than 18 years of age who received the medications during a 12-month period. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&dop t=AbstractPlus&list_uids=17351847&query_hl=7&itool=pubmed_docsum *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 18, Issue 20 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Wed Mar 28 12:56:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 28 Mar 2007 12:56:17 -0400 Subject: [HealthLiteracy 804] DSHI, "RUD", and "Do-it-all, Know-it-all" Message-ID: <460A65F10200002D00001A17@bostongwia.jsi.com> Hi Shanpin and Everyone, This is very interesting. I would love to hear more about "RUD" vs. the "Know-it-all" "Do-it-all" process, and what this process entails. I feel mixed about DSHI as far as I understand it. On one hand, the bottom line for patient safety is ensuring that all patients walking out of their short clinical encounters fully understanding what is happening with their health/illness and how to manage it. Clearly presented disease-specific information is part of that process. On the other hand, I see health literacy as addressing the whole process of communicating, learning, understanding, evaluating understanding, and ensuring good recall and adherence...regardless of what the disease or issue is. So I would say that disease-specific information is important, but addressing the whole system of information (and skill) transfer is as important. I'd love to hear more about your pilot study! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Shanpin Fanchiang" 03/23/07 3:00 PM >>> Hello, Jan and Everyone, This is such an exciting Listserv. I have always learned so much from the discussion. I am so glad that you wrote "no one can be health literate on every topic...". My team and I feel strongly about this. We propose "disease-specific health literacy" (DSHI). We are currently working on our draft of the DSHI for people with diabetes. We have piloted this method: "Know-It-All" and "Do-It-All". We believe that patients do not have to go through the path of "RUD" (Read, Understand, and Do- health literacy) to care for their illness if they know what to "do" for their disease management. Through the Know-It-All process, we learn from patients what they are lacking in knowing what to do. The preliminary results of the pilot study help us focus on what patients' needs in knowing what to do during a short clinical encounters. We have shared an aspect of this approach in the recent conference "Innovations in Medical Education", March 3-4, 2007, Pasadena, California. What do you think about DSHI? Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Goldberg, Jan (ACS)" 3/22/2007 7:23:06 AM >>> Hi Everyone: No one can be health literate on every topic that effects themselves and/or their families, friends, communities, clients, patients, etc. Helen Osborne recently wrote an article about her experience as a patient and how hard even she found it to understand health information. So if we assume that every person has areas of health illiteracy we can approach this universally in a non threatening, empowering manner. If the Health Practitioner asks: What would you like to know about .... then the person's answer will determine their current level of literacy on that topic. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 From julie_mcKinney at worlded.org Wed Mar 28 13:10:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 28 Mar 2007 13:10:17 -0400 Subject: [HealthLiteracy 805] Wednesday Question: The Role of Medical Librarians Message-ID: <460A693A0200002D00001A20@bostongwia.jsi.com> Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Wed Mar 28 13:21:19 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 28 Mar 2007 11:21:19 -0600 Subject: [HealthLiteracy 806] Re: Wednesday Question: The Role of MedicalLibrarians In-Reply-To: <460A693A0200002D00001A20@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDB9C@DTHREXCL1.dthr.ab.ca> My position at the hospital here in Red Deer is through Library and Media Services. The library helps find the most up-to-date information for reference in Consumer Health Information. As this department (health literacy) grows and expands (currently 6 months old and one person) I anticipate the role of the library will grow to partner with local, public libraries to provide greater access to health information for people who aren't really looking at it. One of the flaws of the Wellness Centres is that it provides access for people who are looking for health information. When people are not actively looking for health information, their access is greatly impacted (especially by the 'passive' media, like TV and Radio). Does anybody have a different use for their library? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 11:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Mhrsemh at omh.state.ny.us Wed Mar 28 14:37:04 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Wed, 28 Mar 2007 14:37:04 -0400 Subject: [HealthLiteracy 807] Re: Wednesday Question: The Role of Medical Librarians In-Reply-To: <460A693A0200002D00001A20@bostongwia.jsi.com> References: <460A693A0200002D00001A20@bostongwia.jsi.com> Message-ID: <460A7D90.43A9.0076.0@omh.state.ny.us> As a practicing medical librarian, with most of my time devoted to consumer health, I would love to say that I am thoroughly immersed in health literacy and patient information advocacy. Actually, I feel that whatever I accomplish in this area is strictly patient by patient, trying to help provide information at a level that each individual can understand. But I am also in a very unusual environment, where I serve as a gate-keeper for all of the Internet information our patients get, because they are court-ordered to a secure facility. So I do my own little informal assessment, and try to match the level of information to the patients' needs. I can also stock a books and other printed material at a wide variety of reading levels. As far as formal patient education by clinicians, I have very little to do with that. I do what I can to put the concepts before them, and it is up to them what they do with it. Personally, I am a great believer in providing clearly, simply written information for everyone. Just looking at the experiences of myself, my family and friends, as well as the mental health patients that I work with, has convinced me that no matter what someone's educational or intellectual level is, there is always a need for simplicity and for the clinician to try to make sure that the message has gotten through. That's all that comes to mind just now, but I would love to hear more about what others are doing. Oh, and I would love to call your attention to the new look for the Medlineplus Health Topics Pages. http://www.nlm.nih.gov/medlineplus/healthtopics.html Click on a topic to see the new layout. They also have a new magazine that is free to subscribers, or it can be downloaded as a PDF file. http://www.nlm.nih.gov/medlineplus/magazine.html Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From sfanchiang at ladhs.org Wed Mar 28 15:12:09 2007 From: sfanchiang at ladhs.org (Shanpin Fanchiang) Date: Wed, 28 Mar 2007 12:12:09 -0700 Subject: [HealthLiteracy 808] Re: DSHI, "RUD", and "Do-it-all, Know-it-all" In-Reply-To: <460A65F10200002D00001A17@bostongwia.jsi.com> References: <460A65F10200002D00001A17@bostongwia.jsi.com> Message-ID: <460A5B9902000009002A1234@dhsia2.hsa.ladhs.org> Hi, Julie and all, Thank you for your response bailing me out of the *silence*. I was concerned that my post might be a *communication stopper* of a very informative discussion on *health literacy assessment*. I do appreciate very much a few off-line email responses I have received. My team and I are currently working on the model about disease-specific health literacy. I have included a short session of the draft paper in this email. Please excuse me for a long email posting here. *************** View people holistically, patients and medical doctors with a particular specialty are at the two ends of the disease-specific health literacy continuum. For diverse patient populations (not only diversity in cultural and ethnic or language background but also disease severity and multiple diseases), we need different disease-specific health literacy assessments. With the advancement of medical care, we anticipate that disease-specific health literacy assessment will need to be updated periodically based on major breakthrough and changes of medical science. The model my team and I are working on proposing a few constructs. General health literacy, (Julie, what you mentioned seems to fit here; also the domain used in NAAL 2003) Content-specific health literacy, Disease-specific health literacy (tentative defined as *a set of knowledge that is necessary and sufficient to afford doing the right things to care for the disease.*) Disease-specific health illiteracy (DSHI). General health literacy includes many different types of content-specific health literacy. We hope that the model can create a platform to contextualize the approach in removing barriers of health literacy. In a health care setting like Rancho, we have diabetes patients who are indigent, homeless and uninsured and about 60 to 80% of them do not speak English as their primary language. We cannot anticipate our patients to be empowered quickly enough to ask questions during a short clinical encounter. Most of the time, they are *yes* patients. We need a tool that will allow us knowing where they are and meet them at their *comfort zone*. It is always a major impact to care providers when a patient facing a foot amputation and also stating that it was the first time he was told he had diabetes. Was he really not told before? Was he not ready to admit/listen in the past? The *quiet* symptoms of diabetes did not push him to admit/listen. "Know-It-All" is a disease-specific health literacy that we have piloted to identify disease specific health illiteracy (DSHI). During a clinical encounter, clinicians can quickly prioritize which area of DSHI to intervene first. Disease specific health literacy seems to have the potential what primary care providers and specialists can address quickly in clinical practice. At Rancho, we feel strongly that the ultimate goals of a healthcare clinical encounter is to (1) prevent further injury/or slow down the chronic illness progression (2) teach safety now that patients need to live with such disease(s)/ or to navigate their way to recovery and (3) instill hope in patients so that their problems can be lessened, controlled, or removed. Taking the perspective of a lifelong learner, we need to think about a person*s readiness to learn. Focusing on a patient*s DSHI can help us not overload him/her and moving them along the way they can comply and handle which addressed all three goals mentioned above. Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Julie McKinney" 3/28/2007 9:56:17 AM >>> Hi Shanpin and Everyone, This is very interesting. I would love to hear more about "RUD" vs. the "Know-it-all" "Do-it-all" process, and what this process entails. I feel mixed about DSHI as far as I understand it. On one hand, the bottom line for patient safety is ensuring that all patients walking out of their short clinical encounters fully understanding what is happening with their health/illness and how to manage it. Clearly presented disease-specific information is part of that process. On the other hand, I see health literacy as addressing the whole process of communicating, learning, understanding, evaluating understanding, and ensuring good recall and adherence...regardless of what the disease or issue is. So I would say that disease-specific information is important, but addressing the whole system of information (and skill) transfer is as important. I'd love to hear more about your pilot study! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Shanpin Fanchiang" 03/23/07 3:00 PM >>> Hello, Jan and Everyone, This is such an exciting Listserv. I have always learned so much from the discussion. I am so glad that you wrote "no one can be health literate on every topic...". My team and I feel strongly about this. We propose "disease-specific health literacy" (DSHI). We are currently working on our draft of the DSHI for people with diabetes. We have piloted this method: "Know-It-All" and "Do-It-All". We believe that patients do not have to go through the path of "RUD" (Read, Understand, and Do- health literacy) to care for their illness if they know what to "do" for their disease management. Through the Know-It-All process, we learn from patients what they are lacking in knowing what to do. The preliminary results of the pilot study help us focus on what patients' needs in knowing what to do during a short clinical encounters. We have shared an aspect of this approach in the recent conference "Innovations in Medical Education", March 3-4, 2007, Pasadena, California. What do you think about DSHI? Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Goldberg, Jan (ACS)" 3/22/2007 7:23:06 AM >>> Hi Everyone: No one can be health literate on every topic that effects themselves and/or their families, friends, communities, clients, patients, etc. Helen Osborne recently wrote an article about her experience as a patient and how hard even she found it to understand health information. So if we assume that every person has areas of health illiteracy we can approach this universally in a non threatening, empowering manner. If the Health Practitioner asks: What would you like to know about .... then the person's answer will determine their current level of literacy on that topic. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sflint at library.ca.gov Wed Mar 28 15:57:52 2007 From: sflint at library.ca.gov (Flint, Suzanne) Date: Wed, 28 Mar 2007 12:57:52 -0700 Subject: [HealthLiteracy 809] Re: Wednesday Question: The Role of MedicalLibrarians In-Reply-To: <460A693A0200002D00001A20@bostongwia.jsi.com> References: <460A693A0200002D00001A20@bostongwia.jsi.com> Message-ID: Greetings, I just wanted to let folks know that here at the California State Library we are currently undertaking a statewide assessment regarding the role public libraries are or could play in the provision of consumer health information and resources. We will be surveying public libraries and primary healthcare providers as well as holding a number of regional focus groups this summer with community members. Based on these findings we plan to make recommendations for a possible statewide public library response to this need. We'll be sure to share our findings and recommendations with all interested. Regards, Suzanne Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 10:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sreid at workbase.org.nz Wed Mar 28 22:06:22 2007 From: sreid at workbase.org.nz (Susan Reid) Date: Thu, 29 Mar 2007 14:06:22 +1200 Subject: [HealthLiteracy 810] Re: Wednesday Question: The Role ofMedicalLibrarians Message-ID: <14794889A1E3AF419042F64CC5425A1E3EA6FF@secure.workbase.org.nz> Just to let you know that The Centre for Literacy Studies in Montreal is holding a Summer Institute about Libraries and Literacy in June in Montreal http://www.centreforliteracy.qc.ca/whatsnew/Si06.pdf Hope some people from the US can get there regards Susan Reid Manager Learning and Development Workbase the New Zealand Centre for Workforce Literacy www.workbase.org.nz Also look at the New Zealand Literacy Portal www.nzliteracyportal.org.nz ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Flint, Suzanne Sent: Thu 3/29/2007 7:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 809] Re: Wednesday Question: The Role ofMedicalLibrarians Greetings, I just wanted to let folks know that here at the California State Library we are currently undertaking a statewide assessment regarding the role public libraries are or could play in the provision of consumer health information and resources. We will be surveying public libraries and primary healthcare providers as well as holding a number of regional focus groups this summer with community members. Based on these findings we plan to make recommendations for a possible statewide public library response to this need. We'll be sure to share our findings and recommendations with all interested. Regards, Suzanne Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 10:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070329/1d3fed6d/attachment.html From sabrina_kurtz-rossi at comcast.net Wed Mar 28 23:35:14 2007 From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi) Date: Wed, 28 Mar 2007 23:35:14 -0400 Subject: [HealthLiteracy 811] Re: Wednesday Question: The Role ofMedicalLibrarians In-Reply-To: Message-ID: <20070329033507.21B5D11B1D@mail.nifl.gov> The Medical Library Association is doing something similar on a national level. They are surveying hospital administrators and providers regarding their awareness of health information literacy and its value in support of patient care. They are also looking to demonstrate and support the role of hospital librarians as key providers of health information literacy services and support for patients and their families. Providing consumer health information services is a somewhat new but fast growing area of interest among medical librarians and recognizing and addressing health literacy issues is critical to this work. For more information about the MLA Health Information Literacy Research Project go to: www.mlanet.org/resources/healthlit/hil_project_overview.html Sabrina ---------------------------- Sabrina Kurtz-Rossi, Health Literacy Consultant Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax sabrina_kurtz-rossi at comcast.net -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Flint, Suzanne Sent: Wednesday, March 28, 2007 3:58 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 809] Re: Wednesday Question: The Role ofMedicalLibrarians Greetings, I just wanted to let folks know that here at the California State Library we are currently undertaking a statewide assessment regarding the role public libraries are or could play in the provision of consumer health information and resources. We will be surveying public libraries and primary healthcare providers as well as holding a number of regional focus groups this summer with community members. Based on these findings we plan to make recommendations for a possible statewide public library response to this need. We'll be sure to share our findings and recommendations with all interested. Regards, Suzanne Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 10:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From SiobhanChamp-Blackwell at creighton.edu Wed Mar 28 23:35:42 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Wed, 28 Mar 2007 22:35:42 -0500 Subject: [HealthLiteracy 812] Re: Wednesday Question: The Role of MedicalLibrarians References: <460A693A0200002D00001A20@bostongwia.jsi.com> Message-ID: The National Network of Libraries of Medicine http://nnlm.gov/ is made of eight regions, with one Regional Medical Library and then all kinds of members made of medical and public libraries and community organizations. One of the areas of focus on the NNLM is Consumer Health, and outreach in that area. If you are considering a program in Consumer Health, find out where your Regional Medical Library is, call 800-228-7657 which will automatically get you to your area's RML, and they will help you to find local librarians who are working on health literacy and consumer health informaiton. Partnering with a librarian in a health literacy project is a great idea! You can also go to the MedlinePlus "Find A Library" page to see a geographic listing of libraries with consumer health information collections. http://www.nlm.nih.gov/medlineplus/libraries.html siobhan Siobhan Champ-Blackwell Community Outreach Liaison National Network of Libraries of Medicine MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 402.280.4156/800.338.7657 option#1,#2, then #1 siobhan at creighton.edu http://nnlm.gov/mcr http://medstat.med.utah.edu/blogs/BHIC/ http://www.digitaldivide.net/profile/siobhanchamp-blackwell ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 3/28/2007 12:10 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070328/d4529fe7/attachment.html From Megan.Sety at metrokc.gov Thu Mar 29 11:54:35 2007 From: Megan.Sety at metrokc.gov (Sety, Megan) Date: Thu, 29 Mar 2007 08:54:35 -0700 Subject: [HealthLiteracy 813] Re: Wednesday Question: The RoleofMedicalLibrarians In-Reply-To: <14794889A1E3AF419042F64CC5425A1E3EA6FF@secure.workbase.org.nz> References: <14794889A1E3AF419042F64CC5425A1E3EA6FF@secure.workbase.org.nz> Message-ID: The Pacific Northwest Region of the NNLM has been a phenomenal resource for through various projects and resources. They offer small and medium size mini-grants, consultation, materials, trainings and great online resources: http://nnlm.gov/pnr/ ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Flint, Suzanne Sent: Thu 3/29/2007 7:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 809] Re: Wednesday Question: The Role ofMedicalLibrarians Greetings, I just wanted to let folks know that here at the California State Library we are currently undertaking a statewide assessment regarding the role public libraries are or could play in the provision of consumer health information and resources. We will be surveying public libraries and primary healthcare providers as well as holding a number of regional focus groups this summer with community members. Based on these findings we plan to make recommendations for a possible statewide public library response to this need. We'll be sure to share our findings and recommendations with all interested. Regards, Suzanne Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 10:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070329/68aea97e/attachment.html From Penny.Glassman at umassmed.edu Fri Mar 30 10:27:11 2007 From: Penny.Glassman at umassmed.edu (Glassman, Penny) Date: Fri, 30 Mar 2007 10:27:11 -0400 Subject: [HealthLiteracy 814] Re: Wednesday Question: The RoleofMedicalLibrarians In-Reply-To: References: <14794889A1E3AF419042F64CC5425A1E3EA6FF@secure.workbase.org.nz> Message-ID: <439667C97F3241448A8E96B0A22D647E09E8DF@EDUNIVMAIL07.ad.umassmed.edu> Another source of information from NN/LM is the consumer health handbook: http://nnlm.gov/outreach/consumer/hlthlit.html Penny Glassman Technology Coordinator NN/LM, New England Region University of Mass Medical School 222 Maple Ave Shrewsbury, MA 01545-2732 508-856-5974 penny.glassman at umassmed.edu ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sety, Megan Sent: Thursday, March 29, 2007 11:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 813] Re: Wednesday Question: The RoleofMedicalLibrarians The Pacific Northwest Region of the NNLM has been a phenomenal resource for through various projects and resources. They offer small and medium size mini-grants, consultation, materials, trainings and great online resources: http://nnlm.gov/pnr/ ***************************** Megan Sety Public Health - Seattle & King County Environmental Health Services Division Tacoma Smelter Plume Project megan.sety at metrokc.gov 206-205-5273 ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Flint, Suzanne Sent: Thu 3/29/2007 7:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 809] Re: Wednesday Question: The Role ofMedicalLibrarians Greetings, I just wanted to let folks know that here at the California State Library we are currently undertaking a statewide assessment regarding the role public libraries are or could play in the provision of consumer health information and resources. We will be surveying public libraries and primary healthcare providers as well as holding a number of regional focus groups this summer with community members. Based on these findings we plan to make recommendations for a possible statewide public library response to this need. We'll be sure to share our findings and recommendations with all interested. Regards, Suzanne Suzanne Flint, Library Programs Consultant Library Development Services California State Library P.O. Box 942837 Sacramento, CA 94237-0001 Phone: 916-651-9796 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, March 28, 2007 10:10 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070330/6889dc31/attachment.html From julie_mcKinney at worlded.org Fri Mar 30 13:24:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 30 Mar 2007 13:24:17 -0400 Subject: [HealthLiteracy 815] International conference on multicultural library services Message-ID: <460D0F810200002D00001A90@bostongwia.jsi.com> Hi Everyone, Thanks for sharing your expeiences and resources from the library world. I hope to hear more about how we can seek out and collaborate more with librarians. And while we're talking about librarians, I'm passing on the following message about a conference in South Africa which will focus on library services for multicultural poulations. Please read on if you or someone you know may be interested! Best, Julie ******************************************** International Federation of Library Associations and Institutions Section on Library Services to Multicultural Populations, Libraries for Children and Young Adults Section and Reading Section present an international conference in Pretoria, South Africa from 15?17 August 2007 Theme: ?Multicultural library Innovative services for all, with special reference to literacy, learning and linguistic diversity? Who should attend? Librarians Professionals involved in literacy, learning and linguistics Archives and Museum workers Publishers and booksellers Community workers Everyone interested in multicultural issues What will be discussed? Innovative services to multicultural populations Service delivery in a multicultural environment Knowledge development for community transformation Intergenerational services; examples of success programmes Literacy; what it means in your community Reading: innovative programmes for target groups Storytelling Oral traditions and their impact on library services Driving forces for literacy and learning Life long learning opportunities: new strategies, new services, new media Libraries promoting adult education and learning Media and literature reflecting everyday life The impact of linguistic diversity on library services Fostering linguistic diversity Collecting and preservation of materials in local languages Publishing, disseminating and promoting materials in local languages For more information or to register for this conference visit: http://lib.tut.ac.za/ifla Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From SStableford at une.edu Fri Mar 30 14:58:56 2007 From: SStableford at une.edu (Sue Stableford) Date: Fri, 30 Mar 2007 14:58:56 -0400 Subject: [HealthLiteracy 816] New Web Article to Support Plain Language Message-ID: <460D25B0.97CC.00F6.0@une.edu> Dear Colleagues on NIFL list, As co-authors of a just-published article about health literacy and plain language that may support your work, we*re letting you know about free web access to the article. Here*s the URL: http://www.palgrave-journals.com/jphp/journal/v28/n1/pdf/3200102a.pdf We offer the abstract here so you can decide if the article might be useful in educating colleagues, particularly to discredit myths about plain language. Two of the many myths we address include: *We*re dumbing everything down* and *This isn*t an evidence-based approach.* ************************************............................ Article Abstract: Low health literacy is a major challenge confronting American and international health organizations. Research in the past decade has documented the prevalence of limited literacy and limited health literacy skills among adults worldwide. This creates a major policy challenge: How to create text-based health information - a highly utilized method of health communication - that is accessible to the public. Plain language is a logical, flexible response. While touted by American, Canadian, and European health policy makers, adoption and promotion of plain language standards and skills in health-focused organizations has lagged. Most text-based health information continues to be too hard for most adults to read. Barriers to more rapid diffusion of plain language are reflected in a set of myths perpetuated by critics. These myths are identified and refuted. While plain language is only one of many broad-based solutions needed to address low health literacy, the benefits to everyone demand increased use by health organizations. ***********************************.............................. We hope the article will be useful in different ways to those new to the field and those of you who have labored long and hard on related research, policy, and practice initiatives. Best regards to all, Sue Stableford and Wendy Mettger Founding Members, The Clear Language Group www.ClearLanguageGroup.com Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com From matt.janey at okstate.edu Fri Mar 30 16:57:43 2007 From: matt.janey at okstate.edu (Janey, Matt) Date: Fri, 30 Mar 2007 15:57:43 -0500 Subject: [HealthLiteracy 817] Re: A question regarding the recent NAAL report In-Reply-To: <460D25B0.97CC.00F6.0@une.edu> Message-ID: Regarding, general literacy: 43% are at or below Basic level = 57% at Intermediate or Proficient levels. Yet, only 36% are at or below Basic levels of health literacy = 64% are at Intermediate or Proficient. How is it that people can be at higher levels of health literacy and lower levels of general literacy? Given the scientific basis to health information and the jargon we use, how can people understand health materials better than general materials? Matthew Janey Oklahoma Area Health Education Centers Oklahoma State University - Center for Health Sciences 918.584.4377 From sabrina_kurtz-rossi at comcast.net Fri Mar 30 18:27:37 2007 From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi) Date: Fri, 30 Mar 2007 18:27:37 -0400 Subject: [HealthLiteracy 818] Re: Wednesday Question: The Role ofMedicalLibrarians In-Reply-To: Message-ID: <20070330222725.4B88E11AFA@mail.nifl.gov> I was wondering what folks think of the MedlinePlus tutorials? Have you ever used them with clients? How did that go? If you're a teacher have you ever used them with adult learners? Did your students find them helpful? Is anyone familiar with the Information Rx program? I understand it's designed for physicians to use with their patients as a way of referring them to MedlinePlus for more information about a particular health topic. Has anyone every used it? Sabrina ----------------------------------------------- Sabrina Kurtz-Rossi, M.Ed., Coordinator Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax sabrina_kurtz-rossi at comcast.net _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Champ-Blackwell, Siobhan Sent: Wednesday, March 28, 2007 11:36 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 812] Re: Wednesday Question: The Role ofMedicalLibrarians The National Network of Libraries of Medicine http://nnlm.gov/ is made of eight regions, with one Regional Medical Library and then all kinds of members made of medical and public libraries and community organizations. One of the areas of focus on the NNLM is Consumer Health, and outreach in that area. If you are considering a program in Consumer Health, find out where your Regional Medical Library is, call 800-228-7657 which will automatically get you to your area's RML, and they will help you to find local librarians who are working on health literacy and consumer health informaiton. Partnering with a librarian in a health literacy project is a great idea! You can also go to the MedlinePlus "Find A Library" page to see a geographic listing of libraries with consumer health information collections. http://www.nlm.nih.gov/medlineplus/libraries.html siobhan Siobhan Champ-Blackwell Community Outreach Liaison National Network of Libraries of Medicine MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 402.280.4156/800.338.7657 option#1,#2, then #1 siobhan at creighton.edu http://nnlm.gov/mcr http://medstat.med.utah.edu/blogs/BHIC/ http://www.digitaldivide.net/profile/siobhanchamp-blackwell _____ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 3/28/2007 12:10 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070330/f4089b74/attachment.html From karsm at bronsonhg.org Sun Apr 1 12:25:22 2007 From: karsm at bronsonhg.org (Marge Kars) Date: Sun, 01 Apr 2007 12:25:22 -0400 Subject: [HealthLiteracy 819] Role of librarians in health literacy Message-ID: <460FA4B2020000FD00026395@GWISE3.bronsonhg.org> My apologies for coming to this discussion late in the week. I've been out of the office for several days and just started reading the responses. I've been interested in health literacy since we opened our consumer health library in 1987. It was apparent when consumers came into the consumer health library that their questions related to information they had just received from their physician. Consumers asked us to explain or help them understand the information their physician had just provided. We concentrated on building a collection of information in several formats and in English and Spanish. We use MedlinePlus to answe many questions and encourage MedlinePlus Interactive Tutorials for our customers. In 2003 we started a Health Literacy Task Force in our healthcare system. Our focus is to provide information in easy to read language and to educate the hospital staff and physicians about health literacy. I was asked to head this task force because of the work the library did in our consumer health library. The task force works with nursing and other departments to write patient information and consent documents at the 6th grade reding level. We have revised about 200 forms, working with Risk Management, the hospital forms committee, the Patient and Family Education Committee, and with community volunteers who review the forms for clarity and understanding. We use the AMA video "Helping Your Patients to Understand" as a teaching tool in hospital wide orientation, unit orientation and as a point of discussion at management and physician update meetings. When we started our task force we had some opposition from many departments. I can tell you know that health literacy is better understood in our hospital as well as our physician practices. We receive 3 to 4 requests a week for help in revising patient information. We are not perfect and we have a lot more to do but we are on our way and I'm glad that I'm able to be part of the process. I don't often respond to questions on this list but I do read it daily and the discussions have been a great help as we move along on our journey. Thanks Marge Marge Kars, AHIP, Manager Bronson Health Sciences Library, HealthAnswers, Bronson Referral and Information Center Bronson Methodist Hospital 601 John Street Box B Kalamazoo, MI 49007 269 341 8627 Fax 269 341 8828 Cell 269 806 2991 karsm at bronsonhg.org Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. From djrosen at comcast.net Sun Apr 1 22:46:58 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 1 Apr 2007 22:46:58 -0400 Subject: [HealthLiteracy 820] Health Literacy and Plain Langauge Message-ID: Health Literacy Colleagues, This article may be of interest. http://deseretnews.com/dn/view/0,1249,660207977,00.html David J. Rosen djrosen at comcast.net From julie_mcKinney at worlded.org Mon Apr 2 11:16:18 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 02 Apr 2007 11:16:18 -0400 Subject: [HealthLiteracy 821] Re: DSHI, "RUD", and "Do-it-all, Know-it-all" Message-ID: <4610E6020200002D00001ADD@bostongwia.jsi.com> Hi Shanpin, Can you lead us to more that has been written about this work? I am especially interested in learning more specifics about how to facilitate the short clinical encounter to assess the patients' DSHI and meet them in their "comfort zone". Thanks for sharing this! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Shanpin Fanchiang" 03/28/07 3:12 PM >>> Hi, Julie and all, Thank you for your response bailing me out of the *silence*. I was concerned that my post might be a *communication stopper* of a very informative discussion on *health literacy assessment*. I do appreciate very much a few off-line email responses I have received. My team and I are currently working on the model about disease-specific health literacy. I have included a short session of the draft paper in this email. Please excuse me for a long email posting here. *************** View people holistically, patients and medical doctors with a particular specialty are at the two ends of the disease-specific health literacy continuum. For diverse patient populations (not only diversity in cultural and ethnic or language background but also disease severity and multiple diseases), we need different disease-specific health literacy assessments. With the advancement of medical care, we anticipate that disease-specific health literacy assessment will need to be updated periodically based on major breakthrough and changes of medical science. The model my team and I are working on proposing a few constructs. General health literacy, (Julie, what you mentioned seems to fit here; also the domain used in NAAL 2003) Content-specific health literacy, Disease-specific health literacy (tentative defined as *a set of knowledge that is necessary and sufficient to afford doing the right things to care for the disease.*) Disease-specific health illiteracy (DSHI). General health literacy includes many different types of content-specific health literacy. We hope that the model can create a platform to contextualize the approach in removing barriers of health literacy. In a health care setting like Rancho, we have diabetes patients who are indigent, homeless and uninsured and about 60 to 80% of them do not speak English as their primary language. We cannot anticipate our patients to be empowered quickly enough to ask questions during a short clinical encounter. Most of the time, they are *yes* patients. We need a tool that will allow us knowing where they are and meet them at their *comfort zone*. It is always a major impact to care providers when a patient facing a foot amputation and also stating that it was the first time he was told he had diabetes. Was he really not told before? Was he not ready to admit/listen in the past? The *quiet* symptoms of diabetes did not push him to admit/listen. "Know-It-All" is a disease-specific health literacy that we have piloted to identify disease specific health illiteracy (DSHI). During a clinical encounter, clinicians can quickly prioritize which area of DSHI to intervene first. Disease specific health literacy seems to have the potential what primary care providers and specialists can address quickly in clinical practice. At Rancho, we feel strongly that the ultimate goals of a healthcare clinical encounter is to (1) prevent further injury/or slow down the chronic illness progression (2) teach safety now that patients need to live with such disease(s)/ or to navigate their way to recovery and (3) instill hope in patients so that their problems can be lessened, controlled, or removed. Taking the perspective of a lifelong learner, we need to think about a person*s readiness to learn. Focusing on a patient*s DSHI can help us not overload him/her and moving them along the way they can comply and handle which addressed all three goals mentioned above. Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Julie McKinney" 3/28/2007 9:56:17 AM >>> Hi Shanpin and Everyone, This is very interesting. I would love to hear more about "RUD" vs. the "Know-it-all" "Do-it-all" process, and what this process entails. I feel mixed about DSHI as far as I understand it. On one hand, the bottom line for patient safety is ensuring that all patients walking out of their short clinical encounters fully understanding what is happening with their health/illness and how to manage it. Clearly presented disease-specific information is part of that process. On the other hand, I see health literacy as addressing the whole process of communicating, learning, understanding, evaluating understanding, and ensuring good recall and adherence...regardless of what the disease or issue is. So I would say that disease-specific information is important, but addressing the whole system of information (and skill) transfer is as important. I'd love to hear more about your pilot study! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Shanpin Fanchiang" 03/23/07 3:00 PM >>> Hello, Jan and Everyone, This is such an exciting Listserv. I have always learned so much from the discussion. I am so glad that you wrote "no one can be health literate on every topic...". My team and I feel strongly about this. We propose "disease-specific health literacy" (DSHI). We are currently working on our draft of the DSHI for people with diabetes. We have piloted this method: "Know-It-All" and "Do-It-All". We believe that patients do not have to go through the path of "RUD" (Read, Understand, and Do- health literacy) to care for their illness if they know what to "do" for their disease management. Through the Know-It-All process, we learn from patients what they are lacking in knowing what to do. The preliminary results of the pilot study help us focus on what patients' needs in knowing what to do during a short clinical encounters. We have shared an aspect of this approach in the recent conference "Innovations in Medical Education", March 3-4, 2007, Pasadena, California. What do you think about DSHI? Shanpin Fanchiang, Ph.D. OTR/L Education Coordinator, Chair, Medical Consumer Health Information Program Rancho Los Amigos National Rehabilitation HB 229 7601 E. Imperial HWY, Downey, CA 90242 (562) 401-6083 sfanchiang at ladhs.org Adjunct Faculty University of Southern California Dept of Occupational Science & Occupational Therapy fanchian at usc.edu Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. ~ Charles Mingus >>> "Goldberg, Jan (ACS)" 3/22/2007 7:23:06 AM >>> Hi Everyone: No one can be health literate on every topic that effects themselves and/or their families, friends, communities, clients, patients, etc. Helen Osborne recently wrote an article about her experience as a patient and how hard even she found it to understand health information. So if we assume that every person has areas of health illiteracy we can approach this universally in a non threatening, empowering manner. If the Health Practitioner asks: What would you like to know about .... then the person's answer will determine their current level of literacy on that topic. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Mon Apr 2 11:35:50 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 02 Apr 2007 11:35:50 -0400 Subject: [HealthLiteracy 822] Re: Role of librarians in health literacy Message-ID: <4610EA960200002D00001AE6@bostongwia.jsi.com> Hi Marge, Thanks for writing in and thanks to others who have shared their experiences as librarians. Your response began to answer one of my lingering questions, which was: how do patients get from a clinical encounter (in which they first receive health information) to the library services where they seek clarification on that same information? It seems that the scenario you wrote about would be ideal: going right from the physician to the consumer health library. I wonder how many hospitals and clinics have such a service, and how involved the clinicians are in guiding patients to these services? As we all know, so many patients walk out of the building before they understand what they just heard, it seems critical to improve the systems that ensure understanding before they leave. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marge Kars" 04/01/07 12:25 PM >>> My apologies for coming to this discussion late in the week. I've been out of the office for several days and just started reading the responses. I've been interested in health literacy since we opened our consumer health library in 1987. It was apparent when consumers came into the consumer health library that their questions related to information they had just received from their physician. Consumers asked us to explain or help them understand the information their physician had just provided. We concentrated on building a collection of information in several formats and in English and Spanish. We use MedlinePlus to answe many questions and encourage MedlinePlus Interactive Tutorials for our customers. In 2003 we started a Health Literacy Task Force in our healthcare system. Our focus is to provide information in easy to read language and to educate the hospital staff and physicians about health literacy. I was asked to head this task force because of the work the library did in our consumer health library. The task force works with nursing and other departments to write patient information and consent documents at the 6th grade reding level. We have revised about 200 forms, working with Risk Management, the hospital forms committee, the Patient and Family Education Committee, and with community volunteers who review the forms for clarity and understanding. We use the AMA video "Helping Your Patients to Understand" as a teaching tool in hospital wide orientation, unit orientation and as a point of discussion at management and physician update meetings. When we started our task force we had some opposition from many departments. I can tell you know that health literacy is better understood in our hospital as well as our physician practices. We receive 3 to 4 requests a week for help in revising patient information. We are not perfect and we have a lot more to do but we are on our way and I'm glad that I'm able to be part of the process. I don't often respond to questions on this list but I do read it daily and the discussions have been a great help as we move along on our journey. Thanks Marge Marge Kars, AHIP, Manager Bronson Health Sciences Library, HealthAnswers, Bronson Referral and Information Center Bronson Methodist Hospital 601 John Street Box B Kalamazoo, MI 49007 269 341 8627 Fax 269 341 8828 Cell 269 806 2991 karsm at bronsonhg.org Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From Migdaliadl at aol.com Mon Apr 2 11:23:51 2007 From: Migdaliadl at aol.com (Migdaliadl at aol.com) Date: Mon, 2 Apr 2007 11:23:51 EDT Subject: [HealthLiteracy 823] bilingual transcription Message-ID: Hi Alex, I just read your posting regarding a Spanish language Transcriber. I would love to give you a quote if the opening is still available. I have a minor in Spanish, and I speak, write and read in both English and Spanish fluently. I can forward my resume to you if you are interested. Aside from my current credentials I'm also currently enrolled in a medical transcriptionist course, hopefully to be completed in 7 months. Please feel free to contact me to discuss this in further detail. Best Regards, Migdalia Lopez ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070402/688b749f/attachment.html From Mhrsemh at omh.state.ny.us Mon Apr 2 11:49:06 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Mon, 02 Apr 2007 11:49:06 -0400 Subject: [HealthLiteracy 824] Re: Role of librarians in health literacy In-Reply-To: <4610EA960200002D00001AE6@bostongwia.jsi.com> References: <4610EA960200002D00001AE6@bostongwia.jsi.com> Message-ID: <4610EDB2.43A9.0076.0@omh.state.ny.us> Here's one way to get started linking patients in a medical setting with the information they need: http://nnlm.gov/hip/infoRx/interior.html "Information Rx, the "Information Prescription Project," is a free program offered by NLM to physicians and patients for referral to MedlinePlus - a trusted and reliable consumer health information resource. The goal is to have MedlinePlus be the web site your doctor prescribes. This national campaign, launched in 2004, is a collaborative effort between the National Library of Medicine (NLM) and the American College of Physicians (ACP) Foundation as one possible answer to the health literacy challenge that affects nearly half of all American adults." Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Julie McKinney" 4/2/2007 11:35 am >>> Hi Marge, Thanks for writing in and thanks to others who have shared their experiences as librarians. Your response began to answer one of my lingering questions, which was: how do patients get from a clinical encounter (in which they first receive health information) to the library services where they seek clarification on that same information? It seems that the scenario you wrote about would be ideal: going right from the physician to the consumer health library. I wonder how many hospitals and clinics have such a service, and how involved the clinicians are in guiding patients to these services? As we all know, so many patients walk out of the building before they understand what they just heard, it seems critical to improve the systems that ensure understanding before they leave. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marge Kars" 04/01/07 12:25 PM >>> My apologies for coming to this discussion late in the week. I've been out of the office for several days and just started reading the responses. I've been interested in health literacy since we opened our consumer health library in 1987. It was apparent when consumers came into the consumer health library that their questions related to information they had just received from their physician. Consumers asked us to explain or help them understand the information their physician had just provided. We concentrated on building a collection of information in several formats and in English and Spanish. We use MedlinePlus to answe many questions and encourage MedlinePlus Interactive Tutorials for our customers. In 2003 we started a Health Literacy Task Force in our healthcare system. Our focus is to provide information in easy to read language and to educate the hospital staff and physicians about health literacy. I was asked to head this task force because of the work the library did in our consumer health library. The task force works with nursing and other departments to write patient information and consent documents at the 6th grade reding level. We have revised about 200 forms, working with Risk Management, the hospital forms committee, the Patient and Family Education Committee, and with community volunteers who review the forms for clarity and understanding. We use the AMA video "Helping Your Patients to Understand" as a teaching tool in hospital wide orientation, unit orientation and as a point of discussion at management and physician update meetings. When we started our task force we had some opposition from many departments. I can tell you know that health literacy is better understood in our hospital as well as our physician practices. We receive 3 to 4 requests a week for help in revising patient information. We are not perfect and we have a lot more to do but we are on our way and I'm glad that I'm able to be part of the process. I don't often respond to questions on this list but I do read it daily and the discussions have been a great help as we move along on our journey. Thanks Marge Marge Kars, AHIP, Manager Bronson Health Sciences Library, HealthAnswers, Bronson Referral and Information Center Bronson Methodist Hospital 601 John Street Box B Kalamazoo, MI 49007 269 341 8627 Fax 269 341 8828 Cell 269 806 2991 karsm at bronsonhg.org Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From janetg at chasf.org Mon Apr 2 12:56:06 2007 From: janetg at chasf.org (Janet Green) Date: Mon, 2 Apr 2007 09:56:06 -0700 Subject: [HealthLiteracy 825] who is the messenger? Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B69F9B@chaex_main.CHASF.ORG> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070402/898ebaa9/attachment.html From Mhrsemh at omh.state.ny.us Mon Apr 2 13:26:52 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Mon, 02 Apr 2007 13:26:52 -0400 Subject: [HealthLiteracy 826] Re: who is the messenger? In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B69F9B@chaex_main.CHASF.ORG> References: <8EEA0C4DE0FD37408914BA86988D727201B69F9B@chaex_main.CHASF.ORG> Message-ID: <4611049B.43A9.0076.0@omh.state.ny.us> I understand your point, Janet, but I think that the reason that the message about health literacy and clear communication seems to be directed primarily at physicians, is that much of the work that has already been done in this area has been done by nurses. The weak link is perceived to be physicians. They are the ones who explain much of the information that needs to be communicated in an office setting,where there is often a smaller role for the nurse. In a hospital setting, there is a larger role for a nurse educator. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Janet Green" 4/2/2007 12:56 pm >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From paul at learningaboutdiabetes.org Mon Apr 2 16:30:58 2007 From: paul at learningaboutdiabetes.org (paul at learningaboutdiabetes.org) Date: Mon, 2 Apr 2007 16:30:58 -0400 Subject: [HealthLiteracy 827] Certified Spanish Translator Message-ID: <380-22007412203058321@M2W019.mail2web.com> Re the recent request for help in locating a good English to Spanish translator, I would highly recommend Ms. Eva Ibarzabal. Eva has created culturally sensitive Spanish-language translations for me for a board range of English-language programs over the years. Although our work is now focused on general, low, and lower literacy diabetes patient education programs, in my prior life Eva did a great job translating legal documents, audiotapes, books/booklets, manuscripts, PowerPoint slides, and countless other programs for me. Ms. Ibarzabal is a American Translators Association(ATA)certified translator. Her professional qualifications meet the mecessary requirments for any work involving medical/legal issues. Numerous examples of her work can be found on my web site at www.learningaboutdiabetes.org. Ms. Ibarzabal can be contacted directly at ibarzabal_eva at yahoo.com. Sincerely, Paul Tracey President Learning About Diabetes, Inc. www.learningaboutdiabetes.org -------------------------------------------------------------------- mail2web LIVE ? Free email based on Microsoft? Exchange technology - http://link.mail2web.com/LIVE From kinley at mtaonline.net Tue Apr 3 00:39:27 2007 From: kinley at mtaonline.net (kinley) Date: Mon, 2 Apr 2007 20:39:27 -0800 Subject: [HealthLiteracy 828] Re: Wednesday Question: The RoleofMedicalLibrarians In-Reply-To: <20070330222725.4B88E11AFA@mail.nifl.gov> References: <20070330222725.4B88E11AFA@mail.nifl.gov> Message-ID: <008201c775aa$100c9a60$0100a8c0@KINLEY> The MedlinePlus tutorials that I've previewed seem to be simple to use and thorough for patient teaching needs. Ive recommended them to staff developing materials for patients. Dorothy Kinley Education Coordinator Providence Alaska Learning Institute Providence Health System Alaska 907 261 2070 _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sabrina Kurtz-Rossi Sent: Friday, March 30, 2007 2:28 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 818] Re: Wednesday Question: The RoleofMedicalLibrarians I was wondering what folks think of the MedlinePlus tutorials? Have you ever used them with clients? How did that go? If you're a teacher have you ever used them with adult learners? Did your students find them helpful? Is anyone familiar with the Information Rx program? I understand it's designed for physicians to use with their patients as a way of referring them to MedlinePlus for more information about a particular health topic. Has anyone every used it? Sabrina ----------------------------------------------- Sabrina Kurtz-Rossi, M.Ed., Coordinator Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax sabrina_kurtz-rossi at comcast.net _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Champ-Blackwell, Siobhan Sent: Wednesday, March 28, 2007 11:36 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 812] Re: Wednesday Question: The Role ofMedicalLibrarians The National Network of Libraries of Medicine http://nnlm.gov/ is made of eight regions, with one Regional Medical Library and then all kinds of members made of medical and public libraries and community organizations. One of the areas of focus on the NNLM is Consumer Health, and outreach in that area. If you are considering a program in Consumer Health, find out where your Regional Medical Library is, call 800-228-7657 which will automatically get you to your area's RML, and they will help you to find local librarians who are working on health literacy and consumer health informaiton. Partnering with a librarian in a health literacy project is a great idea! You can also go to the MedlinePlus "Find A Library" page to see a geographic listing of libraries with consumer health information collections. http://www.nlm.nih.gov/medlineplus/libraries.html siobhan Siobhan Champ-Blackwell Community Outreach Liaison National Network of Libraries of Medicine MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 402.280.4156/800.338.7657 option#1,#2, then #1 siobhan at creighton.edu http://nnlm.gov/mcr http://medstat.med.utah.edu/blogs/BHIC/ http://www.digitaldivide.net/profile/siobhanchamp-blackwell _____ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 3/28/2007 12:10 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070402/71ce0d72/attachment.html From Rolande_DAmour at phac-aspc.gc.ca Tue Apr 3 11:22:48 2007 From: Rolande_DAmour at phac-aspc.gc.ca (Rolande D'Amour) Date: Tue, 3 Apr 2007 11:22:48 -0400 Subject: [HealthLiteracy 829] Re: Wednesday Question: The RoleofMedicalLibrarians Message-ID: I have just discovred through this group the Medline plus tutorials. I really like them also. Rolande D'Amour Infirmi?re-conseil/Nurse consultant Syst?me de surveillance de la maladie de Creutzfeldt-Jakob / Creutzfeldt-Jakob Disease Surveillance System Agence de sant? publique du Canada/ Public Health Agency of Canada Tel: (613) 946-9863 Fax: (613) 952-6668 "kinley" To Sent by: healthliteracy-bo "'The Health and Literacy unces at nifl.gov Discussion List'" cc 2007-04-03 12:39 AM Please respond to The Health and Subject Literacy [HealthLiteracy 828] Re: Wednesday Discussion List Question: The The MedlinePlus tutorials that I?ve previewed seem to be simple to use and thorough for patient teaching needs. ?Ive recommended them to staff developing materials for patients. Dorothy Kinley Education Coordinator Providence Alaska Learning Institute ProvidenceHealth System Alaska 907 261 2070 From:healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sabrina Kurtz-Rossi Sent: Friday, March 30, 2007 2:28 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 818] Re: Wednesday Question: The RoleofMedicalLibrarians I was wondering what folks think of the MedlinePlus tutorials?? Have you ever used them with clients?? How did that go?? If you?re a teacher have you ever used them with adult learners?? Did your students find them helpful? Is anyone familiar with the Information Rx program? I understand it?s designed for physicians to use with their patients as a way of referring them to MedlinePlus for more information about a particular health topic. Has anyone every used it? Sabrina ----------------------------------------------- Sabrina Kurtz-Rossi, M.Ed., Coordinator Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax sabrina_kurtz-rossi at comcast.net From:healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Champ-Blackwell, Siobhan Sent: Wednesday, March 28, 2007 11:36 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 812] Re: Wednesday Question: The Role ofMedicalLibrarians The National Network of Libraries of Medicine http://nnlm.gov/?is made of eight regions, with one Regional Medical Library and then all kinds of members made of medical and public libraries and community organizations. One of the areas of focus on the NNLM is Consumer Health, and outreach in that area. If you are considering a program in Consumer Health, find out where your Regional Medical Library is, call 800-228-7657 which will automatically get you to your area's RML, and they will help you to find local librarians who are working on health literacy and consumer health informaiton. Partnering with a librarian in a health literacy project is a great idea! You can also go to the MedlinePlus "Find?A Library" page to see a geographic listing of libraries with consumer health information collections. http://www.nlm.nih.gov/medlineplus/libraries.html siobhan Siobhan Champ-Blackwell Community Outreach Liaison National Network of Libraries of Medicine MidContinental Region CreightonUniversityHealth Sciences Library 2500 CaliforniaPlaza Omaha, NE68178 402.280.4156/800.338.7657 option#1,#2, then #1 siobhan at creighton.edu http://nnlm.gov/mcr http://medstat.med.utah.edu/blogs/BHIC/ http://www.digitaldivide.net/profile/siobhanchamp-blackwell From:healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 3/28/2007 12:10 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 805] Wednesday Question: The Role of MedicalLibrarians Hi Everyone, I have noticed from responses and signatures that there are quite a few medical librarians (and other types) on this list. I have a feeling that librarians in general are an undervalued resource for finding the right kind of information and learning about health issues. This makes them an important resource for health literacy efforts, and I would like to learn more about opportunities to involve them. So today's question(s): In what ways are medical librarians (and other librarians) involved in health literacy work? With whom do they collaborate and how? How can they help clinicians and health educators? How can health consumers or adult learners access and use their services? Looking forward to hearing more! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Tue Apr 3 12:47:35 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 03 Apr 2007 12:47:35 -0400 Subject: [HealthLiteracy 830] The role of nurses! Message-ID: <46124CE70200002D00001B57@bostongwia.jsi.com> Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you From bertiemo at yahoo.com Tue Apr 3 16:33:24 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Tue, 3 Apr 2007 16:33:24 -0400 (EDT) Subject: [HealthLiteracy 831] Re: The role of nurses! In-Reply-To: <46124CE70200002D00001B57@bostongwia.jsi.com> Message-ID: <130724.75955.qm@web43143.mail.sp1.yahoo.com> My preference is for nurse practitioners when I have a choice. As a graduate student for many years and then working in a university setting, I've had the opportunity to be cared by the wonderful nurse practitioners who staff many student health services. Unfortunately, I'm living in Canada at the moment and our care is provided primarily by physicians. Although there is a shortage of physicians there doesn't to be a move towards expanding the number of nurse practitioners in our health care system. Friends tell me there are two nurse practitioners in the whole of Ottawa. Best, Bertie Mo Julie McKinney wrote: Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070403/06da53f0/attachment.html From bertiemo at yahoo.com Wed Apr 4 12:52:23 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 4 Apr 2007 12:52:23 -0400 (EDT) Subject: [HealthLiteracy 831] Re: The role of nurses! In-Reply-To: <46124CE70200002D00001B57@bostongwia.jsi.com> Message-ID: <640361.58824.qm@web43137.mail.sp1.yahoo.com> I do want to put a positive plug in for the Community Diabetic Education program which is being sponsored by the city of Ottawa. In this wonderful program a nurse and a dietician together do a series of three, 1 1/2 hour workshops on managing diabetes. It helped me get over my fear of monitoring my blood sugar. The nurse provided me with a glucose monitor and taught me how to use it. The major problem with the workshops is that there is no mechanism for encouraging people to check in periodically. I think they are afraid they will usurp the authority of physicians. So, I never realized for years that not eating in the morning will result in an elevated blood sugar. My other complaint is the limited knowlege of some of the new staff. The nurse couldn't tell the difference between an optometrist and an opthamalogist and didn't understand why that was important to know. Bertie Julie McKinney wrote: Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070404/25a3b106/attachment.html From DICKERR2 at ihs.org Wed Apr 4 18:50:20 2007 From: DICKERR2 at ihs.org (Dickerson, Robert) Date: Wed, 4 Apr 2007 17:50:20 -0500 Subject: [HealthLiteracy 832] Re: The role of nurses! In-Reply-To: <46124CE70200002D00001B57@bostongwia.jsi.com> Message-ID: <1A33E9E06C4E994AA9AC1211509057F35882D6@FODXM001.ihs.org> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, April 03, 2007 11:48 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 830] The role of nurses! Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------ ------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From julie_mcKinney at worlded.org Thu Apr 5 09:30:58 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 05 Apr 2007 09:30:58 -0400 Subject: [HealthLiteracy 833] Wednesday Question: How do we include everyone in HL training? Message-ID: <4614C1D20200002D00001BAB@bostongwia.jsi.com> Hi Everyone, First, let me thank Bob for this well-said comment (below). I think we should all print this out and put it on our office/lunch room/staff room wall! The point is that everyone who interacts with patients on any level needs to be aware of and trained in clear, simple communication practices which include a way to check to make sure the patient understands. I am sure that everyone on this list works in a role that could strive to improve this sytem. For adult literacy practitioners, it is to work with their students to hone the skills needed to access services, ask questions and advocate for themselves (because it is still a two-way street, although it's nice to be focusing on the other side!) So my question today is: What systems in your organization can work to train everyone involved in an interaction between a patient and any type of clinician or medical staff person? What types of trainings, staff meetings, quality improvement committees, strategic planning boards, etc. should include a health literacy component, and how? Look at the list of providers in Bob's first paragraph, add to it, and tell us how people in those varied roles are being trained in clear communication and health literacy awareness. Sorry I'm a day late with this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dickerson, Robert" 04/04/07 6:50 PM >>> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From NIELSEGA at ihs.org Thu Apr 5 09:55:15 2007 From: NIELSEGA at ihs.org (Nielsen, Gail) Date: Thu, 5 Apr 2007 08:55:15 -0500 Subject: [HealthLiteracy 834] Re: Wednesday Question: How do we include everyone in HL training? In-Reply-To: <4614C1D20200002D00001BAB@bostongwia.jsi.com> Message-ID: Thanks Bob and Julie, I appreciated reading your list notes. This note is in response to Julie's question about what education is being provided in organizations to prepare all of healthcare to help address the issues of patient understanding. First we need a communication plan that lays out all stakholders and what they need to know, who will deliver the knowledge, where and when. One of the more rewarding education sessions I did last year was at a board retreat for one of our hospitals. The CEO decided I should do the Health Literacy talk over dinner with spouses present. The reaction was everything you would want it to be. Board members and their spouses talked for hours after dinner about examples they have seen where people got into trouble with understanding in healthcare to ideas and support for continued work on Health Literacy. Of course, I'm watching and proding to see that the ultimate impact creates further change. Gail Nielsen Iowa Health System -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, April 05, 2007 8:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 833] Wednesday Question: How do we include everyone in HL training? Hi Everyone, First, let me thank Bob for this well-said comment (below). I think we should all print this out and put it on our office/lunch room/staff room wall! The point is that everyone who interacts with patients on any level needs to be aware of and trained in clear, simple communication practices which include a way to check to make sure the patient understands. I am sure that everyone on this list works in a role that could strive to improve this sytem. For adult literacy practitioners, it is to work with their students to hone the skills needed to access services, ask questions and advocate for themselves (because it is still a two-way street, although it's nice to be focusing on the other side!) So my question today is: What systems in your organization can work to train everyone involved in an interaction between a patient and any type of clinician or medical staff person? What types of trainings, staff meetings, quality improvement committees, strategic planning boards, etc. should include a health literacy component, and how? Look at the list of providers in Bob's first paragraph, add to it, and tell us how people in those varied roles are being trained in clear communication and health literacy awareness. Sorry I'm a day late with this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dickerson, Robert" 04/04/07 6:50 PM >>> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* From Jan.Goldberg at dfa.state.ny.us Thu Apr 5 12:08:29 2007 From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS)) Date: Thu, 5 Apr 2007 12:08:29 -0400 Subject: [HealthLiteracy 835] Re: ROLE OF SOCIAL WORKERS.....HealthLiteracy Digest, Vol 19, Issue 4 In-Reply-To: References: Message-ID: <86F596561BF25644847B434A41A0D950016047CF@EXCNYSM0A1AI.nysemail.nyenet> Hi Everyone: SOCIAL WORK...here we come into health literacy as a tool of empowerment The four primary roles of social workers are to: advocate, engage, assess and empower clients, communities and government into action. Since social work is practiced in every setting, it is important to recognize the unlimited contributions to health literacy talented and skilled social workers can make. It is critical that social work has a Seat and voice at the Health Literacy Table. Jan Goldberg, City Research Scientist II NYC Administration for Children's Services Office of Child and Family Health: Medical Programs 212-676-6878 Julie McKinney wrote: Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------ ------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070404/25a3b1 06/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 4 Apr 2007 17:50:20 -0500 From: "Dickerson, Robert" Subject: [HealthLiteracy 832] Re: The role of nurses! To: "The Health and Literacy Discussion List" Message-ID: <1A33E9E06C4E994AA9AC1211509057F35882D6 at FODXM001.ihs.org> Content-Type: text/plain;charset=utf-8 I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, April 03, 2007 11:48 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 830] The role of nurses! Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------ ------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ------------------------------ Message: 3 Date: Thu, 05 Apr 2007 09:30:58 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 833] Wednesday Question: How do we include everyone in HL training? To: Message-ID: <4614C1D20200002D00001BAB at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Hi Everyone, First, let me thank Bob for this well-said comment (below). I think we should all print this out and put it on our office/lunch room/staff room wall! The point is that everyone who interacts with patients on any level needs to be aware of and trained in clear, simple communication practices which include a way to check to make sure the patient understands. I am sure that everyone on this list works in a role that could strive to improve this sytem. For adult literacy practitioners, it is to work with their students to hone the skills needed to access services, ask questions and advocate for themselves (because it is still a two-way street, although it's nice to be focusing on the other side!) So my question today is: What systems in your organization can work to train everyone involved in an interaction between a patient and any type of clinician or medical staff person? What types of trainings, staff meetings, quality improvement committees, strategic planning boards, etc. should include a health literacy component, and how? Look at the list of providers in Bob's first paragraph, add to it, and tell us how people in those varied roles are being trained in clear communication and health literacy awareness. Sorry I'm a day late with this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dickerson, Robert" 04/04/07 6:50 PM >>> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ Message: 4 Date: Thu, 5 Apr 2007 08:55:15 -0500 From: "Nielsen, Gail" Subject: [HealthLiteracy 834] Re: Wednesday Question: How do we include everyone in HL training? To: "The Health and Literacy Discussion List" Message-ID: Content-Type: text/plain;charset=utf-8 Thanks Bob and Julie, I appreciated reading your list notes. This note is in response to Julie's question about what education is being provided in organizations to prepare all of healthcare to help address the issues of patient understanding. First we need a communication plan that lays out all stakholders and what they need to know, who will deliver the knowledge, where and when. One of the more rewarding education sessions I did last year was at a board retreat for one of our hospitals. The CEO decided I should do the Health Literacy talk over dinner with spouses present. The reaction was everything you would want it to be. Board members and their spouses talked for hours after dinner about examples they have seen where people got into trouble with understanding in healthcare to ideas and support for continued work on Health Literacy. Of course, I'm watching and proding to see that the ultimate impact creates further change. Gail Nielsen Iowa Health System -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, April 05, 2007 8:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 833] Wednesday Question: How do we include everyone in HL training? Hi Everyone, First, let me thank Bob for this well-said comment (below). I think we should all print this out and put it on our office/lunch room/staff room wall! The point is that everyone who interacts with patients on any level needs to be aware of and trained in clear, simple communication practices which include a way to check to make sure the patient understands. I am sure that everyone on this list works in a role that could strive to improve this sytem. For adult literacy practitioners, it is to work with their students to hone the skills needed to access services, ask questions and advocate for themselves (because it is still a two-way street, although it's nice to be focusing on the other side!) So my question today is: What systems in your organization can work to train everyone involved in an interaction between a patient and any type of clinician or medical staff person? What types of trainings, staff meetings, quality improvement committees, strategic planning boards, etc. should include a health literacy component, and how? Look at the list of providers in Bob's first paragraph, add to it, and tell us how people in those varied roles are being trained in clear communication and health literacy awareness. Sorry I'm a day late with this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dickerson, Robert" 04/04/07 6:50 PM >>> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 19, Issue 4 ********************************************* From julie_mcKinney at worlded.org Thu Apr 5 13:12:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 05 Apr 2007 13:12:11 -0400 Subject: [HealthLiteracy 836] Re: Wednesday Question: How do we include everyone in HL training? Message-ID: <4614F5AB0200002D00001BCF@bostongwia.jsi.com> Gail, Thanks for this unique example of addressing Health Literacy at the hospital level! Why do you think it worked so well to discuss this over dinner and with spouses? My first thought is that it lends itself more to thinking of people rather than "business", but I'd be interested in other thoughts. What kinds of ideas for continued work came up? Let us know how it pans out, I know that Iowa has done some good work already in health literacy! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Nielsen, Gail" 04/05/07 9:55 AM >>> Thanks Bob and Julie, I appreciated reading your list notes. This note is in response to Julie's question about what education is being provided in organizations to prepare all of healthcare to help address the issues of patient understanding. First we need a communication plan that lays out all stakholders and what they need to know, who will deliver the knowledge, where and when. One of the more rewarding education sessions I did last year was at a board retreat for one of our hospitals. The CEO decided I should do the Health Literacy talk over dinner with spouses present. The reaction was everything you would want it to be. Board members and their spouses talked for hours after dinner about examples they have seen where people got into trouble with understanding in healthcare to ideas and support for continued work on Health Literacy. Of course, I'm watching and proding to see that the ultimate impact creates further change. Gail Nielsen Iowa Health System -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, April 05, 2007 8:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 833] Wednesday Question: How do we include everyone in HL training? Hi Everyone, First, let me thank Bob for this well-said comment (below). I think we should all print this out and put it on our office/lunch room/staff room wall! The point is that everyone who interacts with patients on any level needs to be aware of and trained in clear, simple communication practices which include a way to check to make sure the patient understands. I am sure that everyone on this list works in a role that could strive to improve this sytem. For adult literacy practitioners, it is to work with their students to hone the skills needed to access services, ask questions and advocate for themselves (because it is still a two-way street, although it's nice to be focusing on the other side!) So my question today is: What systems in your organization can work to train everyone involved in an interaction between a patient and any type of clinician or medical staff person? What types of trainings, staff meetings, quality improvement committees, strategic planning boards, etc. should include a health literacy component, and how? Look at the list of providers in Bob's first paragraph, add to it, and tell us how people in those varied roles are being trained in clear communication and health literacy awareness. Sorry I'm a day late with this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dickerson, Robert" 04/04/07 6:50 PM >>> I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From janetg at chasf.org Thu Apr 5 12:38:04 2007 From: janetg at chasf.org (Janet Green) Date: Thu, 5 Apr 2007 09:38:04 -0700 Subject: [HealthLiteracy 837] Re: [Health Literacy 832] Re: The role of nurses! In-Reply-To: <1A33E9E06C4E994AA9AC1211509057F35882D6@FODXM001.ihs.org> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B69FC4@chaex_main.CHASF.ORG> Dear Colleagues, I never anticipated a 'turf battle' when bringing up the role of other health professionals in communicating clear language to patients. My point was to emphasize the inclusiveness necessary to provide the best information . There really is not much continuity, and a forum to address this within the medical community does not really exist. Either that, or it is not particularly effective. I am also finding, when I mention 'health literacy', it is taken as an assault on a person's intelligence. No one should have to go to medical school to understand their medical condition or how to stay healthy. I brought nurses and other health professionals into the dialogue only to reaffirm their critical role in communicating with patients. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Dickerson, Robert Sent: Wednesday, April 04, 2007 3:50 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 832] Re: The role of nurses! I think we need to be careful about getting into "turf" comparisons and disputes. All health care providers who interact with patients, provide instruction, education, directions or patient care; whether they are physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists, speech therapists, occupational therapists, ECG techs, Echo techs, phlebotomists and others who I'm sure should be but are not included in this list need to understand and be versed in clear effective communication with patients. We should be talking about, to and on behalf of all health care providers and support their role in health literacy improvement. In both my professional and personal life I have interacted with health care providers who are excellent, indifferent and poor communicators. Yes this includes physicians, nurses, nurse practitioners, physician assistants, pharmacists, respiratory therapists, physical therapists and phlebotomists (haven't worked much with ECG/Echo techs or speech and occupational therapists). The impression I get regarded why there is so much discussion or emphasis of health literacy issues with physicians is that clear communication with patients is not something that has historically been covered well in medical school, internships or residencies (I could be wrong). There also appears to be more research published on physician communication issues in relation to the effect on patient adherence to care and outcomes. Everyone who interacts with a patient does so at a different level. While there are certainly differences in terms of purpose and goals with communication, there is some crossover as well. We need to support clear communication for all health care interactions regardless. On one level a phlebotomist who simply jabs a needle in a vein and doesn't do a good job of explaining to the patient what to expect and what the patient needs to do has done as big a disservice to the patient as a physician who doesn't explain the importance of follow-up appointments to someone with a chronic condition. Yes, the outcomes may be very different, but the basic communication problem and perception it leaves the patient with may be the same. Very few health care providers work in complete isolation. What each of use does and how we interact with a patient is to a degree dependent on other health care providers. As such we need to work together as a health care community, not in silos by individual professional titles. I will close with the example from a COPD support group a respiratory therapist colleague of mine facilitates. I first introduced health literacy to her 2 1/2 years ago using an AMA video and other materials prefaced with the statement that while the scenarios take place in a physician clinic setting the communication issues are not site specific or unique to physicians only. As a side note every group I have showed this video to and prefaced with this statement relates very well to it, regardless of their profession or patient care setting. She talked with the patients in the COPD support group about health care provider communication. The biggest issue they brought up was the inconsistency they hear from each health care provider. "My family doctor tells me one thing, my lung doctor tells me another, the nurse tells me something different, the pharmacist and respiratory therapists tell me something else...I don't know who I'm supposed to believe or what I am supposed to do." With this group it happens to be the respiratory therapist facilitating the support group who people feel more comfortable talking to. There are four possibly things (could be more) that could be happening. 1. They are all telling the patient different things because they each are talking about different things but that is not clear to patient thus creating confusion...a problem. 2. They are all talking about the same thing but telling the patient something different that is conflicting...which is also a problem. 3. They are all talking about the same thing telling the patient the same thing only saying it differently thus creating confusion...which is a problem as well. 4. They are all telling the patient the same thing saying it the same way but the patient is having difficulty understanding...which is still a problem. Now I'm getting confused. The solution is to work together to make sure the patient is getting clear, accurate, consistent information that is communicated clearly. We need to consistently check for understanding using techniques like teach back. We need to make sure all people involved in health care interactions understand the importance of clear communication and the role they play in that whether it be a primary of supportive role. Unfortunately some people/professions are more receptive to this than others and I'm not sure one profession has the market on receptivity over the others. Thanks, Bob Dickerson, MSHSA, RRT Quality Improvement Coordinator, Clinical Quality Iowa Health - Des Moines Des Moines, Iowa Phone: (515) 263-5792 Fax: (515) 263-5415 E-mail: DICKERR2 at ihs.org Website: www.ihsdesmoines.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, April 03, 2007 11:48 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 830] The role of nurses! Janet and others, I am glad to delve more into the role of nurses. I agree that nurses are a critical link in the clear communication chain, and that, when compared with physicians, they play a bigger variety of roles that could include more time for education. My sister is a nurse who counsels patients by phone, and she notes that even nurses who have plenty of time still presume a great deal of high-level knowledge and vocabulary when speaking with patients. So yes, Janet, we should be talking about, to and on behalf of nurses and support their role role in health literacy improvement. Anyone out there have an example to share? All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 04/02/07 12:56 PM >>> Dear Colleagues, I am new to this forum. I have no easy answers either, but am enjoying the dialogue. It seems to me that health teams are not just physicians. Nurse training is more patient oriented and I don't quite understand why they have not been included in the dialogue. Nurses, nurse practitioners, P.A.'s. LVN's are all part of the team who should be treating the whole patient. If we direct plain language efforts only toward physicians we are at the tip of the iceberg. It is common for a patient to feel more comfortable talking to a nurse than a physician. I know that the medical community is aware this is a problem, but they have not yet 'bought into' the concept that they are the solution. The psychology of what you hear when you have a bad disease likely has nothing to do with intellect. But we shouldn't have to wait until we all get a bad diagnosis to figure this one out. And it will never be solved if directed only at physicians. Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center 845 Jackson Street San Francisco, Ca. 94133 415-677-2458 ------------------------------------------------------------------------ ------------- CONFIDENTIALITY This message (and any attachments) is intended for the sole use of the addressee(s). The information may contain privileged or otherwise confidential information and is protected from disclosure by law. If you received this message in error, or have reason to believe you are not authorized to receive it, please promptly delete or destroy this message (and attachments) and notify the sender by e-mail. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Thu Apr 5 13:17:43 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 05 Apr 2007 13:17:43 -0400 Subject: [HealthLiteracy 838] Re: ROLE OF SOCIAL WORKERS..... Message-ID: <4614F6F70200002D00001BD9@bostongwia.jsi.com> Jan, thanks for bringing in the social workers--welcome to the table! You are right about their value in this field. Everyone feel free to invite anyone from social services to join the list and our discussions. Who else are we missing? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Goldberg, Jan (ACS)" 04/05/07 12:08 PM >>> Hi Everyone: SOCIAL WORK...here we come into health literacy as a tool of empowerment The four primary roles of social workers are to: advocate, engage, assess and empower clients, communities and government into action. Since social work is practiced in every setting, it is important to recognize the unlimited contributions to health literacy talented and skilled social workers can make. It is critical that social work has a Seat and voice at the Health Literacy Table. Jan Goldberg, City Research Scientist II NYC Administration for Children's Services Office of Child and Family Health: Medical Programs 212-676-6878 Julie McKinney wrote: Janet and others, From bba at nauticom.net Thu Apr 5 20:01:01 2007 From: bba at nauticom.net (Bonnie Anton) Date: Thu, 5 Apr 2007 20:01:01 -0400 Subject: [HealthLiteracy 839] Re: ROLE OF SOCIAL WORKERS..... In-Reply-To: <4614F6F70200002D00001BD9@bostongwia.jsi.com> Message-ID: <012401c777de$ad7fafe0$2d01a8c0@Dell4600> Pharmacists should also be involved. In our hospital, we have pharmacists who are involved in the disease management process and often assist with patient education as it relates to medication administration. Bonnie Anton RN MN -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, April 05, 2007 1:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 838] Re: ROLE OF SOCIAL WORKERS..... Jan, thanks for bringing in the social workers--welcome to the table! You are right about their value in this field. Everyone feel free to invite anyone from social services to join the list and our discussions. Who else are we missing? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Goldberg, Jan (ACS)" 04/05/07 12:08 PM >>> Hi Everyone: SOCIAL WORK...here we come into health literacy as a tool of empowerment The four primary roles of social workers are to: advocate, engage, assess and empower clients, communities and government into action. Since social work is practiced in every setting, it is important to recognize the unlimited contributions to health literacy talented and skilled social workers can make. It is critical that social work has a Seat and voice at the Health Literacy Table. Jan Goldberg, City Research Scientist II NYC Administration for Children's Services Office of Child and Family Health: Medical Programs 212-676-6878 Julie McKinney wrote: Janet and others, ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Fri Apr 6 08:34:23 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 06 Apr 2007 08:34:23 -0400 Subject: [HealthLiteracy 840] NAAL Data Training Session Message-ID: <4616060F0200002D00001BFA@bostongwia.jsi.com> Hi Everyone, Recently a list member asked a very good question about a seeming inconsistency from the recent NAAL (National Assessment of Adult Literacy), which included a special health literacy component this time. This study was an enormous undertaking and the results can be very powerful if we understand and use them correctly. As an example, data from the last study (1992),showing that 90 million Americans have marginal literacy skills,were instrumental in mobilizing the medical community to start many important health literacy initiatives. Below is an announcement for a training in using and understanding the results from the latest study (2003). Please read on if you or someone in your organization may be interested. Below that is the recent question from our list member, for which we are still seeking answers. I hope this is helpful! All the best, Julie ************************************* Using the National Assessment of Adult Literacy Data file and Tools For Research, Secondary Analyses and Policy Development (NAAL Data Set Training) Description: The National Center for Education Statistics (NCES), in the U.S. Department of Education's Institute of Education Sciences (IES), will sponsor a 3-day advanced studies seminar on the use of the National Assessment of Adult Literacy (NAAL) data files and tools for research and policy analyses. The 2003 NAAL measured the English literacy of America's adults living in households and prisons. Results are reported in terms of scale score averages on three literacy scales: prose, document, and quantitative, as well as literacy levels that are described as Below Basic, Basic, Intermediate, and Proficient. Type: Workshop/Training & Technical Assistance Audience: This seminar is open to institutional researchers and planners, education practitioners, policymakers, and association members, as well as faculty and advanced graduate students from colleges and universities nationwide. Location: Academy for Educational Development (AED) 1825 Connecticut Avenue, NW Washington, DC 20009-5721 (202) 884-8583 Dates: August 6-8, 2007 Organization: National Center for Education Statistics More Information: NAAL Data Set Training Seminar Announcement Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From podschung at ada.org Fri Apr 6 11:27:50 2007 From: podschung at ada.org (Podschun, Gary) Date: Fri, 6 Apr 2007 10:27:50 -0500 Subject: [HealthLiteracy 841] Re: NAAL Data Training Session In-Reply-To: <4616060F0200002D00001BFA@bostongwia.jsi.com> Message-ID: This seminar seems to have a heavy research/statistics focus, rather than information geared toward "education practitioners, policymakers, and association members." Am I missing something? _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, April 06, 2007 7:34 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 840] NAAL Data Training Session Hi Everyone, Recently a list member asked a very good question about a seeming inconsistency from the recent NAAL (National Assessment of Adult Literacy), which included a special health literacy component this time. This study was an enormous undertaking and the results can be very powerful if we understand and use them correctly. As an example, data from the last study (1992),showing that 90 million Americans have marginal literacy skills,were instrumental in mobilizing the medical community to start many important health literacy initiatives. Below is an announcement for a training in using and understanding the results from the latest study (2003). Please read on if you or someone in your organization may be interested. Below that is the recent question from our list member, for which we are still seeking answers. I hope this is helpful! All the best, Julie ************************************* Using the National Assessment of Adult Literacy Data file and Tools For Research, Secondary Analyses and Policy Development (NAAL Data Set Training) Description: The National Center for Education Statistics (NCES), in the U.S. Department of Education's Institute of Education Sciences (IES), will sponsor a 3-day advanced studies seminar on the use of the National Assessment of Adult Literacy (NAAL) data files and tools for research and policy analyses. The 2003 NAAL measured the English literacy of America's adults living in households and prisons. Results are reported in terms of scale score averages on three literacy scales: prose, document, and quantitative, as well as literacy levels that are described as Below Basic, Basic, Intermediate, and Proficient. Type: Workshop/Training & Technical Assistance Audience: This seminar is open to institutional researchers and planners, education practitioners, policymakers, and association members, as well as faculty and advanced graduate students from colleges and universities nationwide. Location: Academy for Educational Development (AED) 1825 Connecticut Avenue, NW Washington, DC 20009-5721 (202) 884-8583 Dates: August 6-8, 2007 Organization: National Center for Education Statistics More Information: NAAL Data Set Training Seminar Announcement Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From afrmj at uaa.alaska.edu Fri Apr 6 12:06:26 2007 From: afrmj at uaa.alaska.edu (Rhonda Johnson) Date: Fri, 06 Apr 2007 08:06:26 -0800 Subject: [HealthLiteracy 842] Re: NAAL Data Training Session Message-ID: <6c510e6c6081.6c60816c510e@uaa.alaska.edu> Thanks for posting this, Julie. A quick question: the dates (August 6-8) seem to be Mon-Weds, but the announcement says Tues-Thurs. Does anyone know whether it is the days or the dates that should guide our possible planning for this training? Or did I misread something? Rhonda Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 907-786-6545 tel 907-786-6572 fax Rhonda.Johnson at uaa.alaska.edu ----- Original Message ----- From: Julie McKinney Date: Friday, April 6, 2007 4:34 am Subject: [HealthLiteracy 840] NAAL Data Training Session > Hi Everyone, > > Recently a list member asked a very good question about a seeming > inconsistency from the recent NAAL (National Assessment of Adult > Literacy), which included a special health literacy component this > time. This study was an enormous undertaking and the results can be > very powerful if we understand and use them correctly. As an > example, data from the last study (1992),showing that 90 million > Americans have marginal literacy skills,were instrumental in > mobilizing the medical community to start many important health > literacy initiatives. > > Below is an announcement for a training in using and understanding > the results from the latest study (2003). Please read on if you or > someone in your organization may be interested. Below that is the > recent question from our list member, for which we are still > seeking answers. > > I hope this is helpful! > > All the best, > Julie > > ************************************* > > Using the National Assessment of Adult Literacy Data file and Tools > ForResearch, Secondary Analyses and Policy Development (NAAL Data > Set Training) > > Description: > > The National Center for Education Statistics (NCES), in the U.S. > Departmentof Education's Institute of Education Sciences (IES), > will sponsor a 3-day > advanced studies seminar on the use of the National Assessment of > AdultLiteracy (NAAL) data files and tools for research and policy > analyses. The > 2003 NAAL measured the English literacy of America's adults living in > households and prisons. Results are reported in terms of scale score > averages on three literacy scales: prose, document, and > quantitative, as > well as literacy levels that are described as Below Basic, Basic, > Intermediate, and Proficient. > > Type: Workshop/Training & Technical Assistance > > Audience: > This seminar is open to institutional researchers and planners, > educationpractitioners, policymakers, and association members, as > well as faculty and > advanced graduate students from colleges and universities nationwide. > > Location: > Academy for Educational Development (AED) > 1825 Connecticut Avenue, NW > Washington, DC 20009-5721 > (202) 884-8583 > > Dates: August 6-8, 2007 > > Organization: National Center for Education Statistics > > More Information: NAAL Data Set Training Seminar Announcement > > ************************** > Here's the question from our list member: > > I would sure appreciate any guidance. Does anyone understand how to > explain the following results? The NAAL general literacy survey > resultsseem to contradict the NAAL health literacy results. > > Regarding, general literacy: 43% are at or below Basic level = 57% at > Intermediate or Proficient levels. Yet, only 36% are at or below > Basiclevels of health literacy = 64% are at Intermediate or > Proficient. How > is it that people can be at higher levels of health literacy and lower > levels of general literacy? Given the scientific basis to health > information and the jargon we use, how can people understand health > materials better than general materials? > > Matthew Janey > Oklahoma Area Health Education Centers > > ********************************** > > > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Tue Apr 10 13:25:42 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 10 Apr 2007 13:25:42 -0400 Subject: [HealthLiteracy 843] Announcement: Report on the NAAL Data Message-ID: <461B90570200002D00001CB6@bostongwia.jsi.com> Hi Everyone, I am passing on an announcement about a new report about the recent NAAL data, and how the American adult literacy profile has changed since the 1992 study. Please read on for more information. Best, Julie ************************************** The National Center for Education Statistics (NCES) just released Literacy in Everyday Life, the most recent publication of the 2003 National Assessment of Adult Literacy (NAAL). This report provides extensive information on the literacy of American adults age 16 and older and changes in their performance since 1992. Furthermore, it examines the relationship between literacy and several demographic variables including education, occupation, and income. Findings include the following: * Women have closed the gap with men in Quantitative literacy. They are doing better than men in Document and Prose literacy. * Younger and older adults have lower literacy than adults in other age groups. * Median weekly earnings increased with each level of literacy. * At each higher level of Prose literacy, more adults were employed full time. * Approximately 51 percent of adults with Below Basic Document literacy and 43 percent with Below Basic Quantitative literacy believed their job opportunities were limited a lot by their lack of computer skills. * The percentage of parents who never helped their school-age child with homework declined at each higher Prose literacy level. * Approximately half of US citizens of voting age with Below Basic Prose and Document literacy reported voting in the presidential election of 2000 compared with 84 percent of citizens with Proficient Prose and Document literacy. To download, view and print the publication as a PDF file, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480 Jaleh Behroozi Soroui Education Statistics Services Institute American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org ************************************ Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Jacqueline.Jeffrey at bannerhealth.com Wed Apr 11 18:33:34 2007 From: Jacqueline.Jeffrey at bannerhealth.com (Jeffrey, Jacqueline M) Date: Wed, 11 Apr 2007 15:33:34 -0700 Subject: [HealthLiteracy 844] Doctors' role definitions In-Reply-To: <461B90570200002D00001CB6@bostongwia.jsi.com> References: <461B90570200002D00001CB6@bostongwia.jsi.com> Message-ID: We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 From julie_mcKinney at worlded.org Thu Apr 12 08:37:46 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 12 Apr 2007 08:37:46 -0400 Subject: [HealthLiteracy 845] Upcoming guest discussion: Planning HL awareness events Message-ID: <461DEFDA0200002D00001CD5@bostongwia.jsi.com> Hi Everyone, I want to give you all a heads-up about a guest discussion coming up on this list on April 23rd. Please read the announcement below and pass on to anyone you think may want to join the discussion! All the best, Julie ************************** Planning Health Literacy Awareness Events What: Guest speaker discussion When: April 23-27, 2007 Where: Online on the Health & Literacy Discussion List Anyone can subscribe for free at: www.nifl.gov/mailman/listinfo/healthliteracy Who: Our guest will be Helen Osborne, founder of Health Literacy Month and author of the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates? _______________________________________________ October is Health Literacy Month, a time when health literacy advocates around the world promote the importance of making health information understandable. This annual event actually started with a posting Helen Osborne made to the Health & Literacy Discussion List in 1999. Now is the time to start making your plans for Health Literacy Month 2007. Helen will join us for an informative discussion about how you can help raise local awareness about health literacy this October. Helen has recently completed the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates? and will share some of her expertise in this type of event planning including creating a vision, building a team, running events, and measuring success. We hope that this discussion will be a forum for health literacy advocates everywhere to exchange ideas, share resources, and learn from one another. About the guest Speaker: Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L helps health professionals communicate in ways patients and their families can understand. She is president of her own business, Health Literacy Consulting, based in Natick, Massachusetts. Helen is also the founder of Health Literacy Month ? a worldwide campaign to raise awareness about the importance of understandable health information. Helen speaks, consults, and writes about health literacy. She is in her eighth year as a columnist for the Boston Globe?s On Call magazine, writing about patient education and healthcare communication. In addition to the new Health Literacy Month Handbook, Helen is also the author of several other books including the award-winning Health Literacy from A to Z: Practical Ways to Communicate Your Health Message published by Jones & Bartlett. To learn more about Helen?s work, please visit the Health Literacy Consulting website at www.healthliteracy.com. Recommended Reading: Health Literacy Month Website http://www.healthliteracy.com/hl_month.asp This website includes a searchable database of Health Literacy Month events as well as a form to submit how your organization is participating. The website has resources including a free downloadable Health Literacy Month logo. In Other Words?It?s Time to Get Involved in Health Literacy Month http://www.healthliteracy.com/article.asp?PageID=3752 Published as a column in ?On Call Magazine?, this article by Helen Osborne outlines some basics of getting involved in Health Literacy Month. In Other Words?Why Health Literacy Matters http://www.healthliteracy.com/article.asp?PageID=3791 This article includes accounts from patients, providers and policy makers of why we all need to address health literacy. In Other Words?Measuring the Effectiveness of Health Literacy Interventions http://www.healthliteracy.com/article.asp?PageID=3753 This article focuses on why it is important to measure the effectiveness of your health communication efforts. We hope you can join us for this discussion! Please forward this announcement to all your colleagues and friends interested in learning more about awareness-raising events. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From FMORTON at gmh.edu Thu Apr 12 08:45:13 2007 From: FMORTON at gmh.edu (Felicia Morton) Date: Thu, 12 Apr 2007 08:45:13 -0400 Subject: [HealthLiteracy 846] Re: Doctors' role definitions In-Reply-To: References: <461B90570200002D00001CB6@bostongwia.jsi.com> Message-ID: <461DF199020000480000D8ED@GMHNW5DC005.GMH.EDU> My opinion is to follow the rule of giving the "need" to know versus the "nice" to know; the average patient doesn't care what the differences are between these folks; the only titles of interest are usually: - doctor, - nurse, and - medical and nursing students Having said that, you may still want to define them separately. Check out how we did it in our Critical Care Unit Patient/Family Guide, page 2 (attached). You might also be interested in seeing how we defined other health professionals on the subsequent pages. Hope this helps. Felicia J. Morton, MSPH, CHES Patient Education Specialist Patient Care, Quality Management & Education Grady Health System 80 Jesse Hill Jr. Drive, SE Box 26062 Atlanta, GA 30303 (404) 616-5153 (404) 616-0685 - fax fmorton at gmh.edu >>> "Jeffrey, Jacqueline M" 4/11/2007 6:33 PM >>> We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: ICU Family Guide 07.pdf Type: application/pdf Size: 599413 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070412/15b85e45/attachment.pdf From harwo001 at mc.duke.edu Thu Apr 12 09:23:37 2007 From: harwo001 at mc.duke.edu (Kerry Harwood) Date: Thu, 12 Apr 2007 09:23:37 -0400 Subject: [HealthLiteracy 847] Re: Doctors' role definitions In-Reply-To: Message-ID: This is what we use in our 'Guide to Comprehensive Cancer Care'. The oncologist is a doctor who has education and experience in the diagnosis and treatment of cancer. There are several types of oncologists. They include the medical oncologist (who treats cancer with chemotherapy, hormones, and other drugs), the surgical oncologist (who treats cancer with surgery), and the radiation oncologist (who treats cancer with x-rays and other forms of radiation therapy). The oncologist who has the ongoing primary responsibility for your care is called your attending physician. Sometimes, a group of physicians will share responsibility for a group of patients. In this situation, you may be seen by a different physician from the group during hospitalization or during a clinic visit. The physicians within each group communicate with each other regularly, both formally and informally, to ensure that a consistent plan of care is followed. The oncology fellow is a fully trained physician who has completed specialty training in medicine or surgery and is enrolled in a program to receive more advanced education in the medical or surgical aspects of cancer care. The resident is a fully trained physician who has completed an internship and is pursuing specialty training in medicine or surgery. The intern is a fully trained physician who is completing the first year of intensive clinical training after medical school. The medical student is a second- or fourth-year medical school student who is obtaining the clinical training required for graduation and an M.D. degree. Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Jeffrey, Jacqueline M" Sent by: healthliteracy-bounces at nifl.gov 04/11/2007 06:33 PM Please respond to The Health and Literacy Discussion List To "The Health and Literacy Discussion List" cc Subject [HealthLiteracy 844] Doctors' role definitions We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070412/bd1871f5/attachment.html From alf8 at CDC.GOV Thu Apr 12 10:03:29 2007 From: alf8 at CDC.GOV (Friedman, Allison (CDC/CCID/NCHHSTP)) Date: Thu, 12 Apr 2007 10:03:29 -0400 Subject: [HealthLiteracy 848] Re: Doctors' role definitions In-Reply-To: References: <461B90570200002D00001CB6@bostongwia.jsi.com> Message-ID: I would agree with the earlier comment about the definition of these roles being less important to general audiences. In our research with members of the public (CDC's Division of STD Prevention), we found that people prefer the term 'doctor' to refer to their health care provider. They don't differentiate what kind of training their provider has, and they didn't like the term 'health care provider', which they associated with their HMO or health insurance. If it's important for your topic to differentiate roles, I agree that using the words doctor, medical student and nurse are simple enough and convey the general meaning of what you're trying to communicate. Allison Allison L. Friedman, MS Health Scientist Centers for Disease Control & Prevention Division of STD Prevention Behavioral Interventions & Research Branch Phone (404) 639-8537 Fax (404) 639-8622 alf8 at cdc.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jeffrey, Jacqueline M Sent: Wednesday, April 11, 2007 6:34 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 844] Doctors' role definitions We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From mdomb at hcsm.org Thu Apr 12 10:31:39 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Thu, 12 Apr 2007 10:31:39 -0400 Subject: [HealthLiteracy 849] Re: Doctors' role definitions Message-ID: <51BDA90697BDD5118F2500D0B78881BA01207AA4@exchange.hcsm.org> I know this isn't technically an answer to your question, but I bet you could also get some humorous responses as well as accurate ones! -----Original Message----- From: Jeffrey, Jacqueline M [mailto:Jacqueline.Jeffrey at bannerhealth.com] Sent: Wed 4/11/2007 6:33 PM To: The Health and Literacy Discussion List Cc: Subject: [HealthLiteracy 844] Doctors' role definitions We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4722 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070412/ad1a0b15/attachment.bin From LUDKERL at UCMAIL.UC.EDU Thu Apr 12 16:30:59 2007 From: LUDKERL at UCMAIL.UC.EDU (Ludke, Robert (ludkerl)) Date: Thu, 12 Apr 2007 16:30:59 -0400 Subject: [HealthLiteracy 850] NAAL Health Literacy Questions Message-ID: Does anyone know where I can find the 28 health-related assessment questions used on the 2003 NAAL? Thanks. Bob Robert L. Ludke, Ph.D. Professor of Family Medicine and Senior Research Scientist Institute for the Study of Health University of Cincinnati PO Box 670840 Cincinnati, Ohio 45267-0840 Phone: (513) 558-2757 Fax: (513) 558-2744 E-mail: Robert.Ludke at uc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070412/91e9ad4a/attachment.html From NDavies at dthr.ab.ca Thu Apr 12 16:42:38 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 12 Apr 2007 14:42:38 -0600 Subject: [HealthLiteracy 851] Super Patient In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC07@DTHREXCL1.dthr.ab.ca> There was somebody on this list who posted information about Super Patient - expectations and roles/responsibilities of the patient. Please, could somebody forward me this information. Thanks Nicola Nicola Davies, BA Health Literacy Specialist Media Services Publications Clerk ndavies at dthr.ab.ca (403)-352-7643 Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Friedman, Allison (CDC/CCID/NCHHSTP) Sent: Thursday, April 12, 2007 8:03 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 848] Re: Doctors' role definitions I would agree with the earlier comment about the definition of these roles being less important to general audiences. In our research with members of the public (CDC's Division of STD Prevention), we found that people prefer the term 'doctor' to refer to their health care provider. They don't differentiate what kind of training their provider has, and they didn't like the term 'health care provider', which they associated with their HMO or health insurance. If it's important for your topic to differentiate roles, I agree that using the words doctor, medical student and nurse are simple enough and convey the general meaning of what you're trying to communicate. Allison Allison L. Friedman, MS Health Scientist Centers for Disease Control & Prevention Division of STD Prevention Behavioral Interventions & Research Branch Phone (404) 639-8537 Fax (404) 639-8622 alf8 at cdc.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jeffrey, Jacqueline M Sent: Wednesday, April 11, 2007 6:34 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 844] Doctors' role definitions We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Thu Apr 12 18:17:15 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 12 Apr 2007 18:17:15 -0400 Subject: [HealthLiteracy 852] Wednesday Question: Pharmacists Message-ID: <461E77AB0200002D00001D29@bostongwia.jsi.com> Hi Everyone, Sorry I'm late with the Wed. Question. I'm glad Bonnie brought up the role of pharmacists, and would like to address that in today's question. Of all the roles that we have talked about (from doctors to nurses to radiologists to social workers...) pharmacists may be the ones with whom more people interact in the course of a typical month of their life than any of the others. This is a particularly ripe opportunity to improve communication and promote proper adherence to one of the most widely needed medical treatments: taking medicines. This is also an area where errors can be very serious and probably easily prevented. Most patient-pharmacist interactions happen at the pharmacy rather than a health care facility. What protocols should be put in place to train pharmacists in health literacy strategies? What do pharmacies do already in this area? How can pharmacists more actively offer information to people who may not understand but say "no" when asked if they have any questions about the medicine? Please share any thoughts, questions, stats, or promising strategies in this area! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From jpotter at gha.org Fri Apr 13 06:50:01 2007 From: jpotter at gha.org (Jan Potter) Date: Fri, 13 Apr 2007 06:50:01 -0400 Subject: [HealthLiteracy 853] Re: Super Patient Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB1AB@mail.gha.local> I have done bulletin boards with a cartoon theme on the "Super Patient" concept. They are mixed into our bulletin boards on this page: http://www.gha.org/pha/resources/bulletinboards/index.asp Offhand, I know the health literacy, take your meds, healthy eating, colon cancer and one of the immunization (2005?) bulletin boards used that theme. Jan Potter, MSTC Communications Specialist Partnership for Health and Accountability 770-249-4549 www.gha.org/pha There are only 2 ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. Albert Einstein -----Original Message----- From: Davies, Nicola [mailto:NDavies at dthr.ab.ca] Sent: Thursday, April 12, 2007 4:43 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 851] Super Patient There was somebody on this list who posted information about Super Patient - expectations and roles/responsibilities of the patient. Please, could somebody forward me this information. Thanks Nicola Nicola Davies, BA Health Literacy Specialist Media Services Publications Clerk ndavies at dthr.ab.ca (403)-352-7643 Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Friedman, Allison (CDC/CCID/NCHHSTP) Sent: Thursday, April 12, 2007 8:03 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 848] Re: Doctors' role definitions I would agree with the earlier comment about the definition of these roles being less important to general audiences. In our research with members of the public (CDC's Division of STD Prevention), we found that people prefer the term 'doctor' to refer to their health care provider. They don't differentiate what kind of training their provider has, and they didn't like the term 'health care provider', which they associated with their HMO or health insurance. If it's important for your topic to differentiate roles, I agree that using the words doctor, medical student and nurse are simple enough and convey the general meaning of what you're trying to communicate. Allison Allison L. Friedman, MS Health Scientist Centers for Disease Control & Prevention Division of STD Prevention Behavioral Interventions & Research Branch Phone (404) 639-8537 Fax (404) 639-8622 alf8 at cdc.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jeffrey, Jacqueline M Sent: Wednesday, April 11, 2007 6:34 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 844] Doctors' role definitions We are trying to come up with simple definitions for the following roles: Inpatient Internal Medicine Attending: Resident physician: Intern: Senior Resident: Does anyone have some low-literacy material on how to describe these physicians' titles to patients? Thank you for any advice - Jackie ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From jpotter at gha.org Fri Apr 13 06:55:17 2007 From: jpotter at gha.org (Jan Potter) Date: Fri, 13 Apr 2007 06:55:17 -0400 Subject: [HealthLiteracy 854] Re: Wednesday Question: Pharmacists Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB1AC@mail.gha.local> Dr. Sunil Kripalani, here at Emory has some wonderful publications on health literacy and medications: http://lib.bioinfo.pl/auth:Kripalani,S One of those articles describes a visual "pill card" that is wonderful. He's a wonderful resource on "visual aids." In addition, I think what the Target pharmacy has done with the color coded flat bottle is excellent. -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Thursday, April 12, 2007 6:17 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 852] Wednesday Question: Pharmacists Hi Everyone, Sorry I'm late with the Wed. Question. I'm glad Bonnie brought up the role of pharmacists, and would like to address that in today's question. Of all the roles that we have talked about (from doctors to nurses to radiologists to social workers...) pharmacists may be the ones with whom more people interact in the course of a typical month of their life than any of the others. This is a particularly ripe opportunity to improve communication and promote proper adherence to one of the most widely needed medical treatments: taking medicines. This is also an area where errors can be very serious and probably easily prevented. Most patient-pharmacist interactions happen at the pharmacy rather than a health care facility. What protocols should be put in place to train pharmacists in health literacy strategies? What do pharmacies do already in this area? How can pharmacists more actively offer information to people who may not understand but say "no" when asked if they have any questions about the medicine? Please share any thoughts, questions, stats, or promising strategies in this area! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Fri Apr 13 10:43:52 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 13 Apr 2007 10:43:52 -0400 Subject: [HealthLiteracy 854] Re: NAAL Data Training Session Message-ID: <461F5EE80200002D00001D4C@bostongwia.jsi.com> Rhonda and Gary had questions about the NAAL Data Training Session. Here are the answers from Jaleh Soroui, who is involved with the study and training: ******************* "In regard to the seminar questions, your reader is right. The session starts on August 6 which is a Monday and not Tuesday and will end on the 8th which is a Wed. We'll make the change in the announcement." "Also, again your reader is right. The Seminar has a heavy focus on research and statistics. Please note that the goal of seminar is familiarizing researchers with the main NAAL data which will help them in their research project and NAAL secondary analysis." ****************** Thanks Rhonda and Gary for asking, and thanks, Jaleh, for clarifying! Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Rhonda Johnson 04/06/07 12:06 PM >>> Thanks for posting this, Julie. A quick question: the dates (August 6-8) seem to be Mon-Weds, but the announcement says Tues-Thurs. Does anyone know whether it is the days or the dates that should guide our possible planning for this training? Or did I misread something? Rhonda Rhonda M. Johnson, DrPH, CFNP Chair, Department of Health Sciences Associate Professor of Public Health University of Alaska-Anchorage DPL 404, 3211 Providence Drive Anchorage, AK 99508-4614 907-786-6545 tel 907-786-6572 fax Rhonda.Johnson at uaa.alaska.edu ----- Original Message ----- From: Julie McKinney Date: Friday, April 6, 2007 4:34 am Subject: [HealthLiteracy 840] NAAL Data Training Session > Hi Everyone, > > Recently a list member asked a very good question about a seeming > inconsistency from the recent NAAL (National Assessment of Adult > Literacy), which included a special health literacy component this > time. This study was an enormous undertaking and the results can be > very powerful if we understand and use them correctly. As an > example, data from the last study (1992),showing that 90 million > Americans have marginal literacy skills,were instrumental in > mobilizing the medical community to start many important health > literacy initiatives. > > Below is an announcement for a training in using and understanding > the results from the latest study (2003). Please read on if you or > someone in your organization may be interested. Below that is the > recent question from our list member, for which we are still > seeking answers. > > I hope this is helpful! > > All the best, > Julie > > ************************************* > > Using the National Assessment of Adult Literacy Data file and Tools > ForResearch, Secondary Analyses and Policy Development (NAAL Data > Set Training) > > Description: > > The National Center for Education Statistics (NCES), in the U.S. > Departmentof Education's Institute of Education Sciences (IES), > will sponsor a 3-day > advanced studies seminar on the use of the National Assessment of > AdultLiteracy (NAAL) data files and tools for research and policy > analyses. The > 2003 NAAL measured the English literacy of America's adults living in > households and prisons. Results are reported in terms of scale score > averages on three literacy scales: prose, document, and > quantitative, as > well as literacy levels that are described as Below Basic, Basic, > Intermediate, and Proficient. > > Type: Workshop/Training & Technical Assistance > > Audience: > This seminar is open to institutional researchers and planners, > educationpractitioners, policymakers, and association members, as > well as faculty and > advanced graduate students from colleges and universities nationwide. > > Location: > Academy for Educational Development (AED) > 1825 Connecticut Avenue, NW > Washington, DC 20009-5721 > (202) 884-8583 > > Dates: August 6-8, 2007 > > Organization: National Center for Education Statistics > > More Information: NAAL Data Set Training Seminar Announcement > > ************************** > Here's the question from our list member: > > I would sure appreciate any guidance. Does anyone understand how to > explain the following results? The NAAL general literacy survey > resultsseem to contradict the NAAL health literacy results. > > Regarding, general literacy: 43% are at or below Basic level = 57% at > Intermediate or Proficient levels. Yet, only 36% are at or below > Basiclevels of health literacy = 64% are at Intermediate or > Proficient. How > is it that people can be at higher levels of health literacy and lower > levels of general literacy? Given the scientific basis to health > information and the jargon we use, how can people understand health > materials better than general materials? > > Matthew Janey > Oklahoma Area Health Education Centers > > ********************************** > > > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From skripal at emory.edu Fri Apr 13 12:25:36 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Fri, 13 Apr 2007 12:25:36 -0400 Subject: [HealthLiteracy 855] Pharmacists and health literacy References: Message-ID: <013401c77de8$c4c99b60$6501a8c0@DGST8J41> I appreciate the compliment about the work my colleagues and I have been doing on health literacy and medication use. It's definitely a group effort! There is currently very little literature about the role of pharmacists in addressing health literacy. Some references that might be of interest are: 1. Youmans SL, Schillinger D. Functional health literacy and medication use: the pharmacist's role. Ann Pharmacother 2003;37:1726-9. 2. Hardin LR. Counseling patients with low health literacy. Am J Health Syst Pharm 2005;62(4):364-5. 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and assisting low-literacy patients with medication use: a survey of community pharmacies. Ann Pharmacother 2005;39(9):1441-5. 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, Strawder A, Katz MG, Jacobson TA. Development and evaluation of an illustrated medication schedule as a low-literacy patient education tool. Patient Educ Couns (in press). Available online at http://www.sciencedirect.com/science/journal/07383991 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication instructions: a review of the literature. Am J Health Syst Pharm 2006; 63(23):2391-2397. Kara Jacobson at Emory is leading an ongoing system-based intervention to improve pharmacy care for low-literacy patients. As part of this study, we have developed a training program in clear verbal communication for pharmacists, which we will be disseminating later this year. The American Society of Health System Pharmacists (ASHP) is also very interested in this topic and will be offering related educational activities at their upcoming meetings. So watch for some more stuff in the near future! Thanks, Sunil Kripalani From janetg at chasf.org Fri Apr 13 15:07:17 2007 From: janetg at chasf.org (Janet Green) Date: Fri, 13 Apr 2007 12:07:17 -0700 Subject: [HealthLiteracy 856] Re: Pharmacists and health literacy In-Reply-To: <013401c77de8$c4c99b60$6501a8c0@DGST8J41> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B69FEC@chaex_main.CHASF.ORG> Are all prescriptions filled in English? What is the protocol for a non-English speaking patient? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani Sent: Friday, April 13, 2007 9:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 855] Pharmacists and health literacy I appreciate the compliment about the work my colleagues and I have been doing on health literacy and medication use. It's definitely a group effort! There is currently very little literature about the role of pharmacists in addressing health literacy. Some references that might be of interest are: 1. Youmans SL, Schillinger D. Functional health literacy and medication use: the pharmacist's role. Ann Pharmacother 2003;37:1726-9. 2. Hardin LR. Counseling patients with low health literacy. Am J Health Syst Pharm 2005;62(4):364-5. 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and assisting low-literacy patients with medication use: a survey of community pharmacies. Ann Pharmacother 2005;39(9):1441-5. 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, Strawder A, Katz MG, Jacobson TA. Development and evaluation of an illustrated medication schedule as a low-literacy patient education tool. Patient Educ Couns (in press). Available online at http://www.sciencedirect.com/science/journal/07383991 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication instructions: a review of the literature. Am J Health Syst Pharm 2006; 63(23):2391-2397. Kara Jacobson at Emory is leading an ongoing system-based intervention to improve pharmacy care for low-literacy patients. As part of this study, we have developed a training program in clear verbal communication for pharmacists, which we will be disseminating later this year. The American Society of Health System Pharmacists (ASHP) is also very interested in this topic and will be offering related educational activities at their upcoming meetings. So watch for some more stuff in the near future! Thanks, Sunil Kripalani ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From cmatis at optonline.net Fri Apr 13 17:34:27 2007 From: cmatis at optonline.net (Chris Matis) Date: Fri, 13 Apr 2007 17:34:27 -0400 Subject: [HealthLiteracy 857] Re: Pharmacists and health literacy In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B69FEC@chaex_main.CHASF.ORG> References: <8EEA0C4DE0FD37408914BA86988D727201B69FEC@chaex_main.CHASF.ORG> Message-ID: <248C301E-4273-452A-B148-FB6C593FDBDD@optonline.net> To all: Not only should information be relayed in multiple languages, but the fine print is obstacle for individuals who have difficulty with sight. The information on the medications that comes with the prescription is also very difficult to read because how tiny the print is. Christine. On Apr 13, 2007, at 3:07 PM, Janet Green wrote: > Are all prescriptions filled in English? What is the protocol for a > non-English speaking patient? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani > Sent: Friday, April 13, 2007 9:26 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 855] Pharmacists and health literacy > > > I appreciate the compliment about the work my colleagues and I have > been > doing on health literacy and medication use. It's definitely a > group effort! > There is currently very little literature about the role of > pharmacists in > addressing health literacy. Some references that might be of > interest are: > 1. Youmans SL, Schillinger D. Functional health literacy and > medication use: > the pharmacist's role. Ann Pharmacother 2003;37:1726-9. > > 2. Hardin LR. Counseling patients with low health literacy. Am J > Health Syst > Pharm 2005;62(4):364-5. > > 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and > assisting low-literacy patients with medication use: a survey of > community > pharmacies. Ann Pharmacother 2005;39(9):1441-5. > > 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, > Strawder A, Katz MG, Jacobson TA. Development and evaluation of an > illustrated medication schedule as a low-literacy patient education > tool. > Patient Educ Couns (in press). Available online at > http://www.sciencedirect.com/science/journal/07383991 > > 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication > instructions: a review of the literature. Am J Health Syst Pharm 2006; > 63(23):2391-2397. > > > > Kara Jacobson at Emory is leading an ongoing system-based > intervention to > improve pharmacy care for low-literacy patients. As part of this > study, we > have developed a training program in clear verbal communication for > pharmacists, which we will be disseminating later this year. The > American > Society of Health System Pharmacists (ASHP) is also very interested > in this > topic and will be offering related educational activities at their > upcoming > meetings. So watch for some more stuff in the near future! > > > > Thanks, > > Sunil Kripalani > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From lweiss at NYAM.ORG Mon Apr 16 09:09:26 2007 From: lweiss at NYAM.ORG (Linda Weiss) Date: Mon, 16 Apr 2007 09:09:26 -0400 Subject: [HealthLiteracy 858] Re: Pharmacists and health literacy In-Reply-To: References: Message-ID: <46233D46.F2BE.0068.0@NYAM.ORG> The New York Academy of Medicine has been working with several other NYC organizations, including the School of Pharmacy at St. John's University, to examine and address the issue of multilingual medication instructions for limited English proficient patients. Last year we conducted a telephone survey of NYC pharmacists and found that most have the capacity to print translated labels using their dispensing software (at least in Spanish - some in multiple languages), but relatively few do so. We identified a number factors contributing to the low use of translated information, including (1) patients wouldn't know to ask (signs are rarely posted), (2) pharmacists feel they are too busy - and some have never thought about providing translations, (3) inadequate technology: for example, some labels only have space for one language, to get two languages they'd have to print two labels (in NY the English label is required), and (4) liability (i.e. what if there is an error in the translation that the pharmacist does not catch). We are currently seeking funding to develop a continuing education curriculum for pharmacists and to do some pilot interventions in selected NYC pharmacies. Linda Weiss PhD Senior Research Associate The New York Academy of Medicine 1216 Fifth Avenue New York, NY 10029 email: lweiss at nyam.org >>> 4/15/2007 12:00 PM >>> Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 857] Re: Pharmacists and health literacy (Chris Matis) ---------------------------------------------------------------------- Message: 1 Date: Fri, 13 Apr 2007 17:34:27 -0400 From: Chris Matis Subject: [HealthLiteracy 857] Re: Pharmacists and health literacy To: The Health and Literacy Discussion List Message-ID: <248C301E-4273-452A-B148-FB6C593FDBDD at optonline.net> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed To all: Not only should information be relayed in multiple languages, but the fine print is obstacle for individuals who have difficulty with sight. The information on the medications that comes with the prescription is also very difficult to read because how tiny the print is. Christine. On Apr 13, 2007, at 3:07 PM, Janet Green wrote: > Are all prescriptions filled in English? What is the protocol for a > non-English speaking patient? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani > Sent: Friday, April 13, 2007 9:26 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 855] Pharmacists and health literacy > > > I appreciate the compliment about the work my colleagues and I have > been > doing on health literacy and medication use. It's definitely a > group effort! > There is currently very little literature about the role of > pharmacists in > addressing health literacy. Some references that might be of > interest are: > 1. Youmans SL, Schillinger D. Functional health literacy and > medication use: > the pharmacist's role. Ann Pharmacother 2003;37:1726-9. > > 2. Hardin LR. Counseling patients with low health literacy. Am J > Health Syst > Pharm 2005;62(4):364-5. > > 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and > assisting low-literacy patients with medication use: a survey of > community > pharmacies. Ann Pharmacother 2005;39(9):1441-5. > > 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, > Strawder A, Katz MG, Jacobson TA. Development and evaluation of an > illustrated medication schedule as a low-literacy patient education > tool. > Patient Educ Couns (in press). Available online at > http://www.sciencedirect.com/science/journal/07383991 > > 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication > instructions: a review of the literature. Am J Health Syst Pharm 2006; > 63(23):2391-2397. > > > > Kara Jacobson at Emory is leading an ongoing system-based > intervention to > improve pharmacy care for low-literacy patients. As part of this > study, we > have developed a training program in clear verbal communication for > pharmacists, which we will be disseminating later this year. The > American > Society of Health System Pharmacists (ASHP) is also very interested > in this > topic and will be offering related educational activities at their > upcoming > meetings. So watch for some more stuff in the near future! > > > > Thanks, > > Sunil Kripalani > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 19, Issue 13 ********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070416/f925a99d/attachment.html From NDavies at dthr.ab.ca Mon Apr 16 10:26:45 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 16 Apr 2007 08:26:45 -0600 Subject: [HealthLiteracy 859] Re: Pharmacists and health literacy In-Reply-To: <248C301E-4273-452A-B148-FB6C593FDBDD@optonline.net> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC18@DTHREXCL1.dthr.ab.ca> I agree - language is a major barrier for patients who speak limited English. I read that we all need to be cautious regarding the negative effects of manipulating the medium so much that it all looks the same. I read a case study that seniors receive more mail on pale yellow paper because the contrast between the paper and the ink makes it easier to read. However, many seniors are sick of receiving mail on pale yellow paper and discard it without reading. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Chris Matis Sent: Friday, April 13, 2007 3:34 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 857] Re: Pharmacists and health literacy To all: Not only should information be relayed in multiple languages, but the fine print is obstacle for individuals who have difficulty with sight. The information on the medications that comes with the prescription is also very difficult to read because how tiny the print is. Christine. On Apr 13, 2007, at 3:07 PM, Janet Green wrote: > Are all prescriptions filled in English? What is the protocol for a > non-English speaking patient? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani > Sent: Friday, April 13, 2007 9:26 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 855] Pharmacists and health literacy > > > I appreciate the compliment about the work my colleagues and I have > been > doing on health literacy and medication use. It's definitely a > group effort! > There is currently very little literature about the role of > pharmacists in > addressing health literacy. Some references that might be of > interest are: > 1. Youmans SL, Schillinger D. Functional health literacy and > medication use: > the pharmacist's role. Ann Pharmacother 2003;37:1726-9. > > 2. Hardin LR. Counseling patients with low health literacy. Am J > Health Syst > Pharm 2005;62(4):364-5. > > 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and > assisting low-literacy patients with medication use: a survey of > community > pharmacies. Ann Pharmacother 2005;39(9):1441-5. > > 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, > Strawder A, Katz MG, Jacobson TA. Development and evaluation of an > illustrated medication schedule as a low-literacy patient education > tool. > Patient Educ Couns (in press). Available online at > http://www.sciencedirect.com/science/journal/07383991 > > 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication > instructions: a review of the literature. Am J Health Syst Pharm 2006; > 63(23):2391-2397. > > > > Kara Jacobson at Emory is leading an ongoing system-based > intervention to > improve pharmacy care for low-literacy patients. As part of this > study, we > have developed a training program in clear verbal communication for > pharmacists, which we will be disseminating later this year. The > American > Society of Health System Pharmacists (ASHP) is also very interested > in this > topic and will be offering related educational activities at their > upcoming > meetings. So watch for some more stuff in the near future! > > > > Thanks, > > Sunil Kripalani > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From nfaux at vcu.edu Mon Apr 16 12:30:15 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Mon, 16 Apr 2007 12:30:15 -0400 Subject: [HealthLiteracy 860] Re: Pharmacists and health literacy In-Reply-To: <013401c77de8$c4c99b60$6501a8c0@DGST8J41> Message-ID: Sunil, Could you be more precise in your URL reference to the article in Patient Education and Counseling or is it not available, yet? I couldn't locate it with the URL given. Nancy ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "Sunil Kripalani" Sent by: healthliteracy-bounces at nifl.gov 04/13/2007 12:25 PM Please respond to The Health and Literacy Discussion List To cc Subject [HealthLiteracy 855] Pharmacists and health literacy I appreciate the compliment about the work my colleagues and I have been doing on health literacy and medication use. It's definitely a group effort! There is currently very little literature about the role of pharmacists in addressing health literacy. Some references that might be of interest are: 1. Youmans SL, Schillinger D. Functional health literacy and medication use: the pharmacist's role. Ann Pharmacother 2003;37:1726-9. 2. Hardin LR. Counseling patients with low health literacy. Am J Health Syst Pharm 2005;62(4):364-5. 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and assisting low-literacy patients with medication use: a survey of community pharmacies. Ann Pharmacother 2005;39(9):1441-5. 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, Strawder A, Katz MG, Jacobson TA. Development and evaluation of an illustrated medication schedule as a low-literacy patient education tool. Patient Educ Couns (in press). Available online at http://www.sciencedirect.com/science/journal/07383991 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication instructions: a review of the literature. Am J Health Syst Pharm 2006; 63(23):2391-2397. Kara Jacobson at Emory is leading an ongoing system-based intervention to improve pharmacy care for low-literacy patients. As part of this study, we have developed a training program in clear verbal communication for pharmacists, which we will be disseminating later this year. The American Society of Health System Pharmacists (ASHP) is also very interested in this topic and will be offering related educational activities at their upcoming meetings. So watch for some more stuff in the near future! Thanks, Sunil Kripalani ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070416/407e236c/attachment.html From regisvaillancourt at rogers.com Mon Apr 16 17:39:52 2007 From: regisvaillancourt at rogers.com (REGIS VAILLANCOURT) Date: Mon, 16 Apr 2007 14:39:52 -0700 (PDT) Subject: [HealthLiteracy 861] Re: Pharmacists and health literacy Message-ID: <428963.12132.qm@web88011.mail.re2.yahoo.com> I have been working with the International pharmaceutical federation on developing pictogram to label medications.These pictograms have been tested in Gabon, Benin and in Singapore. See the enclosed website for further information. Please have a look at the enclosed websites for further information. http://fip.org/www2/practice/index.php?page=pharmacy_practice&pharmacy_practice=pp_sect_maepsm_pict_intro http://ca.geocities.com/sgrenier at rogers.com/WebSite/Purpose.htm Regis Vaillancourt Otawa ----- Original Message ---- From: Linda Weiss To: healthliteracy at nifl.gov Sent: Monday, April 16, 2007 6:09:26 AM Subject: [HealthLiteracy 858] Re: Pharmacists and health literacy The New York Academy of Medicine has been working with several other NYC organizations, including the School of Pharmacy at St. John's University, to examine and address the issue of multilingual medication instructions for limited English proficient patients. Last year we conducted a telephone survey of NYC pharmacists and found that most have the capacity to print translated labels using their dispensing software (at least in Spanish - some in multiple languages), but relatively few do so. We identified a number factors contributing to the low use of translated information, including (1) patients wouldn't know to ask (signs are rarely posted), (2) pharmacists feel they are too busy - and some have never thought about providing translations, (3) inadequate technology: for example, some labels only have space for one language, to get two languages they'd have to print two labels (in NY the English label is required), and (4) liability (i.e. what if there is an error in the translation that the pharmacist does not catch). We are currently seeking funding to develop a continuing education curriculum for pharmacists and to do some pilot interventions in selected NYC pharmacies. Linda Weiss PhD Senior Research Associate The New York Academy of Medicine 1216 Fifth Avenue New York, NY 10029 email: lweiss at nyam.org >>> 4/15/2007 12:00 PM >>> Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 857] Re: Pharmacists and health literacy (Chris Matis) ---------------------------------------------------------------------- Message: 1 Date: Fri, 13 Apr 2007 17:34:27 -0400 From: Chris Matis Subject: [HealthLiteracy 857] Re: Pharmacists and health literacy To: The Health and Literacy Discussion List Message-ID: <248C301E-4273-452A-B148-FB6C593FDBDD at optonline.net> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed To all: Not only should information be relayed in multiple languages, but the fine print is obstacle for individuals who have difficulty with sight. The information on the medications that comes with the prescription is also very difficult to read because how tiny the print is. Christine. On Apr 13, 2007, at 3:07 PM, Janet Green wrote: > Are all prescriptions filled in English? What is the protocol for a > non-English speaking patient? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani > Sent: Friday, April 13, 2007 9:26 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 855] Pharmacists and health literacy > > > I appreciate the compliment about the work my colleagues and I have > been > doing on health literacy and medication use. It's definitely a > group effort! > There is currently very little literature about the role of > pharmacists in > addressing health literacy. Some references that might be of > interest are: > 1. Youmans SL, Schillinger D. Functional health literacy and > medication use: > the pharmacist's role. Ann Pharmacother 2003;37:1726-9. > > 2. Hardin LR. Counseling patients with low health literacy. Am J > Health Syst > Pharm 2005;62(4):364-5. > > 3. Praska JL, Kripalani S, Seright AL, Jacobson TA. Identifying and > assisting low-literacy patients with medication use: a survey of > community > pharmacies. Ann Pharmacother 2005;39(9):1441-5. > > 4. Kripalani S, Robertson R, Love-Ghaffari MH, Henderson LE, Praska J, > Strawder A, Katz MG, Jacobson TA. Development and evaluation of an > illustrated medication schedule as a low-literacy patient education > tool. > Patient Educ Couns (in press). Available online at > http://www.sciencedirect.com/science/journal/07383991 > > 5. Katz MG, Kripalani S, Weiss BD. Use of pictorial aids in medication > instructions: a review of the literature. Am J Health Syst Pharm 2006; > 63(23):2391-2397. > > > > Kara Jacobson at Emory is leading an ongoing system-based > intervention to > improve pharmacy care for low-literacy patients. As part of this > study, we > have developed a training program in clear verbal communication for > pharmacists, which we will be disseminating later this year. The > American > Society of Health System Pharmacists (ASHP) is also very interested > in this > topic and will be offering related educational activities at their > upcoming > meetings. So watch for some more stuff in the near future! > > > > Thanks, > > Sunil Kripalani > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 19, Issue 13 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070416/7cde6177/attachment.html From skripal at emory.edu Tue Apr 17 12:55:13 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Tue, 17 Apr 2007 12:55:13 -0400 Subject: [HealthLiteracy 862] URL for pill card article References: Message-ID: <000a01c78111$2b003710$d268f6a3@EFOB448> Sorry about the previous instructions to reach the pill card article. To download it, please go to http://www.sciencedirect.com/science/journal/07383991, select "Articles in Press" on the top left, and then scroll down until you see it. It's currently #21 on the list. Alternatively, the direct link to Articles in Press is: http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%235139%239999%23999999999%2399999%23FLA%23&_cdi=5139&_pubType=J&view=c&_auth=y&_acct=C000034138&_version=1&_urlVersion=0&_userid=655046&md5=c9dddbf8068ad26806b8057b1cdfb77f If you still have trouble and would like a copy, please email me directly at skripal at emory.edu Thanks, Sunil From julie_mcKinney at worlded.org Wed Apr 18 10:46:30 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 18 Apr 2007 10:46:30 -0400 Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness Message-ID: <4625F7060200002D00001DBC@bostongwia.jsi.com> Hi Everyone, In order to start thinking about our discussion next week, today's question is about health literacy awareness. What first opened your eyes to issues of health literacy and encouraged you to learn more and be active? Was it a personal story, an event, a video, discussions with your clients (patients, students, etc.)? Have you ever attended or planned a health literacy awareness event? What worked or didn't work? Have you ever addressed health literacy with your literacy students? I am trying to think about what it is that draws people in to change their behavior--professional or personal--around this issue. I look forward to hearing your thoughts on this! Please see below for the information about next week's discussion on planning health literacy awareness events. All the best, Julie ************************** Planning Health Literacy Awareness Events What: Guest speaker discussion When: April 23-27, 2007 Where: Online on the Health & Literacy Discussion List Anyone can subscribe for free at: www.nifl.gov/mailman/listinfo/healthliteracy Who: Our guest will be Helen Osborne, founder of Health Literacy Month and author of the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates? _______________________________________________ October is Health Literacy Month, a time when health literacy advocates around the world promote the importance of making health information understandable. This annual event actually started with a posting Helen Osborne made to the Health & Literacy Discussion List in 1999. Now is the time to start making your plans for Health Literacy Month 2007. Helen will join us for an informative discussion about how you can help raise local awareness about health literacy this October. Helen has recently completed the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates? and will share some of her expertise in this type of event planning including creating a vision, building a team, running events, and measuring success. We hope that this discussion will be a forum for health literacy advocates everywhere to exchange ideas, share resources, and learn from one another. About the guest Speaker: Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L helps health professionals communicate in ways patients and their families can understand. She is president of her own business, Health Literacy Consulting, based in Natick, Massachusetts. Helen is also the founder of Health Literacy Month ? a worldwide campaign to raise awareness about the importance of understandable health information. Helen speaks, consults, and writes about health literacy. She is in her eighth year as a columnist for the Boston Globe?s On Call magazine, writing about patient education and healthcare communication. In addition to the new Health Literacy Month Handbook, Helen is also the author of several other books including the award-winning Health Literacy from A to Z: Practical Ways to Communicate Your Health Message published by Jones & Bartlett. To learn more about Helen?s work, please visit the Health Literacy Consulting website at www.healthliteracy.com. Recommended Reading: Health Literacy Month Website http://www.healthliteracy.com/hl_month.asp This website includes a searchable database of Health Literacy Month events as well as a form to submit how your organization is participating. The website has resources including a free downloadable Health Literacy Month logo. In Other Words?It?s Time to Get Involved in Health Literacy Month http://www.healthliteracy.com/article.asp?PageID=3752 Published as a column in ?On Call Magazine?, this article by Helen Osborne outlines some basics of getting involved in Health Literacy Month. In Other Words?Why Health Literacy Matters http://www.healthliteracy.com/article.asp?PageID=3791 This article includes accounts from patients, providers and policy makers of why we allIn Other Words?Measuring the Effectiveness of Health Literacy Interventions http://www.healthliteracy.com/article.asp?PageID=3753 This article focuses on why it is important to measure the effectiveness of your health communication efforts. We hope you can join us for this discussion! Please forward this announcement to all your colleagues and friends interested in learning more about awareness-raising events. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From smbrown at geisinger.edu Wed Apr 18 11:00:19 2007 From: smbrown at geisinger.edu (E. Sue Brown) Date: Wed, 18 Apr 2007 11:00:19 -0400 Subject: [HealthLiteracy 864] Re: Wednesday Question: Health Literacy Awareness In-Reply-To: <4625F7060200002D00001DBC@bostongwia.jsi.com> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> Message-ID: <4625FA43020000DF00007E5E@GHSGWIANW5V.GEISINGER.EDU> Hi! I am new at this website. I am responsible for all the patient education material available throughout our system. I have not attended any programs on health literacy. I am learning as much as I can to assure we are addressing the key issues. Sue Sue Brown RN MHA CPHQ Director, Clinical Content Management Phone: 570-826- 7622 Pager 830-7549 Fax 570-819-5541 Internal Zip: 41-19 "Peer Review generated records generated solely for Quality Improvement purposes pursuant to 63 P.S. Section 425.1 et seq and/or the Mcare Act.- Not for redistribution outside the System's Peer Review Committee" >>> "Julie McKinney" 4/18/2007 10:46 AM >>> Hi Everyone, In order to start thinking about our discussion next week, today's question is about health literacy awareness. What first opened your eyes to issues of health literacy and encouraged you to learn more and be active? Was it a personal story, an event, a video, discussions with your clients (patients, students, etc.)? Have you ever attended or planned a health literacy awareness event? What worked or didn't work? Have you ever addressed health literacy with your literacy students? I am trying to think about what it is that draws people in to change their behavior--professional or personal--around this issue. I look forward to hearing your thoughts on this! Please see below for the information about next week's discussion on planning health literacy awareness events. All the best, Julie ************************** Planning Health Literacy Awareness Events What: Guest speaker discussion When: April 23-27, 2007 Where: Online on the Health & Literacy Discussion List Anyone can subscribe for free at: www.nifl.gov/mailman/listinfo/healthliteracy Who: Our guest will be Helen Osborne, founder of Health Literacy Month and author of the *Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates* _______________________________________________ October is Health Literacy Month, a time when health literacy advocates around the world promote the importance of making health information understandable. This annual event actually started with a posting Helen Osborne made to the Health & Literacy Discussion List in 1999. Now is the time to start making your plans for Health Literacy Month 2007. Helen will join us for an informative discussion about how you can help raise local awareness about health literacy this October. Helen has recently completed the *Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates* and will share some of her expertise in this type of event planning including creating a vision, building a team, running events, and measuring success. We hope that this discussion will be a forum for health literacy advocates everywhere to exchange ideas, share resources, and learn from one another. About the guest Speaker: Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L helps health professionals communicate in ways patients and their families can understand. She is president of her own business, Health Literacy Consulting, based in Natick, Massachusetts. Helen is also the founder of Health Literacy Month * a worldwide campaign to raise awareness about the importance of understandable health information. Helen speaks, consults, and writes about health literacy. She is in her eighth year as a columnist for the Boston Globe*s On Call magazine, writing about patient education and healthcare communication. In addition to the new Health Literacy Month Handbook, Helen is also the author of several other books including the award-winning Health Literacy from A to Z: Practical Ways to Communicate Your Health Message published by Jones & Bartlett. To learn more about Helen*s work, please visit the Health Literacy Consulting website at www.healthliteracy.com. Recommended Reading: Health Literacy Month Website http://www.healthliteracy.com/hl_month.asp This website includes a searchable database of Health Literacy Month events as well as a form to submit how your organization is participating. The website has resources including a free downloadable Health Literacy Month logo. In Other Words*It*s Time to Get Involved in Health Literacy Month http://www.healthliteracy.com/article.asp?PageID=3752 Published as a column in *On Call Magazine*, this article by Helen Osborne outlines some basics of getting involved in Health Literacy Month. In Other Words*Why Health Literacy Matters http://www.healthliteracy.com/article.asp?PageID=3791 This article includes accounts from patients, providers and policy makers of why we allIn Other Words*Measuring the Effectiveness of Health Literacy Interventions http://www.healthliteracy.com/article.asp?PageID=3753 This article focuses on why it is important to measure the effectiveness of your health communication efforts. We hope you can join us for this discussion! Please forward this announcement to all your colleagues and friends interested in learning more about awareness-raising events. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT WARNING: The information in this message (and the documents attached to it, if any) is confidential and may be legally privileged. It is intended solely for the addressee. Access to this message by anyone else is unauthorized. If you are not the intended recipient, any disclosure, copying, distribution or any action taken, or omitted to be taken, in reliance on it is prohibited and may be unlawful. If you have received this message in error, please delete all electronic copies of this message (and the documents attached to it, if any), destroy any hard copies you may have created and notify me immediately by replying to this email. Thank you. From jpotter at gha.org Wed Apr 18 13:56:27 2007 From: jpotter at gha.org (Jan Potter) Date: Wed, 18 Apr 2007 13:56:27 -0400 Subject: [HealthLiteracy 865] Re: Wednesday Question: Health Literacy Awareness Message-ID: <326215BFE562CE46A1AF814091FE828C14E445@mail.gha.local> A personal story: My aging mother had a serious cardiac event. When I got to the hospital and asked the cardiologist what had happened, his answer to me was: "Well, if you'd been to medical school, I could explain it to you but since you haven't, you'll just have to trust me." My answer to him? I told him he could explain it to me or my attorney - his choice. He chose to, very grudgingly, explain (and poorly). Needless to say, it sparked my interest in the issue of medical communication and health literacy. As a medical writer, I provide low literacy materials on a variety of subjects. I am fortunate that I am a graphic designer and can do my own illustrations, but I think the most important thing for everyone to realize is that the patient is not only ON the team - the patient is the most important member of the team. It is hard enough to achieve effective health change when the person understands why - it's impossible when the person does not understand what you are telling them. I'll get off the soapbox now. Jan Potter, MSTC Communications Specialist Partnership for Health and Accountability 770-249-4549 www.gha.org/pha There are only 2 ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. Albert Einstein From NDavies at dthr.ab.ca Wed Apr 18 14:59:11 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 18 Apr 2007 12:59:11 -0600 Subject: [HealthLiteracy 866] Re: Wednesday Question: Health Literacy Awareness In-Reply-To: <4625FA43020000DF00007E5E@GHSGWIANW5V.GEISINGER.EDU> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC38@DTHREXCL1.dthr.ab.ca> Hi Sue, it's always interesting to see how newcomers 'learn to swim' in these tricky waters we call health literacy... For everyone, I just had a question of sorts...do your respective organisations deal with health information and administrative health information under the same umbrella, or is there a health information department, an administrative health information department, and so on? Currently, we in the David Thompson Health Region operate under different umbrellas...with two completely different departments dealing with health advice (surgical procedures, diagnostics, info about body systems etc) and dealing with administrative forms, FOIP, PIPA, and so on. I think this is interesting because filling out forms is noted as a big area of health literacy. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of E. Sue Brown Sent: Wednesday, April 18, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 864] Re: Wednesday Question: HealthLiteracy Awareness Hi! I am new at this website. I am responsible for all the patient education material available throughout our system. I have not attended any programs on health literacy. I am learning as much as I can to assure we are addressing the key issues. Sue Sue Brown RN MHA CPHQ Director, Clinical Content Management Phone: 570-826- 7622 Pager 830-7549 Fax 570-819-5541 Internal Zip: 41-19 "Peer Review generated records generated solely for Quality Improvement purposes pursuant to 63 P.S. Section 425.1 et seq and/or the Mcare Act.- Not for redistribution outside the System's Peer Review Committee" >>> "Julie McKinney" 4/18/2007 10:46 AM >>> Hi Everyone, In order to start thinking about our discussion next week, today's question is about health literacy awareness. What first opened your eyes to issues of health literacy and encouraged you to learn more and be active? Was it a personal story, an event, a video, discussions with your clients (patients, students, etc.)? Have you ever attended or planned a health literacy awareness event? What worked or didn't work? Have you ever addressed health literacy with your literacy students? I am trying to think about what it is that draws people in to change their behavior--professional or personal--around this issue. I look forward to hearing your thoughts on this! Please see below for the information about next week's discussion on planning health literacy awareness events. All the best, Julie ************************** Planning Health Literacy Awareness Events What: Guest speaker discussion When: April 23-27, 2007 Where: Online on the Health & Literacy Discussion List Anyone can subscribe for free at: www.nifl.gov/mailman/listinfo/healthliteracy Who: Our guest will be Helen Osborne, founder of Health Literacy Month and author of the *Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates* _______________________________________________ October is Health Literacy Month, a time when health literacy advocates around the world promote the importance of making health information understandable. This annual event actually started with a posting Helen Osborne made to the Health & Literacy Discussion List in 1999. Now is the time to start making your plans for Health Literacy Month 2007. Helen will join us for an informative discussion about how you can help raise local awareness about health literacy this October. Helen has recently completed the *Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates* and will share some of her expertise in this type of event planning including creating a vision, building a team, running events, and measuring success. We hope that this discussion will be a forum for health literacy advocates everywhere to exchange ideas, share resources, and learn from one another. About the guest Speaker: Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L helps health professionals communicate in ways patients and their families can understand. She is president of her own business, Health Literacy Consulting, based in Natick, Massachusetts. Helen is also the founder of Health Literacy Month * a worldwide campaign to raise awareness about the importance of understandable health information. Helen speaks, consults, and writes about health literacy. She is in her eighth year as a columnist for the Boston Globe*s On Call magazine, writing about patient education and healthcare communication. In addition to the new Health Literacy Month Handbook, Helen is also the author of several other books including the award-winning Health Literacy from A to Z: Practical Ways to Communicate Your Health Message published by Jones & Bartlett. To learn more about Helen*s work, please visit the Health Literacy Consulting website at www.healthliteracy.com. Recommended Reading: Health Literacy Month Website http://www.healthliteracy.com/hl_month.asp This website includes a searchable database of Health Literacy Month events as well as a form to submit how your organization is participating. The website has resources including a free downloadable Health Literacy Month logo. In Other Words*It*s Time to Get Involved in Health Literacy Month http://www.healthliteracy.com/article.asp?PageID=3752 Published as a column in *On Call Magazine*, this article by Helen Osborne outlines some basics of getting involved in Health Literacy Month. In Other Words*Why Health Literacy Matters http://www.healthliteracy.com/article.asp?PageID=3791 This article includes accounts from patients, providers and policy makers of why we allIn Other Words*Measuring the Effectiveness of Health Literacy Interventions http://www.healthliteracy.com/article.asp?PageID=3753 This article focuses on why it is important to measure the effectiveness of your health communication efforts. We hope you can join us for this discussion! Please forward this announcement to all your colleagues and friends interested in learning more about awareness-raising events. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT WARNING: The information in this message (and the documents attached to it, if any) is confidential and may be legally privileged. It is intended solely for the addressee. Access to this message by anyone else is unauthorized. If you are not the intended recipient, any disclosure, copying, distribution or any action taken, or omitted to be taken, in reliance on it is prohibited and may be unlawful. If you have received this message in error, please delete all electronic copies of this message (and the documents attached to it, if any), destroy any hard copies you may have created and notify me immediately by replying to this email. Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From sbeaman at webster.edu Wed Apr 18 14:42:34 2007 From: sbeaman at webster.edu (Sarah Beaman-Jones) Date: Wed, 18 Apr 2007 13:42:34 -0500 Subject: [HealthLiteracy 867] Re: Wednesday Question: Health Literacy Awareness In-Reply-To: <4625F7060200002D00001DBC@bostongwia.jsi.com> Message-ID: What first opened my eyes to the issue of health literacy was as a parent educator for Parents As Teachers. All of my families were considered 'high risk' and many had literacy issues. The amount of misinformation about pregnancy and post pregnancy was eye opening. This is one of the reasons I am so excited about the Baby Basics book and approach. I have had the opportunity to attend Iowa's health literacy conference twice. One of the most impressive things about the conference is that it follows the popular education model and Iowa's New Readers design the conference themselves. Sarah Beaman-Jones, Literacy Program Developer LIFT-Missouri 815 Olive Street, Suite 22 St. Louis, MO 63101 314-678-4443 ext. 206 800-729-4443 314-678-2938 [fax] sbeaman at webster.edu www.lift-missouri.org From NDavies at dthr.ab.ca Wed Apr 18 18:15:02 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 18 Apr 2007 16:15:02 -0600 Subject: [HealthLiteracy 868] Re: Wednesday Question: Health LiteracyAwareness In-Reply-To: <326215BFE562CE46A1AF814091FE828C14E445@mail.gha.local> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC42@DTHREXCL1.dthr.ab.ca> Jan, Len and Ceci Doak are the people to talk to about graphics and health literacy. I believe they are on this listserv. As for Health Literacy, we have talked a lot about where people get their health information from: TV, radio etc. Have we addressed the role models they have about health literacy. We have Superpatient and Questions are the Answer (in the States at least), but how can these stand up to top-rated shows like House and ER where the families of patients are made to feel in the way, that they are asking stupid questions... I think House is the worst example of health literacy...sure it's entertaining, but Greg House's treatment of patients (bedside manner-wise) leaves much to be desired. These are the channels we should be addressing...shouldn't we lobby for an episode where Dr House attends a health literacy conference?? :) Nicola Davies Health Literacy Specialist David Thompson Health Region ndavies at dthr.ab.ca (403) 352-7643 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter Sent: Wednesday, April 18, 2007 11:56 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 865] Re: Wednesday Question: Health LiteracyAwareness A personal story: My aging mother had a serious cardiac event. When I got to the hospital and asked the cardiologist what had happened, his answer to me was: "Well, if you'd been to medical school, I could explain it to you but since you haven't, you'll just have to trust me." My answer to him? I told him he could explain it to me or my attorney - his choice. He chose to, very grudgingly, explain (and poorly). Needless to say, it sparked my interest in the issue of medical communication and health literacy. As a medical writer, I provide low literacy materials on a variety of subjects. I am fortunate that I am a graphic designer and can do my own illustrations, but I think the most important thing for everyone to realize is that the patient is not only ON the team - the patient is the most important member of the team. It is hard enough to achieve effective health change when the person understands why - it's impossible when the person does not understand what you are telling them. I'll get off the soapbox now. Jan Potter, MSTC Communications Specialist Partnership for Health and Accountability 770-249-4549 www.gha.org/pha There are only 2 ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. Albert Einstein ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From belcherkitty at shaw.ca Wed Apr 18 21:41:44 2007 From: belcherkitty at shaw.ca (mary belcher) Date: Wed, 18 Apr 2007 18:41:44 -0700 Subject: [HealthLiteracy 869] Re: Wednesday Question: Health LiteracyAwareness References: <521441A4F164E1418DCAC093C9EE6D95026EDC42@DTHREXCL1.dthr.ab.ca> Message-ID: <011601c78223$e2d42a50$6802a8c0@maryb> Yes; definitely; send Greg House to a health literacy conference!!! M.Belcher ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Wednesday, April 18, 2007 3:15 PM Subject: [HealthLiteracy 868] Re: Wednesday Question: Health LiteracyAwareness > Jan, Len and Ceci Doak are the people to talk to about graphics and health > literacy. I believe they are on this listserv. > > As for Health Literacy, we have talked a lot about where people get their > health information from: TV, radio etc. > Have we addressed the role models they have about health literacy. We have > Superpatient and Questions are the Answer (in the States at least), but > how can these stand up to top-rated shows like House and ER where the > families of patients are made to feel in the way, that they are asking > stupid questions... I think House is the worst example of health > literacy...sure it's entertaining, but Greg House's treatment of patients > (bedside manner-wise) leaves much to be desired. These are the channels we > should be addressing...shouldn't we lobby for an episode where Dr House > attends a health literacy conference?? > > :) > > Nicola Davies > Health Literacy Specialist > David Thompson Health Region > ndavies at dthr.ab.ca > (403) 352-7643 > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter > Sent: Wednesday, April 18, 2007 11:56 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 865] Re: Wednesday Question: Health > LiteracyAwareness > > > A personal story: > My aging mother had a serious cardiac event. When I got to the hospital > and asked the cardiologist what had happened, his answer to me was: > "Well, if you'd been to medical school, I could explain it to you but > since you haven't, you'll just have to trust me." > > My answer to him? I told him he could explain it to me or my attorney - > his choice. He chose to, very grudgingly, explain (and poorly). > > Needless to say, it sparked my interest in the issue of medical > communication and health literacy. > > As a medical writer, I provide low literacy materials on a variety of > subjects. I am fortunate that I am a graphic designer and can do my own > illustrations, but I think the most important thing for everyone to > realize is that the patient is not only ON the team - the patient is the > most important member of the team. It is hard enough to achieve > effective health change when the person understands why - it's > impossible when the person does not understand what you are telling > them. > > I'll get off the soapbox now. > > Jan Potter, MSTC > Communications Specialist > Partnership for Health and Accountability > 770-249-4549 > www.gha.org/pha > > There are only 2 ways to live your life. One is as though nothing is a > miracle. The other is as though everything is a miracle. > Albert Einstein > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.446 / Virus Database: 269.5.2/766 - Release Date: 4/18/2007 > 7:39 AM > > From kristina at easyreadcopywriting.com Thu Apr 19 00:29:33 2007 From: kristina at easyreadcopywriting.com (Kristina Anderson) Date: Wed, 18 Apr 2007 22:29:33 -0600 Subject: [HealthLiteracy 870] Re: Wednesday Question: Health Literacy Awareness References: <4625F7060200002D00001DBC@bostongwia.jsi.com> Message-ID: <001f01c7823b$54d49dd0$548f2344@EasyRead> I was working in a program that supported providers who serve children with special health care needs. It was 1996, and because I had worked in literacy, my antenna was up re how complicated the health information was and how overwhelmed the parents of these children must be. I noticed one day a copy of Doak and Doak's book on the shelf above my desk, and that did it. I started reading and studying and joined this listserve; from there I ran a pediatric literacy program, then a health literacy program--all while continuing to freelance as a writer and editor. It drives what I do today. Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, April 18, 2007 8:46 AM Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > Hi Everyone, > > In order to start thinking about our discussion next week, today's > question is about health literacy awareness. > > What first opened your eyes to issues of health literacy and encouraged > you to learn more and be active? > Was it a personal story, an event, a video, discussions with your > clients (patients, students, etc.)? > Have you ever attended or planned a health literacy awareness event? > What worked or didn't work? > Have you ever addressed health literacy with your literacy students? > > I am trying to think about what it is that draws people in to change > their behavior--professional or personal--around this issue. > > I look forward to hearing your thoughts on this! Please see below for > the information about next week's discussion on planning health literacy > awareness events. > > All the best, > Julie > > > ************************** > > Planning Health Literacy Awareness Events > What: Guest speaker discussion > When: April 23-27, 2007 > Where: Online on the Health & Literacy Discussion List > Anyone can subscribe for free at: > www.nifl.gov/mailman/listinfo/healthliteracy > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > and author of the ?Health Literacy Month Handbook: The Event Planning > Guide for Health Literacy Advocates? > _______________________________________________ > October is Health Literacy Month, a time when health literacy advocates > around the world promote the importance of making health information > understandable. This annual event actually started with a posting Helen > Osborne made to the Health & Literacy Discussion List in 1999. > Now is the time to start making your plans for Health Literacy Month > 2007. Helen will join us for an informative discussion about how you can > help raise local awareness about health literacy this October. > Helen has recently completed the ?Health Literacy Month Handbook: The > Event Planning Guide for Health Literacy Advocates? and will share some > of her expertise in this type of event planning including creating a > vision, building a team, running events, and measuring success. We hope > that this discussion will be a forum for health literacy advocates > everywhere to exchange ideas, share resources, and learn from one > another. > About the guest Speaker: > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > helps health professionals communicate in ways patients and their > families can understand. She is president of her own business, Health > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > founder of Health Literacy Month ? a worldwide campaign to raise > awareness about the importance of understandable health information. > > Helen speaks, consults, and writes about health literacy. She is in her > eighth year as a columnist for the Boston Globe?s On Call magazine, > writing about patient education and healthcare communication. In > addition to the new Health Literacy Month Handbook, Helen is also the > author of several other books including the award-winning Health > Literacy from A to Z: Practical Ways to Communicate Your Health Message > published by Jones & Bartlett. To learn more about Helen?s work, please > visit the Health Literacy Consulting website at www.healthliteracy.com. > > Recommended Reading: > > Health Literacy Month Website > http://www.healthliteracy.com/hl_month.asp > This website includes a searchable database of Health Literacy Month > events as well as a form to submit how your organization is > participating. The website has resources including a free downloadable > Health Literacy Month logo. > > In Other Words?It?s Time to Get Involved in Health Literacy Month > http://www.healthliteracy.com/article.asp?PageID=3752 > Published as a column in ?On Call Magazine?, this article by Helen > Osborne outlines some basics of getting involved in Health Literacy > Month. > > In Other Words?Why Health Literacy Matters > http://www.healthliteracy.com/article.asp?PageID=3791 > This article includes accounts from patients, providers and policy > makers of why we allIn Other Words?Measuring the Effectiveness of Health > Literacy > Interventions > http://www.healthliteracy.com/article.asp?PageID=3753 > This article focuses on why it is important to measure the effectiveness > of your health communication efforts. > > We hope you can join us for this discussion! Please forward this > announcement to all your colleagues and friends interested in learning > more about awareness-raising events. > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From r.dowse at ru.ac.za Thu Apr 19 03:57:05 2007 From: r.dowse at ru.ac.za (Ros Dowse) Date: Thu, 19 Apr 2007 09:57:05 +0200 Subject: [HealthLiteracy 871] Re: Wednesday Question: HealthLiteracyAwareness In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDC42@DTHREXCL1.dthr.ab.ca> References: <326215BFE562CE46A1AF814091FE828C14E445@mail.gha.local> <521441A4F164E1418DCAC093C9EE6D95026EDC42@DTHREXCL1.dthr.ab.ca> Message-ID: <002c01c78258$54394200$60e2e792@rhodese0a2311e> Hi All As this is my first posting, I'll briefly introduce myself. I'm Ros from the Faculty of Pharmacy at Rhodes University (South Africa). I am finding all the messages so exciting as here in SA we are surrounded by overwhelming literacy problems, multiple languages (we have 11 official languages!), cultural barriers to communication - I could go on! My research has included the development and evaluation of pictograms which we've tested in a number of the local African language groups (we used the USP pictograms and modified them), projects on health literacy using the REALM test as a base (one linguistics student I worked with relexicalised the test and produced a modified version). Currently we are working in HIV/AIDS and we aim to enhance awareness of the need to report side effects of ARVs by having illustrated leaflets and educating patients about this aspect. As you will know, pharmacovigilance is vital with these toxic drugs. I also consider myself an "expert patient"(!) as I've had cancer of the tongue (3 occurrences)and have had many operations, radiation, and reconstructive oral work over the past 10 years which has meant extensive interaction with health care providers of all kinds. Consequently, I have often experienced what Jan describes - arrogant, patronising attitudes from doctors who want to 'keep the patient in her place". As much as I thoroughly enjoyed "House" it does reinforce stereotypes about doctor-patient interaction i.e. patient is stupid and doctor is all-powerful; patient does not question doctor; it wastes doctor's time to explain to uninformed patient. Your USA patients are a lot more informed and vociferous and they demand far more from their health care providers than ours here. In our public sector clinics e.g. there is a huge shortage of health personnel, so patients (low socioeconomic group, often unemployed, low literacy) are shuttled through and are rarely seen by doctors, unless they are really sick. They are not encouraged to question, and are forced into the "compliant, good, accepting patient" role. Consequently they only tend to talk about their major problem in the briefest time possible, and leave out much information which could contribute to building a better patient history. Our project hopes to address this with HIV/AIDS patients on ARVs. I look forward to being part of this group, knowing there are many of you experts to go to for input and discussion. I hope I can contribute from possibly a different perspective. Ros Dowse Faculty of Pharmacy Rhodes University Grahamstown South Africa -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: 19 April 2007 12:15 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 868] Re: Wednesday Question: HealthLiteracyAwareness Jan, Len and Ceci Doak are the people to talk to about graphics and health literacy. I believe they are on this listserv. As for Health Literacy, we have talked a lot about where people get their health information from: TV, radio etc. Have we addressed the role models they have about health literacy. We have Superpatient and Questions are the Answer (in the States at least), but how can these stand up to top-rated shows like House and ER where the families of patients are made to feel in the way, that they are asking stupid questions... I think House is the worst example of health literacy...sure it's entertaining, but Greg House's treatment of patients (bedside manner-wise) leaves much to be desired. These are the channels we should be addressing...shouldn't we lobby for an episode where Dr House attends a health literacy conference?? :) Nicola Davies Health Literacy Specialist David Thompson Health Region ndavies at dthr.ab.ca (403) 352-7643 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Jan Potter Sent: Wednesday, April 18, 2007 11:56 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 865] Re: Wednesday Question: Health LiteracyAwareness A personal story: My aging mother had a serious cardiac event. When I got to the hospital and asked the cardiologist what had happened, his answer to me was: "Well, if you'd been to medical school, I could explain it to you but since you haven't, you'll just have to trust me." My answer to him? I told him he could explain it to me or my attorney - his choice. He chose to, very grudgingly, explain (and poorly). Needless to say, it sparked my interest in the issue of medical communication and health literacy. As a medical writer, I provide low literacy materials on a variety of subjects. I am fortunate that I am a graphic designer and can do my own illustrations, but I think the most important thing for everyone to realize is that the patient is not only ON the team - the patient is the most important member of the team. It is hard enough to achieve effective health change when the person understands why - it's impossible when the person does not understand what you are telling them. I'll get off the soapbox now. Jan Potter, MSTC Communications Specialist Partnership for Health and Accountability 770-249-4549 www.gha.org/pha There are only 2 ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. Albert Einstein ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From lisamjones44 at hotmail.com Thu Apr 19 09:57:55 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Thu, 19 Apr 2007 13:57:55 +0000 Subject: [HealthLiteracy 872] wednesday question Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070419/b89694ae/attachment.html From NDavies at dthr.ab.ca Thu Apr 19 12:10:52 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 19 Apr 2007 10:10:52 -0600 Subject: [HealthLiteracy 873] Re: wednesday question In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC49@DTHREXCL1.dthr.ab.ca> I agree with you, Lisa - I know most of the docs my mother works with (she is a registered nurse on a mat ward) are fun, friendly, professional etc. The problem with shows like House is that they reinforce social stereotypes...the overworked, stressed, single mother is in the way...the rich mother in law is annoying and harassing...the lawyer father who threatens to sue is forced to eat his words when House bypasses those pesky consent policies and saves the day... one of the issues here is that the average patient watching this show (and many other medical shows) is learning to not question her own care; that pain is normal and to toughen up. Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of lisa jones Sent: Thursday, April 19, 2007 7:58 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 872] wednesday question Prior to medical school, I was a high school teacher. Once I began in practice I noticed how few patients had the basic health literacy that I took for granted. For example one woman I was delivering (I'm an ob-gyn) asked how the baby could come out if there was a catheter in her bladder - she truly didn't know there was more than one opening "down there". I now practice part-time and spend the rest of my time developing patient education curriculum for employers, insurers and health practices. I also do some consulting for hospitals and health care systems on health lliteracy and developing patient education programming ( www.wellLifeEducation.com ). I mention all of this because I think its important to note that not all physicians are as ignorant and unaware of patient education issues as some postings make us seem. Sure, there are some stinkers out there, but I think the bulk of us really care about our patients and providing them with information they can understand. Many physicians just don't know where to start. Most have no background in education. Thats where the people on this litserv can really help. And where my consulting is designed to start, teaching the providers how rather than seeing them as the cause of the problem. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070419/0bb41738/attachment.html From WinstonL at lacnyc.org Thu Apr 19 14:02:24 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Thu, 19 Apr 2007 14:02:24 -0400 Subject: [HealthLiteracy 874] Re: Wednesday Question: Health LiteracyAwareness In-Reply-To: <001f01c7823b$54d49dd0$548f2344@EasyRead> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> <001f01c7823b$54d49dd0$548f2344@EasyRead> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> Hi all Thanks for sharing these insights. It is interesting to hear how many of our colleagues in the health sector came to awareness of literacy issue. These are great stories. So far though I have not heard anyone saying that " I became aware through my department". My question then is "which department/position in the hospital/health care organization would have responsibility for making staff aware of the literacy issue? Is it Community Outreach? Patient Education? Is the issue so diffuse that no one department has primary responsibility? I'd love to hear more about how awareness is generated. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor? New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson Sent: Thursday, April 19, 2007 12:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 870] Re: Wednesday Question: Health LiteracyAwareness I was working in a program that supported providers who serve children with special health care needs. It was 1996, and because I had worked in literacy, my antenna was up re how complicated the health information was and how overwhelmed the parents of these children must be. I noticed one day a copy of Doak and Doak's book on the shelf above my desk, and that did it. I started reading and studying and joined this listserve; from there I ran a pediatric literacy program, then a health literacy program--all while continuing to freelance as a writer and editor. It drives what I do today. Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, April 18, 2007 8:46 AM Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > Hi Everyone, > > In order to start thinking about our discussion next week, today's > question is about health literacy awareness. > > What first opened your eyes to issues of health literacy and encouraged > you to learn more and be active? > Was it a personal story, an event, a video, discussions with your > clients (patients, students, etc.)? > Have you ever attended or planned a health literacy awareness event? > What worked or didn't work? > Have you ever addressed health literacy with your literacy students? > > I am trying to think about what it is that draws people in to change > their behavior--professional or personal--around this issue. > > I look forward to hearing your thoughts on this! Please see below for > the information about next week's discussion on planning health literacy > awareness events. > > All the best, > Julie > > > ************************** > > Planning Health Literacy Awareness Events > What: Guest speaker discussion > When: April 23-27, 2007 > Where: Online on the Health & Literacy Discussion List > Anyone can subscribe for free at: > www.nifl.gov/mailman/listinfo/healthliteracy > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > and author of the "Health Literacy Month Handbook: The Event Planning > Guide for Health Literacy Advocates" > _______________________________________________ > October is Health Literacy Month, a time when health literacy advocates > around the world promote the importance of making health information > understandable. This annual event actually started with a posting Helen > Osborne made to the Health & Literacy Discussion List in 1999. > Now is the time to start making your plans for Health Literacy Month > 2007. Helen will join us for an informative discussion about how you can > help raise local awareness about health literacy this October. > Helen has recently completed the "Health Literacy Month Handbook: The > Event Planning Guide for Health Literacy Advocates" and will share some > of her expertise in this type of event planning including creating a > vision, building a team, running events, and measuring success. We hope > that this discussion will be a forum for health literacy advocates > everywhere to exchange ideas, share resources, and learn from one > another. > About the guest Speaker: > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > helps health professionals communicate in ways patients and their > families can understand. She is president of her own business, Health > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > founder of Health Literacy Month - a worldwide campaign to raise > awareness about the importance of understandable health information. > > Helen speaks, consults, and writes about health literacy. She is in her > eighth year as a columnist for the Boston Globe's On Call magazine, > writing about patient education and healthcare communication. In > addition to the new Health Literacy Month Handbook, Helen is also the > author of several other books including the award-winning Health > Literacy from A to Z: Practical Ways to Communicate Your Health Message > published by Jones & Bartlett. To learn more about Helen's work, please > visit the Health Literacy Consulting website at www.healthliteracy.com. > > Recommended Reading: > > Health Literacy Month Website > http://www.healthliteracy.com/hl_month.asp > This website includes a searchable database of Health Literacy Month > events as well as a form to submit how your organization is > participating. The website has resources including a free downloadable > Health Literacy Month logo. > > In Other Words...It's Time to Get Involved in Health Literacy Month > http://www.healthliteracy.com/article.asp?PageID=3752 > Published as a column in "On Call Magazine", this article by Helen > Osborne outlines some basics of getting involved in Health Literacy > Month. > > In Other Words...Why Health Literacy Matters > http://www.healthliteracy.com/article.asp?PageID=3791 > This article includes accounts from patients, providers and policy > makers of why we allIn Other Words...Measuring the Effectiveness of Health > Literacy > Interventions > http://www.healthliteracy.com/article.asp?PageID=3753 > This article focuses on why it is important to measure the effectiveness > of your health communication efforts. > > We hope you can join us for this discussion! Please forward this > announcement to all your colleagues and friends interested in learning > more about awareness-raising events. > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From jann at healthliteracyworks.com Thu Apr 19 16:57:43 2007 From: jann at healthliteracyworks.com (Jann Keenan) Date: Thu, 19 Apr 2007 16:57:43 -0400 Subject: [HealthLiteracy 875] Re: Wednesday Question: Health Literacy Awareness In-Reply-To: <001f01c7823b$54d49dd0$548f2344@EasyRead> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> <001f01c7823b$54d49dd0$548f2344@EasyRead> Message-ID: <61610a0be4ce955188a1f53d8c74ecfc@healthliteracyworks.com> Like Kristina Anderson, I had a "Doaks AHA moment" It was the fall of 1985. I attended a program offered by SOPHE (Society of Public Health Educators) held in a standing room only Baltimore hotel conference room. Len and Ceci Doak presented on health literacy to this intrigued audience. The topic was called "low literacy" back then. The message Len and Ceci delivered rang true. The health literacy bug bit me then and there. I went back to my office that very afternoon and rewrote and reworked a campaign on teen pregnancy using the Doak, Doak, Root "easy-to-understand" principles. A few years later I had the honor of also meeting Jane Root. What a pleasure-- as Jane, like the Doaks, openly and eagerly shared sage advice. In an effort to spread the information about clear health communications, I have planned and hosted dozens of health literacy programs and workshops in my home state of Maryland. After 22 years, designing materials and programs so people can understand action steps toward better health still floats my boat. I'm most grateful that I attended that SOPHE meeting. Hearing the Doaks was truly a life changing event for me. In an effort to keep the information exchange flowing, I am following Len, Ceci, and Jane's approach as I mentor men and women who find the health lit bug has bitten them. The each one teach one (or more) method makes good sense, no? All best, Jann Jann Keenan, Ed.S. President, The Keenan Group, Inc.-Experts in Health Literacy Partner, Health Literacy Innovations 9862 Century Drive Ellicott City, MD 21042 410.480.9716 http://www.healthliteracyworks.com http://www.healthliteracyinnovations.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1985 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070419/838d9549/attachment.bin From cmatis at optonline.net Thu Apr 19 21:25:23 2007 From: cmatis at optonline.net (Chris Matis) Date: Thu, 19 Apr 2007 21:25:23 -0400 Subject: [HealthLiteracy 876] Re: Wednesday Question: Health LiteracyAwareness In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> <001f01c7823b$54d49dd0$548f2344@EasyRead> <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> Message-ID: <2AAB8551-991C-4C1D-9F36-59D2B05AA54C@optonline.net> Hi All: I became aware of the health literacy through Lutheran Medical Center in Brooklyn/Sunset Park Family Health Center Network and the Department of Dentistry. Lutheran Medical has always been a innovator and taught me a great deal. The hospital/ Sunset Park Family Health Network/ and the department of dentistry has a compliance program which includes this aspect. It is truly a wonderful organization. It also fostered my interest in the area of health literacy I no longer work there but I carry with me that knowledge and share it with dental hygiene students and others. Christine. On Apr 19, 2007, at 2:02 PM, Winston Lawrence wrote: > Hi all Thanks for sharing these insights. It is interesting to hear > how many of our colleagues in the health sector came to awareness > of literacy issue. These are great stories. > So far though I have not heard anyone saying that " I became aware > through my department". My question then is "which department/ > position in the hospital/health care organization would have > responsibility for making staff aware of the literacy issue? Is it > Community Outreach? Patient Education? Is the issue so diffuse that > no one department has primary responsibility? I'd love to hear more > about how awareness is generated. > Winston > > -------------------------------------------------------------- > Winston Lawrence Ed. D > Senior Professional Development Associate > Literacy Assistance Center > 32 Broadway, 10th Floor > New York, NY 10004 > Tel: 212-803-3326 > Fax: 212-785-3685 > Email: winstonl at lacnyc.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy- > bounces at nifl.gov] On Behalf Of Kristina Anderson > Sent: Thursday, April 19, 2007 12:30 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 870] Re: Wednesday Question: Health > LiteracyAwareness > > I was working in a program that supported providers who serve > children with > special health care needs. It was 1996, and because I had worked in > literacy, my antenna was up re how complicated the health > information was > and how overwhelmed the parents of these children must be. I > noticed one day > a copy of Doak and Doak's book on the shelf above my desk, and that > did it. > I started reading and studying and joined this listserve; from > there I ran a > pediatric literacy program, then a health literacy program--all while > continuing to freelance as a writer and editor. It drives what I do > today. > > Kristina > ***************************************** > Kristina Anderson > EasyRead Copywriting, LLC > PO Box 6146 > Albuquerque, NM 87197 > 505.345.3258 > www.easyreadcopywriting.com > > > > ----- Original Message ----- > From: "Julie McKinney" > To: > Sent: Wednesday, April 18, 2007 8:46 AM > Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy > Awareness > > >> Hi Everyone, >> >> In order to start thinking about our discussion next week, today's >> question is about health literacy awareness. >> >> What first opened your eyes to issues of health literacy and >> encouraged >> you to learn more and be active? >> Was it a personal story, an event, a video, discussions with your >> clients (patients, students, etc.)? >> Have you ever attended or planned a health literacy awareness event? >> What worked or didn't work? >> Have you ever addressed health literacy with your literacy students? >> >> I am trying to think about what it is that draws people in to change >> their behavior--professional or personal--around this issue. >> >> I look forward to hearing your thoughts on this! Please see below for >> the information about next week's discussion on planning health >> literacy >> awareness events. >> >> All the best, >> Julie >> >> >> ************************** >> >> Planning Health Literacy Awareness Events >> What: Guest speaker discussion >> When: April 23-27, 2007 >> Where: Online on the Health & Literacy Discussion List >> Anyone can subscribe for free at: >> www.nifl.gov/mailman/listinfo/healthliteracy >> Who: Our guest will be Helen Osborne, founder of Health Literacy >> Month >> and author of the "Health Literacy Month Handbook: The Event Planning >> Guide for Health Literacy Advocates" >> _______________________________________________ >> October is Health Literacy Month, a time when health literacy >> advocates >> around the world promote the importance of making health information >> understandable. This annual event actually started with a posting >> Helen >> Osborne made to the Health & Literacy Discussion List in 1999. >> Now is the time to start making your plans for Health Literacy Month >> 2007. Helen will join us for an informative discussion about how >> you can >> help raise local awareness about health literacy this October. >> Helen has recently completed the "Health Literacy Month Handbook: The >> Event Planning Guide for Health Literacy Advocates" and will share >> some >> of her expertise in this type of event planning including creating a >> vision, building a team, running events, and measuring success. We >> hope >> that this discussion will be a forum for health literacy advocates >> everywhere to exchange ideas, share resources, and learn from one >> another. >> About the guest Speaker: >> Recognized as an expert in health literacy, Helen Osborne M.Ed., >> OTR/L >> helps health professionals communicate in ways patients and their >> families can understand. She is president of her own business, Health >> Literacy Consulting, based in Natick, Massachusetts. Helen is also >> the >> founder of Health Literacy Month - a worldwide campaign to raise >> awareness about the importance of understandable health information. >> >> Helen speaks, consults, and writes about health literacy. She is >> in her >> eighth year as a columnist for the Boston Globe's On Call magazine, >> writing about patient education and healthcare communication. In >> addition to the new Health Literacy Month Handbook, Helen is also the >> author of several other books including the award-winning Health >> Literacy from A to Z: Practical Ways to Communicate Your Health >> Message >> published by Jones & Bartlett. To learn more about Helen's work, >> please >> visit the Health Literacy Consulting website at >> www.healthliteracy.com. >> >> Recommended Reading: >> >> Health Literacy Month Website >> http://www.healthliteracy.com/hl_month.asp >> This website includes a searchable database of Health Literacy Month >> events as well as a form to submit how your organization is >> participating. The website has resources including a free >> downloadable >> Health Literacy Month logo. >> >> In Other Words...It's Time to Get Involved in Health Literacy Month >> http://www.healthliteracy.com/article.asp?PageID=3752 >> Published as a column in "On Call Magazine", this article by Helen >> Osborne outlines some basics of getting involved in Health Literacy >> Month. >> >> In Other Words...Why Health Literacy Matters >> http://www.healthliteracy.com/article.asp?PageID=3791 >> This article includes accounts from patients, providers and policy >> makers of why we allIn Other Words...Measuring the Effectiveness >> of Health >> Literacy >> Interventions >> http://www.healthliteracy.com/article.asp?PageID=3753 >> This article focuses on why it is important to measure the >> effectiveness >> of your health communication efforts. >> >> We hope you can join us for this discussion! Please forward this >> announcement to all your colleagues and friends interested in >> learning >> more about awareness-raising events. >> >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy From Mhrsemh at omh.state.ny.us Fri Apr 20 09:03:29 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Fri, 20 Apr 2007 09:03:29 -0400 Subject: [HealthLiteracy 877] Re: Wednesday Question: Health LiteracyAwareness In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> <001f01c7823b$54d49dd0$548f2344@EasyRead> <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> Message-ID: <462881E1.43A9.0076.0@omh.state.ny.us> Well, it's Friday (librarians often designate Friday as the day for tough questions, just when you don't want them!) I've been thinking about my first awareness of the health literacy issue, and I think It must have come from searching out low reading level library materials to purchase for my library. The sub-category of *health* literacy came into focus, I became familiar with NCSALL, the Pfizer efforts, Ask Me Three, and others all in a rush through Internet searches. So far I have presented the topic through two Employee Health Fairs, and I'm working on a booth for a patient health fair called "Talking About Health," which will be based on "Ask Me Three" and some of the materials on the AHRQ website. I'd like to think that in this facility, people are hearing about health literacy from ME. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Winston Lawrence" 4/19/2007 2:02 pm >>> Hi all Thanks for sharing these insights. It is interesting to hear how many of our colleagues in the health sector came to awareness of literacy issue. These are great stories. So far though I have not heard anyone saying that " I became aware through my department". My question then is "which department/position in the hospital/health care organization would have responsibility for making staff aware of the literacy issue? Is it Community Outreach? Patient Education? Is the issue so diffuse that no one department has primary responsibility? I'd love to hear more about how awareness is generated. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson Sent: Thursday, April 19, 2007 12:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 870] Re: Wednesday Question: Health LiteracyAwareness I was working in a program that supported providers who serve children with special health care needs. It was 1996, and because I had worked in literacy, my antenna was up re how complicated the health information was and how overwhelmed the parents of these children must be. I noticed one day a copy of Doak and Doak's book on the shelf above my desk, and that did it. I started reading and studying and joined this listserve; from there I ran a pediatric literacy program, then a health literacy program--all while continuing to freelance as a writer and editor. It drives what I do today. Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, April 18, 2007 8:46 AM Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > Hi Everyone, > > In order to start thinking about our discussion next week, today's > question is about health literacy awareness. > > What first opened your eyes to issues of health literacy and encouraged > you to learn more and be active? > Was it a personal story, an event, a video, discussions with your > clients (patients, students, etc.)? > Have you ever attended or planned a health literacy awareness event? > What worked or didn't work? > Have you ever addressed health literacy with your literacy students? > > I am trying to think about what it is that draws people in to change > their behavior--professional or personal--around this issue. > > I look forward to hearing your thoughts on this! Please see below for > the information about next week's discussion on planning health literacy > awareness events. > > All the best, > Julie > > > ************************** > > Planning Health Literacy Awareness Events > What: Guest speaker discussion > When: April 23-27, 2007 > Where: Online on the Health & Literacy Discussion List > Anyone can subscribe for free at: > www.nifl.gov/mailman/listinfo/healthliteracy > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > and author of the "Health Literacy Month Handbook: The Event Planning > Guide for Health Literacy Advocates" > _______________________________________________ > October is Health Literacy Month, a time when health literacy advocates > around the world promote the importance of making health information > understandable. This annual event actually started with a posting Helen > Osborne made to the Health & Literacy Discussion List in 1999. > Now is the time to start making your plans for Health Literacy Month > 2007. Helen will join us for an informative discussion about how you can > help raise local awareness about health literacy this October. > Helen has recently completed the "Health Literacy Month Handbook: The > Event Planning Guide for Health Literacy Advocates" and will share some > of her expertise in this type of event planning including creating a > vision, building a team, running events, and measuring success. We hope > that this discussion will be a forum for health literacy advocates > everywhere to exchange ideas, share resources, and learn from one > another. > About the guest Speaker: > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > helps health professionals communicate in ways patients and their > families can understand. She is president of her own business, Health > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > founder of Health Literacy Month - a worldwide campaign to raise > awareness about the importance of understandable health information. > > Helen speaks, consults, and writes about health literacy. She is in her > eighth year as a columnist for the Boston Globe's On Call magazine, > writing about patient education and healthcare communication. In > addition to the new Health Literacy Month Handbook, Helen is also the > author of several other books including the award-winning Health > Literacy from A to Z: Practical Ways to Communicate Your Health Message > published by Jones & Bartlett. To learn more about Helen's work, please > visit the Health Literacy Consulting website at www.healthliteracy.com. > > Recommended Reading: > > Health Literacy Month Website > http://www.healthliteracy.com/hl_month.asp > This website includes a searchable database of Health Literacy Month > events as well as a form to submit how your organization is > participating. The website has resources including a free downloadable > Health Literacy Month logo. > > In Other Words...It's Time to Get Involved in Health Literacy Month > http://www.healthliteracy.com/article.asp?PageID=3752 > Published as a column in "On Call Magazine", this article by Helen > Osborne outlines some basics of getting involved in Health Literacy > Month. > > In Other Words...Why Health Literacy Matters > http://www.healthliteracy.com/article.asp?PageID=3791 > This article includes accounts from patients, providers and policy > makers of why we allIn Other Words...Measuring the Effectiveness of Health > Literacy > Interventions > http://www.healthliteracy.com/article.asp?PageID=3753 > This article focuses on why it is important to measure the effectiveness > of your health communication efforts. > > We hope you can join us for this discussion! Please forward this > announcement to all your colleagues and friends interested in learning > more about awareness-raising events. > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From diamos at zahav.net.il Sat Apr 21 20:16:49 2007 From: diamos at zahav.net.il (Diane Levin-Zamir) Date: Sat, 21 Apr 2007 17:16:49 -0700 Subject: [HealthLiteracy 878] Health Literacy as part of medical school curricula In-Reply-To: <462881E1.43A9.0076.0@omh.state.ny.us> Message-ID: Dear friends, Do any of you know of where I can get information about the experience of medical schools in teaching health literacy as part of the med school curricula? Is there a clearinghouse or resource center for teaching materials/syllabus/exercises, etc? Thanks so much, Diane Levin-Zamir, MPH, CHES Director, Department of Health Education and Promotion, Clalit Health Services Israel -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Elizabeth Horvath Sent: Friday, April 20, 2007 6:03 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 877] Re: Wednesday Question:Health LiteracyAwareness Well, it's Friday (librarians often designate Friday as the day for tough questions, just when you don't want them!) I've been thinking about my first awareness of the health literacy issue, and I think It must have come from searching out low reading level library materials to purchase for my library. The sub-category of *health* literacy came into focus, I became familiar with NCSALL, the Pfizer efforts, Ask Me Three, and others all in a rush through Internet searches. So far I have presented the topic through two Employee Health Fairs, and I'm working on a booth for a patient health fair called "Talking About Health," which will be based on "Ask Me Three" and some of the materials on the AHRQ website. I'd like to think that in this facility, people are hearing about health literacy from ME. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Winston Lawrence" 4/19/2007 2:02 pm >>> Hi all Thanks for sharing these insights. It is interesting to hear how many of our colleagues in the health sector came to awareness of literacy issue. These are great stories. So far though I have not heard anyone saying that " I became aware through my department". My question then is "which department/position in the hospital/health care organization would have responsibility for making staff aware of the literacy issue? Is it Community Outreach? Patient Education? Is the issue so diffuse that no one department has primary responsibility? I'd love to hear more about how awareness is generated. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson Sent: Thursday, April 19, 2007 12:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 870] Re: Wednesday Question: Health LiteracyAwareness I was working in a program that supported providers who serve children with special health care needs. It was 1996, and because I had worked in literacy, my antenna was up re how complicated the health information was and how overwhelmed the parents of these children must be. I noticed one day a copy of Doak and Doak's book on the shelf above my desk, and that did it. I started reading and studying and joined this listserve; from there I ran a pediatric literacy program, then a health literacy program--all while continuing to freelance as a writer and editor. It drives what I do today. Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, April 18, 2007 8:46 AM Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > Hi Everyone, > > In order to start thinking about our discussion next week, today's > question is about health literacy awareness. > > What first opened your eyes to issues of health literacy and encouraged > you to learn more and be active? > Was it a personal story, an event, a video, discussions with your > clients (patients, students, etc.)? > Have you ever attended or planned a health literacy awareness event? > What worked or didn't work? > Have you ever addressed health literacy with your literacy students? > > I am trying to think about what it is that draws people in to change > their behavior--professional or personal--around this issue. > > I look forward to hearing your thoughts on this! Please see below for > the information about next week's discussion on planning health literacy > awareness events. > > All the best, > Julie > > > ************************** > > Planning Health Literacy Awareness Events > What: Guest speaker discussion > When: April 23-27, 2007 > Where: Online on the Health & Literacy Discussion List > Anyone can subscribe for free at: > www.nifl.gov/mailman/listinfo/healthliteracy > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > and author of the "Health Literacy Month Handbook: The Event Planning > Guide for Health Literacy Advocates" > _______________________________________________ > October is Health Literacy Month, a time when health literacy advocates > around the world promote the importance of making health information > understandable. This annual event actually started with a posting Helen > Osborne made to the Health & Literacy Discussion List in 1999. > Now is the time to start making your plans for Health Literacy Month > 2007. Helen will join us for an informative discussion about how you can > help raise local awareness about health literacy this October. > Helen has recently completed the "Health Literacy Month Handbook: The > Event Planning Guide for Health Literacy Advocates" and will share some > of her expertise in this type of event planning including creating a > vision, building a team, running events, and measuring success. We hope > that this discussion will be a forum for health literacy advocates > everywhere to exchange ideas, share resources, and learn from one > another. > About the guest Speaker: > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > helps health professionals communicate in ways patients and their > families can understand. She is president of her own business, Health > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > founder of Health Literacy Month - a worldwide campaign to raise > awareness about the importance of understandable health information. > > Helen speaks, consults, and writes about health literacy. She is in her > eighth year as a columnist for the Boston Globe's On Call magazine, > writing about patient education and healthcare communication. In > addition to the new Health Literacy Month Handbook, Helen is also the > author of several other books including the award-winning Health > Literacy from A to Z: Practical Ways to Communicate Your Health Message > published by Jones & Bartlett. To learn more about Helen's work, please > visit the Health Literacy Consulting website at www.healthliteracy.com. > > Recommended Reading: > > Health Literacy Month Website > http://www.healthliteracy.com/hl_month.asp > This website includes a searchable database of Health Literacy Month > events as well as a form to submit how your organization is > participating. The website has resources including a free downloadable > Health Literacy Month logo. > > In Other Words...It's Time to Get Involved in Health Literacy Month > http://www.healthliteracy.com/article.asp?PageID=3752 > Published as a column in "On Call Magazine", this article by Helen > Osborne outlines some basics of getting involved in Health Literacy > Month. > > In Other Words...Why Health Literacy Matters > http://www.healthliteracy.com/article.asp?PageID=3791 > This article includes accounts from patients, providers and policy > makers of why we allIn Other Words...Measuring the Effectiveness of Health > Literacy > Interventions > http://www.healthliteracy.com/article.asp?PageID=3753 > This article focuses on why it is important to measure the effectiveness > of your health communication efforts. > > We hope you can join us for this discussion! Please forward this > announcement to all your colleagues and friends interested in learning > more about awareness-raising events. > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy __________ NOD32 2207 (20070420) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com From hzeitz at uic.edu Fri Apr 20 15:09:08 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 20 Apr 2007 14:09:08 -0500 (CDT) Subject: [HealthLiteracy 879] Re: Health Literacy as part of medical school curricula In-Reply-To: References: <462881E1.43A9.0076.0@omh.state.ny.us> Message-ID: <2803.64.107.204.128.1177096148.squirrel@webmail.uic.edu> Diane: As for North American medical schools, I suggest you start with the Association of American Medical Colleges (www.aamc.org). One particular individual at AAMC to help you start your search might be Ms. Brownie Anderson. If you are interested in our efforts here at the Univ of Illinois Coll of Med at Rockford, please contact me off line for more detailed information. Howard ============================================================================ On Sat, April 21, 2007 7:16 pm, Diane Levin-Zamir wrote: > > Dear friends, > > Do any of you know of where I can get information about the experience of > medical schools in teaching health literacy as part of the med school > curricula? Is there a clearinghouse or resource center for teaching > materials/syllabus/exercises, etc? > > Thanks so much, > > Diane Levin-Zamir, MPH, CHES > Director, Department of Health Education and Promotion, > Clalit Health Services > Israel > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Elizabeth Horvath > Sent: Friday, April 20, 2007 6:03 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 877] Re: Wednesday Question:Health > LiteracyAwareness > > > Well, it's Friday (librarians often designate Friday as the day for tough > questions, just when you don't want them!) > > I've been thinking about my first awareness of the health literacy issue, > and I think It must have come from searching out low reading level library > materials to purchase for my library. The sub-category of *health* > literacy > came into focus, I became familiar with NCSALL, the Pfizer efforts, Ask Me > Three, and others all in a rush through Internet searches. > > So far I have presented the topic through two Employee Health Fairs, and > I'm > working on a booth for a patient health fair called "Talking About > Health," > which will be based on "Ask Me Three" and some of the materials on the > AHRQ > website. I'd like to think that in this facility, people are hearing about > health literacy from ME. > > > > > Beti Horvath, MLS > Library Services > Mid-Hudson Forensic Psychiatric Center > New Hampton NY 10958 > mhrsemh at omh.state.ny.us > 845-374-3171x3625 > Fax 845-374-3171x4625 > > >>>> "Winston Lawrence" 4/19/2007 2:02 pm >>> > Hi all Thanks for sharing these insights. It is interesting to hear how > many > of our colleagues in the health sector came to awareness of literacy > issue. > These are great stories. > So far though I have not heard anyone saying that " I became aware through > my department". My question then is "which department/position in the > hospital/health care organization would have responsibility for making > staff > aware of the literacy issue? Is it Community Outreach? Patient Education? > Is > the issue so diffuse that no one department has primary responsibility? > I'd > love to hear more about how awareness is generated. > Winston > > -------------------------------------------------------------- > Winston Lawrence Ed. D > Senior Professional Development Associate > Literacy Assistance Center > 32 Broadway, 10th Floor > New York, NY 10004 > Tel: 212-803-3326 > Fax: 212-785-3685 > Email: winstonl at lacnyc.org > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson > Sent: Thursday, April 19, 2007 12:30 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 870] Re: Wednesday Question: Health > LiteracyAwareness > > I was working in a program that supported providers who serve children > with > special health care needs. It was 1996, and because I had worked in > literacy, my antenna was up re how complicated the health information was > and how overwhelmed the parents of these children must be. I noticed one > day > a copy of Doak and Doak's book on the shelf above my desk, and that did > it. > I started reading and studying and joined this listserve; from there I ran > a > pediatric literacy program, then a health literacy program--all while > continuing to freelance as a writer and editor. It drives what I do today. > > Kristina > ***************************************** > Kristina Anderson > EasyRead Copywriting, LLC > PO Box 6146 > Albuquerque, NM 87197 > 505.345.3258 > www.easyreadcopywriting.com > > > > ----- Original Message ----- > From: "Julie McKinney" > To: > Sent: Wednesday, April 18, 2007 8:46 AM > Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy > Awareness > > >> Hi Everyone, >> >> In order to start thinking about our discussion next week, today's >> question is about health literacy awareness. >> >> What first opened your eyes to issues of health literacy and encouraged >> you to learn more and be active? >> Was it a personal story, an event, a video, discussions with your >> clients (patients, students, etc.)? >> Have you ever attended or planned a health literacy awareness event? >> What worked or didn't work? >> Have you ever addressed health literacy with your literacy students? >> >> I am trying to think about what it is that draws people in to change >> their behavior--professional or personal--around this issue. >> >> I look forward to hearing your thoughts on this! Please see below for >> the information about next week's discussion on planning health literacy >> awareness events. >> >> All the best, >> Julie >> >> >> ************************** >> >> Planning Health Literacy Awareness Events >> What: Guest speaker discussion >> When: April 23-27, 2007 >> Where: Online on the Health & Literacy Discussion List >> Anyone can subscribe for free at: >> www.nifl.gov/mailman/listinfo/healthliteracy >> Who: Our guest will be Helen Osborne, founder of Health Literacy Month >> and author of the "Health Literacy Month Handbook: The Event Planning >> Guide for Health Literacy Advocates" >> _______________________________________________ >> October is Health Literacy Month, a time when health literacy advocates >> around the world promote the importance of making health information >> understandable. This annual event actually started with a posting Helen >> Osborne made to the Health & Literacy Discussion List in 1999. >> Now is the time to start making your plans for Health Literacy Month >> 2007. Helen will join us for an informative discussion about how you can >> help raise local awareness about health literacy this October. >> Helen has recently completed the "Health Literacy Month Handbook: The >> Event Planning Guide for Health Literacy Advocates" and will share some >> of her expertise in this type of event planning including creating a >> vision, building a team, running events, and measuring success. We hope >> that this discussion will be a forum for health literacy advocates >> everywhere to exchange ideas, share resources, and learn from one >> another. >> About the guest Speaker: >> Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L >> helps health professionals communicate in ways patients and their >> families can understand. She is president of her own business, Health >> Literacy Consulting, based in Natick, Massachusetts. Helen is also the >> founder of Health Literacy Month - a worldwide campaign to raise >> awareness about the importance of understandable health information. >> >> Helen speaks, consults, and writes about health literacy. She is in her >> eighth year as a columnist for the Boston Globe's On Call magazine, >> writing about patient education and healthcare communication. In >> addition to the new Health Literacy Month Handbook, Helen is also the >> author of several other books including the award-winning Health >> Literacy from A to Z: Practical Ways to Communicate Your Health Message >> published by Jones & Bartlett. To learn more about Helen's work, please >> visit the Health Literacy Consulting website at www.healthliteracy.com. >> >> Recommended Reading: >> >> Health Literacy Month Website >> http://www.healthliteracy.com/hl_month.asp >> This website includes a searchable database of Health Literacy Month >> events as well as a form to submit how your organization is >> participating. The website has resources including a free downloadable >> Health Literacy Month logo. >> >> In Other Words...It's Time to Get Involved in Health Literacy Month >> http://www.healthliteracy.com/article.asp?PageID=3752 >> Published as a column in "On Call Magazine", this article by Helen >> Osborne outlines some basics of getting involved in Health Literacy >> Month. >> >> In Other Words...Why Health Literacy Matters >> http://www.healthliteracy.com/article.asp?PageID=3791 >> This article includes accounts from patients, providers and policy >> makers of why we allIn Other Words...Measuring the Effectiveness of >> Health >> Literacy >> Interventions >> http://www.healthliteracy.com/article.asp?PageID=3753 >> This article focuses on why it is important to measure the effectiveness >> of your health communication efforts. >> >> We hope you can join us for this discussion! Please forward this >> announcement to all your colleagues and friends interested in learning >> more about awareness-raising events. >> >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois College of Medicine 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 email: hzeitz at uic.edu From smiths at bayvista.com Fri Apr 20 17:20:34 2007 From: smiths at bayvista.com (Sandra Smith) Date: Fri, 20 Apr 2007 14:20:34 -0700 Subject: [HealthLiteracy 880] Re: Health Literacy as part of medical schoolcurricula In-Reply-To: Message-ID: <20070420212317.CC44533E6C@smtp2.cypresscom.net> Check with ABSAME - Association for Behavioral Science and Medical Education. www.absame.org/ The organization is about to release the 2nd edition of a textbook which includes a new chapter on Health Literacy that I wrote with Dr. Jose Calderon. Sandra Smith, MPH CHES Author, Beginnings Guides Health Education Specialist & Principal Investigator Universityof WA Center for Health Education & Research 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Diane Levin-Zamir Sent: Saturday, April 21, 2007 5:17 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 878] Health Literacy as part of medical schoolcurricula Dear friends, Do any of you know of where I can get information about the experience of medical schools in teaching health literacy as part of the med school curricula? Is there a clearinghouse or resource center for teaching materials/syllabus/exercises, etc? Thanks so much, Diane Levin-Zamir, MPH, CHES Director, Department of Health Education and Promotion, Clalit Health Services Israel -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Elizabeth Horvath Sent: Friday, April 20, 2007 6:03 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 877] Re: Wednesday Question:Health LiteracyAwareness Well, it's Friday (librarians often designate Friday as the day for tough questions, just when you don't want them!) I've been thinking about my first awareness of the health literacy issue, and I think It must have come from searching out low reading level library materials to purchase for my library. The sub-category of *health* literacy came into focus, I became familiar with NCSALL, the Pfizer efforts, Ask Me Three, and others all in a rush through Internet searches. So far I have presented the topic through two Employee Health Fairs, and I'm working on a booth for a patient health fair called "Talking About Health," which will be based on "Ask Me Three" and some of the materials on the AHRQ website. I'd like to think that in this facility, people are hearing about health literacy from ME. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> "Winston Lawrence" 4/19/2007 2:02 pm >>> Hi all Thanks for sharing these insights. It is interesting to hear how many of our colleagues in the health sector came to awareness of literacy issue. These are great stories. So far though I have not heard anyone saying that " I became aware through my department". My question then is "which department/position in the hospital/health care organization would have responsibility for making staff aware of the literacy issue? Is it Community Outreach? Patient Education? Is the issue so diffuse that no one department has primary responsibility? I'd love to hear more about how awareness is generated. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson Sent: Thursday, April 19, 2007 12:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 870] Re: Wednesday Question: Health LiteracyAwareness I was working in a program that supported providers who serve children with special health care needs. It was 1996, and because I had worked in literacy, my antenna was up re how complicated the health information was and how overwhelmed the parents of these children must be. I noticed one day a copy of Doak and Doak's book on the shelf above my desk, and that did it. I started reading and studying and joined this listserve; from there I ran a pediatric literacy program, then a health literacy program--all while continuing to freelance as a writer and editor. It drives what I do today. Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, April 18, 2007 8:46 AM Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > Hi Everyone, > > In order to start thinking about our discussion next week, today's > question is about health literacy awareness. > > What first opened your eyes to issues of health literacy and encouraged > you to learn more and be active? > Was it a personal story, an event, a video, discussions with your > clients (patients, students, etc.)? > Have you ever attended or planned a health literacy awareness event? > What worked or didn't work? > Have you ever addressed health literacy with your literacy students? > > I am trying to think about what it is that draws people in to change > their behavior--professional or personal--around this issue. > > I look forward to hearing your thoughts on this! Please see below for > the information about next week's discussion on planning health literacy > awareness events. > > All the best, > Julie > > > ************************** > > Planning Health Literacy Awareness Events > What: Guest speaker discussion > When: April 23-27, 2007 > Where: Online on the Health & Literacy Discussion List > Anyone can subscribe for free at: > www.nifl.gov/mailman/listinfo/healthliteracy > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > and author of the "Health Literacy Month Handbook: The Event Planning > Guide for Health Literacy Advocates" > _______________________________________________ > October is Health Literacy Month, a time when health literacy advocates > around the world promote the importance of making health information > understandable. This annual event actually started with a posting Helen > Osborne made to the Health & Literacy Discussion List in 1999. > Now is the time to start making your plans for Health Literacy Month > 2007. Helen will join us for an informative discussion about how you can > help raise local awareness about health literacy this October. > Helen has recently completed the "Health Literacy Month Handbook: The > Event Planning Guide for Health Literacy Advocates" and will share some > of her expertise in this type of event planning including creating a > vision, building a team, running events, and measuring success. We hope > that this discussion will be a forum for health literacy advocates > everywhere to exchange ideas, share resources, and learn from one > another. > About the guest Speaker: > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > helps health professionals communicate in ways patients and their > families can understand. She is president of her own business, Health > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > founder of Health Literacy Month - a worldwide campaign to raise > awareness about the importance of understandable health information. > > Helen speaks, consults, and writes about health literacy. She is in her > eighth year as a columnist for the Boston Globe's On Call magazine, > writing about patient education and healthcare communication. In > addition to the new Health Literacy Month Handbook, Helen is also the > author of several other books including the award-winning Health > Literacy from A to Z: Practical Ways to Communicate Your Health Message > published by Jones & Bartlett. To learn more about Helen's work, please > visit the Health Literacy Consulting website at www.healthliteracy.com. > > Recommended Reading: > > Health Literacy Month Website > http://www.healthliteracy.com/hl_month.asp > This website includes a searchable database of Health Literacy Month > events as well as a form to submit how your organization is > participating. The website has resources including a free downloadable > Health Literacy Month logo. > > In Other Words...It's Time to Get Involved in Health Literacy Month > http://www.healthliteracy.com/article.asp?PageID=3752 > Published as a column in "On Call Magazine", this article by Helen > Osborne outlines some basics of getting involved in Health Literacy > Month. > > In Other Words...Why Health Literacy Matters > http://www.healthliteracy.com/article.asp?PageID=3791 > This article includes accounts from patients, providers and policy > makers of why we allIn Other Words...Measuring the Effectiveness of Health > Literacy > Interventions > http://www.healthliteracy.com/article.asp?PageID=3753 > This article focuses on why it is important to measure the effectiveness > of your health communication efforts. > > We hope you can join us for this discussion! Please forward this > announcement to all your colleagues and friends interested in learning > more about awareness-raising events. > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy __________ NOD32 2207 (20070420) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From bwescott7 at hotmail.com Sat Apr 21 12:25:42 2007 From: bwescott7 at hotmail.com (beth wescott) Date: Sat, 21 Apr 2007 16:25:42 +0000 Subject: [HealthLiteracy 881] Re: Health Literacy as part of medicalschoolcurricula In-Reply-To: <20070420212317.CC44533E6C@smtp2.cypresscom.net> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070421/540c16f1/attachment.html From wmettger at mindspring.com Sun Apr 22 18:26:01 2007 From: wmettger at mindspring.com (Wendy Mettger) Date: Sun, 22 Apr 2007 18:26:01 -0400 Subject: [HealthLiteracy 882] Re: Wednesday Question: Health LiteracyAwareness In-Reply-To: <462881E1.43A9.0076.0@omh.state.ny.us> References: <4625F7060200002D00001DBC@bostongwia.jsi.com> <001f01c7823b$54d49dd0$548f2344@EasyRead> <6E8BC13A30982C44BCD32B38FB8F5AB83BDE77@lac-exch.lacnyc.local> <462881E1.43A9.0076.0@omh.state.ny.us> Message-ID: <462BE0F9.5050805@mindspring.com> Hi all, I became aware of health literacy in the late 1980's. At the time (1988), there wasn't even the term "health literacy." The health fields and literacy fields were completely separate entities. I was working at the National Cancer Institute and my colleague, a nutritionist, asked me to do a survey of state nutrition education directors about what educational materials they had available for readers with marginal skills. As part of the project, I did research on who was doing what in the health arena to reach marginal readers. I learned about Dr. Harold Freeman's (then President of the American Cancer Society) work orchestrating the "Cancer and Poverty" hearings around the country. During these hearings, cancer patients testified about their experiences trying to get information, understand information, and get access to services. I also found the early work of Dr. Terry Davis and Dr. Barry Weiss, two of a handful of researchers looking at the problems of low health literacy. Later, I teamed with colleagues at the AMC Cancer Research Center in Denver. Together we created the National Work Group on Cancer and Literacy in the early 1990's. The Work Group was sponsored by NCI and brought together cancer communicators, researchers, health literacy experts (Len and Ceci Doak), literacy specialists, and international health experts. It was a really exciting time. It's incredible as I look back over the last two decades to see the exponential growth of the health literacy field and the remarkable increase in levels of awareness of this critical issue. Wendy Wendy Mettger, M.A. President, Mettger Communications 129 Grant Avenue Takoma Park, MD 20912 Phone: (301)270-2774 Fax: (301)270-5267 E-mail: wmettger at mindspring.com Principal and Founding Member, The Clear Language Group www.clearlanguagegroup.com > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070422/0c6025ca/attachment.html From julie_mcKinney at worlded.org Mon Apr 23 09:44:52 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 23 Apr 2007 09:44:52 -0400 Subject: [HealthLiteracy 883] Welcome to the discussion: Planning HL awareness events! Message-ID: <462C80140200002D00001E19@bostongwia.jsi.com> Hi Everyone, Thanks so much for sharing your stories about how your own awareness of health literacy was sparked! Today I'd like to welcome everyone to this week's discussion about planning health literacy awareness events. We are doing this now because this is a good time to start planning if you want to do an event for Health Literacy Month in October. I also welcome our guest speaker, Helen Osborne, founder of Health Literacy Month and author of the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates?. Helen actually used to moderate this list, and has been an active and prolific health literacy advocate, writer and consultant for many years. Having just published the HealthLiteracy Month Handbook, she has lots advice for us on planning effective events to raise awareness of health literacy. I know we have a large variety of disciplines represtented here: health organizations, adult literacy programs, pharmacists, librarians, social workers and many others who could each raise awareness of health literacy to their respective communities in unique ways. As we discuss this, think about what kind of event your organization could plan, and with whom you might collaborate. Welcome Helen! All the best, Julie ************************** Planning Health Literacy Awareness Events _______________________________________________ October is Health Literacy Month, a time when health literacy advocates around the world promote the importance of making health information understandable. This annual event actually started with a posting Helen Osborne made to the Health & Literacy Discussion List in 1999. Now is the time to start making your plans for Health Literacy Month 2007. Helen will join us for an informative discussion about how you can help raise local awareness about health literacy this October. Helen has recently completed the ?Health Literacy Month Handbook: The Event Planning Guide for Health Literacy Advocates? and will share some of her expertise in this type of event planning including creating a vision, building a team, running events, and measuring success. We hope that this discussion will be a forum for health literacy advocates everywhere to exchange ideas, share resources, and learn from one another. About the Guest Speaker: Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L helps health professionals communicate in ways patients and their families can understand. She is president of her own business, Health Literacy Consulting, based in Natick, Massachusetts. Helen is also the founder of Health Literacy Month ? a worldwide campaign to raise awareness about the importance of understandable health information. Helen speaks, consults, and writes about health literacy. She is in her eighth year as a columnist for the Boston Globe?s On Call magazine, writing about patient education and healthcare communication. In addition to the new Health Literacy Month Handbook, Helen is also the author of several other books including the award-winning Health Literacy from A to Z: Practical Ways to Communicate Your Health Message published by Jones & Bartlett. To learn more about Helen?s work, please visit the Health Literacy Consulting website at www.healthliteracy.com. Recommended Reading: Health Literacy Month Website http://www.healthliteracy.com/hl_month.asp This website includes a searchable database of Health Literacy Month events as well as a form to submit how your organization is participating. The website has resources including a free downloadable Health Literacy Month logo. In Other Words?It?s Time to Get Involved in Health Literacy Month http://www.healthliteracy.com/article.asp?PageID=3752 Published as a column in ?On Call Magazine?, this article by Helen Osborne outlines some basics of getting involved in Health Literacy Month. In Other Words?Why Health Literacy Matters http://www.healthliteracy.com/article.asp?PageID=3791 This artimakers of why we all need to address health literacy. In Other Words?Measuring the Effectiveness of Health Literacy Interventions http://www.healthliteracy.com/article.asp?PageID=3753 This article focuses on why it is important to measure the effectiveness of your health communication efforts. We hope you can join us for this discussion! Please forward this announcement to all your colleagues and friends interested in learning more about awareness-raising events. Anyone can subscribe for free at: www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From helen at healthliteracy.com Mon Apr 23 10:41:47 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Mon, 23 Apr 2007 10:41:47 -0400 Subject: [HealthLiteracy 884] Re: Welcome to the discussion: Planning HLawareness events! References: <462C80140200002D00001E19@bostongwia.jsi.com> Message-ID: <004401c785b5$86bbae10$6401a8c0@HLC> Hello all, What a treat being NIFL-Health's invited guest discussant. Thank you, Julie, for making this happen. I'm wowed by your stories of how you first became aware of health literacy. Our experiences are as diverse as our expertise -- some found out about health literacy more than 20 years ago while others are quite new to the topic. To some, health literacy was first of professional interest while for others it was more personal. My story is like yours in that I first learned of health literacy when working as a clinician. Since then, I see its importance in each health encounter no matter whether I am the provider, patient, or consultant. Regardless of the many ways we learned about health literacy, what all of us have in common is that we are taking our awareness and turning it into action. That is what Health Literacy Month is all about. Health Literacy Month actually started on NIFL-Health in April, 1999. I had been aware of health literacy for several years but was frustrated with always having to explain what the term meant. So I posted a message on this discussion list asking if others wanted to join me in raising awareness together. And so began Health Literacy Month. Thanks to many of you, this initiative has grown and florished with events taking place in more than 30 US states and territories, 4 Canadian provinces, and 5 continents around the world. Health Literacy Month takes place each October. It is a time when advocates around the world promote the importance of making health informaiton understandable. There is no right or wrong way to participate. Organizations (alone, or in partnership with others) can host events that match their interests, resources, and community needs. Assuming you want to be part of Health Literacy Month 2007, I suggest that you start with creating a vision (primary goal) of what you want to accomplish in regard to health literacy. This is a time to not just dream, but dream big. Envision a world in which patients (or anyone on the receiving end of health communication) and providers (or anyone on the giving end of health communication) always understand one another. Once you have a sense of this big picture, you can then make it more real by breaking it into "bite-sized" components. But let's start from the beginning. My first question to you is: What is your big dream for health literacy? ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" From joan at ipns.com Fri Apr 20 12:45:25 2007 From: joan at ipns.com (Joan Medlen) Date: Fri, 20 Apr 2007 09:45:25 -0700 Subject: [HealthLiteracy 885] Re: Health Literacy as part of medical school curricula In-Reply-To: References: <462881E1.43A9.0076.0@omh.state.ny.us> Message-ID: <6.0.0.22.2.20070420094422.051ca648@mail.ipns.com> Hi, Please share this with the list as it would be helpful for a project I am working on regarding transition from youth to adult medical services for people with disabiltiies. Take care, Joan Joan Guthrie Medlen, RD,LD Healthy Lifestyle Coaching for All Ages & Stages Author, The Down Syndrome Nutrition Handbook 503.443.2258 503.443.4211 (fax) joan at DownSyndromeNutrition.com www.DownSyndromeNutrition.com At 05:16 PM 4/21/2007, you wrote: >Dear friends, > >Do any of you know of where I can get information about the experience of >medical schools in teaching health literacy as part of the med school >curricula? Is there a clearinghouse or resource center for teaching >materials/syllabus/exercises, etc? > >Thanks so much, > >Diane Levin-Zamir, MPH, CHES >Director, Department of Health Education and Promotion, >Clalit Health Services >Israel > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Elizabeth Horvath >Sent: Friday, April 20, 2007 6:03 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 877] Re: Wednesday Question:Health >LiteracyAwareness > > >Well, it's Friday (librarians often designate Friday as the day for tough >questions, just when you don't want them!) > >I've been thinking about my first awareness of the health literacy issue, >and I think It must have come from searching out low reading level library >materials to purchase for my library. The sub-category of *health* literacy >came into focus, I became familiar with NCSALL, the Pfizer efforts, Ask Me >Three, and others all in a rush through Internet searches. > >So far I have presented the topic through two Employee Health Fairs, and I'm >working on a booth for a patient health fair called "Talking About Health," >which will be based on "Ask Me Three" and some of the materials on the AHRQ >website. I'd like to think that in this facility, people are hearing about >health literacy from ME. > > > > >Beti Horvath, MLS >Library Services >Mid-Hudson Forensic Psychiatric Center >New Hampton NY 10958 >mhrsemh at omh.state.ny.us >845-374-3171x3625 >Fax 845-374-3171x4625 > > > >>> "Winston Lawrence" 4/19/2007 2:02 pm >>> >Hi all Thanks for sharing these insights. It is interesting to hear how many >of our colleagues in the health sector came to awareness of literacy issue. >These are great stories. >So far though I have not heard anyone saying that " I became aware through >my department". My question then is "which department/position in the >hospital/health care organization would have responsibility for making staff >aware of the literacy issue? Is it Community Outreach? Patient Education? Is >the issue so diffuse that no one department has primary responsibility? I'd >love to hear more about how awareness is generated. >Winston > >-------------------------------------------------------------- >Winston Lawrence Ed. D >Senior Professional Development Associate >Literacy Assistance Center >32 Broadway, 10th Floor >New York, NY 10004 >Tel: 212-803-3326 >Fax: 212-785-3685 >Email: winstonl at lacnyc.org > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kristina Anderson >Sent: Thursday, April 19, 2007 12:30 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 870] Re: Wednesday Question: Health >LiteracyAwareness > >I was working in a program that supported providers who serve children with >special health care needs. It was 1996, and because I had worked in >literacy, my antenna was up re how complicated the health information was >and how overwhelmed the parents of these children must be. I noticed one day >a copy of Doak and Doak's book on the shelf above my desk, and that did it. >I started reading and studying and joined this listserve; from there I ran a >pediatric literacy program, then a health literacy program--all while >continuing to freelance as a writer and editor. It drives what I do today. > >Kristina >***************************************** >Kristina Anderson >EasyRead Copywriting, LLC >PO Box 6146 >Albuquerque, NM 87197 >505.345.3258 >www.easyreadcopywriting.com > > > >----- Original Message ----- >From: "Julie McKinney" >To: >Sent: Wednesday, April 18, 2007 8:46 AM >Subject: [HealthLiteracy 863] Wednesday Question: Health Literacy Awareness > > > > Hi Everyone, > > > > In order to start thinking about our discussion next week, today's > > question is about health literacy awareness. > > > > What first opened your eyes to issues of health literacy and encouraged > > you to learn more and be active? > > Was it a personal story, an event, a video, discussions with your > > clients (patients, students, etc.)? > > Have you ever attended or planned a health literacy awareness event? > > What worked or didn't work? > > Have you ever addressed health literacy with your literacy students? > > > > I am trying to think about what it is that draws people in to change > > their behavior--professional or personal--around this issue. > > > > I look forward to hearing your thoughts on this! Please see below for > > the information about next week's discussion on planning health literacy > > awareness events. > > > > All the best, > > Julie > > > > > > ************************** > > > > Planning Health Literacy Awareness Events > > What: Guest speaker discussion > > When: April 23-27, 2007 > > Where: Online on the Health & Literacy Discussion List > > Anyone can subscribe for free at: > > www.nifl.gov/mailman/listinfo/healthliteracy > > Who: Our guest will be Helen Osborne, founder of Health Literacy Month > > and author of the "Health Literacy Month Handbook: The Event Planning > > Guide for Health Literacy Advocates" > > _______________________________________________ > > October is Health Literacy Month, a time when health literacy advocates > > around the world promote the importance of making health information > > understandable. This annual event actually started with a posting Helen > > Osborne made to the Health & Literacy Discussion List in 1999. > > Now is the time to start making your plans for Health Literacy Month > > 2007. Helen will join us for an informative discussion about how you can > > help raise local awareness about health literacy this October. > > Helen has recently completed the "Health Literacy Month Handbook: The > > Event Planning Guide for Health Literacy Advocates" and will share some > > of her expertise in this type of event planning including creating a > > vision, building a team, running events, and measuring success. We hope > > that this discussion will be a forum for health literacy advocates > > everywhere to exchange ideas, share resources, and learn from one > > another. > > About the guest Speaker: > > Recognized as an expert in health literacy, Helen Osborne M.Ed., OTR/L > > helps health professionals communicate in ways patients and their > > families can understand. She is president of her own business, Health > > Literacy Consulting, based in Natick, Massachusetts. Helen is also the > > founder of Health Literacy Month - a worldwide campaign to raise > > awareness about the importance of understandable health information. > > > > Helen speaks, consults, and writes about health literacy. She is in her > > eighth year as a columnist for the Boston Globe's On Call magazine, > > writing about patient education and healthcare communication. In > > addition to the new Health Literacy Month Handbook, Helen is also the > > author of several other books including the award-winning Health > > Literacy from A to Z: Practical Ways to Communicate Your Health Message > > published by Jones & Bartlett. To learn more about Helen's work, please > > visit the Health Literacy Consulting website at www.healthliteracy.com. > > > > Recommended Reading: > > > > Health Literacy Month Website > > http://www.healthliteracy.com/hl_month.asp > > This website includes a searchable database of Health Literacy Month > > events as well as a form to submit how your organization is > > participating. The website has resources including a free downloadable > > Health Literacy Month logo. > > > > In Other Words...It's Time to Get Involved in Health Literacy Month > > http://www.healthliteracy.com/article.asp?PageID=3752 > > Published as a column in "On Call Magazine", this article by Helen > > Osborne outlines some basics of getting involved in Health Literacy > > Month. > > > > In Other Words...Why Health Literacy Matters > > http://www.healthliteracy.com/article.asp?PageID=3791 > > This article includes accounts from patients, providers and policy > > makers of why we allIn Other Words...Measuring the Effectiveness of Health > > Literacy > > Interventions > > http://www.healthliteracy.com/article.asp?PageID=3753 > > This article focuses on why it is important to measure the effectiveness > > of your health communication efforts. > > > > We hope you can join us for this discussion! Please forward this > > announcement to all your colleagues and friends interested in learning > > more about awareness-raising events. > > > > > > Julie McKinney > > Discussion List Moderator > > World Education/NCSALL > > jmckinney at worlded.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > > > Julie McKinney > > Discussion List Moderator > > World Education/NCSALL > > jmckinney at worlded.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > >IMPORTANT NOTICE: This e-mail is meant only for the use of the intended >recipient. It may contain confidential information which is legally >privileged or otherwise protected by law. If you received this e-mail >in error or from someone who was not authorized to send it to you, you >are strictly prohibited from reviewing, using, disseminating, >distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE >ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank >you for your cooperation. >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > >__________ NOD32 2207 (20070420) Information __________ > >This message was checked by NOD32 antivirus system. >http://www.eset.com > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy From julie_mcKinney at worlded.org Tue Apr 24 11:15:19 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 24 Apr 2007 11:15:19 -0400 Subject: [HealthLiteracy 886] Health Literacy Month Planning - from Helen Message-ID: <462DE6C70200002D00001EB1@bostongwia.jsi.com> Hi Everyone, We seem to be having some technical issues, and Helen was unable to post this message. I am sending it on for her. If you have had trouble posting messages, please know that we are trying to figure it out! Julie ********************** >From Helen: Hello all, Yesterday I introduced (or reintroduced) Health Literacy Month. Today I'd like to highlight why it is a good idea to start planning your event now. As I mentioned, there is no right or wrong way to participate. This flexibility is good in that there is plenty of opportunity to create unique events that closely match your needs, wants, and barriers. But it is also a challenge as there are so many aspects to consider when the structure is as open-ended as this. Based on many years of experience participating in, speaking it, and helping others design Health Literacy Month events, here are some issues to consider this month and next: * What is your vision (big dream)? * What are the specific objectives? * How will you know when you have accomplished them? * Who will be on the planning team? * What other organizations might you partner with? * And then after these issues are addressed ... what type of event will you have for Health Literacy Month? Some of you have addressed these issues when planning Health Literacy Month events before. Others are newer to this. Please post your questions and lessons learned so we can learn from each other and together raise health literacy awareness. Best, ~Helen ******************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From joanderson at proliteracy.org Tue Apr 24 13:34:59 2007 From: joanderson at proliteracy.org (joanderson (John)) Date: Tue, 24 Apr 2007 12:34:59 -0500 Subject: [HealthLiteracy 887] Low beginning health literacy series. Message-ID: <221E918332E818488687199E5CBD74CE06240B79@keats.proliteracy.org> Hello, I am an Editor looking to publish a series of Health Literacy books at levels 4-6 for the low beginning literacy level person. My questions are; would large hospital chains, drugstore chains/associations, and nursing organizations, be willing to co-brand or distribute these much needed books through their channels, and what topics would be of the highest interest to this population? Any kind direction or contacts that you may be willing to give would be greatly appreciated. Best regards, John Anderson From NDavies at dthr.ab.ca Tue Apr 24 13:13:39 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 24 Apr 2007 11:13:39 -0600 Subject: [HealthLiteracy 888] Re: Low beginning health literacy series. In-Reply-To: <221E918332E818488687199E5CBD74CE06240B79@keats.proliteracy.org> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDC77@DTHREXCL1.dthr.ab.ca> Hi John, please could you email more details to me at ndavies at dthr.ab.ca Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk ndavies at dthr.ab.ca (403)-352-7643 Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of joanderson (John) Sent: Tuesday, April 24, 2007 11:35 AM To: 'healthliteracy at nifl.gov' Subject: [HealthLiteracy 887] Low beginning health literacy series. Hello, I am an Editor looking to publish a series of Health Literacy books at levels 4-6 for the low beginning literacy level person. My questions are; would large hospital chains, drugstore chains/associations, and nursing organizations, be willing to co-brand or distribute these much needed books through their channels, and what topics would be of the highest interest to this population? Any kind direction or contacts that you may be willing to give would be greatly appreciated. Best regards, John Anderson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From millard at goldfieldaccess.net Tue Apr 24 13:48:37 2007 From: millard at goldfieldaccess.net (Archie Willard) Date: Tue, 24 Apr 2007 12:48:37 -0500 Subject: [HealthLiteracy 889] New Readers of Iowa Building Health Literacy Leaders Conference Message-ID: <462E42F5.8000209@goldfieldaccess.net> The 17th Annual New Readers of Iowa Coalition Conference. ?Building Health Literacy Leaders.? The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: ? The Joint Commission (www.jointcommission.org ) ? Partnership for Clear Health Communication (www.askme3.org ) ? American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) ? Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) ? National Patient Safety Foundation (www.npsf.org ) ? National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) ? Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html From julie_mcKinney at worlded.org Wed Apr 25 09:53:06 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 25 Apr 2007 09:53:06 -0400 Subject: [HealthLiteracy 890] My dream, and a question about reaching the system Message-ID: <462F25020200002D00001F26@bostongwia.jsi.com> Helen, I like your idea of starting with a big dream. My dream for health literacy is that the system in its highest forms is able to adapt to the needs of educating and serving all people, and finding ways to overcome barriers such as literacy, language, poverty and trust. The medical system is able to adapt in major ways, so I see it as possible that this can happen. Someone on the list mentioned that the payors are now supporting education for chronic disease management in new ways over the past 10 years, and we have all seen progress in many other ways. Part of this dream is that the system, insurance companies and other payors can plan for the future and justify longer visits, more nursing, better informational materials, and other educational support staff and strategies. I heard once that that a state had done the math and figured that every dollar put into early childhood education resulted in a dollar less needed for new prisons. So they could build more head start programs, or build more prisons...tough choice. Similarly, we may be able to build better systems for preventive care education among low-literate and poor populations instead of more emergency rooms. Ok, I'll stop rambling, but my point is that there is a huge range of who we want to reach with health literacy awareness events. There are the people who are working to learn English and literacy skills, there are the various advocates for this population, all medical professionals who interact with patients, health policy people, insurance companies, and so many more. The Iowa New Reader's conference is an excellent example of reaching several of these audiences in a powerful way: by connecting learners/patients with health and literacy professionals to discuss health literacy. Thank you, Archie, for sharing this information. A few list members noted last week that this conference was how they initially became aware of health literacy needs. I am curious how many out there have done health literacy awareness events for insurance companies, policy makers and health system administrators. What are the considerations to learn for this type of event? Helen, and others, any comments on this? Sorry for the long message... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From barbarajgordon at yahoo.com Wed Apr 25 10:12:25 2007 From: barbarajgordon at yahoo.com (Barbara Gordon) Date: Wed, 25 Apr 2007 07:12:25 -0700 (PDT) Subject: [HealthLiteracy 891] Re: Low beginning health literacy series. In-Reply-To: <221E918332E818488687199E5CBD74CE06240B79@keats.proliteracy.org> Message-ID: <930711.248.qm@web33210.mail.mud.yahoo.com> John, You might contact Krames (http://www.krames.com/). Best, BJ BJ Gordon HealthComm Solutions www.healthcommsolutions.net --- "joanderson (John)" wrote: > Hello, > > I am an Editor looking to publish a series of Health > Literacy books at > levels 4-6 for the low beginning literacy level > person. > > My questions are; would large hospital chains, > drugstore > chains/associations, and nursing > organizations, be willing to co-brand or distribute > these much needed books > through their channels, and what topics would be of > the highest interest to > this population? > > Any kind direction or contacts that you may be > willing to give would be > greatly appreciated. > > Best regards, > > John Anderson > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From joanderson at proliteracy.org Wed Apr 25 11:35:07 2007 From: joanderson at proliteracy.org (joanderson (John)) Date: Wed, 25 Apr 2007 10:35:07 -0500 Subject: [HealthLiteracy 892] Re: Low beginning health literacy series . Message-ID: <221E918332E818488687199E5CBD74CE06240B87@keats.proliteracy.org> Thanks Barbara. -----Original Message----- From: Barbara Gordon [mailto:barbarajgordon at yahoo.com] Sent: Wednesday, April 25, 2007 10:12 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 891] Re: Low beginning health literacy series. John, You might contact Krames (http://www.krames.com/). Best, BJ BJ Gordon HealthComm Solutions www.healthcommsolutions.net --- "joanderson (John)" wrote: > Hello, > > I am an Editor looking to publish a series of Health > Literacy books at > levels 4-6 for the low beginning literacy level > person. > > My questions are; would large hospital chains, > drugstore > chains/associations, and nursing > organizations, be willing to co-brand or distribute > these much needed books > through their channels, and what topics would be of > the highest interest to > this population? > > Any kind direction or contacts that you may be > willing to give would be > greatly appreciated. > > Best regards, > > John Anderson > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy From ar at plainlanguageworks.com Wed Apr 25 11:39:37 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Wed, 25 Apr 2007 09:39:37 -0600 Subject: [HealthLiteracy 893] Health literacy awareness with insurance companies, etc References: <462F25020200002D00001F26@bostongwia.jsi.com> Message-ID: <008701c7874f$ef755a00$6401a8c0@D5NPYT31> Greetings, Julie and others, It was inspiring to read your message, Julie. It made me think about how far we've come in the 14 years I've been working in health literacy. You're right, there is much progress. When I first moved from adult literacy work into sharing about health literacy with health care professionals, very few knew about the issue. The health care professionals simply could not believe "my" data was correct even though it came from the National Adult Literacy Study of 1993 which had just been in the news. The thought that there could be millions of adults who did not know or understand enough to follow their instructions, for example, was a very foreign idea to the educated professionals I was talking to. For years, we all assumed the US was a very literate country. Now that we know better, and more people than ever are aware of this challenge, it is much easier to move forward! Over the years, I have conducted awareness sessions for management and policy makers of insurance companies, health system administrators, and government workers at the state and national level. The most significant learning I had was to understand that I needed to present our issue as a business case. Even if administrators understood (and believed) the information and were compassionately interested in change, they could do so only if there were cost savings attached. I didn't understand how critical this was until a few years in to my work. The change in insurance companies funding chronic disease management comes only as they can see how it will save money and increase their profits. I lament that this is the case. I long for the days when keeping and getting people healthy wasn't seen as an avenue to make a profit but a responsibility of a country. But since those days are gone, we must remember to present our case with dollars attached! Sad but true. Best wishes to you all as you plan your activities for this special time, Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Wednesday, April 25, 2007 7:53 AM Subject: [HealthLiteracy 890] My dream,and a question about reaching the system Helen, I like your idea of starting with a big dream. My dream for health literacy is that the system in its highest forms is able to adapt to the needs of educating and serving all people, and finding ways to overcome barriers such as literacy, language, poverty and trust. The medical system is able to adapt in major ways, so I see it as possible that this can happen. Someone on the list mentioned that the payors are now supporting education for chronic disease management in new ways over the past 10 years, and we have all seen progress in many other ways. Part of this dream is that the system, insurance companies and other payors can plan for the future and justify longer visits, more nursing, better informational materials, and other educational support staff and strategies. I heard once that that a state had done the math and figured that every dollar put into early childhood education resulted in a dollar less needed for new prisons. So they could build more head start programs, or build more prisons...tough choice. Similarly, we may be able to build better systems for preventive care education among low-literate and poor populations instead of more emergency rooms. Ok, I'll stop rambling, but my point is that there is a huge range of who we want to reach with health literacy awareness events. There are the people who are working to learn English and literacy skills, there are the various advocates for this population, all medical professionals who interact with patients, health policy people, insurance companies, and so many more. The Iowa New Reader's conference is an excellent example of reaching several of these audiences in a powerful way: by connecting learners/patients with health and literacy professionals to discuss health literacy. Thank you, Archie, for sharing this information. A few list members noted last week that this conference was how they initially became aware of health literacy needs. I am curious how many out there have done health literacy awareness events for insurance companies, policy makers and health system administrators. What are the considerations to learn for this type of event? Helen, and others, any comments on this? Sorry for the long message... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070425/5116be8b/attachment.html From helen at healthliteracy.com Wed Apr 25 14:00:24 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Wed, 25 Apr 2007 14:00:24 -0400 Subject: [HealthLiteracy 894] Re: Health literacy awareness with insurancecompanies, etc References: <462F25020200002D00001F26@bostongwia.jsi.com> <008701c7874f$ef755a00$6401a8c0@D5NPYT31> Message-ID: <00fb01c78763$9a696920$6401a8c0@HLC> A scenario for us all to grapple with (see the end of my message). Thank you Audrey and Julie for sharing your stories. Julie, I clearly see your big dream and passion for a healthcare system that educates and serves all people regardless of any barriers such as literacy, language, poverty, or lack of trust. Audrey, I strongly agree that we need to make not just an intellectual or emotional appeal for health literacy but also a strong and compelling business case. Health Literacy Month is a time to do both -- holding on to that big vision while breaking it into realistic nuggets and then presenting it in ways the intended audience can understand, accept, and act on. Let's use both your stories as an example. I see many components of Julie's big vision. Let's assume the first "manageable nugget" she wants to focus on is helping people who are learning English better self-manage their chronic diseases (perhaps asthma or diabetes). And then let's assume that she is trying to justify the expense of this new (more health literate) teaching program to her organization's fiscal folks (the intended audience). NIFL-Health, here's a case we can grapple with together. In this scenario, how would you accomplish this task while taking into account the needs of the audience? I'll hold off giving my opinion for a while. First, I'd like to hear from you. ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: Audrey Riffenburgh To: The Health and Literacy Discussion List Sent: Wednesday, April 25, 2007 11:39 AM Subject: [HealthLiteracy 893] Health literacy awareness with insurancecompanies, etc Greetings, Julie and others, It was inspiring to read your message, Julie. It made me think about how far we've come in the 14 years I've been working in health literacy. You're right, there is much progress. When I first moved from adult literacy work into sharing about health literacy with health care professionals, very few knew about the issue. The health care professionals simply could not believe "my" data was correct even though it came from the National Adult Literacy Study of 1993 which had just been in the news. The thought that there could be millions of adults who did not know or understand enough to follow their instructions, for example, was a very foreign idea to the educated professionals I was talking to. For years, we all assumed the US was a very literate country. Now that we know better, and more people than ever are aware of this challenge, it is much easier to move forward! Over the years, I have conducted awareness sessions for management and policy makers of insurance companies, health system administrators, and government workers at the state and national level. The most significant learning I had was to understand that I needed to present our issue as a business case. Even if administrators understood (and believed) the information and were compassionately interested in change, they could do so only if there were cost savings attached. I didn't understand how critical this was until a few years in to my work. The change in insurance companies funding chronic disease management comes only as they can see how it will save money and increase their profits. I lament that this is the case. I long for the days when keeping and getting people healthy wasn't seen as an avenue to make a profit but a responsibility of a country. But since those days are gone, we must remember to present our case with dollars attached! Sad but true. Best wishes to you all as you plan your activities for this special time, Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Wednesday, April 25, 2007 7:53 AM Subject: [HealthLiteracy 890] My dream,and a question about reaching the system Helen, I like your idea of starting with a big dream. My dream for health literacy is that the system in its highest forms is able to adapt to the needs of educating and serving all people, and finding ways to overcome barriers such as literacy, language, poverty and trust. The medical system is able to adapt in major ways, so I see it as possible that this can happen. Someone on the list mentioned that the payors are now supporting education for chronic disease management in new ways over the past 10 years, and we have all seen progress in many other ways. Part of this dream is that the system, insurance companies and other payors can plan for the future and justify longer visits, more nursing, better informational materials, and other educational support staff and strategies. I heard once that that a state had done the math and figured that every dollar put into early childhood education resulted in a dollar less needed for new prisons. So they could build more head start programs, or build more prisons...tough choice. Similarly, we may be able to build better systems for preventive care education among low-literate and poor populations instead of more emergency rooms. Ok, I'll stop rambling, but my point is that there is a huge range of who we want to reach with health literacy awareness events. There are the people who are working to learn English and literacy skills, there are the various advocates for this population, all medical professionals who interact with patients, health policy people, insurance companies, and so many more. The Iowa New Reader's conference is an excellent example of reaching several of these audiences in a powerful way: by connecting learners/patients with health and literacy professionals to discuss health literacy. Thank you, Archie, for sharing this information. A few list members noted last week that this conference was how they initially became aware of health literacy needs. I am curious how many out there have done health literacy awareness events for insurance companies, policy makers and health system administrators. What are the considerations to learn for this type of event? Helen, and others, any comments on this? Sorry for the long message... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070425/9b5f6a89/attachment.html From dgeorge at cabell.lib.wv.us Fri Apr 27 09:56:19 2007 From: dgeorge at cabell.lib.wv.us (Dee George) Date: Fri, 27 Apr 2007 09:56:19 -0400 Subject: [HealthLiteracy 895] Health Literacy In-Reply-To: <00fb01c78763$9a696920$6401a8c0@HLC> Message-ID: Can anyone help me find statistics on how literacy affects health, particularly for the state of WV? Deidra (Dee) M. George, Director Tri-State Literacy Council 455 9th St. Plaza Cabell County Public Library Huntington, WV 25701 phone (304)528-5700, fax (304)528-5701 dgeorge at cabell.lib.wv.us www.cabell.lib.wv.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070427/c2f5646d/attachment.html From barbarajgordon at yahoo.com Fri Apr 27 11:54:40 2007 From: barbarajgordon at yahoo.com (Barbara Gordon) Date: Fri, 27 Apr 2007 08:54:40 -0700 (PDT) Subject: [HealthLiteracy 896] Re: Health Literacy In-Reply-To: Message-ID: <92410.96299.qm@web33211.mail.mud.yahoo.com> Hi, Dee, You might contact Professor Charlotte L. Nath, EdD, CDE (Department of Family Medicine, Morgantown, WV). She has presented at professional conferences on this topic. Particularly, the impact of literacy on diabetes self-management. Best, BJ Gordon, RD Principal HeatlhComm Solutions --- Dee George wrote: > Can anyone help me find statistics on how literacy > affects health, > particularly for the state of WV? > > Deidra (Dee) M. George, Director > Tri-State Literacy Council > 455 9th St. Plaza > Cabell County Public Library > Huntington, WV 25701 > phone (304)528-5700, fax (304)528-5701 > dgeorge at cabell.lib.wv.us > www.cabell.lib.wv.us > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From poledc at slu.edu Fri Apr 27 11:54:33 2007 From: poledc at slu.edu (David Pole) Date: Fri, 27 Apr 2007 10:54:33 -0500 Subject: [HealthLiteracy 897] Re: Health Literacy In-Reply-To: Message-ID: <20070427155518.4BC3C11B71@mail.nifl.gov> Excellent Resource and trainer with the AMA Health Literacy Program is at University of Virginia medical center, Claudette Dalton, MD, she is also in charge of clinical education and the pre-operative clinic PO Box 800325 UVA Health Systems Charlottesville, VA, 22908-0325 David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Dee George Sent: Friday, April 27, 2007 8:56 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 895] Health Literacy Can anyone help me find statistics on how literacy affects health, particularly for the state of WV? Deidra (Dee) M. George, Director Tri-State Literacy Council 455 9th St. Plaza Cabell County Public Library Huntington, WV 25701 phone (304)528-5700, fax (304)528-5701 dgeorge at cabell.lib.wv.us www.cabell.lib.wv.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070427/4935a255/attachment.html From hzeitz at uic.edu Fri Apr 27 12:03:49 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 27 Apr 2007 11:03:49 -0500 (CDT) Subject: [HealthLiteracy 898] Re: Health Literacy In-Reply-To: References: <00fb01c78763$9a696920$6401a8c0@HLC> Message-ID: <4381.64.107.204.128.1177689829.squirrel@webmail.uic.edu> Dee: You might want to contact a colleague of mine, Dr. M. Nawal Lutfiyya, who I think could provide the type of advice and assistance you are seeking. Her email is: lutfiyya at uic.edu Howard ============================================================================ On Fri, April 27, 2007 8:56 am, Dee George wrote: > Can anyone help me find statistics on how literacy affects health, > particularly for the state of WV? > > Deidra (Dee) M. George, Director > Tri-State Literacy Council > 455 9th St. Plaza > Cabell County Public Library > Huntington, WV 25701 > phone (304)528-5700, fax (304)528-5701 > dgeorge at cabell.lib.wv.us > www.cabell.lib.wv.us > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From helen at healthliteracy.com Fri Apr 27 13:02:39 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Fri, 27 Apr 2007 13:02:39 -0400 Subject: [HealthLiteracy 899] Health Literacy Month planning Message-ID: <014801c788ed$e17eaab0$6401a8c0@HLC> Hello all, Health Literacy Month is a time to raise awareness and gather support for efforts that improve health communication. Several of you posted messages last week about how you first learned about health literacy and actions you have taken ever since. What I was trying to accomplish in the case scenario of my last message was to demonstrate how each of us can build a case for health literacy by creating a big picture (goals) specifying objectives (tasks), and taking into account the distinctive learning needs of our audience. For instance, in the scenario I asked how to make a compelling business case for building a new health literacy program about chronic disease self-management for people learning English. Here are some possibilities: * Assembling an in-house team to look at the costs or savings when health communication goes very well or very badly, or * Arranging for a roundtable discussion with local business leaders to talk about why this issue is important and how they can help, or * Writing an article for the local newspaper about health literacy, including interviews about how this issue affects our community and what people can do about it. While these ideas may or may not work for you, the point I am trying to make is that Health Literacy Month events can take many forms. For example, here are types of Health Literacy Month events that have taken place in past years: * Conferences, workshops, and other formal educational events * Meetings, receptions, and other get-togethers for people with shared interests * Bulletin boards, posters, and other displays that are both informative and attention-getting * Contests, quizzes, and other participatory events * Demonstrations, consultations, and other ways of showing (not just talking about) what can be accomplished * Kick-offs, launches, awards, and other special events to highlight accomplishments and present awards for excellence * Websites and other forms of electronic communication * Health fairs and other ways of bringing community and providers together * Media and other advocacy events that highlight how your organization is helping Even though Health Literacy Month doesn't take place until October, the reason I wanted to bring it to your attention now is that it takes time to make these events real. Six months is not too long a time for planning. I encourage you to get started soon. Begin by assembling a team and then jointly plan what to accomplish, create an event with your audience in mind, allocate needed resources, get the word out, and finally assess the success of your efforts. Is this a lot of work? Certainly. But is it worth it? Again, a resounding yes. From what hundreds of participating organizations have said about Health Literacy Month, their events have been excellent vehicles for raising awareness, building support, and otherwise making a big difference in how health information is communicated. For those of you who want to learn more, I encourage you to visit the Health Literacy Month website at www.healthliteracymonth.org. There, you can find a listing of past events as well as links to resources including a free downloadable logo, Health Literacy Month buttons, and my new resource, "Health Literacy Month Handbook: An Event Planning Guide for Health Literacy Advocates." Julie, thank you for this opportunity to highlight Health Literacy Month! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070427/8ca35364/attachment.html From belcherkitty at shaw.ca Fri Apr 27 14:52:21 2007 From: belcherkitty at shaw.ca (mary belcher) Date: Fri, 27 Apr 2007 11:52:21 -0700 Subject: [HealthLiteracy 900] Re: Health Literacy Month planning References: <014801c788ed$e17eaab0$6401a8c0@HLC> Message-ID: <001a01c788fd$30d5f460$6802a8c0@maryb> When I go to the mentioned website; my computer is say: Address not Valid. M.Belcher ----- Original Message ----- From: Helen Osborne To: The Health and Literacy Discussion List Cc: charich at nifl.gov Sent: Friday, April 27, 2007 10:02 AM Subject: [HealthLiteracy 899] Health Literacy Month planning Hello all, Health Literacy Month is a time to raise awareness and gather support for efforts that improve health communication. Several of you posted messages last week about how you first learned about health literacy and actions you have taken ever since. What I was trying to accomplish in the case scenario of my last message was to demonstrate how each of us can build a case for health literacy by creating a big picture (goals) specifying objectives (tasks), and taking into account the distinctive learning needs of our audience. For instance, in the scenario I asked how to make a compelling business case for building a new health literacy program about chronic disease self-management for people learning English. Here are some possibilities: * Assembling an in-house team to look at the costs or savings when health communication goes very well or very badly, or * Arranging for a roundtable discussion with local business leaders to talk about why this issue is important and how they can help, or * Writing an article for the local newspaper about health literacy, including interviews about how this issue affects our community and what people can do about it. While these ideas may or may not work for you, the point I am trying to make is that Health Literacy Month events can take many forms. For example, here are types of Health Literacy Month events that have taken place in past years: * Conferences, workshops, and other formal educational events * Meetings, receptions, and other get-togethers for people with shared interests * Bulletin boards, posters, and other displays that are both informative and attention-getting * Contests, quizzes, and other participatory events * Demonstrations, consultations, and other ways of showing (not just talking about) what can be accomplished * Kick-offs, launches, awards, and other special events to highlight accomplishments and present awards for excellence * Websites and other forms of electronic communication * Health fairs and other ways of bringing community and providers together * Media and other advocacy events that highlight how your organization is helping Even though Health Literacy Month doesn't take place until October, the reason I wanted to bring it to your attention now is that it takes time to make these events real. Six months is not too long a time for planning. I encourage you to get started soon. Begin by assembling a team and then jointly plan what to accomplish, create an event with your audience in mind, allocate needed resources, get the word out, and finally assess the success of your efforts. Is this a lot of work? Certainly. But is it worth it? Again, a resounding yes. From what hundreds of participating organizations have said about Health Literacy Month, their events have been excellent vehicles for raising awareness, building support, and otherwise making a big difference in how health information is communicated. For those of you who want to learn more, I encourage you to visit the Health Literacy Month website at www.healthliteracymonth.org. There, you can find a listing of past events as well as links to resources including a free downloadable logo, Health Literacy Month buttons, and my new resource, "Health Literacy Month Handbook: An Event Planning Guide for Health Literacy Advocates." Julie, thank you for this opportunity to highlight Health Literacy Month! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to belcherkitty at shaw.ca ------------------------------------------------------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.467 / Virus Database: 269.6.1/778 - Release Date: 4/27/2007 1:39 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070427/e4f284d0/attachment.html From julie_mcKinney at worlded.org Mon Apr 30 10:16:44 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 30 Apr 2007 10:16:44 -0400 Subject: [HealthLiteracy 901] Thanks, Helen, for discussing Health Literacy Month planning! Message-ID: <4635C20C0200002D0000202C@mail.jsi.com> Helen and all, Thanks so much for addressing Health Literacy Month planning with us over the past week, and giving us some examples of event ideas, things to think about, and ideas for making a case for cost benefit! As we heard, many of us experienced an eye-opening about health literacy through some kind of event, and I hope we have spread some seeds here to all try to pass on the awareness through our own events in the future. As we see from the list below, there are many types of events that we can plan to further the goals of our various organizations, and to reach out to the populations we serve. I encourage us all to think about what we can do this October, and check out the Health Literacy Month website for more guidance and resources. www.healthliteracymonth.org As always, the end of a guest discussion does not mean that the topic is closed! I would still like to hear from those of you who have planned events and are willing to share your experience with us. Thanks again, Helen! All the best, Julie **************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Helen Osborne" 04/27/07 1:02 PM >>> Hello all, Health Literacy Month is a time to raise awareness and gather support for efforts that improve health communication. Several of you posted messages last week about how you first learned about health literacy and actions you have taken ever since. What I was trying to accomplish in the case scenario of my last message was to demonstrate how each of us can build a case for health literacy by creating a big picture (goals) specifying objectives (tasks), and taking into account the distinctive learning needs of our audience. For instance, in the scenario I asked how to make a compelling business case for building a new health literacy program about chronic disease self-management for people learning English. Here are some possibilities: * Assembling an in-house team to look at the costs or savings when health communication goes very well or very badly, or * Arranging for a roundtable discussion with local business leaders to talk about why this issue is important and how they can help, or * Writing an article for the local newspaper about health literacy, including interviews about how this issue affects our community and what people can do about it. While these ideas may or may not work for you, the point I am trying to make is that Health Literacy Month events can take many forms. For example, here are types of Health Literacy Month events that have taken place in past years: * Conferences, workshops, and other formal educational events * Meetings, receptions, and other get-togethers for people with shared interests * Bulletin boards, posters, and other displays that are both informative and attention-getting * Contests, quizzes, and other participatory events * Demonstrations, consultations, and other ways of showing (not just talking about) what can be accomplished * Kick-offs, launches, awards, and other special events to highlight accomplishments and present awards for excellence * Websites and other forms of electronic communication * Health fairs and other ways of bringing community and providers together * Media and other advocacy events that highlight how your organization is helping Even though Health Literacy Month doesn't take place until October, the reason I wanted to bring it to your attention now is that it takes time to make these events real. Six months is not too long a time for planning. I encourage you to get started soon. Begin by assembling a team and then jointly plan what to accomplish, create an event with your audience in mind, allocate needed resources, get the word out, and finally assess the success of your efforts. Is this a lot of work? Certainly. But is it worth it? Again, a resounding yes. From what hundreds of participating organizations have said about Health Literacy Month, their events have been excellent vehicles for raising awareness, building support, and otherwise making a big difference in how health information is communicated. For those of you who want to learn more, I encourage you to visit the Health Literacy Month website at www.healthliteracymonth.org. There, you can find a listing of past events as well as links to resources including a free downloadable logo, Health Literacy Month buttons, and my new resource, "Health Literacy Month Handbook: An Event Planning Guide for Health Literacy Advocates." Julie, thank you for this opportunity to highlight Health Literacy Month! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" From julie_mcKinney at worlded.org Mon Apr 30 12:15:33 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 30 Apr 2007 12:15:33 -0400 Subject: [HealthLiteracy 902] New Readers of Iowa Building Health Literacy Leaders Conference Message-ID: <4635DDE50200002D00002053@mail.jsi.com> Hi Everyone, I want to send a big "Thank You!" to Archie for sending in this summary of the New Readers of Iowa conference. This conference happens every year, and Archie always sends in the notes and the statement from new readers to share with the heatlh literacy discussion list. This conference is a very powerful example of the kind of health literacy awareness event that we discussed last week. Several of those who shared with us how they personally became aware of health literacy issues said that this conference was what did it. It is a very effective strategy to bring new readers together with people from the fields of health, adult literacy and learning disabilities. I have three suggestions for all of you to use this as a catalyst in your own system: 1. Archie mentioned a walk-through of the hospital by new readers, who gave suggestions to hospital administration about what may make it easier for new readers to find their way around. ABE teachers can contact a local hospital or health clinic and do this with students. Read about this method in the following article: Navigating Healthcare by Jennie Anderson and Rima Rudd http://www.ncsall.net/index.php?id=1156 2. See the Statement from new readers below. There are 7 clear suggestions on what health care organizations can do to improve the experiences of new readers and new speakers of English in their facilities. Print out this statement, share it at the next staff meeting, and discuss ways that your facility can follow these suggestions. Remember that they come directly from those who represent your hard-to-reach patients. 3. Be on the lookout, whatever your role, for ways to get adult learners/new readers in direct contact with health system professionals. They can both learn from each other. Thanks again, Archie! All the best, Julie ************************************************ The 17th Annual New Readers of Iowa Coalition Conference. ?Building Health Literacy Leaders.? The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: ? The Joint Commission (w? Partnership for Clear Health Communication (www.askme3.org ) ? American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) ? Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) ? National Patient Safety Foundation (www.npsf.org ) ? National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) ? Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu May 3 14:50:08 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 03 May 2007 14:50:08 -0400 Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap between health and literacy fields Message-ID: <4639F6A10200002D00002144@mail.jsi.com> Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From janetg at chasf.org Thu May 3 16:52:39 2007 From: janetg at chasf.org (Janet Green) Date: Thu, 3 May 2007 13:52:39 -0700 Subject: [HealthLiteracy 904] Re: [Health Literacy 903] Wednesday Question: Cultural gap between health and literacy fields In-Reply-To: <4639F6A10200002D00002144@mail.jsi.com> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A063@chaex_main.CHASF.ORG> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org From mgsantos at sfsu.edu Thu May 3 20:23:53 2007 From: mgsantos at sfsu.edu (Maricel G. Santos) Date: Thu, 3 May 2007 17:23:53 -0700 Subject: [HealthLiteracy 905] Re: Wednesday Question: Cultural gap between health and literacy fields In-Reply-To: <4639F6A10200002D00002144@mail.jsi.com> References: <4639F6A10200002D00002144@mail.jsi.com> Message-ID: <1178238233.463a7d19486b9@webmail.sfsu.edu> Dear all -- Julie's questions addresses one of the key reasons behind an upcoming event at San Francisco State University: On Friday, June 1, at our downtown campus, we are holding a Health Literacy Forum "Language, Literacy & Immigrant Health Care: Opportunities for Partnership." This event will bring together adult ESL professionals, health professionals (of all fields), community advocates, ethnic media journalists in a networking event. We hope the event addresses the mis-alignments in communication, culture, or expectations that often get in the way of partnerships between adult literacy and health... Our hope is that all forum participants come away with: * new connections, new perspectives * potential partners * action plans for collaborating to address language/literacy and health outcomes for immigrant communities If you are interested in joining us for this event, please check out our website http://www.sfsu.edu/~forum/ We'll eventually update our website with proceedings and video clips from the day's events so please check back if you are unable to join us. Cheers, Maricel Santos Quoting Julie McKinney : > Hi Everyone, > > Today's question comes from a conversation that I had with a counselor > from a community adult literacy program in Massachusetts. She said that > it was "intimidating" sometimes for people from smaller grassroots > organizations like literacy programs to communicate with medical > professionals, even in the context of posting a message on this list. > Why? It seems that it is because they perceive the health community as > having a higher level, or perhaps just different or more formal type of > professionalism. > > It is interesting, and also well documented, that medical professionals > have this effect on people. It even has a term: white coat syndrome! > Apparently, research has shown that people's blood pressure actually > rises when someone with a white coat walks into the room--even if they > are not a real doctor! > > So my questions are: > > Is there, indeed, a culture gap between the medical and literacy > communities? Does this include other grassroots organizations that > advocate for the underserved? > > We want these two factions to work together as a team to improve health > literacy. How do we overcome the culture gap in order to facilitate > this? > > I know that literacy teachers who invite a health professional to their > classroom to talk to students will often give the health person tips on > how to communicate effectively with English learners and those with low > literacy skills. What other kinds of "cultural competency" needs to be > shared between these groups? > > Do others feel this, too? I'd love to hear anyone's thoughts! > > All the best, > Julie > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mgsantos at sfsu.edu > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) From julie_mcKinney at worlded.org Fri May 4 11:41:25 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 04 May 2007 11:41:25 -0400 Subject: [HealthLiteracy 906] Health Literacy 903] Wednesday Question: Cultural gap between health and literacy fields Message-ID: <463B1BE50200002D0000217D@bostongwia.jsi.com> Jan,I agree. Health care is more of a commodity and a right than a TV, yet most of us feel the way you describe. What is it about the culture of health care that makes us less comfortable admitting to a doctor than a salesperson that we don't understand what they are saying? It is our body, our health, our life, yet we are willing to risk confusion rather than stick our neck out with a question. One guess is that medical appointments are so short that providers have an air of briskness that makes us feel like we have to be very quick. But I think that there is more to it which is rooted in the culture of physicians in society, and in their training. But I'd like to hear from others! I also agree that the term "health literacy" is too often used in the context of blaming the patient for lack of skills. I like the term used more as a growing field of awareness rather than a label for certain individuals. If it is used as such, I prefer to think that the provider also has a "level" of health literacy that describes their ability to present information clearly. Thanks for your comments! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 05/03/07 4:52 PM >>> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org From NDavies at dthr.ab.ca Fri May 4 13:03:57 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 4 May 2007 11:03:57 -0600 Subject: [HealthLiteracy 907] Re: Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields In-Reply-To: <463B1BE50200002D0000217D@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDCA3@DTHREXCL1.dthr.ab.ca> I agree. When I liaise with my clients (doctors, lab techs, nurses, etc) and use the words "health literacy", I always use it in the context of the material they are writing, not in the context of their audience. But how do we separate the material from the audience in such a way that the connection we have finally established is not forgotten? The real trouble is not only directing the health information at the patient, but convincing the clinical expert that the information can be split into "nice to know" and "need to know". One procedure I was working on for a lab was telling the patient that there were actually three steps a) cleaning of the area b) test and c) examination of sample for substance XYZ....for the patient there are only two steps - cleaning and test. The inclusion of the third step is the lab tech's voice - the discourse used in health information should not include "behind the scenes" info, but surely, a patient has a right to know what we are doing to their 'samples'....no? Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Friday, May 04, 2007 9:41 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 906] Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields Jan,I agree. Health care is more of a commodity and a right than a TV, yet most of us feel the way you describe. What is it about the culture of health care that makes us less comfortable admitting to a doctor than a salesperson that we don't understand what they are saying? It is our body, our health, our life, yet we are willing to risk confusion rather than stick our neck out with a question. One guess is that medical appointments are so short that providers have an air of briskness that makes us feel like we have to be very quick. But I think that there is more to it which is rooted in the culture of physicians in society, and in their training. But I'd like to hear from others! I also agree that the term "health literacy" is too often used in the context of blaming the patient for lack of skills. I like the term used more as a growing field of awareness rather than a label for certain individuals. If it is used as such, I prefer to think that the provider also has a "level" of health literacy that describes their ability to present information clearly. Thanks for your comments! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 05/03/07 4:52 PM >>> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070504/446925aa/attachment.html From jpotter at gha.org Fri May 4 13:16:21 2007 From: jpotter at gha.org (Jan Potter) Date: Fri, 4 May 2007 13:16:21 -0400 Subject: [HealthLiteracy 908] Re: Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields Message-ID: <326215BFE562CE46A1AF814091FE828C14E44E@mail.gha.local> One other factor that we all seem to be avoiding and that is cost. I have yet to find a doctor that anyone in my family goes to that has the tiniest clue about how much something will cost the patient. My current doctor, at least, knows when something he suggests will be out-of-pocket, but even he has no idea what the ultimate cost to me might be. They NEVER want to talk about money. Many, many times this is one of the reasons that people are non-compliant. Aside from that, though, the entire question of patient-physician interaction is rife with possibilities for disaster. How many people on this list, for example, have asked a doctor if taking a medicine like an antibiotic "every 4 hours" means you should wake someone up to take it at night? How many of you have ever asked a doctor does "nothing by mouth" include taking (or not taking) your usual medications? These are common areas where we just don't think to ask for a variety of reasons - primarily that we might look stupid by the asking or we simply forget. I think we should simply always just say, "I'm sorry, but I'm really upset or stressed out right now. Would you mind writing that down for me so I can remember it? Is there a number I should call if I have questions?" That is labor intensive for the physician/nurse - I realize that but it should at least be a red flag that perhaps your message is not getting through. As to the terms, I prefer "cultural literacy" - just because it is simply nicer. Or as I heard one patient say, "I don't speak doctor just like you don't speak Chinese." -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, May 04, 2007 11:41 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 906] Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields Jan,I agree. Health care is more of a commodity and a right than a TV, yet most of us feel the way you describe. What is it about the culture of health care that makes us less comfortable admitting to a doctor than a salesperson that we don't understand what they are saying? It is our body, our health, our life, yet we are willing to risk confusion rather than stick our neck out with a question. One guess is that medical appointments are so short that providers have an air of briskness that makes us feel like we have to be very quick. But I think that there is more to it which is rooted in the culture of physicians in society, and in their training. But I'd like to hear from others! I also agree that the term "health literacy" is too often used in the context of blaming the patient for lack of skills. I like the term used more as a growing field of awareness rather than a label for certain individuals. If it is used as such, I prefer to think that the provider also has a "level" of health literacy that describes their ability to present information clearly. Thanks for your comments! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 05/03/07 4:52 PM >>> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org From csevin at IHI.org Fri May 4 13:45:21 2007 From: csevin at IHI.org (Cory Sevin) Date: Fri, 4 May 2007 13:45:21 -0400 Subject: [HealthLiteracy 909] Re: Health Literacy 903] WednesdayQuestion:Cultural gap between health and literacy fields In-Reply-To: <326215BFE562CE46A1AF814091FE828C14E44E@mail.gha.local> Message-ID: <6DFF61B59F80F24F884AA45CC58AB1F0C7D70D@capri.ihi.com> Very interesting discussion. Perhaps we could start looking at whether health care providers have "communication literacy", meaning they have the knowledge, skills and ability to communicate with their patients? Or "interaction literacy"? Cory Cory Sevin Director Institute for Healthcare Improvement (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Friday, May 04, 2007 11:16 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 908] Re: Health Literacy 903] WednesdayQuestion:Cultural gap between health and literacy fields One other factor that we all seem to be avoiding and that is cost. I have yet to find a doctor that anyone in my family goes to that has the tiniest clue about how much something will cost the patient. My current doctor, at least, knows when something he suggests will be out-of-pocket, but even he has no idea what the ultimate cost to me might be. They NEVER want to talk about money. Many, many times this is one of the reasons that people are non-compliant. Aside from that, though, the entire question of patient-physician interaction is rife with possibilities for disaster. How many people on this list, for example, have asked a doctor if taking a medicine like an antibiotic "every 4 hours" means you should wake someone up to take it at night? How many of you have ever asked a doctor does "nothing by mouth" include taking (or not taking) your usual medications? These are common areas where we just don't think to ask for a variety of reasons - primarily that we might look stupid by the asking or we simply forget. I think we should simply always just say, "I'm sorry, but I'm really upset or stressed out right now. Would you mind writing that down for me so I can remember it? Is there a number I should call if I have questions?" That is labor intensive for the physician/nurse - I realize that but it should at least be a red flag that perhaps your message is not getting through. As to the terms, I prefer "cultural literacy" - just because it is simply nicer. Or as I heard one patient say, "I don't speak doctor just like you don't speak Chinese." -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Friday, May 04, 2007 11:41 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 906] Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields Jan,I agree. Health care is more of a commodity and a right than a TV, yet most of us feel the way you describe. What is it about the culture of health care that makes us less comfortable admitting to a doctor than a salesperson that we don't understand what they are saying? It is our body, our health, our life, yet we are willing to risk confusion rather than stick our neck out with a question. One guess is that medical appointments are so short that providers have an air of briskness that makes us feel like we have to be very quick. But I think that there is more to it which is rooted in the culture of physicians in society, and in their training. But I'd like to hear from others! I also agree that the term "health literacy" is too often used in the context of blaming the patient for lack of skills. I like the term used more as a growing field of awareness rather than a label for certain individuals. If it is used as such, I prefer to think that the provider also has a "level" of health literacy that describes their ability to present information clearly. Thanks for your comments! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 05/03/07 4:52 PM >>> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to csevin at ihi.org From Tcccay2001 at aol.com Fri May 4 14:59:37 2007 From: Tcccay2001 at aol.com (Tcccay2001 at aol.com) Date: Fri, 4 May 2007 14:59:37 EDT Subject: [HealthLiteracy 910] Response to email Message-ID: I believe that all of the things mentioned come together and account for the reason people do not like to ask questions of their health care workers particularly doctors. People don't like to look stupid, they don't want to trouble people who are obviously in a hurry, they don't want to question people who are obviously revered by the community and they sometimes they don't think that they know enough to ask an intelligent question. It is hard to take the lead in the doctor's office if the doctor is obviously not comfortable with questions from his patients. Sometimes they will wait to ask a nurse in the office or even the receptionist if she happens to speak the language of the patient and he/she is not intimidating. Lynn Lynn E. Bernhard, B.S.,C.M. Director Galveston County CBO CHIP/Children's Medicaid Chair Galveston County Community Resource Coordination Group 4428 Ave N Galveston Texas 77550 Phone: 409-763-6502 Cell(c) 936-402-2968 Tcccay2001 at aol.com ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070504/5515bd41/attachment.html From NDavies at dthr.ab.ca Fri May 4 15:10:59 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 4 May 2007 13:10:59 -0600 Subject: [HealthLiteracy 911] Re: Health Literacy 903]WednesdayQuestion:Cultural gap between health and literacy fields In-Reply-To: <6DFF61B59F80F24F884AA45CC58AB1F0C7D70D@capri.ihi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDCA7@DTHREXCL1.dthr.ab.ca> Or even "communication gap"! I think it's a good idea to classify what we study as 'health literacy' and separate it from 'secular' literacies (like the TV example) because not understanding all the functions of your TV as explained to you by sales associates is probably not as complex as the ethical issues surrounding the plain language REQUIRED by a doctor to communicate health problems. How often do you think you are deliberately blinded by science whenever money is changing hands?At the salon: "Apply a pre-wash serum, lather to a medium, massage your scalp. Rinse, repeat. Use a post-wash cocktail, rinse, condition, rinse, mousse, spray, gel" etc. At the cellphone store, more jargon, at the computer store: more still. In the health care setting, we are not there to spend our money and choose the best product. I know there are billions of dollars, euros, yen etc spent every year to make this so, but the issues of health literacy and ethical care are so intertwined, we should reconsider this analogy. -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Cory Sevin Sent: Friday, May 04, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 909] Re: Health Literacy 903]WednesdayQuestion:Cultural gap between health and literacy fields Very interesting discussion. Perhaps we could start looking at whether health care providers have "communication literacy", meaning they have the knowledge, skills and ability to communicate with their patients? Or "interaction literacy"? Cory Cory Sevin Director Institute for Healthcare Improvement (303) 776-0045 Cell (303) 564-6065 Fax (303) 776-0045 csevin at ihi.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Friday, May 04, 2007 11:16 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 908] Re: Health Literacy 903] WednesdayQuestion:Cultural gap between health and literacy fields One other factor that we all seem to be avoiding and that is cost. I have yet to find a doctor that anyone in my family goes to that has the tiniest clue about how much something will cost the patient. My current doctor, at least, knows when something he suggests will be out-of-pocket, but even he has no idea what the ultimate cost to me might be. They NEVER want to talk about money. Many, many times this is one of the reasons that people are non-compliant. Aside from that, though, the entire question of patient-physician interaction is rife with possibilities for disaster. How many people on this list, for example, have asked a doctor if taking a medicine like an antibiotic "every 4 hours" means you should wake someone up to take it at night? How many of you have ever asked a doctor does "nothing by mouth" include taking (or not taking) your usual medications? These are common areas where we just don't think to ask for a variety of reasons - primarily that we might look stupid by the asking or we simply forget. I think we should simply always just say, "I'm sorry, but I'm really upset or stressed out right now. Would you mind writing that down for me so I can remember it? Is there a number I should call if I have questions?" That is labor intensive for the physician/nurse - I realize that but it should at least be a red flag that perhaps your message is not getting through. As to the terms, I prefer "cultural literacy" - just because it is simply nicer. Or as I heard one patient say, "I don't speak doctor just like you don't speak Chinese." -----Original Message----- From: Julie McKinney [ mailto:julie_mcKinney at worlded.org] Sent: Friday, May 04, 2007 11:41 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 906] Health Literacy 903] Wednesday Question:Cultural gap between health and literacy fields Jan,I agree. Health care is more of a commodity and a right than a TV, yet most of us feel the way you describe. What is it about the culture of health care that makes us less comfortable admitting to a doctor than a salesperson that we don't understand what they are saying? It is our body, our health, our life, yet we are willing to risk confusion rather than stick our neck out with a question. One guess is that medical appointments are so short that providers have an air of briskness that makes us feel like we have to be very quick. But I think that there is more to it which is rooted in the culture of physicians in society, and in their training. But I'd like to hear from others! I also agree that the term "health literacy" is too often used in the context of blaming the patient for lack of skills. I like the term used more as a growing field of awareness rather than a label for certain individuals. If it is used as such, I prefer to think that the provider also has a "level" of health literacy that describes their ability to present information clearly. Thanks for your comments! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 05/03/07 4:52 PM >>> Dear Julie, Have you tried to buy a television lately? Talk about intimidation and not understanding technology! A big difference between buying a television or understanding your doctor is that you probably don't need the television as much as you need your doctor( maybe not). I don't get angry, however, when the salesman talks to me in a different technical language. I am more likely to say, "I don't understand anything you just said' to the TV. guy than my doctor. I strongly believe that the term, 'health literacy' is divisive and alienating making some people feel that they are considered illiterate or un-bright. All of us have low literacy in something. Jan Green Senior Health Educator Chinese Community Health Resource Center -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Thursday, May 03, 2007 11:50 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 903] Wednesday Question: Cultural gap betweenhealth and literacy fields Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to csevin at ihi.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070504/c476abab/attachment.html From lllittman at yahoo.com Fri May 4 18:45:34 2007 From: lllittman at yahoo.com (Lisa Littman) Date: Fri, 4 May 2007 15:45:34 -0700 (PDT) Subject: [HealthLiteracy 912] Re: Wednesday Question: Cultural gap between health and literacy fields In-Reply-To: <4639F6A10200002D00002144@mail.jsi.com> Message-ID: <20070504224534.36992.qmail@web38209.mail.mud.yahoo.com> Julie, Really interesting questions. I'll respond to this one: >We want these two factions to work together as a team to improve health literacy. How do >we overcome the culture gap in order to facilitate this? This is my first post to this group so I'll introduce myself. I'm an Ob/Gyn who is about to complete training in public health and preventive medicine. I've been inspired to incorporate research about health literacy (especially as it applies to reproductive health) into my career plan. I wanted to share what is going on at Mount Sinai to bridge the gap between health/medical community and health/literacy community. Christina Zarcadoolas is now a professor at the Mount Sinai School of Medicine in the dept of Community and Preventive Medicine. She is teaching some excellent courses in "Qualitative Research", "Communicating to the Public during Disasters (I don't recall the actual name of the course)", and "Health Literacy: Can the Public be healthy Without it?" The majority of the people taking her courses are physicians who are in the MPH program and medical students who are getting combined MD/MPH degrees. Chris has been able to make a very compelling case about the importance of health literacy. It may not be *everybody* in the class who has asked Chris to be their thesis advisor--but there seems to be quite a lot of us. A few are now collaborating on research projects. From the "Bridging the Gap" perspective, this kind of situation seems to have a lot of potential. Physicians and medical students are becoming committed to health literacy goals, doing research, and hopefully incorporating their knowledge into their practices. As more physicians collaborate, perhaps research about health literacy will also make its way further into more of the clinical medicine journals--thus reaching an even broader audience. So, I believe that dynamic health literacy experts teaching in public health and medical schools is one promising strategy. -Lisa Julie McKinney wrote: Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lllittman at yahoo.com --------------------------------- Looking for earth-friendly autos? Browse Top Cars by "Green Rating" at Yahoo! Autos' Green Center. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070504/b69336ce/attachment.html From julie_mcKinney at worlded.org Mon May 7 10:59:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 07 May 2007 10:59:59 -0400 Subject: [HealthLiteracy 913] Re: Wednesday Question: Cultural gap between health and literacy fields Message-ID: <463F06AF0200002D000021F0@bostongwia.jsi.com> Lisa, Thanks for the introduction and your support for teaching health literacy in public health and medical schools as a strategy. I agree, and would also extend that to nursing schools, pharmacy schools and training programs for other clinical positions. I also like how you emphasize the importance of these same trainees collaborating with the literacy field. If medical, nursing and other students were all required during their training to come and speak with one adult literacy class and try to communicate one message clearly, I think it would go a long way to making them a better health communicator during their career. To make this mandatory within the school system would help! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Lisa Littman 05/04/07 6:45 PM >>> Julie, Really interesting questions. I'll respond to this one: >We want these two factions to work together as a team to improve health literacy. How do >we overcome the culture gap in order to facilitate this? This is my first post to this group so I'll introduce myself. I'm an Ob/Gyn who is about to complete training in public health and preventive medicine. I've been inspired to incorporate research about health literacy (especially as it applies to reproductive health) into my career plan. I wanted to share what is going on at Mount Sinai to bridge the gap between health/medical community and health/literacy community. Christina Zarcadoolas is now a professor at the Mount Sinai School of Medicine in the dept of Community and Preventive Medicine. She is teaching some excellent courses in "Qualitative Research", "Communicating to the Public during Disasters (I don't recall the actual name of the course)", and "Health Literacy: Can the Public be healthy Without it?" The majority of the people taking her courses are physicians who are in the MPH program and medical students who are getting combined MD/MPH degrees. Chris has been able to make a very compelling case about the importance of health literacy. It may not be *everybody* in the class who has asked Chris to be their thesis advisor--but there seems to be quite a lot of us. A few are now collaborating on research projects. From the "Bridging the Gap" perspective, this kind of situation seems to have a lot of potential. Physicians and medical students are becoming committed to health literacy goals, doing research, and hopefully incorporating their knowledge into their practices. As more physicians collaborate, perhaps research about health literacy will also make its way further into more of the clinical medicine journals--thus reaching an even broader audience. So, I believe that dynamic health literacy experts teaching in public health and medical schools is one promising strategy. -Lisa Julie McKinney wrote: Hi Everyone, Today's question comes from a conversation that I had with a counselor from a community adult literacy program in Massachusetts. She said that it was "intimidating" sometimes for people from smaller grassroots organizations like literacy programs to communicate with medical professionals, even in the context of posting a message on this list. Why? It seems that it is because they perceive the health community as having a higher level, or perhaps just different or more formal type of professionalism. It is interesting, and also well documented, that medical professionals have this effect on people. It even has a term: white coat syndrome! Apparently, research has shown that people's blood pressure actually rises when someone with a white coat walks into the room--even if they are not a real doctor! So my questions are: Is there, indeed, a culture gap between the medical and literacy communities? Does this include other grassroots organizations that advocate for the underserved? We want these two factions to work together as a team to improve health literacy. How do we overcome the culture gap in order to facilitate this? I know that literacy teachers who invite a health professional to their classroom to talk to students will often give the health person tips on how to communicate effectively with English learners and those with low literacy skills. What other kinds of "cultural competency" needs to be shared between these groups? Do others feel this, too? I'd love to hear anyone's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lllittman at yahoo.com --------------------------------- Looking for earth-friendly autos? Browse Top Cars by "Green Rating" at Yahoo! Autos' Green Center. From sfallsliteracy at yahoo.com Wed May 9 12:17:50 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Wed, 9 May 2007 09:17:50 -0700 (PDT) Subject: [HealthLiteracy 914] Re: New Readers of Iowa Building Health Literacy Leaders Conference In-Reply-To: <462E42F5.8000209@goldfieldaccess.net> Message-ID: <13347.54043.qm@web34712.mail.mud.yahoo.com> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. I thought we had a joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. ?Building Health Literacy Leaders.? The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: ? The Joint Commission (www.jointcommission.org ) ? Partnership for Clear Health Communication (www.askme3.org ) ? American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) ? Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) ? National Patient Safety Foundation (www.npsf.org ) ? National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) ? Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070509/2aca1304/attachment.html From sabrina_kurtz-rossi at comcast.net Wed May 9 15:17:33 2007 From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi) Date: Wed, 9 May 2007 15:17:33 -0400 Subject: [HealthLiteracy 915] Health Literacy Tutorial Message-ID: <20070509191731.1E3C211B78@mail.nifl.gov> ANNOUNCEMENT: New health literacy online tutorial now available Learn about the challenges associated with low health literacy, meet some of the new health literacy practitioners in the field, hear about successful strategies and practices, and apply what you have learned to a challenging health literacy scenario. Health Literacy: New Field, New Opportunities is an online tutorial designed for health and literacy educators interested in addressing health literacy barriers to good health in their work. The tutorial was developed by World Education with funding from the National Network of Libraries of Medicine New England Region (NN/NL NER). To view the tutorial, go the Health & Literacy Special Collection at www.healthliteracy.worlded.org and click on What's New (bottom right corner) or What is Health Literacy (left side button). Or view now at http://www.healthliteracy.worlded.org/docs/tutorial/SWF/flashcheck/main.htm For more information contact: Sabrina Kurtz-Rossi, M.Ed. Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax; sabrina_kurtz-rossi at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070509/77a95ec0/attachment.html From amitchell at pih.org Wed May 9 16:05:53 2007 From: amitchell at pih.org (Azalia Mitchell) Date: Wed, 9 May 2007 16:05:53 -0400 Subject: [HealthLiteracy 916] Position Openings at Partners In Health Message-ID: <6A3EB88026723F41820E41201F4F5C0A011E07F2@pih-bosx03.pih.org> Please post the following two positions. Thank you. Title: Training Program and Curriculum Specialist, Boston Reports to: PIH Training Manager, Boston Training Team, Boston Location: Boston Position Description: The Training Program and Curriculum Specialist is responsible for the overall development and coordination of training curricula for PIH staff on a wide variety of HIV and primary health care related topics. This includes the support of colleagues in PIH project sites worldwide who are developing curricula and training materials. The aim is to strengthen and expand upon PIH capacity to disseminate its model more widely, to ensure quality and consistency by developing standardized material where appropriate, and to improve the overall delivery, quality and impact of PIH training programs. Overall Responsibilities: The Training Program and Curriculum Specialist will work on the Boston training team in a curriculum development, project management and mentorship role. This position will include the development and editing of clinical training curricula (facilitator?s guides, participant?s manuals, PowerPoint slide sets, flipcharts, pocket books) as well as other educational materials for PIH projects in multiple countries. This will also include work to support PIH special training initiatives. In addition, this position will actively participate in helping to mentor and develop curriculum and materials-development skills in staff at PIH project sites. The position may also coordinate the work of content experts and consultants, and will ensure consistency, timeliness and high standards in those efforts. Position available immediately. See full job description at www.pih.org. Interested candidates should submit a cover letter and resume to hr at pih.org. #2 Title: Training Manager, Rwanda Reports to: PIH Project Manager (Rwanda) and PIH Training Manager (Boston) Location: Rwanda Overall Responsibilities: The Rwanda Training Manager is responsible for planning, organizing, and overseeing all training related activities within Rwanda, and will be based primarily at Rwinkwavu. The aim is to strengthen and expand upon PIH capacity to deliver training activities, with the goal that the Rwanda Program is to serve as a ?Training Center of Excellence? and the leading HIV treatment and training model in Rwanda and throughout the Central Africa Region. Position available immediately. See full job description at www.pih.org. Interested candidates should submit a cover letter and resume to hr at pih.org. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070509/0dd46db8/attachment.html From julie_mcKinney at worlded.org Thu May 10 11:52:09 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 10 May 2007 11:52:09 -0400 Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ Iowa New Readers' Recommendations? Message-ID: <464307680200002D0000232F@mail.jsi.com> [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: ? The Joint Commission www.jointcommission.org ? Partnership for Clear Health Communication www.askme3.org ? American Medical Association www.ama-assn.org/ama/pub/category/8115.html ? Harvard School of Public Health www.hsph.harvard.edu/healthliteracy ? National Patient Safety Foundation www.npsf.org ? National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ? Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. ?Building Health Literacy Leaders.? The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a? The Joint Commission (www.jointcommission.org ) ? Partnership for Clear Health Communication (www.askme3.org ) ? American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) ? Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) ? National Patient Safety Foundation (www.npsf.org ) ? National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) ? Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. From MMaralit at NIFL.gov Thu May 10 11:55:05 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Thu, 10 May 2007 11:55:05 -0400 Subject: [HealthLiteracy 918] Latest NAAL Report -- Literacy Behind Bars Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382A2E@wdcrobe2m03.ed.gov> Forwarded by request: Literacy Behind Bars The National Center for Education Statistics (NCES) has just released Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey. This report presents findings on the literacy skills of incarcerated adults and analyzes the changes in these skills since the 1992 National Adult Literacy Survey (NALS). Major findings include the following: * The average Prose, Document, and Quantitative literacy scores of the prison population were higher in 2003 than in 1992. * Prison inmates had lower average prose, document, and quantitative literacy than adults living in households. On average, inmates also had lower levels of educational attainment than adults living in households. * In general, either prison inmates had lower average Prose, Document, and Quantitative literacy than adults living in households with the same level of educational attainment or there was no statistically significant difference between the two groups. The exception was that among adults without any high school education, prison inmates had higher average literacy on all three scales than adults living in households. * In 2003, 37 percent of the prison population did not have a high school diploma or a GED, compared with 49 percent in 1992. * Incarcerated White adults had lower average prose literacy than White adults living in households. Incarcerated Black and Hispanic adults had higher average prose literacy than Black and Hispanic adults living in households. * Between 1992 and 2003, average prose and quantitative literacy levels increased for prison inmates who were Black, male, or in the 25- to 39-year-old age group. For more information, please check NAAL web site at: nces.ed.gov/NAAL. Jaleh Behroozi Soroui Education Statistics Services Institute (ESSI) American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070510/e1596670/attachment.html From Jsorensen at afmc.org Thu May 10 13:14:43 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 10 May 2007 12:14:43 -0500 Subject: [HealthLiteracy 919] RWJF competition Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30193DAC4@AFMCFS6.NT_AFMC.local> Janet Sorensen here, educational and technical writer for the Arkansas Foundation for Medical Care, sharing something that might be of interest. I ran across it while searching for RFPs. The Robert Wood Johnson Foundation has teamed up with Changemakers.net to offer a competition called "Disruptive Innovations in Health and Health Care: Solutions People Want." If you are not familiar with the Web site, apparently it is "the world's first global online 'open source' community that competes to surface the best social solutions, and then collaborates to refine, enrich, and implement those solutions." Your organization could win $5000 and a chance at up to $5 million in funding. Or, you could have fun commenting on other people's ideas. No one has entered but it looks like there is already a lively discussion. I just know someone on this list is thinking, "Aha! This opportunity would be perfect for my idea!" Or at least, "I'll bet my colleague over at XYZ would be interested in this." Go for it! Maybe we can get something going. Thanks... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care www.afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070510/167380eb/attachment.html From julie_mcKinney at worlded.org Thu May 10 12:32:14 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 10 May 2007 12:32:14 -0400 Subject: [HealthLiteracy 920] Re: Wednesday Question: What will you do w/ Iowa New Readers' Recommendations? Message-ID: <464310CE0200002D00002340@mail.jsi.com> Hi Everyone, Well, I'll answer my own question and tell you my plans for following these recommendations. In the spirit of "increased collaboration between new readers and health professionals", I am planning a panel discussion for this list with some new readers, their literacy teachers, some health care providers and some health educators. I hope we can have an inclusive conversation about communication, accessiblility, and how these parties can all work together to improve these things. PLEASE contact me directly if you or someone you know would like to be part of this panel. (For the new readers and teachers, I am thinking of having teams: one teacher working with one or two of their students.) Thanks very much! Julie jmckinney at worlded.org Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Julie McKinney" 05/10/07 11:52 AM >>> [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: ? The Joint Commission www.jointcommission.org ? Partnership for Clear Health Communication www.askme3.org ? American Medical Association www.ama-assn.org/ama/pub/category/8115.html ? Harvard School of Public Health www.hsph.harvard.edu/healthliteracy ? National Patient Safety Foundation www.npsf.org ? National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ? Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration bemore accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. ?Building Health Literacy Leaders.? The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a? The Joint Commission (www.jointcommission.org ) ? Partnership for Clear Health Communication (www.askme3.org ) ? American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) ? Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) ? National Patient Safety Foundation (www.npsf.org ) ? National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) ? Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care?allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the ?Teach Back? method to ensure patient understanding of medical instructions?review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3? program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org From julie_mcKinney at worlded.org Thu May 10 13:32:33 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 10 May 2007 13:32:33 -0400 Subject: [HealthLiteracy 921] URL for RWJF competition Message-ID: <46431EF10200002D00002355@mail.jsi.com> Thanks, Janet! Here's the link: Disruptive Innovations in Health and Health Care: Solutions People Want http://www.changemakers.net/en-us/competition/disruptive Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Sorensen" 05/10/07 1:14 PM >>> Janet Sorensen here, educational and technical writer for the Arkansas Foundation for Medical Care, sharing something that might be of interest. I ran across it while searching for RFPs. The Robert Wood Johnson Foundation has teamed up with Changemakers.net to offer a competition called "Disruptive Innovations in Health and Health Care: Solutions People Want." If you are not familiar with the Web site, apparently it is "the world's first global online 'open source' community that competes to surface the best social solutions, and then collaborates to refine, enrich, and implement those solutions." Your organization could win $5000 and a chance at up to $5 million in funding. Or, you could have fun commenting on other people's ideas. No one has entered but it looks like there is already a lively discussion. I just know someone on this list is thinking, "Aha! This opportunity would be perfect for my idea!" Or at least, "I'll bet my colleague over at XYZ would be interested in this." Go for it! Maybe we can get something going. Thanks... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care www.afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From Jsorensen at afmc.org Thu May 10 13:34:06 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 10 May 2007 12:34:06 -0500 Subject: [HealthLiteracy 922] RWJF competion link In-Reply-To: <46431E0B0200002D00002351@mail.jsi.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30193DAC5@AFMCFS6.NT_AFMC.local> You will probably need this...I forgot to include it the first time. Thanks...jps http://www.rwjf.org/applications/solicited/cfp.jsp?ID=19853&c=EMC-FA140 -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Thursday, May 10, 2007 12:29 PM To: Janet Sorensen Subject: Sounds cool! Janet, Thanks for passing this on--I can't wait to look at it! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From vlewis at suffolk.lib.ny.us Thu May 10 14:23:56 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Thu, 10 May 2007 14:23:56 -0400 Subject: [HealthLiteracy 923] Re: Wednesday Question: What will you do w/ IowaNew Readers' Recommendations? In-Reply-To: <464307680200002D0000232F@mail.jsi.com> Message-ID: <00a001c79330$5ef7cd40$aa6310ac@enigma.suffolk.lib.ny.us> Hello to Julie and all, I am a new member to the list and have been involved in health literacy issues for about two years. One of the areas that is seriously under-addressed is health literacy in alternative formats for people who cannot read print because of a disability. People who are blind, visually impaired or learning disabled have virtually no access to health information in a format they can use. I think that this should be part of any policy or guideline that is used to help health care professionals better communicate with their patients. Please feel free to contact me regarding this issue. Valerie Lewis Discrimination Exists. Education Is the only way to Eliminate Discrimination Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 (631) 286-1600, x1365 (631) 286-1647, fax vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, May 10, 2007 11:52 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ IowaNew Readers' Recommendations? [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: . The Joint Commission www.jointcommission.org . Partnership for Clear Health Communication www.askme3.org . American Medical Association www.ama-assn.org/ama/pub/category/8115.html . Harvard School of Public Health www.hsph.harvard.edu/healthliteracy . National Patient Safety Foundation www.npsf.org . National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm . Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. "Building Health Literacy Leaders." The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a. The Joint Commission (www.jointcommission.org ) . Partnership for Clear Health Communication (www.askme3.org ) . American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) . Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) . National Patient Safety Foundation (www.npsf.org ) . National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) . Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From julie_mcKinney at worlded.org Wed May 16 11:48:01 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 16 May 2007 11:48:01 -0400 Subject: [HealthLiteracy 924] Wednesday Question: How to convey info to visually/hearing impaired? Message-ID: <464AEF710200002D00002497@mail.jsi.com> Hi Everyone, Recently, Valerie brought up the issue of addressing health literacy in alternative formats for those with visual or other disabilities. (See below) I brought this up a while ago and have heard very little about it. Let's start with just visual and hearing impairments, which can be partial or total: Can anyone speak from experience about communicating with health providers as someone with a visual or hearing impairment? What is the experience of health care providers in communicating with such patients? Does anyone have good health information resources for the blind or deaf popuations? Any health info in braille out there? Or purely visual or auditory formats? I would love to hear some thoughts on this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Valerie Lewis" 05/10/07 2:23 PM >>> Hello to Julie and all, I am a new member to the list and have been involved in health literacy issues for about two years. One of the areas that is seriously under-addressed is health literacy in alternative formats for people who cannot read print because of a disability. People who are blind, visually impaired or learning disabled have virtually no access to health information in a format they can use. I think that this should be part of any policy or guideline that is used to help health care professionals better communicate with their patients. Please feel free to contact me regarding this issue. Valerie Lewis Discrimination Exists. Education Is the only way to Eliminate Discrimination Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 (631) 286-1600, x1365 (631) 286-1647, fax vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, May 10, 2007 11:52 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ IowaNew Readers' Recommendations? [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: . The Joint Commission www.jointcommission.org . Partnership for Clear Health Communication www.askme3.org . American Medical Association www.ama-assn.org/ama/pub/category/8115.html . Harvard School of Public Health www.hsph.harvard.edu/healthliteracy . National Patient Safety Foundation www.npsf.org . National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm . Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. "Building Health Literacy Leaders." The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a. The Joint Commission (www.jointcommission.org ) . Partnership for Clear Health Communication (www.askme3.org ) . American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) . Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) . National Patient Safety Foundation (www.npsf.org ) . National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) . Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org From mburton at nmdp.org Wed May 16 12:26:35 2007 From: mburton at nmdp.org (Martha Burton Santibanez) Date: Wed, 16 May 2007 11:26:35 -0500 Subject: [HealthLiteracy 925] Re: Wednesday Question: How to convey info to visually/hearing impaired? In-Reply-To: <464AEF710200002D00002497@mail.jsi.com> References: <464AEF710200002D00002497@mail.jsi.com> Message-ID: <464B30BB.4070304@nmdp.org> > Can anyone speak from experience about communicating with health > providers as someone with a visual or hearing impairment? > What is the experience of health care providers in communicating with > such patients? > Does anyone have good health information resources for the blind or deaf > popuations? Any health info in braille out there? Or purely visual or > auditory formats? > > The National Marrow Donor Program's Office of Patient Advocacy has developed an audio CD with basic transplant information about unrelated transplant that is available in English, Spanish and Mandarin. A low-literacy supplemental English/Spanish workbook is also available as a companion piece for the audio CD. A workbook will be developed in FY08 for the Mandarin/English audio CD. We also recognize that ADA access is an essential component of our patient education - future DVD/video projects will incorporate subtitles in English and additional languages as appropriate, and we are adding subtitles to existing DVDs as they come up for reprint. Discussions about braile versions of existing print materials are also underway as part of improving our broader language access policies. A Web-based training curriculum for medical interpreters about transplant (currently in development) will have an audio narrative and glossary, to respond to the learning needs of visually impaired interpreters. Martha Burton Santibanez Program Specialist, Medically Underserved Populations National Marrow Donor Program (612) 617-8336 mburton at nmdp.org www.marrow.org From Anne.Zettek-Sumner at fallonclinic.org Wed May 16 15:45:54 2007 From: Anne.Zettek-Sumner at fallonclinic.org (Zettek-Sumner, Anne) Date: Wed, 16 May 2007 15:45:54 -0400 Subject: [HealthLiteracy 926] Re: Wednesday Question: How to convey info tovisually/hearing impaired? Message-ID: <1E93D124D03F6D4CA32245D068E7E5FF016EA6B3@sharexc03.fhs.com> Good afternoon all - A resource that quickly comes to mind is the following ----http://www.cancersurvivaltoolbox.org/ "The Cancer Survival Toolbox(r) is a free audio program designed to help cancer survivors and caregivers develop practical skills to deal with the diagnosis, treatment and challenges of cancer. Use this Web site to listen to Toolbox programs and access resources to help you navigate the cancer survivorship experience. You may order the Toolbox on CD by calling 1.877.TOOLS.4U or by clicking here." _________________________________ Additional sites to consider: http://www.urmc.rochester.edu/dwc/products/body.htm http://www.ppsp.org/educational.asp#DaSP http://www.psd.org/WomensHealth.html http://www.brighamandwomens.org/healtheducation/disabilities.aspx Regards, Anne Anne Zettek-Sumner, RN, M.Ed. Clinical Program Coordinator Fallon Clinic Foundation Lifetime Center 123 Summer Street, Suite 170 Worcester, MA 01608 508-368-3192, Option 3 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, May 16, 2007 11:48 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 924] Wednesday Question: How to convey info tovisually/hearing impaired? Hi Everyone, Recently, Valerie brought up the issue of addressing health literacy in alternative formats for those with visual or other disabilities. (See below) I brought this up a while ago and have heard very little about it. Let's start with just visual and hearing impairments, which can be partial or total: Can anyone speak from experience about communicating with health providers as someone with a visual or hearing impairment? What is the experience of health care providers in communicating with such patients? Does anyone have good health information resources for the blind or deaf popuations? Any health info in braille out there? Or purely visual or auditory formats? I would love to hear some thoughts on this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Valerie Lewis" 05/10/07 2:23 PM >>> Hello to Julie and all, I am a new member to the list and have been involved in health literacy issues for about two years. One of the areas that is seriously under-addressed is health literacy in alternative formats for people who cannot read print because of a disability. People who are blind, visually impaired or learning disabled have virtually no access to health information in a format they can use. I think that this should be part of any policy or guideline that is used to help health care professionals better communicate with their patients. Please feel free to contact me regarding this issue. Valerie Lewis Discrimination Exists. Education Is the only way to Eliminate Discrimination Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 (631) 286-1600, x1365 (631) 286-1647, fax vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, May 10, 2007 11:52 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ IowaNew Readers' Recommendations? [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: .. The Joint Commission www.jointcommission.org .. Partnership for Clear Health Communication www.askme3.org .. American Medical Association www.ama-assn.org/ama/pub/category/8115.html .. Harvard School of Public Health www.hsph.harvard.edu/healthliteracy .. National Patient Safety Foundation www.npsf.org .. National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm .. Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. "Building Health Literacy Leaders." The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a. The Joint Commission (www.jointcommission.org ) .. Partnership for Clear Health Communication (www.askme3.org ) .. American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) .. Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) .. National Patient Safety Foundation (www.npsf.org ) .. National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) .. Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to anne.zettek-sumner at fallonclinic.org ----------------------------------------- Note: The information contained in this message is intended only for the use by the individual or entity to which it is addressed. This message may contain information that is privileged, confidential and exempt from disclosure under applicable law. If you are not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this information is strictly prohibited. If you received this communication in error, please notify us immediately and delete the original message. From magillispie at healthyroadsmedia.org Wed May 16 17:03:41 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Wed, 16 May 2007 15:03:41 -0600 Subject: [HealthLiteracy 927] Re: Wednesday Question: How to convey info to visually/hearing impaired? In-Reply-To: <464AEF710200002D00002497@mail.jsi.com> References: <464AEF710200002D00002497@mail.jsi.com> Message-ID: <6.2.5.6.2.20070516145407.03961150@healthyroadsmedia.org> Healthy Roads Media (www.healthyroadsmedia.org) has a few things that are just in printed form. Almost all topics (80+) are in multiple formats (audio, multimedia and web-video). Everything is downloadable (except the web-video so can be used in settings where there isn't Internet access. Our materials have mainly focused on non-English (14 languages) speaking people and/or those who prefer easy-to-read materials. However, we have also had feedback from people who are visually impaired, have hearing difficulties (and find the graphics (multimedia or web-video) helpful), or have other challenges (sometimes just feeling ill) where having an alternative format to reading is useful. Perhaps there are some simple things that we are not aware of to make our materials more generally useful for people with a variety of disabilities. Any ideas would be welcome! - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 09:48 AM 5/16/2007, you wrote: >Hi Everyone, > >Recently, Valerie brought up the issue of addressing health literacy in >alternative formats for those with visual or other disabilities. (See >below) I brought this up a while ago and have heard very little about >it. Let's start with just visual and hearing impairments, which can be >partial or total: > >Can anyone speak from experience about communicating with health >providers as someone with a visual or hearing impairment? >What is the experience of health care providers in communicating with >such patients? >Does anyone have good health information resources for the blind or deaf >popuations? Any health info in braille out there? Or purely visual or >auditory formats? > >I would love to hear some thoughts on this! > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> "Valerie Lewis" 05/10/07 2:23 PM >>> >Hello to Julie and all, > >I am a new member to the list and have been involved in health literacy >issues for about two years. One of the areas that is seriously >under-addressed is health literacy in alternative formats for people who >cannot read print because of a disability. > >People who are blind, visually impaired or learning disabled have >virtually >no access to health information in a format they can use. I think that >this >should be part of any policy or guideline that is used to help health >care >professionals better communicate with their patients. > >Please feel free to contact me regarding this issue. > >Valerie Lewis > > Discrimination Exists. > > Education > > Is the only way to > Eliminate Discrimination > > > >Valerie Lewis >Director, LI Talking Book Library >Administrator of Outreach Services >Suffolk Cooperative Library System >P.O. Box 9000 >Bellport, NY 11713-9000 >(631) 286-1600, x1365 >(631) 286-1647, fax >vlewis at suffolk.lib.ny.us > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Thursday, May 10, 2007 11:52 AM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ >IowaNew Readers' Recommendations? > >[Sorry, folks, I sent this yesterday but to the wrong address!] > >Hi Everyone, > >Thanks , Nancy, for sharing your small step in furthering the >recommendations of the Iowa New Readers. I'm going to turn that into >today's question and ask others to share their own proposed steps. (The >draft policy staement is below for your reference.) > >What do you plan to do in your organization to follow these >recommendations? > >How will it fit into your existing budget, or how do you propose to pay >for it? > >I encourage you to look at your existing goals, objectives and funded >work that you already do to see if these kinds of activitites fit in, >but it will also be helpful to hear about other sources of funding that >we may not have thought of. > >Looking forward to hearing some plans and some stories! > >All the best, >Julie > >********************************* > >DRAFT Policy Statement > >Representatives of the 17th Annual New Readers of Iowa Health Literacy >Conference ask health professionals in all fields of practice to create >a shame-free environment for all patients, especially those with >low-literacy skills, new readers, and patients for whom English is a >foreign language. Specifically we recommend the following systemic >changes: > >1. Become familiar with health literacy issues and review advocacy > materials produced by: > >. The Joint Commission > www.jointcommission.org > >. Partnership for Clear Health Communication > www.askme3.org > >. American Medical Association > www.ama-assn.org/ama/pub/category/8115.html > >. Harvard School of Public Health > www.hsph.harvard.edu/healthliteracy > >. National Patient Safety Foundation > www.npsf.org > >. National Institutes of Health > www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm > >. Institute of Medicine of the National Academies > www.iom.edu/?id=19750 > > >2. Integrate these concepts and materials into your patient practice. > >3. Create an environment where patients are encouraged to get >involved in their health care-allow patients adequate time with >providers and eliminate shame associated with literacy issues. > >4. Use the "Teach Back" method to ensure patient understanding of >medical instructions-review instructions both verbally and through >written materials, ask patients to verbally repeat back >instructions, and verbally review risks of not following through >with prescribed treatments. > >5. Invite patients to ask providers questions to increase >understanding. Use the "Ask Me 3" program to encourage patients to >understand the answers to these three questions: What is my main >problem? What do I need to do? Why is it important for me to do this? > >6. Work with professional colleagues to further disseminate health >literacy information and materials. > >7. Where possible, reduce bureaucracy so it is easier to receive >medical treatment. Reduce the paperwork necessary to initiate >medical treatment. Make required paperwork easier to understand. >And provide shame-free opportunities to review paperwork verbally. > >Further, we ask for increased collaboration between new readers and >health professionals, identifying additional ways to make health care >more accessible and safer for all patients > > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> Nancy Hansen 05/09/07 12:17 PM >>> >Hi Archie and Everyone on this listserv: > > Thank you so very much for sharing the results of your Iowa New Reader >Coalition Conference. Just reading "17 years" shows that the Iowa New >Readers have "something marvelous" going on! Few others can say they >have such longevity in their communities-at-large. I think it's >spectacular that Iowa New Readers have the ear of people in >decision-making positions when they give input! > > I thought I would report-back the small step I took with your email. >I forwarded your message to a local healthcare representative who I >thought was in partnership with our literacy agency. joint goal of >turning >the tide on health literacy needs and issues, but >was surprised at her reply. It was a simple "Our grant was denied again >for the 2nd time". No "Sure. Let's do a hospital walk through." But, >instead it was, "We won't have the possibility of getting the money to >do a health literacy project until the new grant cycle begins in >September." It stopped right there with the buck. To say I was >disappointed minimizes my feelings. > > Iowa patients with low level literacy skills are so lucky to have the >understanding and cooperation of their medical community in working >together for change and so lucky they have the fine leadership New >Reader Archie Willard and others like him in Iowa who are leading the >way to changes related to this societal issue. > > But for other Readers in other areas than Iowa, the reality is: The >importance of and emphasis on adequate healthcare is very tentative >because funding is not forthcoming. Do others agree or disagree with my >assessment? > > On behalf of our adult learners in my area, our small Literacy Council >is simply interested in the provision of "simple English" written >materials for patients with literacy deficits, having healthcare >providers "get the message" about needs of patients lacking >understanding of their healthcare plans and for someone to show a >willingness to Take Action in Small Steps. It just doesn't appear as >though small steps are going to happen here anyway. > > The drafted Policy Statement is an excellent road map for discussion >about improvements that are needed everywhere. Thank you for that, >Archie. I appreciate your publicly recognizing your Iowa Readers' >opinions and expressing them on a broader scale outside the borders of >Iowa. You give the rest of us hope for the future of the right to >quality healthcare becoming a reality. > > Nancy Hansen E.D. > Sioux Falls Area Literacy Council > > >Archie Willard wrote: > The 17th Annual New Readers of Iowa Coalition Conference. "Building >Health Literacy Leaders." > >The day before the conference a group of ten Iowa New Readers and some >representatives of Iowa Methodist Hospital in Des Moines, Iowa did a >walk through of their hospital. The New Readers made little suggestions >that will be helpful for people to find their way around in the hospital > >easier. This walk through was suggested to us by Rima Rudd from Harvard >School of Public Health. > >There were people at the conference from Adult Education (ABE), the >field of health (Iowa Health System), The Learning Disability field and >New Readers (from Iowa, Illinois and Missouri). After three years of >working together, the Iowa Health System and the New Readers of Iowa >have come along way together. The different groups had many different >conversations and we all came away thinking a little differently about >literacy and health literacy. Having people from all four groups was >very helpful. > >Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and >Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for >Healthcare Research and Quality, were the main speakers at the >conference. There were workshops on Understanding myself as a New >Reader, Ask Me 3 and Teach Back role playing, Leadership training for >New Readers to be leaders for health and literacy in their communities. > >In Iowa we have put together a good team of people to put on a >conference like this and I want to thank all who have contribute to it. > >Below is a statement by the New Readers of Iowa. > ><> >DRAFT Policy Statement > >Representatives of the 17th Annual New Readers of Iowa Health Literacy >Conference ask health professionals in all fields of practice to create >a shame-free environment for all patients, especially those with >low-literacy skills, new readers, and patients for whom English is a >foreign language. Specifically we recommend the following systemic >changes: > >1. Become familiar with health literacy issues a. The Joint Commission >(www.jointcommission.org ) > >. Partnership for Clear Health Communication (www.askme3.org ) > >. American Medical Association >(www.ama-assn.org/ama/pub/category/8115.html ) > >. Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) > >. National Patient Safety Foundation (www.npsf.org ) > >. National Institutes of Health >(www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) > >. Institute of Medicine of the National Academies (www.iom.edu/?id=19750 >) > >2. Integrate these concepts and materials into your patient practice. > >3. Create an environment where patients are encouraged to get >involved in their health care-allow patients adequate time with >providers and eliminate shame associated with literacy issues. > >4. Use the "Teach Back" method to ensure patient understanding of >medical instructions-review instructions both verbally and through >written materials, ask patients to verbally repeat back >instructions, and verbally review risks of not following through >with prescribed treatments. > >5. Invite patients to ask providers questions to increase >understanding. Use the "Ask Me 3" program to encourage patients to >understand the answers to these three questions: What is my main >problem? What do I need to do? Why is it important for me to do this? > >6. Work with professional colleagues to further disseminate health >literacy information and materials. > >7. Where possible, reduce bureaucracy so it is easier to receive >medical treatment. Reduce the paperwork necessary to initiate >medical treatment. Make required paperwork easier to understand. >And provide shame-free opportunities to review paperwork verbally. > >Further, we ask for increased collaboration between new readers and >health professionals, identifying additional ways to make health care >more accessible and safer for all patients > >Archie Willard >New Reader from Iowa, > >- >Archie Willard >URL - http://www.readiowa.org/archiew.html > > > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy > > > >--------------------------------- >Ahhh...imagining that irresistible "new car" smell? > Check outnew cars at Yahoo! Autos. >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to vlewis at suffolk.lib.ny.us > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 From kabeall at comcast.net Wed May 16 15:48:02 2007 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 16 May 2007 15:48:02 -0400 Subject: [HealthLiteracy 928] New from NCSALL Message-ID: <00ca01c797f3$1f2a4720$0202a8c0@your4105e587b6> Review of Adult Learning and Literacy, Volume 7, edited by John Comings, Barbara Garner, and Cristine Smith. This newest volume in the annual series from NCSALL presents chapters on the persistence of adult education students, adult education program quality, assistive technology, individualized group instruction, health literacy, research on professional development and teacher change, adult literacy and numeracy development in Australia, adult basic education in South Africa, and annotated bibliography on workplace education. For chapter summaries, visit the NCSALL Web site at http://www.ncsall.net/index.php?id=1175. Includes chapters on: * the persistence of adult education students * adult education program quality * assistive technology * individualized group instruction * health literacy * research on professional development and teacher change * adult literacy and numeracy development in Australia * adult basic education in South Africa * annotated bibliography on workplace education To order the paper edition of the Review of Adult Learning and Literacy, Volume 7, for $25.00, a 30% discount, visit NCSALL's Web site at www.ncsall.net/?id=1002. To order the cloth edition at $135.00 or the paper edition at $35.00 Taylor & Francis Web site at www.taylorandfrancis.co.uk/. **************** Kaye Beall World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070516/d910eb32/attachment.html From julie_mcKinney at worlded.org Thu May 17 13:44:27 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 17 May 2007 13:44:27 -0400 Subject: [HealthLiteracy 929] Picture and audio-based health education materials Message-ID: <464C5C3B0200002D0000252E@mail.jsi.com> Hi Everyone, Below are two compilations of health education materials that are in non-print format, including audio, video, picture-based or experiential (i.e. classroom activity leading to discussion) formats. There is also a site with picture-based diabetes education materials that have been found to be useful with deaf and visually impaired populations. I would like to ask anyone who works with these populations if these materials are indeed appropriate? By my reasoning, it would make sense to be able to use a picture-based material with deaf learners, and audio with blind learners, but I know that this may be oversimplified. What types of materials really are useful for these groups? ****************************** The Health & literacy Special Collection: "E-for-easy" Materials http://healthliteracy.worlded.org/teacher-5.htm Family Health and Literacy: Non-Print information http://healthliteracy.worlded.org/docs/family/nonprint.html Picture-based Diabetes Information www.learningabout diabetes.org ******************************** Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Fri May 18 11:12:19 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 18 May 2007 11:12:19 -0400 Subject: [HealthLiteracy 930] Discussion next week on other list: NAAL results, gender, race and SES Message-ID: <464D8A130200002D0000256C@bostongwia.jsi.com> Hi Everyone, I would like to pass on an announcement of a discussion next week on the Poverty, Race, Women and Literacy List. It will address the results of the National Assessment of Adult Literacy (NAAL) and what they tell us about America's literacy profile as it relates to gender, race and socioeconomic status. There were also health literacy measurements in this survey that have implications for the same groups, so this may be of interest to many of you. Please see the information below if you are interested. All the best, Julie ****************************** Gender, Race, SES and Adult Literacy: What does the National Assessment of Adult Literacy (NAAL) tell us? When: May 21-May 29, 2007 Where: Poverty, Race, Women, and Literacy List. To subscribe (and later unsubscribe if you wish) go to: http://www.nifl.gov/mailman/listinfo/povertyracewomen Guest Discussant: Elizabeth Greenberg Guest Bio: Elizabeth Greenberg, is a principal research analyst at the American Institutes for Research (AIR), and is AIR's Project Director for the 2008 National Assessment of Adult Literacy (NAAL) Special Studies contract. She was also AIR's Deputy Project Director for the 2003 NAAL Design, Analysis, and Reporting contract. In her role as Deputy Project Director for the 2003 NAAL, she led the development of the NAAL background questionnaire and assessment items. She is a lead author or co-author of several reports based on the 2003 NAAL, including A First Look at the Literacy of America's Adults in the 21st Century, The Health Literacy of America's Adults, Literacy in Everyday Life, Literacy Behind Bars, and the 2003 NAAL Public-Use Data File User's Guide. Elizabeth is also an author or co-author of several reports and articles based upon the 1992 adult literacy data, including English Literacy and Language Minorities in the United States. Resources for Discussion: Literacy in Everyday Life http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007480 A First Look at the Literacy of America?s Adults in the 21st Century http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 The Health Literacy of America?s Adults http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 Literacy Behind Bars http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007473 Key Points from NAAL 2003 related to Literacy, Gender, Race, and SES: Gender * Between 1992 and 2003, women's average document and quantitative literacy scores increased. During the same time period, men's average document literacy score decreased and there was no statistically significant change in average quantitative literacy for men. * Between 1992 and 2003, women's average prose literacy score stayed the same, while men's average prose literacy score decreased. * In 2003, women had higher average prose and document literacy than men, and men had higher average quantitative literacy than women. In 1992, there was no statistically significant difference between men and women in their average prose literacy, but men had higher average document and quantitative literacy than women. Race * Between 1992 and 2003, average prose, document, and quantitative literacy increased for Black adults. * Between 1992 and 2003, average prose and document literacy decreased for Hispanic adults. Average quantitative literacy did not change for Hispanic adults. The percentage of the adult population (age 16 and older) that identified themselves as Hispanic increased from 8 percent in 1992 to 12 percent in 2003. * Between 1992 and 2003, average prose literacy increased for Asian/Pacific Islander adults and there was no statistically significant change in average document and quantitative literacy for this group. * Between 1992 and 2003, there was no statistically significant change in average prose and document literacy for white adults, but there was an increase in quantitative literacy. SES * Among adults with Below Basic prose literacy, 2olds with average incomes of $60,000 or greater. Among adults with Proficient prose literacy, 2 percent lived in households with average incomes of less than $10,000 and 65 percent lived in households with average incomes of $60,000 or greater. * Higher percentages of adults with higher literacy levels than adults with lower literacy levels were employed full-time, and lower percentages were out of the labor force. Sixty-four percent of adults with Proficient prose literacy were employed full-time, compared with 29 percent of adults with Below Basic prose literacy. Eighteen percent of adults with Proficient prose literacy were not in the labor force, compared with 57 percent of adults with Below Basic prose literacy. * The occupational groups with the highest average prose, document, and quantitative literacy scores were Professional and related and Management, Business, and Financial. The occupational groups with the lowest average prose document and quantitative literacy scores were Service; Farming, Fishing, and Forestry; Transportation and Material Moving; Production; and Construction and Extraction. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu *************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From SKapadia at cityhall.nyc.gov Fri May 18 13:46:06 2007 From: SKapadia at cityhall.nyc.gov (Kapadia, Smiti) Date: Fri, 18 May 2007 13:46:06 -0400 Subject: [HealthLiteracy 931] Request from NYC Mayor's Office Message-ID: <1925CD51C82AA644B4E7A496703EA4D83D14CB@CHGOLDEXS03.cityhall.nycnet> Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070518/f552b68b/attachment.html From jpotter at gha.org Mon May 21 11:21:49 2007 From: jpotter at gha.org (Jan Potter) Date: Mon, 21 May 2007 11:21:49 -0400 Subject: [HealthLiteracy 932] Re: Request from NYC Mayor's Office Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB2E1@mail.gha.local> One suggestion would be developing a methodology of verifying or analyzing information found online by consumers. There is an abundance of material out there and almost NO information on how to evaluate what you find online. -----Original Message----- From: Kapadia, Smiti [mailto:SKapadia at cityhall.nyc.gov] Sent: Friday, May 18, 2007 1:46 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 931] Request from NYC Mayor's Office Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070521/4636ec79/attachment.html From sfallsliteracy at yahoo.com Mon May 21 12:58:35 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Mon, 21 May 2007 09:58:35 -0700 (PDT) Subject: [HealthLiteracy 933] Re: Picture and audio-based health education materials In-Reply-To: <464C5C3B0200002D0000252E@mail.jsi.com> Message-ID: <56838.74217.qm@web34714.mail.mud.yahoo.com> Hi Julie and Everyone: There's another population that needs special accommodations that is not listed here, Julie. Don't forget about those adult patients who can't read well or who have learning disabilities. Are these materials effective for these folks as well should be asked in your evaluation process. Thanks for the resources! You are absolutely *right* about picture-based materials being more effective than the printed word. I'm particularly interested in reviewing the link to diabetes information because that seems to be appearing more and more in our learner registrations. Again, thank you. Nancy Hansen Sioux Falls Area Literacy Council Julie McKinney wrote: Hi Everyone, Below are two compilations of health education materials that are in non-print format, including audio, video, picture-based or experiential (i.e. classroom activity leading to discussion) formats. There is also a site with picture-based diabetes education materials that have been found to be useful with deaf and visually impaired populations. I would like to ask anyone who works with these populations if these materials are indeed appropriate? By my reasoning, it would make sense to be able to use a picture-based material with deaf learners, and audio with blind learners, but I know that this may be oversimplified. What types of materials really are useful for these groups? ****************************** The Health & literacy Special Collection: "E-for-easy" Materials http://healthliteracy.worlded.org/teacher-5.htm Family Health and Literacy: Non-Print information http://healthliteracy.worlded.org/docs/family/nonprint.html Picture-based Diabetes Information www.learningabout diabetes.org ******************************** Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070521/d40fb6aa/attachment.html From julie_mcKinney at worlded.org Mon May 21 13:56:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 21 May 2007 13:56:11 -0400 Subject: [HealthLiteracy 934] Health Info from Talking Book Libraries Message-ID: <4651A4FB0200002D000025CD@bostongwia.jsi.com> Hi Everyone, I want to pass on some very useful information I got in response to last week's question about health education resources for visually and hearing impaired people. This comes from Linda Rossman, Reference Services Librarian at the Perkins Braille and Talking Book Library in Watertown, MA. (I wrote back to clarify the accessibility of their services from other states, so please see the response to that as well.) Many States have Talking Book Libraries, and these should be a great resource for finding non-print formats of anything, including health information! Thanks so much to Linda! I hope this is helpful for people. All the best, Julie **************************** Hi Julie, Kim Charlson, Director of the Perkins Library, has forwarded your question on resources for health information in accessible formats. The Talking Book Libraries of the National Library Service of the Blind and Physically Handicapped (NLS) have many health-related titles on cassette, in large print. and in braille formats. In 2008, the cassette titles will begin to be made available in a digital format, which will make searching for medical information even easier! We have a strong collection on many medical conditions related to visual impairments, including books on various eye conditions such as macular degeneration; a strong collection of titles about diabetes and how to care for it; as well as books on heart disease, asthma, cancer, stroke, Alzheimer's disease, and many other health and wellness topics. We also carry magazines in both cassette and braille formats. Specific health titles are Diabetes Forecast, Health and Nutrition Newsletters, Diabetes Self-Management, and Disability Issues (cassette). We offer Health Newsletters and Cooking Light in braille as well as more general titles in both formats that cover various health issues. In addition, if someone is interested in a list of titles from any libraries included in the NLS online catalog (NLS titles, Recording for the Blind titles, or locally produced books), we can generate a bibliography related to an individual need for information on a particular health topic. Some examples of bibliographies in this area that we have prepared in the past include annotated lists on diabetes, breast cancer, first aid/cpr, macular degeneration resources, and alcoholism. My position here in the Perkins Braille and Talking Book Library is Reference Services Librarian, and I assist many of our consumers with reference questions on health issues. I search internet-based medical databases, such as the National Institute of Health's Medline Plus and the Mayo Clinic website as well as a database that Massachusetts makes available to our library called Health Reference Center Academic, just to mention a few. When I work on these questions for people I always turn the information into an accessible format such as large print, computerized documents in a textual format, or braille if the articles are short. A few other NLS libraries also have librarians providing reference services although these services vary from state to state. In addition, a small group of talking book librarians from nine states around the country are providing a virtual reference service called the InfoEyes Service, and the website for information on this national service is www.infoeyes.org . As reference librarians, we are always glad to share any information we can find on health conditions, but we usually tell the patrons that this information is not a substitute for a medical diagnosis and/or treatment. I hope this email has provided you with a general overview of accessible health information for people with visual disabilities and what ou Perkins Braille and Talking Book Library offers in this area. If you have any questions about this information, please feel free to call me at 617-972-7245. Best wishes on your health literacy projects! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library *********************************** Hi Linda, Wow! Thanks so much for all this information. I think this will be very helpful, and I will pass this on to the Health & Literacy discussion list if that is ok. It is a national list and I want to be sure that people from other states know how to find these services. How broad an area do you service if people call you? Does the NLS have a website that could help people find thier local services? That is so neat that you can search for informaion and turn it into other formats! So then you would send them the braille or cassette version of the medline plus article, for example? Again, thank you, and if you can send on any other numbers or websites for national resources, I will pass them on as well! All the best, Julie ************************************ Hi Julie, I'm really glad you found the information helpful and thank you for asking such astute questions, especially as the list serve is a national one! I do want to clarify that one service we have not yet been able to offer, even for our own in-state patrons is actually recording reference results on demand. For say the Medline Plus searches, I can either send in large print, put on diskette, send an email message containing the article or if short, we can braille results. Unfortunately, we do not have the capacity to record all of the various reference requests at this time. Now for your other question on people wanting information from other states. Basically our own Perkins Braille and Talking Book Library provides services just for people here in our own state of Massachusetts (for cassette titles), and we cover braille services for the New England States. If a person is from another state and needs library services, they should contact the talking book library in their own state. The regional services can be located in two ways. To find the library link for one's own state, the person can go to www.loc.gov/nls/index.thml and go to the link for "find a library." Then one can use the drop down menu, to find the location in each individual state. If a person does not have computer access, there is a telephone dial up number that a person can call, listen to information about the program and by going through the menus, one can get the correct number to call after giving one's name and home phone number. The hotline number to get this information is 1-888-657-7323 As I had said, the reference services for different libraries do vary from state to state, but I was letting you know what we provide here at the Perkins Braille and Talking Book Library. However, our InfoEyes Virtual Reference Service is a service anyone in the country can access through the internet. All the patron would need to use the service is a computer than can connect to the internet. The InfoEyes Librarians can send the people results by email, but also offer the option to meet a person live in an online chat room. To find out more about that service, you can go to www.infoeyes.org I hope these additional points have answered your questions, and I appreciate your clarifying these fine points as it is a national list. Please don't hesitate to either email or call again with any further questions and thank you so much for publicizing our services on your list! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library 617-972-7245 *************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From vlewis at suffolk.lib.ny.us Tue May 22 09:04:03 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 22 May 2007 09:04:03 -0400 Subject: [HealthLiteracy 935] Re: Health Info from Talking Book Libraries In-Reply-To: <4651A4FB0200002D000025CD@bostongwia.jsi.com> Message-ID: <00ca01c79c71$ac01b8e0$aa6310ac@enigma.suffolk.lib.ny.us> Good morning to all, While it is true that "some" of the libraries for the blind and physically handicapped offer "some" materials in alternative format, it is very few. The materials available are mostly about Diabetes and vision loss. The materials are quickly out of date and often not useful. Obviously, as the librarian for the library for the blind and physically disabled that serves Long Island, NY, I am a big supporter and contributor to the materials that are made available through this national program. However, the information that must be available in the health care field is constantly changing and is far more prolific than what is currently available to people with disabilities. There are thousands of booklets, brochures and other printed materials that are never available to people who cannot read print. Doctor's offices, hospitals, clinics and all health care facilities offer dozens of informational materials to their visitors, none of which are available in alternative formats. Additionally, there are forms, questionnaires and other important items that are only availble in regular print. InfoEyes, while a wonderful concept, is a segregated form of live chat and is only available to a limited number of people. I hope that there will be much more communication on this topic. Health care information in alternative formats must become a regular part of the health literacy environment. Respectfully, Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Monday, May 21, 2007 1:56 PM To: healthliteracy at nifl.gov Cc: Linda.Rossman at Perkins.org Subject: [HealthLiteracy 934] Health Info from Talking Book Libraries Hi Everyone, I want to pass on some very useful information I got in response to last week's question about health education resources for visually and hearing impaired people. This comes from Linda Rossman, Reference Services Librarian at the Perkins Braille and Talking Book Library in Watertown, MA. (I wrote back to clarify the accessibility of their services from other states, so please see the response to that as well.) Many States have Talking Book Libraries, and these should be a great resource for finding non-print formats of anything, including health information! Thanks so much to Linda! I hope this is helpful for people. All the best, Julie **************************** Hi Julie, Kim Charlson, Director of the Perkins Library, has forwarded your question on resources for health information in accessible formats. The Talking Book Libraries of the National Library Service of the Blind and Physically Handicapped (NLS) have many health-related titles on cassette, in large print. and in braille formats. In 2008, the cassette titles will begin to be made available in a digital format, which will make searching for medical information even easier! We have a strong collection on many medical conditions related to visual impairments, including books on various eye conditions such as macular degeneration; a strong collection of titles about diabetes and how to care for it; as well as books on heart disease, asthma, cancer, stroke, Alzheimer's disease, and many other health and wellness topics. We also carry magazines in both cassette and braille formats. Specific health titles are Diabetes Forecast, Health and Nutrition Newsletters, Diabetes Self-Management, and Disability Issues (cassette). We offer Health Newsletters and Cooking Light in braille as well as more general titles in both formats that cover various health issues. In addition, if someone is interested in a list of titles from any libraries included in the NLS online catalog (NLS titles, Recording for the Blind titles, or locally produced books), we can generate a bibliography related to an individual need for information on a particular health topic. Some examples of bibliographies in this area that we have prepared in the past include annotated lists on diabetes, breast cancer, first aid/cpr, macular degeneration resources, and alcoholism. My position here in the Perkins Braille and Talking Book Library is Reference Services Librarian, and I assist many of our consumers with reference questions on health issues. I search internet-based medical databases, such as the National Institute of Health's Medline Plus and the Mayo Clinic website as well as a database that Massachusetts makes available to our library called Health Reference Center Academic, just to mention a few. When I work on these questions for people I always turn the information into an accessible format such as large print, computerized documents in a textual format, or braille if the articles are short. A few other NLS libraries also have librarians providing reference services although these services vary from state to state. In addition, a small group of talking book librarians from nine states around the country are providing a virtual reference service called the InfoEyes Service, and the website for information on this national service is www.infoeyes.org . As reference librarians, we are always glad to share any information we can find on health conditions, but we usually tell the patrons that this information is not a substitute for a medical diagnosis and/or treatment. I hope this email has provided you with a general overview of accessible health information for people with visual disabilities and what ou Perkins Braille and Talking Book Library offers in this area. If you have any questions about this information, please feel free to call me at 617-972-7245. Best wishes on your health literacy projects! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library *********************************** Hi Linda, Wow! Thanks so much for all this information. I think this will be very helpful, and I will pass this on to the Health & Literacy discussion list if that is ok. It is a national list and I want to be sure that people from other states know how to find these services. How broad an area do you service if people call you? Does the NLS have a website that could help people find thier local services? That is so neat that you can search for informaion and turn it into other formats! So then you would send them the braille or cassette version of the medline plus article, for example? Again, thank you, and if you can send on any other numbers or websites for national resources, I will pass them on as well! All the best, Julie ************************************ Hi Julie, I'm really glad you found the information helpful and thank you for asking such astute questions, especially as the list serve is a national one! I do want to clarify that one service we have not yet been able to offer, even for our own in-state patrons is actually recording reference results on demand. For say the Medline Plus searches, I can either send in large print, put on diskette, send an email message containing the article or if short, we can braille results. Unfortunately, we do not have the capacity to record all of the various reference requests at this time. Now for your other question on people wanting information from other states. Basically our own Perkins Braille and Talking Book Library provides services just for people here in our own state of Massachusetts (for cassette titles), and we cover braille services for the New England States. If a person is from another state and needs library services, they should contact the talking book library in their own state. The regional services can be located in two ways. To find the library link for one's own state, the person can go to www.loc.gov/nls/index.thml and go to the link for "find a library." Then one can use the drop down menu, to find the location in each individual state. If a person does not have computer access, there is a telephone dial up number that a person can call, listen to information about the program and by going through the menus, one can get the correct number to call after giving one's name and home phone number. The hotline number to get this information is 1-888-657-7323 As I had said, the reference services for different libraries do vary from state to state, but I was letting you know what we provide here at the Perkins Braille and Talking Book Library. However, our InfoEyes Virtual Reference Service is a service anyone in the country can access through the internet. All the patron would need to use the service is a computer than can connect to the internet. The InfoEyes Librarians can send the people results by email, but also offer the option to meet a person live in an online chat room. To find out more about that service, you can go to www.infoeyes.org I hope these additional points have answered your questions, and I appreciate your clarifying these fine points as it is a national list. Please don't hesitate to either email or call again with any further questions and thank you so much for publicizing our services on your list! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library 617-972-7245 *************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From SiobhanChamp-Blackwell at creighton.edu Tue May 22 12:22:20 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Tue, 22 May 2007 11:22:20 -0500 Subject: [HealthLiteracy 936] Re: Request from NYC Mayor's Office - evaluating online health information In-Reply-To: <326215BFE562CE46A1AF814091FE828C01FFB2E1@mail.gha.local> References: <326215BFE562CE46A1AF814091FE828C01FFB2E1@mail.gha.local> Message-ID: There are some wonderful resources for patients and the general public on how to evaluate what they find online. I'd start with MedlinePlus Health Topic "Evaluating Health Information" http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html The start Here section has two excellent resources, but everything on that page will be helpful. YOu can also look at Class One: Finding Online Health Information http://nnlm.gov/mcr/ctc/ which is a tutorial that can be used as a stand alone or a teaching tool to help people learn about search engines and use them to find and evaluate health information. i hope this helps. Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, May 21, 2007 10:22 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 932] Re: Request from NYC Mayor's Office One suggestion would be developing a methodology of verifying or analyzing information found online by consumers. There is an abundance of material out there and almost NO information on how to evaluate what you find online. -----Original Message----- From: Kapadia, Smiti [mailto:SKapadia at cityhall.nyc.gov] Sent: Friday, May 18, 2007 1:46 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 931] Request from NYC Mayor's Office Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070522/6052b32f/attachment.html From Joanne.Locke at hhs.gov Tue May 22 15:22:46 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Tue, 22 May 2007 15:22:46 -0400 Subject: [HealthLiteracy 937] Re: Wednesday Question: How to convey info to visually/hearing impaired? In-Reply-To: <464AEF710200002D00002497@mail.jsi.com> Message-ID: <0310B277DDA344478EAD46D264097E43020F2CD1@AVN3VS003.ees.hhs.gov> I contacted a colleague who works at Gallaudet University with your question. She sent me this article National Association for the Deaf, which I thought some of you might find interesting: HEALTH CARE Go to the link to find the information mentioned in the article below http://www.nad.org/healthcare Effective communication with deaf or hard of hearing people is essential for providing quality health care. Critical medical information is communicated at many points, such as at admission, when explaining medical procedures, obtaining an informed consent for treatment, and at discharge. In-patient, out-patient, and emergency health care provided by hospitals and nursing homes that receive federal financial assistance is covered under Section 504 of the Rehabilitation Act. In addition, public health care facilities are also covered under Title II and private health care facilities are covered under Title III of the Americans with Disabilities Act (ADA). Deaf or hard of hearing people must have an equal opportunity to participate in and benefit from all services provided by health care facilities. A link is also provided (DeVinney Settlement) to the DeVinney v. Maine Medical Center Consent Decree that established a model for hospitals nationwide. Title III of the Americans with Disabilities Act (ADA) applies to most doctors and other private health care providers. The memo about doctors provides guidance to deaf or hard of hearing people who need an interpreter to understand their doctor or health care provider. The ADA Q&A memo focuses on the obligations that private health care providers have under Title III of the Americans with Disabilities Act (ADA) for individuals who are deaf or hard of hearing. The question and answer format provides information about which health care providers, individuals, and activities are covered, and information about the types, selection, and provision of auxiliary aids and services. This ADA Q&A memo can be printed and provided to health care providers to inform them about effective communication with deaf or hard of hearing people. Joanne Locke -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, May 16, 2007 11:48 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 924] Wednesday Question: How to convey info to visually/hearing impaired? Hi Everyone, Recently, Valerie brought up the issue of addressing health literacy in alternative formats for those with visual or other disabilities. (See below) I brought this up a while ago and have heard very little about it. Let's start with just visual and hearing impairments, which can be partial or total: Can anyone speak from experience about communicating with health providers as someone with a visual or hearing impairment? What is the experience of health care providers in communicating with such patients? Does anyone have good health information resources for the blind or deaf popuations? Any health info in braille out there? Or purely visual or auditory formats? I would love to hear some thoughts on this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Valerie Lewis" 05/10/07 2:23 PM >>> Hello to Julie and all, I am a new member to the list and have been involved in health literacy issues for about two years. One of the areas that is seriously under-addressed is health literacy in alternative formats for people who cannot read print because of a disability. People who are blind, visually impaired or learning disabled have virtually no access to health information in a format they can use. I think that this should be part of any policy or guideline that is used to help health care professionals better communicate with their patients. Please feel free to contact me regarding this issue. Valerie Lewis Discrimination Exists. Education Is the only way to Eliminate Discrimination Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 (631) 286-1600, x1365 (631) 286-1647, fax vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, May 10, 2007 11:52 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 917] Wednesday Question: What will you do w/ IowaNew Readers' Recommendations? [Sorry, folks, I sent this yesterday but to the wrong address!] Hi Everyone, Thanks , Nancy, for sharing your small step in furthering the recommendations of the Iowa New Readers. I'm going to turn that into today's question and ask others to share their own proposed steps. (The draft policy staement is below for your reference.) What do you plan to do in your organization to follow these recommendations? How will it fit into your existing budget, or how do you propose to pay for it? I encourage you to look at your existing goals, objectives and funded work that you already do to see if these kinds of activitites fit in, but it will also be helpful to hear about other sources of funding that we may not have thought of. Looking forward to hearing some plans and some stories! All the best, Julie ********************************* DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues and review advocacy materials produced by: . The Joint Commission www.jointcommission.org . Partnership for Clear Health Communication www.askme3.org . American Medical Association www.ama-assn.org/ama/pub/category/8115.html . Harvard School of Public Health www.hsph.harvard.edu/healthliteracy . National Patient Safety Foundation www.npsf.org . National Institutes of Health www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm . Institute of Medicine of the National Academies www.iom.edu/?id=19750 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Nancy Hansen 05/09/07 12:17 PM >>> Hi Archie and Everyone on this listserv: Thank you so very much for sharing the results of your Iowa New Reader Coalition Conference. Just reading "17 years" shows that the Iowa New Readers have "something marvelous" going on! Few others can say they have such longevity in their communities-at-large. I think it's spectacular that Iowa New Readers have the ear of people in decision-making positions when they give input! I thought I would report-back the small step I took with your email. I forwarded your message to a local healthcare representative who I thought was in partnership with our literacy agency. joint goal of turning the tide on health literacy needs and issues, but was surprised at her reply. It was a simple "Our grant was denied again for the 2nd time". No "Sure. Let's do a hospital walk through." But, instead it was, "We won't have the possibility of getting the money to do a health literacy project until the new grant cycle begins in September." It stopped right there with the buck. To say I was disappointed minimizes my feelings. Iowa patients with low level literacy skills are so lucky to have the understanding and cooperation of their medical community in working together for change and so lucky they have the fine leadership New Reader Archie Willard and others like him in Iowa who are leading the way to changes related to this societal issue. But for other Readers in other areas than Iowa, the reality is: The importance of and emphasis on adequate healthcare is very tentative because funding is not forthcoming. Do others agree or disagree with my assessment? On behalf of our adult learners in my area, our small Literacy Council is simply interested in the provision of "simple English" written materials for patients with literacy deficits, having healthcare providers "get the message" about needs of patients lacking understanding of their healthcare plans and for someone to show a willingness to Take Action in Small Steps. It just doesn't appear as though small steps are going to happen here anyway. The drafted Policy Statement is an excellent road map for discussion about improvements that are needed everywhere. Thank you for that, Archie. I appreciate your publicly recognizing your Iowa Readers' opinions and expressing them on a broader scale outside the borders of Iowa. You give the rest of us hope for the future of the right to quality healthcare becoming a reality. Nancy Hansen E.D. Sioux Falls Area Literacy Council Archie Willard wrote: The 17th Annual New Readers of Iowa Coalition Conference. "Building Health Literacy Leaders." The day before the conference a group of ten Iowa New Readers and some representatives of Iowa Methodist Hospital in Des Moines, Iowa did a walk through of their hospital. The New Readers made little suggestions that will be helpful for people to find their way around in the hospital easier. This walk through was suggested to us by Rima Rudd from Harvard School of Public Health. There were people at the conference from Adult Education (ABE), the field of health (Iowa Health System), The Learning Disability field and New Readers (from Iowa, Illinois and Missouri). After three years of working together, the Iowa Health System and the New Readers of Iowa have come along way together. The different groups had many different conversations and we all came away thinking a little differently about literacy and health literacy. Having people from all four groups was very helpful. Margie Gillis, ED.D a Senior Scientist from Haskins Laboratories, and Cindy Brach, M.P.P. Senior Health Policy Researcher at the Agency for Healthcare Research and Quality, were the main speakers at the conference. There were workshops on Understanding myself as a New Reader, Ask Me 3 and Teach Back role playing, Leadership training for New Readers to be leaders for health and literacy in their communities. In Iowa we have put together a good team of people to put on a conference like this and I want to thank all who have contribute to it. Below is a statement by the New Readers of Iowa. <> DRAFT Policy Statement Representatives of the 17th Annual New Readers of Iowa Health Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients, especially those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes: 1. Become familiar with health literacy issues a. The Joint Commission (www.jointcommission.org ) . Partnership for Clear Health Communication (www.askme3.org ) . American Medical Association (www.ama-assn.org/ama/pub/category/8115.html ) . Harvard School of Public Health (www.hsph.harvard.edu/healthliteracy ) . National Patient Safety Foundation (www.npsf.org ) . National Institutes of Health (www.nih.gov/icd/od/ocpl/resources/improvinghealthliteracy.htm ) . Institute of Medicine of the National Academies (www.iom.edu/?id=19750 ) 2. Integrate these concepts and materials into your patient practice. 3. Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 4. Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and verbally review risks of not following through with prescribed treatments. 5. Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3" program to encourage patients to understand the answers to these three questions: What is my main problem? What do I need to do? Why is it important for me to do this? 6. Work with professional colleagues to further disseminate health literacy information and materials. 7. Where possible, reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide shame-free opportunities to review paperwork verbally. Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients Archie Willard New Reader from Iowa, - Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy --------------------------------- Ahhh...imagining that irresistible "new car" smell? Check outnew cars at Yahoo! Autos. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jlocke at osophs.dhhs.gov From KarpF at nia.nih.gov Tue May 22 15:42:13 2007 From: KarpF at nia.nih.gov (Karp, Freddi (NIH/NIA) [E]) Date: Tue, 22 May 2007 15:42:13 -0400 Subject: [HealthLiteracy 938] Re: Request from NYC Mayor's Office -evaluating online health information In-Reply-To: References: <326215BFE562CE46A1AF814091FE828C01FFB2E1@mail.gha.local> Message-ID: <774C0E17E48BA34190C8A7BE4ECE6D2F0342B8A0@NIHCESMLBX7.nih.gov> The National Institute on Aging (NIA) has an Age Page for older people called, Online Health Information: Can You Trust It? It too might be helpful. The fact sheet is online at http://www.niapublications.org/agepages/healthinfo.asp. You can also order multiple, free copies online or by calling the NIA Information Center at 1-800-222-2225. Freddi Karp Chief, Health Information & Outreach Branch Office of Communications and Public Liaison National Institute on Aging ________________________________ From: Champ-Blackwell, Siobhan [mailto:SiobhanChamp-Blackwell at creighton.edu] Sent: Tuesday, May 22, 2007 12:22 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 936] Re: Request from NYC Mayor's Office -evaluating online health information There are some wonderful resources for patients and the general public on how to evaluate what they find online. I'd start with MedlinePlus Health Topic "Evaluating Health Information" http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html The start Here section has two excellent resources, but everything on that page will be helpful. YOu can also look at Class One: Finding Online Health Information http://nnlm.gov/mcr/ctc/ which is a tutorial that can be used as a stand alone or a teaching tool to help people learn about search engines and use them to find and evaluate health information. i hope this helps. Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, May 21, 2007 10:22 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 932] Re: Request from NYC Mayor's Office One suggestion would be developing a methodology of verifying or analyzing information found online by consumers. There is an abundance of material out there and almost NO information on how to evaluate what you find online. -----Original Message----- From: Kapadia, Smiti [mailto:SKapadia at cityhall.nyc.gov] Sent: Friday, May 18, 2007 1:46 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 931] Request from NYC Mayor's Office Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070522/0832d5d6/attachment.html From julie_mcKinney at worlded.org Wed May 23 12:39:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 23 May 2007 12:39:11 -0400 Subject: [HealthLiteracy 939] Evaluating online health information In-Reply-To: References: <326215BFE562CE46A1AF814091FE828C01FFB2E1@mail.gha.local> Message-ID: <465435ED.9F1B.002D.0@worlded.org> Thanks, Siobhan, for these resources! Here's one from the Adult Literacy research-to-practice publication, Focus on Basics, that is geared toward literacy teachers using web sites in the classroom, but it can apply to evaluating health sites as well: Choosing and Using Web Sites for Literacy Instruction: Evaluation Resources and Strategies by Emily Hacker http://www.ncsall.net/?id=312 This article discusses the factors to look for in choosing appropriate web sites, links to helpful projects for guidance, includes an easy-to-use evaluation form, and touches on accessibility for disabled users. As always with an older article (this is from 2000), I ask you to think about what has changed since this was written. I think it still provides a good reminder for all of us who use the web in classrooms, but I invite you all to share with us other issues that have arisen since then that we should be aware of. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Champ-Blackwell, Siobhan" 5/22/2007 12:22 PM >>> There are some wonderful resources for patients and the general public on how to evaluate what they find online. I'd start with MedlinePlus Health Topic "Evaluating Health Information" http://www.nlm.nih.gov/medlineplus/evaluatinghealthinformation.html The start Here section has two excellent resources, but everything on that page will be helpful. YOu can also look at Class One: Finding Online Health Information http://nnlm.gov/mcr/ctc/ which is a tutorial that can be used as a stand alone or a teaching tool to help people learn about search engines and use them to find and evaluate health information. i hope this helps. Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jan Potter Sent: Monday, May 21, 2007 10:22 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 932] Re: Request from NYC Mayor's Office One suggestion would be developing a methodology of verifying or analyzing information found online by consumers. There is an abundance of material out there and almost NO information on how to evaluate what you find online. -----Original Message----- From: Kapadia, Smiti [mailto:SKapadia at cityhall.nyc.gov] Sent: Friday, May 18, 2007 1:46 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 931] Request from NYC Mayor's Office Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed From julie_mcKinney at worlded.org Wed May 23 13:26:18 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 23 May 2007 13:26:18 -0400 Subject: [HealthLiteracy 940] Request from NYC Mayor's Office: Health Literacy Fellowships In-Reply-To: <1925CD51C82AA644B4E7A496703EA4D83D14CB@CHGOLDEXS03.cityhall.nycnet> References: <1925CD51C82AA644B4E7A496703EA4D83D14CB@CHGOLDEXS03.cityhall.nycnet> Message-ID: <465440F9.9F1B.002D.0@worlded.org> Dear Smiti, I'm so glad you wrote in about this program, which is in itself a valuable demonstration project! It is listed with other "Promising Practices" in the ALE Wiki's Health Literacy page: http://wiki.literacytent.org/index.php/Health_Literacy#Promising_Practices I encourage everyone to check out this page for other good projects, and feel free to add more! (Contact me directly if you need help.) Does any other medical school out there do anything like this? As for your request for topics to investigate, here is an idea: Explore the relative value of presenting a health topic within a literacy class as opposed to presenting it to a group of patients in a health center. Students in the literacy class have a very special trusting environment to work in, the support of the group, and the support of the teacher, who can use the health information presented in a variety of literacy-skill-based activities that could reinforce the information as it is reinforcing their literacy skills. I would be interested to see if people retain new health information better with this added support and processing than without it. Keep up the good work! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Kapadia, Smiti" 5/18/2007 1:46 PM >>> Dear Colleagues: I am writing with a request for your input into a project sponsored by the New York City Mayor's Office. Our office runs a summer health literacy fellowship for medical students in New York City. Participating students serve as teaching assistants and implement health literacy projects at community-based adult education programs 4 days a week and have one day a week of seminars and educational activities at the mayor's office. The seminars are likely to focus on health literacy and its relationship to: 1) patient safety; 2) access to care; 3) prevention and screening; and 4) patient-provider communications. In addition, each fellow will carry out a small research project for presentation and (hopefully) publication. I would like to ask your advice for topics that our students can investigate and report on during their summer fellowship. What are some contributions they could make to the body of health literacy research and practice? Are there specific questions that you think would be useful for future physicians to tackle? Are there questions or gaps in the body of health literacy knowledge that are particularly relevant to adult education sites? We are especially interested in questions that bridge the worlds of adult education and medicine and recognize adult literacy students and their teachers as resources and agents of change. We are also interested in demonstration projects - documenting impact of great ideas that have already been implemented elsewhere. For more information about the fellowship, please visit http://www.nyc.gov/html/adulted/html/health/fellowship.shtml Thank you so much for your time and suggestions. Sincerely, Smiti Kapadia Intern, Adult Education Office of the Mayor 212-676-0336 skapadia at cityhall.nyc.gov www.nyc.gov/adult-ed From julie_mcKinney at worlded.org Wed May 23 13:42:33 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 23 May 2007 13:42:33 -0400 Subject: [HealthLiteracy 941] Wednesday Question: Evaluating Health Web Sites Message-ID: <465444C7.9F1B.002D.0@worlded.org> Hi Everyone, We have already started a list of resources to help people learn to evaluate health information web sites. My question today is to ask for any more, particularly any that are appropriate for very low level literacy learners. It is obviously something we need to promote because more and more people are getting health information from the internet. Here are the stats from the 2003 NAAL report. You can find these at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 (page 35) What percentage of people with various levels of literacy proficiency get some health information from the internet? Below Basic Literacy Skills ---- 19% get health info from internet Basic Literacy Skills ---- 42% get health info from internet Intermediate Literacy Skills ---- 67% get health info from internet Proficient Literacy Skills ----- 85% get health info from internet Please share any resources you have, and I'll compile a list. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From hsimson at cpha.ca Thu May 24 09:40:31 2007 From: hsimson at cpha.ca (Helen Simson) Date: Thu, 24 May 2007 09:40:31 -0400 Subject: [HealthLiteracy 942] Re: Health Info from Talking Book Libraries In-Reply-To: <4651A4FB0200002D000025CD@bostongwia.jsi.com> References: <4651A4FB0200002D000025CD@bostongwia.jsi.com> Message-ID: <0924696B88745C479703CA07A6D56AFB5AD39B@cphasrv2.cpha.ca> There are good sources of info in accessible formats in Canada as well, and these would include health literacy items. The largest is the library at the Canadian National Institute for the Blind, which maintains a large collection that is provided in digital format and Braille. The collection was transferred from cassettes to CDs a few years ago, and provision of cassettes was discontinued. There is ongoing recording of materials both via member requests and new publications. There were some financial and technical issues for consumers, many of who are elderly and not comfortable with computers. The new system complies with recent standards for production of CD books and requires either a computer with readable CD Rom capacity or a Daisy player (explained below). I am not up to date on how the transition is going, but this is a significant issue in access to information for persons with vision impairment). The CNIB library is linked to other libraries and shares resources. I am including the head of client services at CNIB library, she may be able to provide more up to date information. www.cnib.ca One last note on the technical aspect of access to info - there is currently an international initiative underway to implement a universal format for producing CD books etc. I don't know a lot about this initiative, Susan Ewing can provide more info. However, in terms of universal access to info, this is an important step, keeping in mind that many people and geographic regions do not currently have access to the technology required to make use of the new format (DAISY), please don't ask me to explain what the acronym means, it can probably be googled if you want more information. A further step in the direction of fully accessible information would be to require all publishers of print info to produce an electronic and copy protected version for sale (if a commercial product) to persons who cannot access text. This includes persons with vision impairments, persons with learning disabilities, persons with motor disabilities, seniors and ... Helen Another source is VOICEPRINT, a public radio station that provides a broadcast reading service of news as well as topical shows, etc. It is a very good way to reach the population who require access to info in formats other than print. http://www.voiceprintcanada.ca -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: May 21, 2007 1:56 PM To: healthliteracy at nifl.gov Cc: Linda.Rossman at Perkins.org Subject: [HealthLiteracy 934] Health Info from Talking Book Libraries Hi Everyone, I want to pass on some very useful information I got in response to last week's question about health education resources for visually and hearing impaired people. This comes from Linda Rossman, Reference Services Librarian at the Perkins Braille and Talking Book Library in Watertown, MA. (I wrote back to clarify the accessibility of their services from other states, so please see the response to that as well.) Many States have Talking Book Libraries, and these should be a great resource for finding non-print formats of anything, including health information! Thanks so much to Linda! I hope this is helpful for people. All the best, Julie **************************** Hi Julie, Kim Charlson, Director of the Perkins Library, has forwarded your question on resources for health information in accessible formats. The Talking Book Libraries of the National Library Service of the Blind and Physically Handicapped (NLS) have many health-related titles on cassette, in large print. and in braille formats. In 2008, the cassette titles will begin to be made available in a digital format, which will make searching for medical information even easier! We have a strong collection on many medical conditions related to visual impairments, including books on various eye conditions such as macular degeneration; a strong collection of titles about diabetes and how to care for it; as well as books on heart disease, asthma, cancer, stroke, Alzheimer's disease, and many other health and wellness topics. We also carry magazines in both cassette and braille formats. Specific health titles are Diabetes Forecast, Health and Nutrition Newsletters, Diabetes Self-Management, and Disability Issues (cassette). We offer Health Newsletters and Cooking Light in braille as well as more general titles in both formats that cover various health issues. In addition, if someone is interested in a list of titles from any libraries included in the NLS online catalog (NLS titles, Recording for the Blind titles, or locally produced books), we can generate a bibliography related to an individual need for information on a particular health topic. Some examples of bibliographies in this area that we have prepared in the past include annotated lists on diabetes, breast cancer, first aid/cpr, macular degeneration resources, and alcoholism. My position here in the Perkins Braille and Talking Book Library is Reference Services Librarian, and I assist many of our consumers with reference questions on health issues. I search internet-based medical databases, such as the National Institute of Health's Medline Plus and the Mayo Clinic website as well as a database that Massachusetts makes available to our library called Health Reference Center Academic, just to mention a few. When I work on these questions for people I always turn the information into an accessible format such as large print, computerized documents in a textual format, or braille if the articles are short. A few other NLS libraries also have librarians providing reference services although these services vary from state to state. In addition, a small group of talking book librarians from nine states around the country are providing a virtual reference service called the InfoEyes Service, and the website for information on this national service is www.infoeyes.org . As reference librarians, we are always glad to share any information we can find on health conditions, but we usually tell the patrons that this information is not a substitute for a medical diagnosis and/or treatment. I hope this email has provided you with a general overview of accessible health information for people with visual disabilities and what ou Perkins Braille and Talking Book Library offers in this area. If you have any questions about this information, please feel free to call me at 617-972-7245. Best wishes on your health literacy projects! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library *********************************** Hi Linda, Wow! Thanks so much for all this information. I think this will be very helpful, and I will pass this on to the Health & Literacy discussion list if that is ok. It is a national list and I want to be sure that people from other states know how to find these services. How broad an area do you service if people call you? Does the NLS have a website that could help people find thier local services? That is so neat that you can search for informaion and turn it into other formats! So then you would send them the braille or cassette version of the medline plus article, for example? Again, thank you, and if you can send on any other numbers or websites for national resources, I will pass them on as well! All the best, Julie ************************************ Hi Julie, I'm really glad you found the information helpful and thank you for asking such astute questions, especially as the list serve is a national one! I do want to clarify that one service we have not yet been able to offer, even for our own in-state patrons is actually recording reference results on demand. For say the Medline Plus searches, I can either send in large print, put on diskette, send an email message containing the article or if short, we can braille results. Unfortunately, we do not have the capacity to record all of the various reference requests at this time. Now for your other question on people wanting information from other states. Basically our own Perkins Braille and Talking Book Library provides services just for people here in our own state of Massachusetts (for cassette titles), and we cover braille services for the New England States. If a person is from another state and needs library services, they should contact the talking book library in their own state. The regional services can be located in two ways. To find the library link for one's own state, the person can go to www.loc.gov/nls/index.thml and go to the link for "find a library." Then one can use the drop down menu, to find the location in each individual state. If a person does not have computer access, there is a telephone dial up number that a person can call, listen to information about the program and by going through the menus, one can get the correct number to call after giving one's name and home phone number. The hotline number to get this information is 1-888-657-7323 As I had said, the reference services for different libraries do vary from state to state, but I was letting you know what we provide here at the Perkins Braille and Talking Book Library. However, our InfoEyes Virtual Reference Service is a service anyone in the country can access through the internet. All the patron would need to use the service is a computer than can connect to the internet. The InfoEyes Librarians can send the people results by email, but also offer the option to meet a person live in an online chat room. To find out more about that service, you can go to www.infoeyes.org I hope these additional points have answered your questions, and I appreciate your clarifying these fine points as it is a national list. Please don't hesitate to either email or call again with any further questions and thank you so much for publicizing our services on your list! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library 617-972-7245 *************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to hsimson at cpha.ca From jpotter at gha.org Fri May 25 07:26:43 2007 From: jpotter at gha.org (Jan Potter) Date: Fri, 25 May 2007 07:26:43 -0400 Subject: [HealthLiteracy 943] Re: Health Info from Talking Book Libraries Message-ID: <326215BFE562CE46A1AF814091FE828C01FFB304@mail.gha.local> I'm not sure if this site was mentioned previously, but it does have some helpful info on it: http://www.assistivemedia.org/ It was recommended to me by someone who was visually impaired. -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Monday, May 21, 2007 1:56 PM To: healthliteracy at nifl.gov Cc: Linda.Rossman at Perkins.org Subject: [HealthLiteracy 934] Health Info from Talking Book Libraries Hi Everyone, I want to pass on some very useful information I got in response to last week's question about health education resources for visually and hearing impaired people. This comes from Linda Rossman, Reference Services Librarian at the Perkins Braille and Talking Book Library in Watertown, MA. (I wrote back to clarify the accessibility of their services from other states, so please see the response to that as well.) Many States have Talking Book Libraries, and these should be a great resource for finding non-print formats of anything, including health information! Thanks so much to Linda! I hope this is helpful for people. All the best, Julie **************************** Hi Julie, Kim Charlson, Director of the Perkins Library, has forwarded your question on resources for health information in accessible formats. The Talking Book Libraries of the National Library Service of the Blind and Physically Handicapped (NLS) have many health-related titles on cassette, in large print. and in braille formats. In 2008, the cassette titles will begin to be made available in a digital format, which will make searching for medical information even easier! We have a strong collection on many medical conditions related to visual impairments, including books on various eye conditions such as macular degeneration; a strong collection of titles about diabetes and how to care for it; as well as books on heart disease, asthma, cancer, stroke, Alzheimer's disease, and many other health and wellness topics. We also carry magazines in both cassette and braille formats. Specific health titles are Diabetes Forecast, Health and Nutrition Newsletters, Diabetes Self-Management, and Disability Issues (cassette). We offer Health Newsletters and Cooking Light in braille as well as more general titles in both formats that cover various health issues. In addition, if someone is interested in a list of titles from any libraries included in the NLS online catalog (NLS titles, Recording for the Blind titles, or locally produced books), we can generate a bibliography related to an individual need for information on a particular health topic. Some examples of bibliographies in this area that we have prepared in the past include annotated lists on diabetes, breast cancer, first aid/cpr, macular degeneration resources, and alcoholism. My position here in the Perkins Braille and Talking Book Library is Reference Services Librarian, and I assist many of our consumers with reference questions on health issues. I search internet-based medical databases, such as the National Institute of Health's Medline Plus and the Mayo Clinic website as well as a database that Massachusetts makes available to our library called Health Reference Center Academic, just to mention a few. When I work on these questions for people I always turn the information into an accessible format such as large print, computerized documents in a textual format, or braille if the articles are short. A few other NLS libraries also have librarians providing reference services although these services vary from state to state. In addition, a small group of talking book librarians from nine states around the country are providing a virtual reference service called the InfoEyes Service, and the website for information on this national service is www.infoeyes.org . As reference librarians, we are always glad to share any information we can find on health conditions, but we usually tell the patrons that this information is not a substitute for a medical diagnosis and/or treatment. I hope this email has provided you with a general overview of accessible health information for people with visual disabilities and what ou Perkins Braille and Talking Book Library offers in this area. If you have any questions about this information, please feel free to call me at 617-972-7245. Best wishes on your health literacy projects! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library *********************************** Hi Linda, Wow! Thanks so much for all this information. I think this will be very helpful, and I will pass this on to the Health & Literacy discussion list if that is ok. It is a national list and I want to be sure that people from other states know how to find these services. How broad an area do you service if people call you? Does the NLS have a website that could help people find thier local services? That is so neat that you can search for informaion and turn it into other formats! So then you would send them the braille or cassette version of the medline plus article, for example? Again, thank you, and if you can send on any other numbers or websites for national resources, I will pass them on as well! All the best, Julie ************************************ Hi Julie, I'm really glad you found the information helpful and thank you for asking such astute questions, especially as the list serve is a national one! I do want to clarify that one service we have not yet been able to offer, even for our own in-state patrons is actually recording reference results on demand. For say the Medline Plus searches, I can either send in large print, put on diskette, send an email message containing the article or if short, we can braille results. Unfortunately, we do not have the capacity to record all of the various reference requests at this time. Now for your other question on people wanting information from other states. Basically our own Perkins Braille and Talking Book Library provides services just for people here in our own state of Massachusetts (for cassette titles), and we cover braille services for the New England States. If a person is from another state and needs library services, they should contact the talking book library in their own state. The regional services can be located in two ways. To find the library link for one's own state, the person can go to www.loc.gov/nls/index.thml and go to the link for "find a library." Then one can use the drop down menu, to find the location in each individual state. If a person does not have computer access, there is a telephone dial up number that a person can call, listen to information about the program and by going through the menus, one can get the correct number to call after giving one's name and home phone number. The hotline number to get this information is 1-888-657-7323 As I had said, the reference services for different libraries do vary from state to state, but I was letting you know what we provide here at the Perkins Braille and Talking Book Library. However, our InfoEyes Virtual Reference Service is a service anyone in the country can access through the internet. All the patron would need to use the service is a computer than can connect to the internet. The InfoEyes Librarians can send the people results by email, but also offer the option to meet a person live in an online chat room. To find out more about that service, you can go to www.infoeyes.org I hope these additional points have answered your questions, and I appreciate your clarifying these fine points as it is a national list. Please don't hesitate to either email or call again with any further questions and thank you so much for publicizing our services on your list! Sincerely, Linda Rossman Reference Services Librarian Perkins Braille and Talking Book Library 617-972-7245 *************************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org From kellra at cox.net Sun May 27 16:17:47 2007 From: kellra at cox.net (kelli) Date: Sun, 27 May 2007 13:17:47 -0700 Subject: [HealthLiteracy 944] Collaborations Message-ID: <001901c7a09c$1800dac0$6400a8c0@ownerdrshfhbwr> Hi all. I am the Literacy Consultant for the Health Literacy project sponsored by the San Diego Council on Literacy and Community Health Improvement Partners (CHIP) of San Diego. I have been hired to located promising practices in the adult literacy and healthcare field as it relates to sucessful collaborations. I have found the collaboration in Iowa which closely resembles what I am interested in, due to its inclusion of the adult literacy community. I am also interested in any curriculum that has been developed for adult literacy programs to implement. I am looking for curriculum that teaches medical terms, language, how to fill out forms, etc. Not disease specific. I am preparing to write curriculum that would allow them to navigate and access information in any healthcare setting via this curriculum, but I would like to see if there is somethng already out there. So, if you know of successful collaborations and/or curriculum, would you be so kind to share. I have seen a lot of great information and resources on this listserv and look forward to your responses. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy kellra at cox.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070527/6c98ac21/attachment.html From djrosen at comcast.net Mon May 28 19:19:32 2007 From: djrosen at comcast.net (David J. Rosen) Date: Mon, 28 May 2007 19:19:32 -0400 Subject: [HealthLiteracy 945] New Health Literacy Handbook Message-ID: <53C51553-10A0-4CB5-83D6-BE69512EB320@comcast.net> This article from Today's Providence Journal may be of interest: Handbook would hike ?health literacy? 01:00 AM EDT on Monday, May 28, 2007 "Doctors statewide have a new resource to help them better communicate with their patients and provide better care. The 224-page Health Literacy Toolkit, developed by a coalition of public health, education and medical organizations, provides tips for physicians on everything from how to discuss end-of-life care with the dying to how to secure interpreter services for non-English- speaking patients....." http://tinyurl.com/2569zq David J. Rosen djrosen at comcast.net From gae at everestkc.net Wed May 30 11:29:18 2007 From: gae at everestkc.net (Gae) Date: Wed, 30 May 2007 10:29:18 -0500 Subject: [HealthLiteracy 946] Re: New Health Literacy Handbook References: <53C51553-10A0-4CB5-83D6-BE69512EB320@comcast.net> Message-ID: <000b01c7a2cf$4a290240$0200a8c0@GE> Thank you for responding. I am new in the health literacy filed or I should say, "I hope to be." I am awaiting to find out about a grant. My experience has been as Clinical Nurse Specialist in diabetes and I hope to work for a health service clinic and develop better methods of communication. I could not obrtain the handbook on line. Any suggestions? Thank you ----- Original Message ----- From: "David J. Rosen" To: Sent: Monday, May 28, 2007 6:19 PM Subject: [HealthLiteracy 945] New Health Literacy Handbook This article from Today's Providence Journal may be of interest: Handbook would hike ?health literacy? 01:00 AM EDT on Monday, May 28, 2007 "Doctors statewide have a new resource to help them better communicate with their patients and provide better care. The 224-page Health Literacy Toolkit, developed by a coalition of public health, education and medical organizations, provides tips for physicians on everything from how to discuss end-of-life care with the dying to how to secure interpreter services for non-English- speaking patients....." http://tinyurl.com/2569zq David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to gae at everestkc.net From MHurtado at air.org Wed May 30 11:44:42 2007 From: MHurtado at air.org (Hurtado, Margarita) Date: Wed, 30 May 2007 11:44:42 -0400 Subject: [HealthLiteracy 947] Re: New Health Literacy Handbook In-Reply-To: <000b01c7a2cf$4a290240$0200a8c0@GE> Message-ID: Hi, I just found it and the direct link to the handbook is http://www.rihlp.org/pubs/Complete_toolkit_224pgs.pdf Margarita ___________________ Margarita P. Hurtado, Ph.D., M.H.S. Principal Research Scientist American Institutes for Research (AIR)www.air.org/health 10720 Columbia Pike- Suite 500 Silver Spring, MD 20901 Voice: (301) 592-2215 Fax: (301) 593-9433 mhurtado at air.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Gae Sent: Wednesday, May 30, 2007 11:29 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 946] Re: New Health Literacy Handbook Thank you for responding. I am new in the health literacy filed or I should say, "I hope to be." I am awaiting to find out about a grant. My experience has been as Clinical Nurse Specialist in diabetes and I hope to work for a health service clinic and develop better methods of communication. I could not obrtain the handbook on line. Any suggestions? Thank you ----- Original Message ----- From: "David J. Rosen" To: Sent: Monday, May 28, 2007 6:19 PM Subject: [HealthLiteracy 945] New Health Literacy Handbook This article from Today's Providence Journal may be of interest: Handbook would hike 'health literacy' 01:00 AM EDT on Monday, May 28, 2007 "Doctors statewide have a new resource to help them better communicate with their patients and provide better care. The 224-page Health Literacy Toolkit, developed by a coalition of public health, education and medical organizations, provides tips for physicians on everything from how to discuss end-of-life care with the dying to how to secure interpreter services for non-English- speaking patients....." http://tinyurl.com/2569zq David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to gae at everestkc.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mhurtado at air.org From Loretta.Becker at bcbsri.org Wed May 30 13:13:51 2007 From: Loretta.Becker at bcbsri.org (Loretta.Becker at bcbsri.org) Date: Wed, 30 May 2007 13:13:51 -0400 Subject: [HealthLiteracy 948] Re: HealthLiteracy Digest, Vol 20, Issue 17 In-Reply-To: Message-ID: On behalf of the The Rhode Island Health Literacy Project, thank you for posting the article. The "Health Literacy Toolkit" and other resource materials are on line at www.RIHLP.org. Sincerely, Loretta Becker ********************************************************************************* This e-mail and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or taking any action in reliance on the information contained in this e-mail is prohibited. If you have received this e-mail in error, please immediately notify your e-mail administrator. Blue Cross & Blue Shield of Rhode Island in-state: (401) 751-1673 out of state: 1-800-343-5743 ********************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070530/12d29a08/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 14208 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070530/12d29a08/attachment.gif From gae at everestkc.net Wed May 30 16:55:13 2007 From: gae at everestkc.net (Gae) Date: Wed, 30 May 2007 15:55:13 -0500 Subject: [HealthLiteracy 949] Re: New Health Literacy Handbook References: Message-ID: <003a01c7a2fc$d2179e50$0200a8c0@GE> /Thank you so much.----- Original Message ----- From: "Hurtado, Margarita" To: "The Health and Literacy Discussion List" Sent: Wednesday, May 30, 2007 10:44 AM Subject: [HealthLiteracy 947] Re: New Health Literacy Handbook > Hi, > I just found it and the direct link to the handbook is > http://www.rihlp.org/pubs/Complete_toolkit_224pgs.pdf > > > Margarita > ___________________ > Margarita P. Hurtado, Ph.D., M.H.S. > Principal Research Scientist > American Institutes for Research (AIR)www.air.org/health > 10720 Columbia Pike- Suite 500 > Silver Spring, MD 20901 > Voice: (301) 592-2215 > Fax: (301) 593-9433 > mhurtado at air.org > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Gae > Sent: Wednesday, May 30, 2007 11:29 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 946] Re: New Health Literacy Handbook > > Thank you for responding. I am new in the health literacy filed or I > should > say, "I hope to be." I am awaiting to find out about a grant. My > experience has been as Clinical Nurse Specialist in diabetes and I hope > to > work for a health service clinic and develop better methods of > communication. I could not obrtain the handbook on line. Any > suggestions? > Thank you ----- Original Message ----- > From: "David J. Rosen" > To: > Sent: Monday, May 28, 2007 6:19 PM > Subject: [HealthLiteracy 945] New Health Literacy Handbook > > > This article from Today's Providence Journal may be of interest: > > Handbook would hike 'health literacy' > > 01:00 AM EDT on Monday, May 28, 2007 > > "Doctors statewide have a new resource to help them better > communicate with their patients and provide better care. > > The 224-page Health Literacy Toolkit, developed by a coalition of > public health, education and medical organizations, provides tips for > physicians on everything from how to discuss end-of-life care with > the dying to how to secure interpreter services for non-English- > speaking patients....." > > http://tinyurl.com/2569zq > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to gae at everestkc.net > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mhurtado at air.org > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to gae at everestkc.net > From healthconnections at ns.sympatico.ca Thu May 31 08:42:32 2007 From: healthconnections at ns.sympatico.ca (Health Connections) Date: Thu, 31 May 2007 09:42:32 -0300 Subject: [HealthLiteracy 950] respectful terms question Message-ID: <000001c7a381$28b3f720$0b02a8c0@Health2> I am working with a community based health resource centre called Health Connections which has a mandate to help people to access health information, programs and services. Health Connections is a service of the health authority and delivered in partnership with the public library. We are compiling resources with health literacy and cultural competency in mind. Web resources will also be identified. I would like to see the plain language items clearly identified on the our website, currently in development. My question is - What words, phrases and/or common symbols are used to identify plain language resources? Many thanks for this very helpful list serve. Trudy Watts Resource Development Co-ordinator Health Connections Antigonish, Nova Scotia, Canada -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/278e5a23/attachment.html From djrosen at comcast.net Thu May 31 09:32:36 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 31 May 2007 09:32:36 -0400 Subject: [HealthLiteracy 951] Re: respectful terms question In-Reply-To: <000001c7a381$28b3f720$0b02a8c0@Health2> References: <000001c7a381$28b3f720$0b02a8c0@Health2> Message-ID: <465ECE74.3060601@comcast.net> Trudy, As you collect health resources, check out www.firstfind.info portal. Its health section has been reviewed by librarians and it has links to only plain language websites. "Plain language" or "plain English" is a good way to identify resources for low-literate results. David J. Rosen djrosen at comcast.net Health Connections wrote: > I am working with a community based health resource centre called > Health Connections which has a mandate to help people to access health > information, programs and services. Health Connections is a service of > the health authority and delivered in partnership with the public > library. We are compiling resources with health literacy and cultural > competency in mind. Web resources will also be identified. I would > like to see the plain language items clearly identified on the our > website, currently in development. > > My question is - What words, phrases and/or common symbols are used > to identify plain language resources? > > Many thanks for this very helpful list serve. > > Trudy Watts > Resource Development Co-ordinator > Health Connections > Antigonish, Nova Scotia, Canada > >------------------------------------------------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to djrosen at comcast.net > From barbarajgordon at yahoo.com Thu May 31 10:28:13 2007 From: barbarajgordon at yahoo.com (Barbara Gordon) Date: Thu, 31 May 2007 07:28:13 -0700 (PDT) Subject: [HealthLiteracy 952] Re: respectful terms question In-Reply-To: <000001c7a381$28b3f720$0b02a8c0@Health2> Message-ID: <21315.99669.qm@web33211.mail.mud.yahoo.com> Trudy, Harvard School of Public Health has some good online resources. Check them out at: http://www.hsph.harvard.edu/healthliteracy/innovative.html#three Best, BJ Gordon, RD, MBA Principal HealthComm Solutions --- Health Connections wrote: > I am working with a community based health resource > centre called Health > Connections which has a mandate to help people to > access health > information, programs and services. Health > Connections is a service of > the health authority and delivered in partnership > with the public > library. We are compiling resources with health > literacy and cultural > competency in mind. Web resources will also be > identified. I would like > to see the plain language items clearly identified > on the our website, > currently in development. > > My question is - What words, phrases and/or common > symbols are used to > identify plain language resources? > > Many thanks for this very helpful list serve. > > Trudy Watts > Resource Development Co-ordinator > Health Connections > Antigonish, Nova Scotia, Canada > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Now that's room service! Choose from over 150,000 hotels in 45,000 destinations on Yahoo! Travel to find your fit. http://farechase.yahoo.com/promo-generic-14795097 From julie_mcKinney at worlded.org Thu May 31 12:09:55 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 31 May 2007 12:09:55 -0400 Subject: [HealthLiteracy 953] Re: respectful terms question Message-ID: <465EBB130200002D000027A5@bostongwia.jsi.com> Hi Trudy, "Plain Language" is very common, as is "Clear Language." You would proably know better what is more common in Canada, but I have seen both used in Canadian resources. There used to be a "Plain language" health communication database, which I cannot find at it's old URL, but there are "Clear Language" tools available on the National Adult Literacy Database at: http://www.nald.ca/tools/practitioner/practitioner.htm I think it also depends on who is going to be using your website. If it will be the libraians, then they can be trained to search for any term. If consumers are going to be using the website to search for information, I still belive in the term "Easy-to-read" as the most self-explanatory! Good luck with this great project, and keep us informed how it goes! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Health Connections" 05/31/07 8:42 AM >>> I am working with a community based health resource centre called Health Connections which has a mandate to help people to access health information, programs and services. Health Connections is a service of the health authority and delivered in partnership with the public library. We are compiling resources with health literacy and cultural competency in mind. Web resources will also be identified. I would like to see the plain language items clearly identified on the our website, currently in development. My question is - What words, phrases and/or common symbols are used to identify plain language resources? Many thanks for this very helpful list serve. Trudy Watts Resource Development Co-ordinator Health Connections Antigonish, Nova Scotia, Canada From pleasant at aesop.rutgers.edu Thu May 31 12:33:27 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Thu, 31 May 2007 12:33:27 -0400 Subject: [HealthLiteracy 954] Re: respectful terms question In-Reply-To: <000001c7a381$28b3f720$0b02a8c0@Health2> References: <000001c7a381$28b3f720$0b02a8c0@Health2> Message-ID: Hello everyone, The question prompted a question ... Does this indicate that the organization will also be posting materials that are difficult to read? Why? Will you flag those also somehow? I suppose the point being, if the mandate is to help people access information then I'd suggest only using materials that are accessible ... thereby making that the norm instead of something needing flagged as somehow special or different which perhaps implies (with stigma attached?) less capable audiences. If we collectively reduce the listing of, referencing to, and (by extension) perceived demand for poorly conceived and written materials, perhaps (far, far away I admit) the world will slowly become less awash with reports and journal articles and books and guides to health literacy that lack audiences and effectiveness. The internet and Microsoft products make it easy to compile many long lists of resources - but we don't have to. For what its worth ... (keeping in mind that it is free) ap >I am working with a community based health resource centre called >Health Connections which has a mandate to help people to access >health information, programs and services. Health Connections is a >service of the health authority and delivered in partnership with >the public library. We are compiling resources with health literacy >and cultural competency in mind. Web resources will also be >identified. I would like to see the plain language items clearly >identified on the our website, currently in development. > >My question is - What words, phrases and/or common symbols are used >to identify plain language resources? > >Many thanks for this very helpful list serve. > >Trudy Watts >Resource Development Co-ordinator >Health Connections >Antigonish, Nova Scotia, Canada > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From julie_mcKinney at worlded.org Thu May 31 12:46:10 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 31 May 2007 12:46:10 -0400 Subject: [HealthLiteracy 955] Wednesday Question: The NAAL Report Message-ID: <465EC3920200002D000027A9@bostongwia.jsi.com> Hi Everyone, Last week there was a discussion on the Poverty, Race, Women and Literacy Discussion List about the results of the 2003 National Assessment of Adult Literacy (NAAL). There was some discussion of the Health Literacy Data, which was collected for the first time in this report, and some of you may be interested in reading through the discussion. You can do so at: http://www.nifl.gov/pipermail/povertyracewomen/2007/date.html The moderator, Daphne Greenberg, asked some questions about how useful the report is and how it is used by people in the adult literacy field. I would like to pose a modified version of these questions for this week's Wednesday question. (I know, it's Thursday...can I blame it on the long weekend...?) These questions are for researchers, policy makers, health care providers and educators, adult literacy practitioners and adult learners. Of course, add "If so, how?" to each question! 1. Are researchers using the report in their research studies? 2. Are policy makers in the health field using the report to make decisions regarding allocation of resources? 3. Are policy makers in the adult literacy field using the report to make decisions regarding allocation of resources? 4. Are teachers/administrators using the report to make decisions about their classrooms? 5. Are health care providers and health educators using the report to make decisions about their service delivery? 6. Do learners relate to the findings in the report? You can find the report at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 See below for a summary of the key Health Literacy findings that Andres Muro sent to this list last year. I am planning a discussion of these results on this list in the next few months, so stay tuned. But in the meantime, it would be nice to know what you all think of these questions. All the best, Julie ********************************* National Assessment of Adult Literacy (NAAL) Health Literacy of America's Adults Four levels: 1. Below Basic: indicates no more than the most basic and concrete literacy skills. 2. Basic: indicates skills to perform simple and everyday literacy activities. 3. Intermediate: indicate skills to perform moderately challenging literacy activities 4. Proficient: indicates skills to perform more challenging and complex literacy activities I equate "Below Basic" level to reading skills and math skills of someone in the third grade. "Basic" would be someone with reading and math skills below seventh grade. "Intermediate" would be someone with the skills of a high school student. "Proficient" would define the skills of a high school graduate. Note that this in not a scientific comparison but my own estimation based on my years in the education field. [From Andres] Result of the health NAAL: Percentage of adults in each literacy level Below basic: 14% Basic: 22% Intermediate: 53% Proficient: 12% Percentage of males in each literacy level Below basic: 16% Basic: 22% Intermediate: 51% Proficient: 11% Percentage of females in each literacy level Below basic: 12% Basic: 21% Intermediate: 55% Proficient: 12% Note that women scored higher than males. This is not surprising since women are usually the health providers of the entire family. Percentage of Whites in each literacy level Below basic: 9% Basic: 19% Intermediate: 58% Proficient: 14% Percentage of Blacks in each literacy level Below basic: 24% Basic: 34% Intermediate: 41% Proficient: 2% Percentage of Hispanics each literacy level Below basic: 41% Basic: 25% Intermediate: 31% Proficient: 4% Note the very high numbers of Hispanics below basic. This is likely because they are not native English speakers. Based on this assessment, one third to one half of all adults does not understand written information related to health well or at all. There is a third that understands information better. Only 14% of all adults can understand health related information well. For more info go to: http://nces.ed.gov/naal/ **************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Thu May 31 10:30:27 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 31 May 2007 08:30:27 -0600 Subject: [HealthLiteracy 956] Re: respectful terms question In-Reply-To: <000001c7a381$28b3f720$0b02a8c0@Health2> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDD06@DTHREXCL1.dthr.ab.ca> Hi Trudy, I would love to learn more about your project. I will consult my colleagues about the symbol and get back to you. Thanks, Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections Sent: Thursday, May 31, 2007 6:43 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 950] respectful terms question I am working with a community based health resource centre called Health Connections which has a mandate to help people to access health information, programs and services. Health Connections is a service of the health authority and delivered in partnership with the public library. We are compiling resources with health literacy and cultural competency in mind. Web resources will also be identified. I would like to see the plain language items clearly identified on the our website, currently in development. My question is - What words, phrases and/or common symbols are used to identify plain language resources? Many thanks for this very helpful list serve. Trudy Watts Resource Development Co-ordinator Health Connections Antigonish, Nova Scotia, Canada -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/dbc68ea0/attachment.html From Joanne.Locke at hhs.gov Thu May 31 13:01:50 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Thu, 31 May 2007 13:01:50 -0400 Subject: [HealthLiteracy 957] Re: respectful terms question In-Reply-To: Message-ID: Andrew - I could not have said it better. Everyone deserves plain, clear writing all the time - especially when it comes to information about their health. Joanne Locke Plain Language Advisor -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 12:33 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 954] Re: respectful terms question Hello everyone, The question prompted a question ... Does this indicate that the organization will also be posting materials that are difficult to read? Why? Will you flag those also somehow? I suppose the point being, if the mandate is to help people access information then I'd suggest only using materials that are accessible ... thereby making that the norm instead of something needing flagged as somehow special or different which perhaps implies (with stigma attached?) less capable audiences. If we collectively reduce the listing of, referencing to, and (by extension) perceived demand for poorly conceived and written materials, perhaps (far, far away I admit) the world will slowly become less awash with reports and journal articles and books and guides to health literacy that lack audiences and effectiveness. The internet and Microsoft products make it easy to compile many long lists of resources - but we don't have to. For what its worth ... (keeping in mind that it is free) ap >I am working with a community based health resource centre called >Health Connections which has a mandate to help people to access >health information, programs and services. Health Connections is a >service of the health authority and delivered in partnership with >the public library. We are compiling resources with health literacy >and cultural competency in mind. Web resources will also be >identified. I would like to see the plain language items clearly >identified on the our website, currently in development. > >My question is - What words, phrases and/or common symbols are used >to identify plain language resources? > >Many thanks for this very helpful list serve. > >Trudy Watts >Resource Development Co-ordinator >Health Connections >Antigonish, Nova Scotia, Canada > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jlocke at osophs.dhhs.gov From NDavies at dthr.ab.ca Thu May 31 13:10:27 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 31 May 2007 11:10:27 -0600 Subject: [HealthLiteracy 958] Re: respectful terms question In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDD0C@DTHREXCL1.dthr.ab.ca> It's a nice idea, Andrew, but a lot of the materials shipped out by health organisations are written at at least grade 12 level. A Vancouver-based GI charity has wonderful patient teaching resources, but a lot of their health information is very difficult to understand (even my volunteers have trouble). Also, there is a question of the norm. When does a piece of health information become easy or difficult to read? Two pieces of health information could be at a Grade 6 level, but not everybody would understand them both equally. The symbol, if one exists, should be simply a guide. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 10:33 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 954] Re: respectful terms question Hello everyone, The question prompted a question ... Does this indicate that the organization will also be posting materials that are difficult to read? Why? Will you flag those also somehow? I suppose the point being, if the mandate is to help people access information then I'd suggest only using materials that are accessible ... thereby making that the norm instead of something needing flagged as somehow special or different which perhaps implies (with stigma attached?) less capable audiences. If we collectively reduce the listing of, referencing to, and (by extension) perceived demand for poorly conceived and written materials, perhaps (far, far away I admit) the world will slowly become less awash with reports and journal articles and books and guides to health literacy that lack audiences and effectiveness. The internet and Microsoft products make it easy to compile many long lists of resources - but we don't have to. For what its worth ... (keeping in mind that it is free) ap >I am working with a community based health resource centre called >Health Connections which has a mandate to help people to access >health information, programs and services. Health Connections is a >service of the health authority and delivered in partnership with >the public library. We are compiling resources with health literacy >and cultural competency in mind. Web resources will also be >identified. I would like to see the plain language items clearly >identified on the our website, currently in development. > >My question is - What words, phrases and/or common symbols are used >to identify plain language resources? > >Many thanks for this very helpful list serve. > >Trudy Watts >Resource Development Co-ordinator >Health Connections >Antigonish, Nova Scotia, Canada > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From pleasant at aesop.rutgers.edu Thu May 31 13:37:16 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Thu, 31 May 2007 13:37:16 -0400 Subject: [HealthLiteracy 959] Re: respectful terms question In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDD0C@DTHREXCL1.dthr.ab.ca> References: <521441A4F164E1418DCAC093C9EE6D95026EDD0C@DTHREXCL1.dthr.ab.ca> Message-ID: Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From julie_mcKinney at worlded.org Thu May 31 13:43:20 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 31 May 2007 13:43:20 -0400 Subject: [HealthLiteracy 960] Re: respectful terms question Message-ID: <465ED0F90200002D000027B5@bostongwia.jsi.com> Andrew, Good thought--I had the same impulse but, having worked on a health literacy resource website myself, I have to admit that the reality is not that simple. It depends on the scope of the intended audience. If the audience is solely health consumers, then you are right, we should include only plain language information. But most websites of this kind are also for others, such as health care providers, educators, and others who work with health consumers. For example, Trudy says that part of the compilation will be cultural competency resources. Presumably, these are written for health care professionals, and are bound to be at a higher reading level, which is probably appropriate for that audience. When I worked on the Health & Literacy Special Collection, we tried to deal with this by revising the design to include a section for "New Readers", which consists only of plain language materials. We also compiled a section called "e-for-easy" which includes only materials that do not require the ability to read text (instead they use pictures, audio, video or experience-based lessons.) See http://healthliteracy.worlded.org I know you have studied health websites quite a bit--do you have any resources to share about appropriate navigational design and other factors that make these sites accessible for lower level readers? Thanks for your comments--I agree that we have to keep going in that direction! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Andrew Pleasant 05/31/07 12:33 PM >>> Hello everyone, The question prompted a question ... Does this indicate that the organization will also be posting materials that are difficult to read? Why? Will you flag those also somehow? I suppose the point being, if the mandate is to help people access information then I'd suggest only using materials that are accessible ... thereby making that the norm instead of something needing flagged as somehow special or different which perhaps implies (with stigma attached?) less capable audiences. If we collectively reduce the listing of, referencing to, and (by extension) perceived demand for poorly conceived and written materials, perhaps (far, far away I admit) the world will slowly become less awash with reports and journal articles and books and guides to health literacy that lack audiences and effectiveness. The internet and Microsoft products make it easy to compile many long lists of resources - but we don't have to. For what its worth ... (keeping in mind that it is free) ap >I am working with a community based health resource centre called >Health Connections which has a mandate to help people to access >health information, programs and services. Health Connections is a >service of the health authority and delivered in partnership with >the public library. We are compiling resources with health literacy >and cultural competency in mind. Web resources will also be >identified. I would like to see the plain language items clearly >identified on the our website, currently in development. > >My question is - What words, phrases and/or common symbols are used >to identify plain language resources? > >Many thanks for this very helpful list serve. > >Trudy Watts >Resource Development Co-ordinator >Health Connections >Antigonish, Nova Scotia, Canada > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From harwo001 at mc.duke.edu Thu May 31 13:51:27 2007 From: harwo001 at mc.duke.edu (Kerry Harwood) Date: Thu, 31 May 2007 13:51:27 -0400 Subject: [HealthLiteracy 961] Re: respectful terms question In-Reply-To: Message-ID: The challenge of using grade level assessments is that they depend so much on word length (syllables). When you have to use medical terms, it jacks up your reading level. For example, we have a patient education document 'Understanding Your Breast Cancer Pathology Report'. We worked very hard to get this down to an 11th grade reading level. However, we also used all the principles from the Suitability Assessment of Materials, including headers, white space, active voice, etc. to improve readability. I would not present an essential education piece like taking care of yourself after surgery at an 11th grade level. However, I also would not refuse to provide elective information that information-seeking patients have requested just because the required words place it at a higher reading level. Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. Andrew Pleasant Sent by: healthliteracy-bounces at nifl.gov 05/31/2007 01:37 PM Please respond to The Health and Literacy Discussion List To The Health and Literacy Discussion List cc Subject [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/c9865174/attachment.html From Loretta.Becker at bcbsri.org Thu May 31 13:59:30 2007 From: Loretta.Becker at bcbsri.org (Loretta.Becker at bcbsri.org) Date: Thu, 31 May 2007 13:59:30 -0400 Subject: [HealthLiteracy 962] Re: HealthLiteracy Digest, Vol 20, Issue 18 In-Reply-To: Message-ID: Hi, I am the Loretta Becker, Health Literacy Program Manager and am glad you saw the toolkit and website link. The Rhode Island Health Literacy Project will be distributing 700 toolkits to physicians, and health centers in RI. If you have any feedback we would love to hear it, thanks. ********************************************************************************* This e-mail and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or taking any action in reliance on the information contained in this e-mail is prohibited. If you have received this e-mail in error, please immediately notify your e-mail administrator. Blue Cross & Blue Shield of Rhode Island in-state: (401) 751-1673 out of state: 1-800-343-5743 ********************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/07078faf/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 14208 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/07078faf/attachment.gif From pleasant at aesop.rutgers.edu Thu May 31 14:30:43 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Thu, 31 May 2007 14:30:43 -0400 Subject: [HealthLiteracy 963] Re: respectful terms question In-Reply-To: <465ED0F90200002D000027B5@bostongwia.jsi.com> References: <465ED0F90200002D000027B5@bostongwia.jsi.com> Message-ID: Hi, Never meant to imply this was simple to do, but this reflects some of the fundamental choices people should make before preparing these sorts of resources. As I'm sure you know, good information well written means higher level readers get more from it while more people can still access the information. A win-win. If you do it well, no one is offended and everyone can benefit. Easy-to-read should not be equated to 'dumbing down' but it often is and when done less than well it often comes out that way. This is not impossible, but is too rare. The responses to the contrary seem to indicate a fundamental belief that information about health cannot be successfully communicated to everyone and that is a myth that needs undoing. I suppose it depends on your goal. Sure you can use all sorts of simple or complex bell and whistle tactics to target different audiences with websites and then give them information at different levels - that's easy. But ultimately, in the context of a health literacy forum in particular, I'd suggest separating people shouldn't be the goal (and we could ultimately ask how ethical that is - who gets to decide what information goes to group A vs. group B and on what basis?). Bringing different people together to share and build meanings definitely takes hard work. I am not convinced as some of you seem to be that this is impossible. That the perspective from which I read the goal of the initial posting - "help people access information" - which to me doesn't (and shouldn't) imply helping some people access some information and other people access other information (besides, there are plenty of those websites already - I am suggesting raising the bar). ... and i'll quit littering your in-boxes. Like I said, take it for what it is worth, free. ap >Andrew, > >Good thought--I had the same impulse but, having worked on a health >literacy resource website myself, I have to admit that the reality is >not that simple. It depends on the scope of the intended audience. If >the audience is solely health consumers, then you are right, we should >include only plain language information. But most websites of this kind >are also for others, such as health care providers, educators, and >others who work with health consumers. For example, Trudy says that part >of the compilation will be cultural competency resources. Presumably, >these are written for health care professionals, and are bound to be at >a higher reading level, which is probably appropriate for that audience. > >When I worked on the Health & Literacy Special Collection, we tried to >deal with this by revising the design to include a section for "New >Readers", which consists only of plain language materials. We also >compiled a section called "e-for-easy" which includes only materials >that do not require the ability to read text (instead they use pictures, >audio, video or experience-based lessons.) See >http://healthliteracy.worlded.org > >I know you have studied health websites quite a bit--do you have any >resources to share about appropriate navigational design and other >factors that make these sites accessible for lower level readers? > >Thanks for your comments--I agree that we have to keep going in that >direction! > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> Andrew Pleasant 05/31/07 12:33 PM >>> >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to julie_mckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From NDavies at dthr.ab.ca Thu May 31 15:17:13 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 31 May 2007 13:17:13 -0600 Subject: [HealthLiteracy 964] Re: respectful terms question In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDD0E@DTHREXCL1.dthr.ab.ca> I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From Jsorensen at afmc.org Thu May 31 15:35:46 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 31 May 2007 14:35:46 -0500 Subject: [HealthLiteracy 965] Re: respectful terms question In-Reply-To: Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA4DB@AFMCFS6.NT_AFMC.local> I have to agree, to an extent. To be honest, I have "cheated" at times by not counting words like diabetes, leukemia or others that the reader is likely to be familiar with. (If you have diabetes, it's probably a familiar word.) Still, we can make every effort to keep things as simple and clear as possible for ALL readers. I pay close attention to things like length of sentences, sentence structure, length of paragraphs and formatting. I had surgery recently and received a couple of "information sheets" that even I had to read twice to understand. When you are sick or stressed, your comprehension skills slide down the scale. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kerry Harwood Sent: Thursday, May 31, 2007 12:51 PM To: The Health and Literacy Discussion List Cc: The Health and Literacy Discussion List; healthliteracy-bounces at nifl.gov Subject: [HealthLiteracy 961] Re: respectful terms question The challenge of using grade level assessments is that they depend so much on word length (syllables). When you have to use medical terms, it jacks up your reading level. For example, we have a patient education document 'Understanding Your Breast Cancer Pathology Report'. We worked very hard to get this down to an 11th grade reading level. However, we also used all the principles from the Suitability Assessment of Materials, including headers, white space, active voice, etc. to improve readability. I would not present an essential education piece like taking care of yourself after surgery at an 11th grade level. However, I also would not refuse to provide elective information that information-seeking patients have requested just because the required words place it at a higher reading level. Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. Andrew Pleasant Sent by: healthliteracy-bounces at nifl.gov 05/31/2007 01:37 PM Please respond to The Health and Literacy Discussion List To The Health and Literacy Discussion List cc Subject [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/6cf99d35/attachment.html From lisamjones44 at hotmail.com Thu May 31 15:37:23 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Thu, 31 May 2007 19:37:23 +0000 Subject: [HealthLiteracy 966] Re: HealthLiteracy Digest, Vol 20, Issue 19 In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/1825c8b4/attachment.html From sfallsliteracy at yahoo.com Thu May 31 18:11:55 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Thu, 31 May 2007 15:11:55 -0700 (PDT) Subject: [HealthLiteracy 967] Re: respectful terms question In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDD0E@DTHREXCL1.dthr.ab.ca> Message-ID: <729541.28659.qm@web34703.mail.mud.yahoo.com> I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/02671792/attachment.html From pleasant at AESOP.Rutgers.edu Fri Jun 1 12:50:20 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Fri, 01 Jun 2007 12:50:20 -0400 Subject: [HealthLiteracy 967] Re: HealthLiteracy Digest, Vol 20, Issue 19 In-Reply-To: References: Message-ID: I did not write what you allege. We are talking about a specific circumstance, not the universe. andrew >Andrew - > >I respectfully disagree. There is a place for higher literacy level >materials. > >There should ALWAYS be materials available that everyone can >understand. Having these materials as a base of information is >essential for all of our patients. > >However, I don't believe that means that only materials written at a >certain level should be produced. A wide range of materials would >be more appropriate. > >Lisa Jones, MD > > > > > > > > > >From: healthliteracy-request at nifl.gov >Reply-To: healthliteracy at nifl.gov >To: healthliteracy at nifl.gov >Subject: HealthLiteracy Digest, Vol 20, Issue 19 >Date: Thu, 31 May 2007 14:27:04 -0400 >>Send HealthLiteracy mailing list submissions to >> healthliteracy at nifl.gov >> >>To subscribe or unsubscribe via the World Wide Web, visit >> http://www.nifl.gov/mailman/listinfo/healthliteracy >>or, via email, send a message with subject or body 'help' to >> healthliteracy-request at nifl.gov >> >>You can reach the person managing the list at >> healthliteracy-owner at nifl.gov >> >>When replying, please edit your Subject line so it is more specific >>than "Re: Contents of HealthLiteracy digest..." >> >> >>Today's Topics: >> >> 1. [HealthLiteracy 953] Re: respectful terms question >> (Julie McKinney) >> 2. [HealthLiteracy 954] Re: respectful terms question >> (Andrew Pleasant) >> 3. [HealthLiteracy 955] Wednesday Question: The NAAL Report >> (Julie McKinney) >> 4. [HealthLiteracy 956] Re: respectful terms question >> (Davies, Nicola) >> 5. [HealthLiteracy 957] Re: respectful terms question >> (Locke, Joanne N (HHS/OPHS)) >> 6. [HealthLiteracy 958] Re: respectful terms question >> (Davies, Nicola) >> 7. [HealthLiteracy 959] Re: respectful terms question >> (Andrew Pleasant) >> 8. [HealthLiteracy 960] Re: respectful terms question >> (Julie McKinney) >> 9. [HealthLiteracy 961] Re: respectful terms question (Kerry Harwood) >> >> >>---------------------------------------------------------------------- >> >>Message: 1 >>Date: Thu, 31 May 2007 12:09:55 -0400 >>From: "Julie McKinney" >>Subject: [HealthLiteracy 953] Re: respectful terms question >>To: >>Message-ID: <465EBB130200002D000027A5 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Hi Trudy, >> >>"Plain Language" is very common, as is "Clear Language." You would >>proably know better what is more common in Canada, but I have seen both >>used in Canadian resources. There used to be a "Plain language" health >>communication database, which I cannot find at it's old URL, but there >>are "Clear Language" tools available on the National Adult Literacy >>Database at: >> >>http://www.nald.ca/tools/practitioner/practitioner.htm >> >>I think it also depends on who is going to be using your website. If it >>will be the libraians, then they can be trained to search for any term. >>If consumers are going to be using the website to search for >>information, I still belive in the term "Easy-to-read" as the most >>self-explanatory! >> >>Good luck with this great project, and keep us informed how it goes! >> >>All the best, >>Julie >> >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >>> "Health Connections" 05/31/07 >>8:42 AM >>> >>I am working with a community based health resource centre called Health >>Connections which has a mandate to help people to access health >>information, programs and services. Health Connections is a service of >>the health authority and delivered in partnership with the public >>library. We are compiling resources with health literacy and cultural >>competency in mind. Web resources will also be identified. I would like >>to see the plain language items clearly identified on the our website, >>currently in development. >> >>My question is - What words, phrases and/or common symbols are used to > >identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >> >> >>------------------------------ >> >>Message: 2 >>Date: Thu, 31 May 2007 12:33:27 -0400 >>From: Andrew Pleasant >>Subject: [HealthLiteracy 954] Re: respectful terms question >>To: The Health and Literacy Discussion List >>Message-ID: >>Content-Type: text/plain; charset=us-ascii; format=flowed >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? >> > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >> >> >>------------------------------ >> >>Message: 3 >>Date: Thu, 31 May 2007 12:46:10 -0400 >>From: "Julie McKinney" >>Subject: [HealthLiteracy 955] Wednesday Question: The NAAL Report >>To: >>Message-ID: <465EC3920200002D000027A9 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Hi Everyone, >> >>Last week there was a discussion on the Poverty, Race, Women and >>Literacy Discussion List about the results of the 2003 National >>Assessment of Adult Literacy (NAAL). There was some discussion of the >>Health Literacy Data, which was collected for the first time in this >>report, and some of you may be interested in reading through the >>discussion. You can do so at: >> >>http://www.nifl.gov/pipermail/povertyracewomen/2007/date.html >> >>The moderator, Daphne Greenberg, asked some questions about how useful >>the report is and how it is used by people in the adult literacy field. >>I would like to pose a modified version of these questions for this > >week's Wednesday question. (I know, it's Thursday...can I blame it on >>the long weekend...?) >> >>These questions are for researchers, policy makers, health care >>providers and educators, adult literacy practitioners and adult >>learners. Of course, add "If so, how?" to each question! >> >>1. Are researchers using the report in their research studies? >>2. Are policy makers in the health field using the report to make >>decisions regarding allocation of resources? >>3. Are policy makers in the adult literacy field using the report to >>make decisions regarding allocation of resources? >>4. Are teachers/administrators using the report to make decisions about >>their classrooms? >>5. Are health care providers and health educators using the report to >>make decisions about their service delivery? >>6. Do learners relate to the findings in the report? >> >>You can find the report at: >> >>http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 >> >>See below for a summary of the key Health Literacy findings that Andres >>Muro sent to this list last year. I am planning a discussion of these >>results on this list in the next few months, so stay tuned. But in the >>meantime, it would be nice to know what you all think of these >>questions. >> >>All the best, >>Julie >> >>********************************* >> >>National Assessment of Adult Literacy (NAAL) Health Literacy of >>America's Adults >> >>Four levels: >> >>1. Below Basic: indicates no more than the most basic and concrete >>literacy skills. >>2. Basic: indicates skills to perform simple and everyday literacy >>activities. >>3. Intermediate: indicate skills to perform moderately challenging >>literacy activities >>4. Proficient: indicates skills to perform more challenging and >>complex literacy activities >> >>I equate "Below Basic" level to reading skills and math skills of >>someone in the >>third grade. "Basic" would be someone with reading and math skills below >> >>seventh grade. "Intermediate" would be someone with the skills of a high >> >>school student. "Proficient" would define the skills of a high school >>graduate. Note that this in not a scientific comparison but my own >>estimation based on my years in the education field. [From Andres] >> >>Result of the health NAAL: >> >>Percentage of adults in each literacy level >> Below basic: 14% >> Basic: 22% >> Intermediate: 53% >> Proficient: 12% >> >>Percentage of males in each literacy level >> Below basic: 16% >> Basic: 22% >> Intermediate: 51% >> Proficient: 11% >> >>Percentage of females in each literacy level >> Below basic: 12% >> Basic: 21% >> Intermediate: 55% >> Proficient: 12% >> >>Note that women scored higher than males. This is not surprising since >>women are usually the health providers of the entire family. >> >> >>Percentage of Whites in each literacy level >> Below basic: 9% >> Basic: 19% >> Intermediate: 58% >> Proficient: 14% >> >>Percentage of Blacks in each literacy level >> Below basic: 24% >> Basic: 34% >> Intermediate: 41% >> Proficient: 2% >> >>Percentage of Hispanics each literacy level >> Below basic: 41% >> Basic: 25% >> Intermediate: 31% >> Proficient: 4% >> >>Note the very high numbers of Hispanics below basic. This is likely >>because they are not native English speakers. >> >>Based on this assessment, one third to one half of all adults does not >>understand written information related to health well or at all. There >>is a third that understands information better. Only 14% of all adults >>can understand health related information well. >> >>For more info go to: http://nces.ed.gov/naal/ >> >>**************************************** >> >> >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >> >>------------------------------ >> >>Message: 4 >>Date: Thu, 31 May 2007 08:30:27 -0600 >>From: "Davies, Nicola" >>Subject: [HealthLiteracy 956] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> >>Message-ID: >> <521441A4F164E1418DCAC093C9EE6D95026EDD06 at DTHREXCL1.dthr.ab.ca> >>Content-Type: text/plain; charset="iso-8859-1" >> >>Hi Trudy, >>I would love to learn more about your project. I will consult my >>colleagues about the symbol and get back to you. > >Thanks, >> >>Nicola Davies, BA>"urn:schemas-microsoft-com:office:office" /> >> >> >>Health Literacy Specialist >> >>Wellness Centre Coordinator >> >>Media Services Publications Clerk >> >>8 ndavies at dthr.ab.ca >> >>) (403)-352-7643 >> >>* Red Deer Regional Hospital >> >> 3942-50A Ave >> >> Red Deer, AB >> >> T4N 4E7 >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health >>Connections >>Sent: Thursday, May 31, 2007 6:43 AM >>To: healthliteracy at nifl.gov >>Subject: [HealthLiteracy 950] respectful terms question >> >> >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >>-------------- next part -------------- >>An HTML attachment was scrubbed... >>URL: >>http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/dbc68ea0/attachment-0001.html >> >>------------------------------ >> >>Message: 5 >>Date: Thu, 31 May 2007 13:01:50 -0400 >>From: "Locke, Joanne N (HHS/OPHS)" >>Subject: [HealthLiteracy 957] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> >>Message-ID: >> >>Content-Type: text/plain; charset=us-ascii >> >>Andrew - I could not have said it better. Everyone deserves plain, >>clear writing all the time - especially when it comes to information >>about their health. >> >>Joanne Locke >>Plain Language Advisor >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >>Sent: Thursday, May 31, 2007 12:33 PM >>To: The Health and Literacy Discussion List >>Subject: [HealthLiteracy 954] Re: respectful terms question >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? > > > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to jlocke at osophs.dhhs.gov >> >> >> >> >>------------------------------ >> >>Message: 6 >>Date: Thu, 31 May 2007 11:10:27 -0600 >>From: "Davies, Nicola" >>Subject: [HealthLiteracy 958] Re: respectful terms question >>To: "The Health and Literacy Discussion List" >> >>Message-ID: >> <521441A4F164E1418DCAC093C9EE6D95026EDD0C at DTHREXCL1.dthr.ab.ca> >>Content-Type: text/plain; charset="iso-8859-1" >> >>It's a nice idea, Andrew, but a lot of the materials shipped out by >>health organisations are written at at least grade 12 level. A >>Vancouver-based GI charity has wonderful patient teaching >>resources, but a lot of their health information is very difficult >>to understand (even my volunteers have trouble). >> >>Also, there is a question of the norm. When does a piece of health >>information become easy or difficult to read? Two pieces of health >>information could be at a Grade 6 level, but not everybody would >>understand them both equally. The symbol, if one exists, should be >>simply a guide. >> >> >> >>-----Original Message----- >>From: healthliteracy-bounces at nifl.gov >>[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >>Sent: Thursday, May 31, 2007 10:33 AM >>To: The Health and Literacy Discussion List >>Subject: [HealthLiteracy 954] Re: respectful terms question >> >> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? > > > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to ndavies at dthr.ab.ca >> >> >> >>------------------------------ >> >>Message: 7 >>Date: Thu, 31 May 2007 13:37:16 -0400 >>From: Andrew Pleasant >>Subject: [HealthLiteracy 959] Re: respectful terms question >>To: The Health and Literacy Discussion List >>Message-ID: >>Content-Type: text/plain; charset=us-ascii; format=flowed >> >>Sure, but my point is .. if it is at 12th grade level - don't list it >>and don't use it - look farther, create new. Thinking you have to >>simply perpetuates the myth that complex information can't be clearly >>presented. After all, if it is very difficult to understand - is it >>really so wonderful? >> >>ap >> >> >> >> >It's a nice idea, Andrew, but a lot of the materials shipped out by >> >health organisations are written at at least grade 12 level. A >> >Vancouver-based GI charity has wonderful patient teaching resources, >> >but a lot of their health information is very difficult to >> >understand (even my volunteers have trouble). >> > >> >Also, there is a question of the norm. When does a piece of health >> >information become easy or difficult to read? Two pieces of health >> >information could be at a Grade 6 level, but not everybody would >> >understand them both equally. The symbol, if one exists, should be >> >simply a guide. >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >> >Sent: Thursday, May 31, 2007 10:33 AM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 954] Re: respectful terms question >> > >> > >> >Hello everyone, >> > >> >The question prompted a question ... >> > >> >Does this indicate that the organization will also be posting >> >materials that are difficult to read? Why? Will you flag those also >> >somehow? >> > >> >I suppose the point being, if the mandate is to help people access >> >information then I'd suggest only using materials that are accessible >> >... thereby making that the norm instead of something needing flagged >> >as somehow special or different which perhaps implies (with stigma >> >attached?) less capable audiences. >> > >> >If we collectively reduce the listing of, referencing to, and (by >> >extension) perceived demand for poorly conceived and written >> >materials, perhaps (far, far away I admit) the world will slowly >> >become less awash with reports and journal articles and books and >> >guides to health literacy that lack audiences and effectiveness. The >> >internet and Microsoft products make it easy to compile many long >> >lists of resources - but we don't have to. >> > >> >For what its worth ... (keeping in mind that it is free) >> > >> >ap >> > >> > >> > >> >>I am working with a community based health resource centre called >> >>Health Connections which has a mandate to help people to access >> >>health information, programs and services. Health Connections is a >> >>service of the health authority and delivered in partnership with > > >>the public library. We are compiling resources with health literacy >> >>and cultural competency in mind. Web resources will also be >> >>identified. I would like to see the plain language items clearly >> >>identified on the our website, currently in development. >> >> >> >>My question is - What words, phrases and/or common symbols are used >> >>to identify plain language resources? >> >> >> >>Many thanks for this very helpful list serve. >> >> >> >>Trudy Watts >> >>Resource Development Co-ordinator >> >>Health Connections >> >>Antigonish, Nova Scotia, Canada >> >> >> >>---------------------------------------------------- >> >>National Institute for Literacy >> >>Health and Literacy mailing list >> >>HealthLiteracy at nifl.gov >> >>To unsubscribe or change your subscription settings, please go to >> >>http://www.nifl.gov/mailman/listinfo/healthliteracy >> >>Email delivered to pleasant at aesop.rutgers.edu >> > >> > >> >-- >> >----------------------------------------------- >> >Andrew Pleasant >> >Assistant Professor >> >Department of Human Ecology >> >Extension Department of Family and Community Health Sciences >> >Rutgers, the State University of New Jersey >> >Cook Office Building, 55 Dudley Road #207 >> >New Brunswick, NJ 08901 >> >phone: 732-932-9153 x. 320; fax: 732-932-6667 >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to ndavies at dthr.ab.ca >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> > >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >> >> >>------------------------------ >> >>Message: 8 >>Date: Thu, 31 May 2007 13:43:20 -0400 >>From: "Julie McKinney" >>Subject: [HealthLiteracy 960] Re: respectful terms question >>To: >>Message-ID: <465ED0F90200002D000027B5 at bostongwia.jsi.com> >>Content-Type: text/plain; charset=US-ASCII >> >>Andrew, >> >>Good thought--I had the same impulse but, having worked on a health >>literacy resource website myself, I have to admit that the reality is >>not that simple. It depends on the scope of the intended audience. If >>the audience is solely health consumers, then you are right, we should >>include only plain language information. But most websites of this kind >>are also for others, such as health care providers, educators, and >>others who work with health consumers. For example, Trudy says that part >>of the compilation will be cultural competency resources. Presumably, >>these are written for health care professionals, and are bound to be at >>a higher reading level, which is probably appropriate for that audience. >> >>When I worked on the Health & Literacy Special Collection, we tried to >>deal with this by revising the design to include a section for "New >>Readers", which consists only of plain language materials. We also >>compiled a section called "e-for-easy" which includes only materials >>that do not require the ability to read text (instead they use pictures, >>audio, video or experience-based lessons.) See >>http://healthliteracy.worlded.org >> >>I know you have studied health websites quite a bit--do you have any >>resources to share about appropriate navigational design and other >>factors that make these sites accessible for lower level readers? >> >>Thanks for your comments--I agree that we have to keep going in that >>direction! >> >>All the best, >>Julie >> >>Julie McKinney > >Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >> >>> Andrew Pleasant 05/31/07 12:33 PM >>> >>Hello everyone, >> >>The question prompted a question ... >> >>Does this indicate that the organization will also be posting >>materials that are difficult to read? Why? Will you flag those also >>somehow? >> >>I suppose the point being, if the mandate is to help people access >>information then I'd suggest only using materials that are accessible >>... thereby making that the norm instead of something needing flagged >>as somehow special or different which perhaps implies (with stigma >>attached?) less capable audiences. >> >>If we collectively reduce the listing of, referencing to, and (by >>extension) perceived demand for poorly conceived and written >>materials, perhaps (far, far away I admit) the world will slowly >>become less awash with reports and journal articles and books and >>guides to health literacy that lack audiences and effectiveness. The >>internet and Microsoft products make it easy to compile many long >>lists of resources - but we don't have to. >> >>For what its worth ... (keeping in mind that it is free) >> >>ap >> >> >> >> >I am working with a community based health resource centre called >> >Health Connections which has a mandate to help people to access >> >health information, programs and services. Health Connections is a >> >service of the health authority and delivered in partnership with >> >the public library. We are compiling resources with health literacy >> >and cultural competency in mind. Web resources will also be >> >identified. I would like to see the plain language items clearly >> >identified on the our website, currently in development. >> > >> >My question is - What words, phrases and/or common symbols are used >> >to identify plain language resources? >> > >> >Many thanks for this very helpful list serve. >> > >> >Trudy Watts >> >Resource Development Co-ordinator >> >Health Connections >> >Antigonish, Nova Scotia, Canada >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to julie_mckinney at worlded.org >> >> >> >>------------------------------ >> >>Message: 9 >>Date: Thu, 31 May 2007 13:51:27 -0400 >>From: Kerry Harwood >>Subject: [HealthLiteracy 961] Re: respectful terms question >>To: The Health and Literacy Discussion List >>Cc: The Health and Literacy Discussion List , >> healthliteracy-bounces at nifl.gov >>Message-ID: >> >> >>Content-Type: text/plain; charset="us-ascii" >> >>The challenge of using grade level assessments is that they depend so much >>on word length (syllables). When you have to use medical terms, it jacks >>up your reading level. For example, we have a patient education document >>'Understanding Your Breast Cancer Pathology Report'. We worked very hard >>to get this down to an 11th grade reading level. However, we also used all >>the principles from the Suitability Assessment of Materials, including >>headers, white space, active voice, etc. to improve readability. >> >>I would not present an essential education piece like taking care of >>yourself after surgery at an 11th grade level. However, I also would not > >refuse to provide elective information that information-seeking patients >>have requested just because the required words place it at a higher >>reading level. >> >>Kerry Harwood, RN, MSN >>Director, Cancer Patient Education Program >>Team Leader, Dept. of Advanced Clinical Practice >>Duke University Medical Center Box 3677 >>Durham, NC 27710 >>919-681-5288 >>kerry.harwood at duke.edu >> >>A mind once stretched by a new idea never returns to its original >>dimensions. A ship in the harbor is safe...but that's not what ships were >>made for. Wisdom is knowing what path to take next...integrity is taking >>it. >> >> >> >>Andrew Pleasant >>Sent by: healthliteracy-bounces at nifl.gov >>05/31/2007 01:37 PM >>Please respond to >>The Health and Literacy Discussion List >> >> >>To >>The Health and Literacy Discussion List >>cc >> >>Subject >>[HealthLiteracy 959] Re: respectful terms question >> >> >> >> >> >> >>Sure, but my point is .. if it is at 12th grade level - don't list it >>and don't use it - look farther, create new. Thinking you have to >>simply perpetuates the myth that complex information can't be clearly >>presented. After all, if it is very difficult to understand - is it >>really so wonderful? >> >>ap >> >> >> >> >It's a nice idea, Andrew, but a lot of the materials shipped out by >> >health organisations are written at at least grade 12 level. A >> >Vancouver-based GI charity has wonderful patient teaching resources, >> >but a lot of their health information is very difficult to >> >understand (even my volunteers have trouble). >> > >> >Also, there is a question of the norm. When does a piece of health >> >information become easy or difficult to read? Two pieces of health >> >information could be at a Grade 6 level, but not everybody would >> >understand them both equally. The symbol, if one exists, should be >> >simply a guide. >> > >> > >> > >> >-----Original Message----- >> >From: healthliteracy-bounces at nifl.gov >> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >> >Sent: Thursday, May 31, 2007 10:33 AM >> >To: The Health and Literacy Discussion List >> >Subject: [HealthLiteracy 954] Re: respectful terms question >> > >> > >> >Hello everyone, >> > >> >The question prompted a question ... >> > >> >Does this indicate that the organization will also be posting >> >materials that are difficult to read? Why? Will you flag those also >> >somehow? >> > >> >I suppose the point being, if the mandate is to help people access >> >information then I'd suggest only using materials that are accessible >> >... thereby making that the norm instead of something needing flagged >> >as somehow special or different which perhaps implies (with stigma >> >attached?) less capable audiences. >> > >> >If we collectively reduce the listing of, referencing to, and (by >> >extension) perceived demand for poorly conceived and written >> >materials, perhaps (far, far away I admit) the world will slowly >> >become less awash with reports and journal articles and books and >> >guides to health literacy that lack audiences and effectiveness. The >> >internet and Microsoft products make it easy to compile many long >> >lists of resources - but we don't have to. >> > >> >For what its worth ... (keeping in mind that it is free) >> > >> >ap >> > >> > >> > >> >>I am working with a community based health resource centre called >> >>Health Connections which has a mandate to help people to access >> >>health information, programs and services. Health Connections is a >> >>service of the health authority and delivered in partnership with >> >>the public library. We are compiling resources with health literacy >> >>and cultural competency in mind. Web resources will also be >> >>identified. I would like to see the plain language items clearly >> >>identified on the our website, currently in development. >> >> >> >>My question is - What words, phrases and/or common symbols are used >> >>to identify plain language resources? >> >> >> >>Many thanks for this very helpful list serve. >> >> >> >>Trudy Watts >> >>Resource Development Co-ordinator >> >>Health Connections >> >>Antigonish, Nova Scotia, Canada > > >> >> >>---------------------------------------------------- >> >>National Institute for Literacy >> >>Health and Literacy mailing list >> >>HealthLiteracy at nifl.gov >> >>To unsubscribe or change your subscription settings, please go to >> >>http://www.nifl.gov/mailman/listinfo/healthliteracy >> >>Email delivered to pleasant at aesop.rutgers.edu >> > >> > >> >-- >> >----------------------------------------------- >> >Andrew Pleasant >> >Assistant Professor >> >Department of Human Ecology >> >Extension Department of Family and Community Health Sciences >> >Rutgers, the State University of New Jersey >> >Cook Office Building, 55 Dudley Road #207 >> >New Brunswick, NJ 08901 >> >phone: 732-932-9153 x. 320; fax: 732-932-6667 >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to ndavies at dthr.ab.ca >> > >> >---------------------------------------------------- >> >National Institute for Literacy >> >Health and Literacy mailing list >> >HealthLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/healthliteracy >> >Email delivered to pleasant at aesop.rutgers.edu >> > >> >> >>-- >>----------------------------------------------- >>Andrew Pleasant >>Assistant Professor >>Department of Human Ecology >>Extension Department of Family and Community Health Sciences >>Rutgers, the State University of New Jersey >>Cook Office Building, 55 Dudley Road #207 >>New Brunswick, NJ 08901 >>phone: 732-932-9153 x. 320; fax: 732-932-6667 >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to harwo001 at mc.duke.edu >> >>-------------- next part -------------- >>An HTML attachment was scrubbed... >>URL: >>http://www.nifl.gov/pipermail/healthliteracy/attachments/20070531/c9865174/attachment.html >> >>------------------------------ >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >> >>End of HealthLiteracy Digest, Vol 20, Issue 19 >>********************************************** > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From Jsorensen at afmc.org Fri Jun 1 13:22:45 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Fri, 1 Jun 2007 12:22:45 -0500 Subject: [HealthLiteracy 968] Re: respectful terms question In-Reply-To: <729541.28659.qm@web34703.mail.mud.yahoo.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA544@AFMCFS6.NT_AFMC.local> Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070601/a5e9f6ee/attachment.html From sfallsliteracy at yahoo.com Fri Jun 1 17:45:45 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Fri, 1 Jun 2007 14:45:45 -0700 (PDT) Subject: [HealthLiteracy 969] Re: respectful terms question In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA544@AFMCFS6.NT_AFMC.local> Message-ID: <850097.66053.qm@web34710.mail.mud.yahoo.com> Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070601/b1809ed5/attachment.html From djrosen at comcast.net Sat Jun 2 02:36:49 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 02 Jun 2007 02:36:49 -0400 Subject: [HealthLiteracy 970] Lexile measures as an alternative to grade level equivalents In-Reply-To: References: Message-ID: <46611001.2000803@comcast.net> Health Literacy Colleagues, For those who are concerned about the "readability level" of text, I wonder if you have used "lexile measures" as an alternative to grade level equivalent scores. If so, what do you see as the advantages and disadvantages of using this reading passage level assessment process for matching adult readers to text over instruments like the Fog, Smog, Dale-Chall, and other reading indexes and formulae? For those who are not familiar with the Lexile Framework, you will find an introduction at http://www.lexile.com David J. Rosen djrosen at comcast.net Kerry Harwood wrote: > > The challenge of using grade level assessments is that they depend so > much on word length (syllables). When you have to use medical terms, > it jacks up your reading level. For example, we have a patient > education document 'Understanding Your Breast Cancer Pathology > Report'. We worked very hard to get this down to an 11th grade > reading level. However, we also used all the principles from the > Suitability Assessment of Materials, including headers, white space, > active voice, etc. to improve readability. > > I would not present an essential education piece like taking care of > yourself after surgery at an 11th grade level. However, I also would > not refuse to provide elective information that information-seeking > patients have requested just because the required words place it at a > higher reading level. > > Kerry Harwood, RN, MSN > Director, Cancer Patient Education Program > Team Leader, Dept. of Advanced Clinical Practice > Duke University Medical Center Box 3677 > Durham, NC 27710 > 919-681-5288 > kerry.harwood at duke.edu > > A mind once stretched by a new idea never returns to its original > dimensions. A ship in the harbor is safe...but that's not what ships > were made for. Wisdom is knowing what path to take next...integrity > is taking it. > > > Andrew Pleasant > Sent by: healthliteracy-bounces at nifl.gov > > 05/31/2007 01:37 PM > Please respond to > The Health and Literacy Discussion List > > > > To > The Health and Literacy Discussion List > cc > > Subject > [HealthLiteracy 959] Re: respectful terms question > > > > > > > > > > Sure, but my point is .. if it is at 12th grade level - don't list it > and don't use it - look farther, create new. Thinking you have to > simply perpetuates the myth that complex information can't be clearly > presented. After all, if it is very difficult to understand - is it > really so wonderful? > > ap > > > > >It's a nice idea, Andrew, but a lot of the materials shipped out by > >health organisations are written at at least grade 12 level. A > >Vancouver-based GI charity has wonderful patient teaching resources, > >but a lot of their health information is very difficult to > >understand (even my volunteers have trouble). > > > >Also, there is a question of the norm. When does a piece of health > >information become easy or difficult to read? Two pieces of health > >information could be at a Grade 6 level, but not everybody would > >understand them both equally. The symbol, if one exists, should be > >simply a guide. > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant > >Sent: Thursday, May 31, 2007 10:33 AM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 954] Re: respectful terms question > > > > > >Hello everyone, > > > >The question prompted a question ... > > > >Does this indicate that the organization will also be posting > >materials that are difficult to read? Why? Will you flag those also > >somehow? > > > >I suppose the point being, if the mandate is to help people access > >information then I'd suggest only using materials that are accessible > >... thereby making that the norm instead of something needing flagged > >as somehow special or different which perhaps implies (with stigma > >attached?) less capable audiences. > > > >If we collectively reduce the listing of, referencing to, and (by > >extension) perceived demand for poorly conceived and written > >materials, perhaps (far, far away I admit) the world will slowly > >become less awash with reports and journal articles and books and > >guides to health literacy that lack audiences and effectiveness. The > >internet and Microsoft products make it easy to compile many long > >lists of resources - but we don't have to. > > > >For what its worth ... (keeping in mind that it is free) > > > >ap > > > > > > > >>I am working with a community based health resource centre called > >>Health Connections which has a mandate to help people to access > >>health information, programs and services. Health Connections is a > >>service of the health authority and delivered in partnership with > >>the public library. We are compiling resources with health literacy > >>and cultural competency in mind. Web resources will also be > >>identified. I would like to see the plain language items clearly > >>identified on the our website, currently in development. > >> > >>My question is - What words, phrases and/or common symbols are used > >>to identify plain language resources? > >> > >>Many thanks for this very helpful list serve. > >> > >>Trudy Watts > >>Resource Development Co-ordinator > >>Health Connections > >>Antigonish, Nova Scotia, Canada > >> > >>---------------------------------------------------- > >>National Institute for Literacy > >>Health and Literacy mailing list > >>HealthLiteracy at nifl.gov > >>To unsubscribe or change your subscription settings, please go to > >>http://www.nifl.gov/mailman/listinfo/healthliteracy > >>Email delivered to pleasant at aesop.rutgers.edu > > > > > >-- > >----------------------------------------------- > >Andrew Pleasant > >Assistant Professor > >Department of Human Ecology > >Extension Department of Family and Community Health Sciences > >Rutgers, the State University of New Jersey > >Cook Office Building, 55 Dudley Road #207 > >New Brunswick, NJ 08901 > >phone: 732-932-9153 x. 320; fax: 732-932-6667 > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to ndavies at dthr.ab.ca > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to pleasant at aesop.rutgers.edu > > > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to harwo001 at mc.duke.edu > >------------------------------------------------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to djrosen at comcast.net > From schecri at CLEARHEALTHTALK.com Sun Jun 3 14:39:14 2007 From: schecri at CLEARHEALTHTALK.com (Sandra Checri) Date: Sun, 3 Jun 2007 13:39:14 -0500 Subject: [HealthLiteracy 971] Re: respectful terms question In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDD06@DTHREXCL1.dthr.ab.ca> References: <000001c7a381$28b3f720$0b02a8c0@Health2> <521441A4F164E1418DCAC093C9EE6D95026EDD06@DTHREXCL1.dthr.ab.ca> Message-ID: <000501c7a60e$7c7da330$6601a8c0@Sandra> Hi Trudy; Here's one resource: The UK (England) has a plain language campaign that uses the Diamond, accompanied by the words "Crystal Mark Award" as a way to recognize websites that focus on plain language and clarity in contents. The picture is attached. This website could raise awareness about the need to apply plain language principles to all media, including website design and development. It also offers tips for developing materials that are easy to read and understand. The Plain Language Campaign group recognizes those websites by giving them the award, thus allowing the site to display the plain language symbol; sort of a Good Housekeeping seal. It's not a symbol FOR plain language but, I think, a good resource to provide. Perhaps you can look at the website and see if it will fit into your project. We should do something like this here in the US - build a consortium that will evaluate websites in the US, and promote clear/plain language by recognizing their efforts. Here's the link: http://www.plainenglish.co.uk/index.htm Sandy Sandra E. Checri, RPh President Clear Health Talk, Inc. Phone 847.382.8847 Cell 312.504.7219 http://www.clearhealthtalk.com/ _____ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections Sent: Thursday, May 31, 2007 6:43 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 950] respectful terms question I am working with a community based health resource centre called Health Connections which has a mandate to help people to access health information, programs and services. Health Connections is a service of the health authority and delivered in partnership with the public library. We are compiling resources with health literacy and cultural competency in mind. Web resources will also be identified. I would like to see the plain language items clearly identified on the our website, currently in development. My question is - What words, phrases and/or common symbols are used to identify plain language resources? Many thanks for this very helpful list serve. Trudy Watts Resource Development Co-ordinator Health Connections Antigonish, Nova Scotia, Canada -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e17/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: New Picture (17).bmp Type: image/bmp Size: 122538 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e17/attachment.bin From Jsorensen at afmc.org Mon Jun 4 11:04:34 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Mon, 4 Jun 2007 10:04:34 -0500 Subject: [HealthLiteracy 972] Re: respectful terms question In-Reply-To: <850097.66053.qm@web34710.mail.mud.yahoo.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA5CF@AFMCFS6.NT_AFMC.local> I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/bd1f9a9f/attachment.html From kristina at easyreadcopywriting.com Mon Jun 4 11:07:34 2007 From: kristina at easyreadcopywriting.com (Kristina Anderson) Date: Mon, 4 Jun 2007 09:07:34 -0600 Subject: [HealthLiteracy 973] Re: respectful terms question References: <000001c7a381$28b3f720$0b02a8c0@Health2><521441A4F164E1418DCAC093C9EE6D95026EDD06@DTHREXCL1.dthr.ab.ca> <000501c7a60e$7c7da330$6601a8c0@Sandra> Message-ID: <003101c7a6ba$154108e0$5349f745@EasyRead> Sandy, I think your suggestion to build a consortium to award Web sites that successfully apply the principles of plain language is a great idea. I'm game. Anyone else? Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Sandra Checri" To: "'The Health and Literacy Discussion List'" Sent: Sunday, June 03, 2007 12:39 PM Subject: [HealthLiteracy 971] Re: respectful terms question > Hi Trudy; > > Here's one resource: > > The UK (England) has a plain language campaign that uses the Diamond, > accompanied by the words "Crystal Mark Award" as a way to recognize > websites > that focus on plain language and clarity in contents. The picture is > attached. This website could raise awareness about the need to apply > plain > language principles to all media, including website design and > development. > It also offers tips for developing materials that are easy to read and > understand. > > > > The Plain Language Campaign group recognizes those websites by giving them > the award, thus allowing the site to display the plain language symbol; > sort > of a Good Housekeeping seal. It's not a symbol FOR plain language but, I > think, a good resource to provide. Perhaps you can look at the website > and > see if it will fit into your project. We should do something like this > here > in the US - build a consortium that will evaluate websites in the US, and > promote clear/plain language by recognizing their efforts. > > > > Here's the link: http://www.plainenglish.co.uk/index.htm > > > > > > Sandy > > > > Sandra E. Checri, RPh > > President > > > > Clear Health Talk, Inc. > > Phone 847.382.8847 > > Cell 312.504.7219 > > http://www.clearhealthtalk.com/ > > _____ > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections > Sent: Thursday, May 31, 2007 6:43 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 950] respectful terms question > > I am working with a community based health resource centre called Health > Connections which has a mandate to help people to access health > information, > programs and services. Health Connections is a service of the health > authority and delivered in partnership with the public library. We are > compiling resources with health literacy and cultural competency in mind. > Web resources will also be identified. I would like to see the plain > language items clearly identified on the our website, currently in > development. > > > > My question is - What words, phrases and/or common symbols are used to > identify plain language resources? > > > > Many thanks for this very helpful list serve. > > > > Trudy Watts > > Resource Development Co-ordinator > > Health Connections > > Antigonish, Nova Scotia, Canada > > > > > __________ NOD32 2307 (20070604) Information __________ > > This message was checked by NOD32 antivirus system. > http://www.eset.com > -------------------------------------------------------------------------------- > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kristina at easyreadcopywriting.com From julie_mcKinney at worlded.org Mon Jun 4 11:56:12 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 04 Jun 2007 11:56:12 -0400 Subject: [HealthLiteracy 974] The plain language debate Message-ID: <4663FDDD0200002D00002814@bostongwia.jsi.com> Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Jan.Goldberg at dfa.state.ny.us Mon Jun 4 12:27:19 2007 From: Jan.Goldberg at dfa.state.ny.us (Goldberg, Jan (ACS)) Date: Mon, 4 Jun 2007 12:27:19 -0400 Subject: [HealthLiteracy 975] TOLANI..as described in Sarah Lawrence Lightfoot's book RESPECT is the key.. In-Reply-To: References: Message-ID: <86F596561BF25644847B434A41A0D95001604A37@EXCNYSM0A1AI.nysemail.nyenet> Sarah Lawrence Lightfoot's book RESPECT should be required reading by everyone who works with people in ANY capacity. "TOLANI" the mutuality of giving and receiving respect...flowing back and forth ...whenever it is present and practiced by everyone - whether they are a physician, waitress, literacy student, file clerk or volunteer....that is the quality that determines the interaction... Her previous book Balm in Gilead is the biography of her mother, the first African-American woman to attend Columbia Medical School and who became an award winning child psychiatrist in New York City at Harlem Hospital. It is extremely disrespectful to stereotype anyone or any group of people especially physicians. The basic tenet in Health Literacy is to teach people to expect RESPECT from every single health provider and player while giving RESPECT. If everyone practiced respect/tolani, it is possible this listserver wouldn't be necessary. Jan Goldberg, City Research Scientist II New York City Administration for Children's Services Office of Child and Family Health 212-676-6878 ---------------------------------------------------------------------- Message: 1 Date: Mon, 4 Jun 2007 10:04:34 -0500 From: "Janet Sorensen" Subject: [HealthLiteracy 972] Re: respectful terms question To: "The Health and Literacy Discussion List" Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA5CF at AFMCFS6.NT_AFMC.local> Content-Type: text/plain; charset="us-ascii" I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/bd1f9a 9f/attachment.html ------------------------------ Message: 2 Date: Mon, 4 Jun 2007 09:07:34 -0600 From: "Kristina Anderson" Subject: [HealthLiteracy 973] Re: respectful terms question To: "The Health and Literacy Discussion List" Message-ID: <003101c7a6ba$154108e0$5349f745 at EasyRead> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Sandy, I think your suggestion to build a consortium to award Web sites that successfully apply the principles of plain language is a great idea. I'm game. Anyone else? Kristina ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com ----- Original Message ----- From: "Sandra Checri" To: "'The Health and Literacy Discussion List'" Sent: Sunday, June 03, 2007 12:39 PM Subject: [HealthLiteracy 971] Re: respectful terms question > Hi Trudy; > > Here's one resource: > > The UK (England) has a plain language campaign that uses the Diamond, > accompanied by the words "Crystal Mark Award" as a way to recognize > websites > that focus on plain language and clarity in contents. The picture is > attached. This website could raise awareness about the need to apply > plain > language principles to all media, including website design and > development. > It also offers tips for developing materials that are easy to read and > understand. > > > > The Plain Language Campaign group recognizes those websites by giving them > the award, thus allowing the site to display the plain language symbol; > sort > of a Good Housekeeping seal. It's not a symbol FOR plain language but, I > think, a good resource to provide. Perhaps you can look at the website > and > see if it will fit into your project. We should do something like this > here > in the US - build a consortium that will evaluate websites in the US, and > promote clear/plain language by recognizing their efforts. > > > > Here's the link: http://www.plainenglish.co.uk/index.htm > > > > > > Sandy > > > > Sandra E. Checri, RPh > > President > > > > Clear Health Talk, Inc. > > Phone 847.382.8847 > > Cell 312.504.7219 > > http://www.clearhealthtalk.com/ > > _____ > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections > Sent: Thursday, May 31, 2007 6:43 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 950] respectful terms question > > I am working with a community based health resource centre called Health > Connections which has a mandate to help people to access health > information, > programs and services. Health Connections is a service of the health > authority and delivered in partnership with the public library. We are > compiling resources with health literacy and cultural competency in mind. > Web resources will also be identified. I would like to see the plain > language items clearly identified on the our website, currently in > development. > > > > My question is - What words, phrases and/or common symbols are used to > identify plain language resources? > > > > Many thanks for this very helpful list serve. > > > > Trudy Watts > > Resource Development Co-ordinator > > Health Connections > > Antigonish, Nova Scotia, Canada > > > > > __________ NOD32 2307 (20070604) Information __________ > > This message was checked by NOD32 antivirus system. > http://www.eset.com > ------------------------------------------------------------------------ -------- > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kristina at easyreadcopywriting.com ------------------------------ Message: 3 Date: Mon, 04 Jun 2007 11:56:12 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 974] The plain language debate To: Message-ID: <4663FDDD0200002D00002814 at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 21, Issue 4 ********************************************* From lisamjones44 at hotmail.com Mon Jun 4 12:35:53 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Mon, 04 Jun 2007 16:35:53 +0000 Subject: [HealthLiteracy 976] Re: HealthLiteracy Digest, Vol 21, Issue 3 Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/95d00141/attachment.html From tparnell at nshs.edu Mon Jun 4 12:35:56 2007 From: tparnell at nshs.edu (Parnell, Terri Ann) Date: Mon, 4 Jun 2007 12:35:56 -0400 Subject: [HealthLiteracy 977] Re: The plain language debate In-Reply-To: <4663FDDD0200002D00002814@bostongwia.jsi.com> Message-ID: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net> Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu --------------------------------------------------------------------------------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If the reader of this communication is not the intended recipient, or the employee or agent responsible for delivering this communication to the intended recipient, you are hereby notified that any dissemination, distribution, copying or disclosure of this communication and any attachment is strictly prohibited. If you have received this transmission in error, please notify the sender immediately by telephone and electronic mail, and delete the original communication and any attachment from any computer, server or other electronic recording or storage device or medium. Receipt by anyone other than the intended recipient is not a waiver of any attorney-client, physician-patient or other privilege. Thank you. From a.rathbun at morehead-st.edu Mon Jun 4 13:10:04 2007 From: a.rathbun at morehead-st.edu (Ann Rathbun, Ph.D.) Date: Mon, 04 Jun 2007 13:10:04 -0400 Subject: [HealthLiteracy 978] Re: HealthLiteracy Digest, Vol 21, Issue 3 In-Reply-To: References: Message-ID: <20070604131004.9pxxz5odmskos4ws@webmail.moreheadstate.edu> Well said, Dr. Jones!! When I talk to audiences we discuss the two-way learning that must occur. Consumers need be taught the skills to communicate and meet physicians right where they are. Physician training, I am sure, is limited on the 'soft skills' so that docs CAN do what we need them to do...Diagnose and treat conditions and diseases. Now, if we could just all work to together to PREVENT the diseases in the first place we'd have it made, right??!! ;-) Ann Quoting lisa jones : > > > Can we please stop talking about doctors as the "bad guys"? As a > physician and health literacy consultant, it is these exact type of > comments that make cooperating difficult. Every doctor I have ever met > (myself included) wants their patients to understand them and wants > them to understand the information that we provide. HOWEVER,keep in > mind the following. I find it extremely simple and natural to diagnose > a medical condition. You might struggle with that. Similarly , what > is obvious to you as a literacy expert may not come naturally to > physicians. There are very few people I have found that are > comfortable working in both realms. Cooperation on both sides will > ONLY come as the result of thinking the BEST of each other, not placing > blame. We do after all have the same goal..patient health. Lisa M. > Jones, MD www.wellLifeEducation.com > > ------------------------- > From: /healthliteracy-request at nifl.gov/ > Reply-To: /healthliteracy at nifl.gov/ > To: /healthliteracy at nifl.gov/ > Subject: /HealthLiteracy Digest, Vol 21, Issue 3/ > Date: /Mon, 04 Jun 2007 09:21:18 -0400/ >> Send HealthLiteracy mailing list submissions to >> healthliteracy at nifl.gov >> >> To subscribe or unsubscribe via the World Wide Web, visit >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> or, via email, send a message with subject or body 'help' to >> healthliteracy-request at nifl.gov >> >> You can reach the person managing the list at >> healthliteracy-owner at nifl.gov >> >> When replying, please edit your Subject line so it is more specific >> than "Re: Contents of HealthLiteracy digest..." >> >> >> Today's Topics: >> >> 1. [HealthLiteracy 969] Re: respectful terms question (Nancy Hansen) >> 2. [HealthLiteracy 970] Lexile measures as an alternative to >> grade level equivalents (David J. Rosen) >> 3. [HealthLiteracy 971] Re: respectful terms question (Sandra Checri) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Fri, 1 Jun 2007 14:45:45 -0700 (PDT) >> From: Nancy Hansen >> Subject: [HealthLiteracy 969] Re: respectful terms question >> To: The Health and Literacy Discussion List >> Message-ID: <850097.66053.qm at web34710.mail.mud.yahoo.com> >> Content-Type: text/plain; charset="iso-8859-1" >> >> Dear Janet: >> >> That was just my two cents worth also. >> >> I am glad that you feel that there is *work* to be done at least. >> But having an opinion about unwillingness to work together is not >> meant to be "slinging accusations". That was not the point. >> >> You wrote: >> << Doctors should want to better serve their patients just because >> it's the right thing to do. We shouldn't have to sell them on the >> idea. Fine and dandy. I couldn't agree more. But I prefer to fight >> for results over ideals. If that means I have to talk about things >> like patient outcomes, compliance rates, pay-for-performance, >> cost-to-benefits ratio, etc., I will do it.>> >> >> You know what I believe will make the doctors sit up and take >> notice rather than this approach? When the "uneducated patients" >> (whom they condemn for their lack of comprehension) hit the >> doctors' pocket-book either with lawsuits for inadequate healthcare >> consequences or by leaving them for someone who does listen and >> does explain in plain English. That'll be the doctors' WIIFM >> answer. If the doctors don't, in their illustrious view, have a >> problem, they will never turn it around to be listeners to "Us >> Resource People". >> >> I was glad to read that there are editors out there like you in the >> industry who are attempting to make change happen - to keep the >> doctors/nurses informed about the patients' world. But it feels to >> me as though there are more healthcare providers who want to take >> the high road rather than to work with anyone who has a desire to >> improve patient care. >> >> Just another opinion about why it's frustrating to have been trying >> to open doors for five years now and it feels like nothing is >> happening. >> >> In the trenches with the underserved patients - >> A CBO Director >> Nancy H >> >> >> Janet Sorensen wrote: >> Your frustration is more than understandable, and we all have to >> get it out of our systems from time to time! It is certainly a form >> of arrogance to say "My ideas are so complex I can't possibly >> express them in plain language." >> >> However... >> >> To make any real progress, we are going to have to find a way to >> work with physicians and other experts instead of fighting with >> them or slinging accusations at them, no matter how tempting it is. >> We have to remind them of how they and their practices will >> benefit by providing better, clearer and more appropriate >> information to patients and their families. And -- in my opinion >> --we have to stop talking about "low literacy" because EVERYONE >> needs clear, straightforward information when it comes to health >> and healthcare. >> >> Let's not give the docs a reason to say "It's too bad we have so >> many uneducated people in this country who can't read or comprehend >> medical information." (Actual quote from my former ob/gyn.) >> Uneducated people are not the problem, as we all know. Crappy, >> sloppy communications written and approved by committees with no >> training in communications -- that is a LOT of the problem. >> >> We are the experts in communicating, and until physicians receive >> better training in patient communications (and/or miraculously >> change their attitudes), we will accomplish more by presenting >> ourselves as resources for physicians as well as advocates for >> patients. We have to be "on their side." We do this by doing our >> homework, being able to cite studies that support our advice, and >> making our points persuasively and diplomatically. I work directly >> with nurses and physicians and have to edit their materials, so I >> pick and fight these battles (and resist the urge to chastise, cry, >> throw up or strangle my sources and "approvers") every day. We are >> all tragically flawed human beings who like to feel important. >> Some more than others. >> >> Maybe it shouldn't be this way. Doctors should want to better serve >> their patients just because it's the right thing to do. We >> shouldn't have to sell them on the idea. Fine and dandy. I couldn't >> agree more. But I prefer to fight for results over ideals. If that >> means I have to talk about things like patient outcomes, >> compliance rates, pay-for-performance, cost-to-benefits ratio, >> etc., I will do it. Maybe it is my minor in marketing, but when I >> want to persuade someone to do something, I always think of WIIFM >> -- What's in it for me?--and answer that question for the person >> who has the power to do what I'm trying to get done. Whether I >> like it or not. >> >> Just my two cents... >> >> Janet Sorensen >> Senior Technical Writer >> Arkansas Foundation for Medical Care >> 501-212-8644 >> >> >> >> >> >> >> --------------------------------- >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen >> Sent: Thursday, May 31, 2007 5:12 PM >> To: The Health and Literacy Discussion List >> Subject: [HealthLiteracy 967] Re: respectful terms question >> >> >> >> I can't help it! I have to give my negative opinion!! It's sheer >> laziness and incomprehensible insensitivity that too many providers >> view the written material they produce and distribute as too >> important to simplify. *I* believe there are more authority figures >> who are using complicated explanations than not. >> >> I can't agree more with your phrase: "Thinking you have to (use >> materials at too difficult a reading level) simply perpetuates the >> myth that complex information can't be clearly presented." It's the >> under-served patient lacking quality follow-up healthcare who >> suffers the consequences of scary, unneccesary ER visits when their >> doctor/nurse - whoEVER - doesn't take the time to simplify the >> language of brochures and other documents they provide so the >> non-reading patient leaves that office prepared for the healing >> process ahead. >> >> Nancy H >> >> "Davies, Nicola" wrote: >> I completely agree...here is where we bump into the red tape that >> surrounds all organisations. The budget just isn't there to create >> new information for every single health topic we cover. When I >> liaise with charity reps, I always mention we want plain language. >> We have to get rid of the idea that Plain Language is boring >> language. Unfortunately, many 'higher-ups' think something is >> better than nothing and are happy to use information that may not >> be presented as well as it could be. >> >> -----Original Message----- >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >> Sent: Thursday, May 31, 2007 11:37 AM >> To: The Health and Literacy Discussion List >> Subject: [HealthLiteracy 959] Re: respectful terms question >> >> >> Sure, but my point is .. if it is at 12th grade level - don't list it >> and don't use it - look farther, create new. Thinking you have to >> simply perpetuates the myth that complex information can't be clearly >> presented. After all, if it is very difficult to understand - is it >> really so wonderful? >> >> ap >> >> >> >>> It's a nice idea, Andrew, but a lot of the materials shipped out by >>> health organisations are written at at least grade 12 level. A >>> Vancouver-based GI charity has wonderful patient teaching resources, >>> but a lot of their health information is very difficult to >>> understand (even my volunteers have trouble). >>> >>> Also, there is a question of the norm. When does a piece of health >>> information become easy or difficult to read? Two pieces of health >>> information could be at a Grade 6 level, but not everybody would >>> understand them both equally. The symbol, if one exists, should be >>> simply a guide. >>> >>> >>> >>> -----Original Message----- >>> From: healthliteracy-bounces at nifl.gov >>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >>> Sent: Thursday, May 31, 2007 10:33 AM >>> To: The Health and Literacy Discussion List >>> Subject: [HealthLiteracy 954] Re: respectful terms question >>> >>> >>> Hello everyone, >>> >>> The question prompted a question ... >>> >>> Does this indicate that the organization will also be posting >>> materials that are difficult to read? Why? Will you flag those also >>> somehow? >>> >>> I suppose the point being, if the mandate is to help people access >>> information then I'd suggest only using materials that are accessible >>> ... thereby making that the norm instead of something needing flagged >>> as somehow special or different which perhaps implies (with stigma >>> attached?) less capable audiences. >>> >>> If we collectively reduce the listing of, referencing to, and (by >>> extension) perceived demand for poorly conceived and written >>> materials, perhaps (far, far away I admit) the world will slowly >>> become less awash with reports and journal articles and books and >>> guides to health literacy that lack audiences and effectiveness. The >>> internet and Microsoft products make it easy to compile many long >>> lists of resources - but we don't have to. >>> >>> For what its worth ... (keeping in mind that it is free) >>> >>> ap >>> >>> >>> >>>> I am working with a community based health resource centre called >>>> Health Connections which has a mandate to help people to access >>>> health information, programs and services. Health Connections is a >>>> service of the health authority and delivered in partnership with >>>> the public library. We are compiling resources with health literacy >>>> and cultural competency in mind. Web resources will also be >>>> identified. I would like to see the plain language items clearly >>>> identified on the our website, currently in development. >>>> >>>> My question is - What words, phrases and/or common symbols are used >>>> to identify plain language resources? >>>> >>>> Many thanks for this very helpful list serve. >>>> >>>> Trudy Watts >>>> Resource Development Co-ordinator >>>> Health Connections >>>> Antigonish, Nova Scotia, Canada >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Health and Literacy mailing list >>>> HealthLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>>> Email delivered to pleasant at aesop.rutgers.edu >>> >>> >>> -- >>> ----------------------------------------------- >>> Andrew Pleasant >>> Assistant Professor >>> Department of Human Ecology >>> Extension Department of Family and Community Health Sciences >>> Rutgers, the State University of New Jersey >>> Cook Office Building, 55 Dudley Road #207 >>> New Brunswick, NJ 08901 >>> phone: 732-932-9153 x. 320; fax: 732-932-6667 >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to ndavies at dthr.ab.ca >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to pleasant at aesop.rutgers.edu >>> >> >> >> -- >> ----------------------------------------------- >> Andrew Pleasant >> Assistant Professor >> Department of Human Ecology >> Extension Department of Family and Community Health Sciences >> Rutgers, the State University of New Jersey >> Cook Office Building, 55 Dudley Road #207 >> New Brunswick, NJ 08901 >> phone: 732-932-9153 x. 320; fax: 732-932-6667 >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to ndavies at dthr.ab.ca >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to sfallsliteracy at yahoo.com >> >> >> --------------------------------- >> Boardwalk for $500? In 2007? Ha! >> Play Monopoly Here and Now (it's updated for today's economy) at >> Yahoo! Games. >> *************************************************************************** >> CONFIDENTIALITY NOTICE: The information in this E-mail is >> confidential and may be privileged. This E-mail is intended solely >> for the named recipient or recipients. If you are not the intended >> recipient, any use, disclosure, copying or distribution of this >> E-mail is prohibited. If you are not the intended recipient, please >> inform us by replying with the subject line marked "Wrong Address" >> and then deleting this E-mail and any attachments. Arkansas >> Foundation for Medical Care, Inc. (AFMC) uses regularly updated >> anti-virus software in an attempt to reduce the possibility of >> transmitting computer viruses. We do not guarantee, however, that >> any attachments to this E-mail are virus-free. >> *************************************************************************** >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to sfallsliteracy at yahoo.com >> >> >> --------------------------------- >> Building a website is a piece of cake. >> Yahoo! Small Business gives you all the tools to get online. >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://www.nifl.gov/pipermail/healthliteracy/attachments/20070601/b1809ed5/attachment.html >> >> ------------------------------ >> >> Message: 2 >> Date: Sat, 02 Jun 2007 02:36:49 -0400 >> From: "David J. Rosen" >> Subject: [HealthLiteracy 970] Lexile measures as an alternative to >> grade level equivalents >> To: The Health and Literacy Discussion List >> Message-ID: <46611001.2000803 at comcast.net> >> Content-Type: text/plain; charset=ISO-8859-1; format=flowed >> >> Health Literacy Colleagues, >> >> For those who are concerned about the "readability level" of text, I >> wonder if you have used "lexile measures" as an alternative to grade >> level equivalent scores. If so, what do you see as the advantages and >> disadvantages of using this reading passage level assessment process for >> matching adult readers to text over instruments like the Fog, Smog, >> Dale-Chall, and other reading indexes and formulae? >> >> For those who are not familiar with the Lexile Framework, you will find >> an introduction at http://www.lexile.com >> >> David J. Rosen >> djrosen at comcast.net >> >> Kerry Harwood wrote: >> >>> >>> The challenge of using grade level assessments is that they depend so >>> much on word length (syllables). When you have to use medical terms, >>> it jacks up your reading level. For example, we have a patient >>> education document 'Understanding Your Breast Cancer Pathology >>> Report'. We worked very hard to get this down to an 11th grade >>> reading level. However, we also used all the principles from the >>> Suitability Assessment of Materials, including headers, white space, >>> active voice, etc. to improve readability. >>> >>> I would not present an essential education piece like taking care of >>> yourself after surgery at an 11th grade level. However, I also would >>> not refuse to provide elective information that information-seeking >>> patients have requested just because the required words place it at a >>> higher reading level. >>> >>> Kerry Harwood, RN, MSN >>> Director, Cancer Patient Education Program >>> Team Leader, Dept. of Advanced Clinical Practice >>> Duke University Medical Center Box 3677 >>> Durham, NC 27710 >>> 919-681-5288 >>> kerry.harwood at duke.edu >>> >>> A mind once stretched by a new idea never returns to its original >>> dimensions. A ship in the harbor is safe...but that's not what ships >>> were made for. Wisdom is knowing what path to take next...integrity >>> is taking it. >>> >>> >>> Andrew Pleasant >>> Sent by: healthliteracy-bounces at nifl.gov >>> >>> 05/31/2007 01:37 PM >>> Please respond to >>> The Health and Literacy Discussion List >>> >>> >>> >>> To >>> The Health and Literacy Discussion List >>> cc >>> >>> Subject >>> [HealthLiteracy 959] Re: respectful terms question >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> Sure, but my point is .. if it is at 12th grade level - don't list it >>> and don't use it - look farther, create new. Thinking you have to >>> simply perpetuates the myth that complex information can't be clearly >>> presented. After all, if it is very difficult to understand - is it >>> really so wonderful? >>> >>> ap >>> >>> >>> >>> >It's a nice idea, Andrew, but a lot of the materials shipped out by >>> >health organisations are written at at least grade 12 level. A >>> >Vancouver-based GI charity has wonderful patient teaching resources, >>> >but a lot of their health information is very difficult to >>> >understand (even my volunteers have trouble). >>> > >>> >Also, there is a question of the norm. When does a piece of health >>> >information become easy or difficult to read? Two pieces of health >>> >information could be at a Grade 6 level, but not everybody would >>> >understand them both equally. The symbol, if one exists, should be >>> >simply a guide. >>> > >>> > >>> > >>> >-----Original Message----- >>> >From: healthliteracy-bounces at nifl.gov >>> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >>> >Sent: Thursday, May 31, 2007 10:33 AM >>> >To: The Health and Literacy Discussion List >>> >Subject: [HealthLiteracy 954] Re: respectful terms question >>> > >>> > >>> >Hello everyone, >>> > >>> >The question prompted a question ... >>> > >>> >Does this indicate that the organization will also be posting >>> >materials that are difficult to read? Why? Will you flag those also >>> >somehow? >>> > >>> >I suppose the point being, if the mandate is to help people access >>> >information then I'd suggest only using materials that are accessible >>> >... thereby making that the norm instead of something needing flagged >>> >as somehow special or different which perhaps implies (with stigma >>> >attached?) less capable audiences. >>> > >>> >If we collectively reduce the listing of, referencing to, and (by >>> >extension) perceived demand for poorly conceived and written >>> >materials, perhaps (far, far away I admit) the world will slowly >>> >become less awash with reports and journal articles and books and >>> >guides to health literacy that lack audiences and effectiveness. The >>> >internet and Microsoft products make it easy to compile many long >>> >lists of resources - but we don't have to. >>> > >>> >For what its worth ... (keeping in mind that it is free) >>> > >>> >ap >>> > >>> > >>> > >>> >>I am working with a community based health resource centre called >>> >>Health Connections which has a mandate to help people to access >>> >>health information, programs and services. Health Connections is a >>> >>service of the health authority and delivered in partnership with >>> >>the public library. We are compiling resources with health literacy >>> >>and cultural competency in mind. Web resources will also be >>> >>identified. I would like to see the plain language items clearly >>> >>identified on the our website, currently in development. >>> >> >>> >>My question is - What words, phrases and/or common symbols are used >>> >>to identify plain language resources? >>> >> >>> >>Many thanks for this very helpful list serve. >>> >> >>> >>Trudy Watts >>> >>Resource Development Co-ordinator >>> >>Health Connections >>> >>Antigonish, Nova Scotia, Canada >>> >> >>> >>---------------------------------------------------- >>> >>National Institute for Literacy >>> >>Health and Literacy mailing list >>> >>HealthLiteracy at nifl.gov >>> >>To unsubscribe or change your subscription settings, please go to >>> >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>> >>Email delivered to pleasant at aesop.rutgers.edu >>> > >>> > >>> >-- >>> >----------------------------------------------- >>> >Andrew Pleasant >>> >Assistant Professor >>> >Department of Human Ecology >>> >Extension Department of Family and Community Health Sciences >>> >Rutgers, the State University of New Jersey >>> >Cook Office Building, 55 Dudley Road #207 >>> >New Brunswick, NJ 08901 >>> >phone: 732-932-9153 x. 320; fax: 732-932-6667 >>> >---------------------------------------------------- >>> >National Institute for Literacy >>> >Health and Literacy mailing list >>> >HealthLiteracy at nifl.gov >>> >To unsubscribe or change your subscription settings, please go to >>> >http://www.nifl.gov/mailman/listinfo/healthliteracy >>> >Email delivered to ndavies at dthr.ab.ca >>> > >>> >---------------------------------------------------- >>> >National Institute for Literacy >>> >Health and Literacy mailing list >>> >HealthLiteracy at nifl.gov >>> >To unsubscribe or change your subscription settings, please go to >>> >http://www.nifl.gov/mailman/listinfo/healthliteracy >>> >Email delivered to pleasant at aesop.rutgers.edu >>> > >>> >>> >>> -- >>> ----------------------------------------------- >>> Andrew Pleasant >>> Assistant Professor >>> Department of Human Ecology >>> Extension Department of Family and Community Health Sciences >>> Rutgers, the State University of New Jersey >>> Cook Office Building, 55 Dudley Road #207 >>> New Brunswick, NJ 08901 >>> phone: 732-932-9153 x. 320; fax: 732-932-6667 >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to harwo001 at mc.duke.edu >>> >>> ------------------------------------------------------------------------ >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to djrosen at comcast.net >>> >> >> >> >> >> ------------------------------ >> >> Message: 3 >> Date: Sun, 3 Jun 2007 13:39:14 -0500 >> From: "Sandra Checri" >> Subject: [HealthLiteracy 971] Re: respectful terms question >> To: "'The Health and Literacy Discussion List'" >> >> Message-ID: <000501c7a60e$7c7da330$6601a8c0 at Sandra> >> Content-Type: text/plain; charset="us-ascii" >> >> Hi Trudy; >> >> Here's one resource: >> >> The UK (England) has a plain language campaign that uses the Diamond, >> accompanied by the words "Crystal Mark Award" as a way to recognize websites >> that focus on plain language and clarity in contents. The picture is >> attached. This website could raise awareness about the need to apply plain >> language principles to all media, including website design and development. >> It also offers tips for developing materials that are easy to read and >> understand. >> >> >> >> The Plain Language Campaign group recognizes those websites by giving them >> the award, thus allowing the site to display the plain language symbol; sort >> of a Good Housekeeping seal. It's not a symbol FOR plain language but, I >> think, a good resource to provide. Perhaps you can look at the website and >> see if it will fit into your project. We should do something like this here >> in the US - build a consortium that will evaluate websites in the US, and >> promote clear/plain language by recognizing their efforts. >> >> >> >> Here's the link: http://www.plainenglish.co.uk/index.htm >> >> >> >> >> >> Sandy >> >> >> >> Sandra E. Checri, RPh >> >> President >> >> >> >> Clear Health Talk, Inc. >> >> Phone 847.382.8847 >> >> Cell 312.504.7219 >> >> http://www.clearhealthtalk.com/ >> >> _____ >> >> >> >> -----Original Message----- >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections >> Sent: Thursday, May 31, 2007 6:43 AM >> To: healthliteracy at nifl.gov >> Subject: [HealthLiteracy 950] respectful terms question >> >> I am working with a community based health resource centre called Health >> Connections which has a mandate to help people to access health information, >> programs and services. Health Connections is a service of the health >> authority and delivered in partnership with the public library. We are >> compiling resources with health literacy and cultural competency in mind. >> Web resources will also be identified. I would like to see the plain >> language items clearly identified on the our website, currently in >> development. >> >> >> >> My question is - What words, phrases and/or common symbols are used to >> identify plain language resources? >> >> >> >> Many thanks for this very helpful list serve. >> >> >> >> Trudy Watts >> >> Resource Development Co-ordinator >> >> Health Connections >> >> Antigonish, Nova Scotia, Canada >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e17/attachment.html >> -------------- next part -------------- >> A non-text attachment was scrubbed... >> Name: New Picture (17).bmp >> Type: image/bmp >> Size: 122538 bytes >> Desc: not available >> Url : >> http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e17/attachment.bin >> >> ------------------------------ >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> End of HealthLiteracy Digest, Vol 21, Issue 3 >> ********************************************* Ann Rathbun, Ph.D. Department of HPES 200G Laughlin Health Bld. Morehead State University 606-783-2464 www.arathbunblog.blogspot.com ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From NDavies at dthr.ab.ca Mon Jun 4 13:23:01 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 4 Jun 2007 11:23:01 -0600 Subject: [HealthLiteracy 979] Re: The plain language debate In-Reply-To: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDD15@DTHREXCL1.dthr.ab.ca> Don't forget that best practice varies from region to region, never mind country to country. E.g., one health region in Northern BC will not rupture membranes for mums in labour, yet another will always do that. The Canada Food Guide will tell people to eat XYZ amount of carbs, yet another resource, perhaps from America, perhaps from the UK, will counter that with another amount. One breast health charity will list XY and Z as symptoms of breast cancer, while another will list XY and A. One will tell patients to go to their doctor for referral to a dietician, while another resource will refer the patient directly to the dietician. Depending on where that resource comes from, the health insurance criteria will also differ. Following the one instruction will take you down a very expensive consultation. Following the other and getting a doctor's referral could cost more or less depending on your OWN INSURANCE COVERAGE. Using local or self-created health information that is catered directly to a specific population will allow the patient to feel more comfortable in investing time and energy in learning more about that topic. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 10:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu --------------------------------------------------------------------------------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. 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Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From WinstonL at lacnyc.org Mon Jun 4 13:28:33 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Mon, 4 Jun 2007 13:28:33 -0400 Subject: [HealthLiteracy 980] Re: HealthLiteracy Digest, Vol 21, Issue 3 In-Reply-To: References: Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8440709@lac-exch.lacnyc.local> Hi all; This is a great discussion on the role of providers in communicating simply with patients. Lisa, I think your comments are powerful in that you highlight the ease with which providers navigate their "health" world and the difficulty they have in working in the literacy world. In my own work in promoting partnerships between literacy programs and medical/health facilities, I can see the struggle that medical professionals have in coming to terms with seeing the issue from the patients perspective. And so I agree that BOTH sides have to work on this issue and that we should not single out the clinicians as the "bad" people. Fortunately, there is a growing number of physicians who are recognizing the problem and are willing to work with the literacy community to address this vexing problem. I really appreciate your thoughts on this matter. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones Sent: Monday, June 04, 2007 12:36 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 976] Re: HealthLiteracy Digest, Vol 21, Issue 3 Can we please stop talking about doctors as the "bad guys"? As a physician and health literacy consultant, it is these exact type of comments that make cooperating difficult. Every doctor I have ever met (myself included) wants their patients to understand them and wants them to understand the information that we provide. HOWEVER,keep in mind the following. I find it extremely simple and natural to diagnose a medical condition. You might struggle with that. Similarly , what is obvious to you as a literacy expert may not come naturally to physicians. There are very few people I have found that are comfortable working in both realms. Cooperation on both sides will ONLY come as the result of thinking the BEST of each other, not placing blame. We do after all have the same goal..patient health. Lisa M. Jones, MD www.wellLifeEducation.com ________________________________ From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 21, Issue 3 Date: Mon, 04 Jun 2007 09:21:18 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 969] Re: respectful terms question (Nancy Hansen) > 2. [HealthLiteracy 970] Lexile measures as an alternative to > grade level equivalents (David J. Rosen) > 3. [HealthLiteracy 971] Re: respectful terms question (Sandra Checri) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Fri, 1 Jun 2007 14:45:45 -0700 (PDT) >From: Nancy Hansen >Subject: [HealthLiteracy 969] Re: respectful terms question >To: The Health and Literacy Discussion List >Message-ID: <850097.66053.qm at web34710.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Dear Janet: > > That was just my two cents worth also. > > I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. > > You wrote: > << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> > > You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". > > I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. > > Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. > > In the trenches with the underserved patients - > A CBO Director > Nancy H > > >Janet Sorensen wrote: > Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." > > However... > > To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. > > Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. > > We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. > > Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. > > Just my two cents... > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > > > > > >--------------------------------- > From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen >Sent: Thursday, May 31, 2007 5:12 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 967] Re: respectful terms question > > > > I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. > > I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. > > Nancy H > >"Davies, Nicola" wrote: > I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 11:37 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 959] Re: respectful terms question > > >Sure, but my point is .. if it is at 12th grade level - don't list it >and don't use it - look farther, create new. Thinking you have to >simply perpetuates the myth that complex information can't be clearly >presented. After all, if it is very difficult to understand - is it >really so wonderful? > >ap > > > > >It's a nice idea, Andrew, but a lot of the materials shipped out by > >health organisations are written at at least grade 12 level. A > >Vancouver-based GI charity has wonderful patient teaching resources, > >but a lot of their health information is very difficult to > >understand (even my volunteers have trouble). > > > >Also, there is a question of the norm. When does a piece of health > >information become easy or difficult to read? Two pieces of health > >information could be at a Grade 6 level, but not everybody would > >understand them both equally. The symbol, if one exists, should be > >simply a guide. > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant > >Sent: Thursday, May 31, 2007 10:33 AM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 954] Re: respectful terms question > > > > > >Hello everyone, > > > >The question prompted a question ... > > > >Does this indicate that the organization will also be posting > >materials that are difficult to read? Why? Will you flag those also > >somehow? > > > >I suppose the point being, if the mandate is to help people access > >information then I'd suggest only using materials that are accessible > >... thereby making that the norm instead of something needing flagged > >as somehow special or different which perhaps implies (with stigma > >attached?) less capable audiences. > > > >If we collectively reduce the listing of, referencing to, and (by > >extension) perceived demand for poorly conceived and written > >materials, perhaps (far, far away I admit) the world will slowly > >become less awash with reports and journal articles and books and > >guides to health literacy that lack audiences and effectiveness. The > >internet and Microsoft products make it easy to compile many long > >lists of resources - but we don't have to. > > > >For what its worth ... (keeping in mind that it is free) > > > >ap > > > > > > > >>I am working with a community based health resource centre called > >>Health Connections which has a mandate to help people to access > >>health information, programs and services. Health Connections is a > >>service of the health authority and delivered in partnership with > >>the public library. We are compiling resources with health literacy > >>and cultural competency in mind. Web resources will also be > >>identified. I would like to see the plain language items clearly > >>identified on the our website, currently in development. > >> > >>My question is - What words, phrases and/or common symbols are used > >>to identify plain language resources? > >> > >>Many thanks for this very helpful list serve. > >> > >>Trudy Watts > >>Resource Development Co-ordinator > >>Health Connections > >>Antigonish, Nova Scotia, Canada > >> > >>---------------------------------------------------- > >>National Institute for Literacy > >>Health and Literacy mailing list > >>HealthLiteracy at nifl.gov > >>To unsubscribe or change your subscription settings, please go to > >>http://www.nifl.gov/mailman/listinfo/healthliteracy > >>Email delivered to pleasant at aesop.rutgers.edu > > > > > >-- > >----------------------------------------------- > >Andrew Pleasant > >Assistant Professor > >Department of Human Ecology > >Extension Department of Family and Community Health Sciences > >Rutgers, the State University of New Jersey > >Cook Office Building, 55 Dudley Road #207 > >New Brunswick, NJ 08901 > >phone: 732-932-9153 x. 320; fax: 732-932-6667 > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to ndavies at dthr.ab.ca > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to pleasant at aesop.rutgers.edu > > > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to sfallsliteracy at yahoo.com > > >--------------------------------- > Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >*********************************************************************** **** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to sfallsliteracy at yahoo.com > > >--------------------------------- >Building a website is a piece of cake. >Yahoo! Small Business gives you all the tools to get online. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070601/b1809e d5/attachment.html > >------------------------------ > >Message: 2 >Date: Sat, 02 Jun 2007 02:36:49 -0400 >From: "David J. Rosen" >Subject: [HealthLiteracy 970] Lexile measures as an alternative to > grade level equivalents >To: The Health and Literacy Discussion List >Message-ID: <46611001.2000803 at comcast.net> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >Health Literacy Colleagues, > >For those who are concerned about the "readability level" of text, I >wonder if you have used "lexile measures" as an alternative to grade >level equivalent scores. If so, what do you see as the advantages and >disadvantages of using this reading passage level assessment process for >matching adult readers to text over instruments like the Fog, Smog, >Dale-Chall, and other reading indexes and formulae? > >For those who are not familiar with the Lexile Framework, you will find >an introduction at http://www.lexile.com > >David J. Rosen >djrosen at comcast.net > >Kerry Harwood wrote: > > > > > The challenge of using grade level assessments is that they depend so > > much on word length (syllables). When you have to use medical terms, > > it jacks up your reading level. For example, we have a patient > > education document 'Understanding Your Breast Cancer Pathology > > Report'. We worked very hard to get this down to an 11th grade > > reading level. However, we also used all the principles from the > > Suitability Assessment of Materials, including headers, white space, > > active voice, etc. to improve readability. > > > > I would not present an essential education piece like taking care of > > yourself after surgery at an 11th grade level. However, I also would > > not refuse to provide elective information that information-seeking > > patients have requested just because the required words place it at a > > higher reading level. > > > > Kerry Harwood, RN, MSN > > Director, Cancer Patient Education Program > > Team Leader, Dept. of Advanced Clinical Practice > > Duke University Medical Center Box 3677 > > Durham, NC 27710 > > 919-681-5288 > > kerry.harwood at duke.edu > > > > A mind once stretched by a new idea never returns to its original > > dimensions. A ship in the harbor is safe...but that's not what ships > > were made for. Wisdom is knowing what path to take next...integrity > > is taking it. > > > > > > Andrew Pleasant > > Sent by: healthliteracy-bounces at nifl.gov > > > > 05/31/2007 01:37 PM > > Please respond to > > The Health and Literacy Discussion List > > > > > > > > To > > The Health and Literacy Discussion List > > cc > > > > Subject > > [HealthLiteracy 959] Re: respectful terms question > > > > > > > > > > > > > > > > > > > > Sure, but my point is .. if it is at 12th grade level - don't list it > > and don't use it - look farther, create new. Thinking you have to > > simply perpetuates the myth that complex information can't be clearly > > presented. After all, if it is very difficult to understand - is it > > really so wonderful? > > > > ap > > > > > > > > >It's a nice idea, Andrew, but a lot of the materials shipped out by > > >health organisations are written at at least grade 12 level. A > > >Vancouver-based GI charity has wonderful patient teaching resources, > > >but a lot of their health information is very difficult to > > >understand (even my volunteers have trouble). > > > > > >Also, there is a question of the norm. When does a piece of health > > >information become easy or difficult to read? Two pieces of health > > >information could be at a Grade 6 level, but not everybody would > > >understand them both equally. The symbol, if one exists, should be > > >simply a guide. > > > > > > > > > > > >-----Original Message----- > > >From: healthliteracy-bounces at nifl.gov > > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant > > >Sent: Thursday, May 31, 2007 10:33 AM > > >To: The Health and Literacy Discussion List > > >Subject: [HealthLiteracy 954] Re: respectful terms question > > > > > > > > >Hello everyone, > > > > > >The question prompted a question ... > > > > > >Does this indicate that the organization will also be posting > > >materials that are difficult to read? Why? Will you flag those also > > >somehow? > > > > > >I suppose the point being, if the mandate is to help people access > > >information then I'd suggest only using materials that are accessible > > >... thereby making that the norm instead of something needing flagged > > >as somehow special or different which perhaps implies (with stigma > > >attached?) less capable audiences. > > > > > >If we collectively reduce the listing of, referencing to, and (by > > >extension) perceived demand for poorly conceived and written > > >materials, perhaps (far, far away I admit) the world will slowly > > >become less awash with reports and journal articles and books and > > >guides to health literacy that lack audiences and effectiveness. The > > >internet and Microsoft products make it easy to compile many long > > >lists of resources - but we don't have to. > > > > > >For what its worth ... (keeping in mind that it is free) > > > > > >ap > > > > > > > > > > > >>I am working with a community based health resource centre called > > >>Health Connections which has a mandate to help people to access > > >>health information, programs and services. Health Connections is a > > >>service of the health authority and delivered in partnership with > > >>the public library. We are compiling resources with health literacy > > >>and cultural competency in mind. Web resources will also be > > >>identified. I would like to see the plain language items clearly > > >>identified on the our website, currently in development. > > >> > > >>My question is - What words, phrases and/or common symbols are used > > >>to identify plain language resources? > > >> > > >>Many thanks for this very helpful list serve. > > >> > > >>Trudy Watts > > >>Resource Development Co-ordinator > > >>Health Connections > > >>Antigonish, Nova Scotia, Canada > > >> > > >>---------------------------------------------------- > > >>National Institute for Literacy > > >>Health and Literacy mailing list > > >>HealthLiteracy at nifl.gov > > >>To unsubscribe or change your subscription settings, please go to > > >>http://www.nifl.gov/mailman/listinfo/healthliteracy > > >>Email delivered to pleasant at aesop.rutgers.edu > > > > > > > > >-- > > >----------------------------------------------- > > >Andrew Pleasant > > >Assistant Professor > > >Department of Human Ecology > > >Extension Department of Family and Community Health Sciences > > >Rutgers, the State University of New Jersey > > >Cook Office Building, 55 Dudley Road #207 > > >New Brunswick, NJ 08901 > > >phone: 732-932-9153 x. 320; fax: 732-932-6667 > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > >Email delivered to ndavies at dthr.ab.ca > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > >http://www.nifl.gov/mailman/listinfo/healthliteracy > > >Email delivered to pleasant at aesop.rutgers.edu > > > > > > > > > -- > > ----------------------------------------------- > > Andrew Pleasant > > Assistant Professor > > Department of Human Ecology > > Extension Department of Family and Community Health Sciences > > Rutgers, the State University of New Jersey > > Cook Office Building, 55 Dudley Road #207 > > New Brunswick, NJ 08901 > > phone: 732-932-9153 x. 320; fax: 732-932-6667 > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to harwo001 at mc.duke.edu > > > >----------------------------------------------------------------------- - > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to djrosen at comcast.net > > > > > > >------------------------------ > >Message: 3 >Date: Sun, 3 Jun 2007 13:39:14 -0500 >From: "Sandra Checri" >Subject: [HealthLiteracy 971] Re: respectful terms question >To: "'The Health and Literacy Discussion List'" > >Message-ID: <000501c7a60e$7c7da330$6601a8c0 at Sandra> >Content-Type: text/plain; charset="us-ascii" > >Hi Trudy; > >Here's one resource: > > The UK (England) has a plain language campaign that uses the Diamond, >accompanied by the words "Crystal Mark Award" as a way to recognize websites >that focus on plain language and clarity in contents. The picture is >attached. This website could raise awareness about the need to apply plain >language principles to all media, including website design and development. >It also offers tips for developing materials that are easy to read and >understand. > > > >The Plain Language Campaign group recognizes those websites by giving them >the award, thus allowing the site to display the plain language symbol; sort >of a Good Housekeeping seal. It's not a symbol FOR plain language but, I >think, a good resource to provide. Perhaps you can look at the website and >see if it will fit into your project. We should do something like this here >in the US - build a consortium that will evaluate websites in the US, and >promote clear/plain language by recognizing their efforts. > > > >Here's the link: http://www.plainenglish.co.uk/index.htm > > > > > >Sandy > > > >Sandra E. Checri, RPh > >President > > > >Clear Health Talk, Inc. > >Phone 847.382.8847 > >Cell 312.504.7219 > >http://www.clearhealthtalk.com/ > > _____ > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections >Sent: Thursday, May 31, 2007 6:43 AM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 950] respectful terms question > >I am working with a community based health resource centre called Health >Connections which has a mandate to help people to access health information, >programs and services. Health Connections is a service of the health >authority and delivered in partnership with the public library. We are >compiling resources with health literacy and cultural competency in mind. >Web resources will also be identified. I would like to see the plain >language items clearly identified on the our website, currently in >development. > > > >My question is - What words, phrases and/or common symbols are used to >identify plain language resources? > > > >Many thanks for this very helpful list serve. > > > >Trudy Watts > >Resource Development Co-ordinator > >Health Connections > >Antigonish, Nova Scotia, Canada > >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e 17/attachment.html >-------------- next part -------------- >A non-text attachment was scrubbed... >Name: New Picture (17).bmp >Type: image/bmp >Size: 122538 bytes >Desc: not available >Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070603/d63f4e 17/attachment.bin > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 21, Issue 3 >********************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/af298beb/attachment.html From Jsorensen at afmc.org Mon Jun 4 13:59:26 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Mon, 4 Jun 2007 12:59:26 -0500 Subject: [HealthLiteracy 981] Re: The plain language debate In-Reply-To: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> Some companies offer magazines and other publications that can be customized with an institution's logo, tagline, or other boilerplate information. Are there any decent healthcare materials that are offered this way, or could they be? That might be appealing to smaller clinics or institutions that don't have communications or marketing staff. They could do inexpensive fact or instruction sheets for more specific information. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 11:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu ------------------------------------------------------------------------ --------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If the reader of this communication is not the intended recipient, or the employee or agent responsible for delivering this communication to the intended recipient, you are hereby notified that any dissemination, distribution, copying or disclosure of this communication and any attachment is strictly prohibited. If you have received this transmission in error, please notify the sender immediately by telephone and electronic mail, and delete the original communication and any attachment from any computer, server or other electronic recording or storage device or medium. Receipt by anyone other than the intended recipient is not a waiver of any attorney-client, physician-patient or other privilege. Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From smbrown at geisinger.edu Mon Jun 4 15:24:15 2007 From: smbrown at geisinger.edu (E. Sue Brown) Date: Mon, 04 Jun 2007 15:24:15 -0400 Subject: [HealthLiteracy 982] Re: The plain language debate In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> References: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net> <6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> Message-ID: <46642E9F020000DF000098F7@GHSGWIANW5V.GEISINGER.EDU> Janet, We are working with Krames and they have alot to offer. Look at www.krames.com Sue Sue Brown RN MHA CPHQ Director, Clinical Content Management Phone: 570-826- 7622 Pager 830-7549 Fax 570-819-5541 Internal Zip: 41-19 "Peer Review generated records generated solely for Quality Improvement purposes pursuant to 63 P.S. Section 425.1 et seq and/or the Mcare Act.- Not for redistribution outside the System's Peer Review Committee" >>> "Janet Sorensen" 6/4/2007 1:59 PM >>> Some companies offer magazines and other publications that can be customized with an institution's logo, tagline, or other boilerplate information. Are there any decent healthcare materials that are offered this way, or could they be? That might be appealing to smaller clinics or institutions that don't have communications or marketing staff. They could do inexpensive fact or instruction sheets for more specific information. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 11:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu ------------------------------------------------------------------------ --------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If the reader of this communication is not the intended recipient, or the employee or agent responsible for delivering this communication to the intended recipient, you are hereby notified that any dissemination, distribution, copying or disclosure of this communication and any attachment is strictly prohibited. If you have received this transmission in error, please notify the sender immediately by telephone and electronic mail, and delete the original communication and any attachment from any computer, server or other electronic recording or storage device or medium. Receipt by anyone other than the intended recipient is not a waiver of any attorney-client, physician-patient or other privilege. Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to smbrown at geisinger.edu IMPORTANT WARNING: The information in this message (and the documents attached to it, if any) is confidential and may be legally privileged. It is intended solely for the addressee. Access to this message by anyone else is unauthorized. If you are not the intended recipient, any disclosure, copying, distribution or any action taken, or omitted to be taken, in reliance on it is prohibited and may be unlawful. If you have received this message in error, please delete all electronic copies of this message (and the documents attached to it, if any), destroy any hard copies you may have created and notify me immediately by replying to this email. Thank you. From marcia.trenter at fda.hhs.gov Mon Jun 4 18:06:51 2007 From: marcia.trenter at fda.hhs.gov (Trenter, Marcia L) Date: Mon, 4 Jun 2007 18:06:51 -0400 Subject: [HealthLiteracy 983] Re: The plain language debate In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> References: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net> <6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> Message-ID: <628709BFB7B3794986640730395B300B6D00F3@FMD3VS012.fda.gov> Q. <> A. Any government document is in the public domain and therefore can be copied and distributed. It is perfectly permissible, and frequently done, to add your own tagline and or your own contact information. FDA's web page has links to consumer and patient health information that is available in several formats for downloading. Pick a disease or class of drugs - then find the government agency that follows it, and usually you will find information that can be downloaded for consumers and patients and hopefully, some will be easy to read. Here are just two to tempt your curiosity. www.fda.gov (Menu on lower right side titled: Information) http://www.fda.gov/consumer/default.htm (Menu on upper right side: Consumer Publications) Check it out! ____________________ Marcia L. Trenter Special Assistant to the Office Director Office of Training and Communications Center for Drug Evaluation and Research U.S. Food and Drug Administration Office (301) 827 1671 Fax (301) 827 3056 ____________________ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Monday, June 04, 2007 1:59 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 981] Re: The plain language debate Some companies offer magazines and other publications that can be customized with an institution's logo, tagline, or other boilerplate information. Are there any decent healthcare materials that are offered this way, or could they be? That might be appealing to smaller clinics or institutions that don't have communications or marketing staff. They could do inexpensive fact or instruction sheets for more specific information. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 11:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu ------------------------------------------------------------------------ --------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. 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Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to trenterm at cder.fda.gov From ar at plainlanguageworks.com Mon Jun 4 18:56:46 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Mon, 4 Jun 2007 16:56:46 -0600 Subject: [HealthLiteracy 984] Plain Language Mark idea, great resource in health literacy! References: <000001c7a381$28b3f720$0b02a8c0@Health2><521441A4F164E1418DCAC093C9EE6D95026EDD06@DTHREXCL1.dthr.ab.ca> <000501c7a60e$7c7da330$6601a8c0@Sandra> Message-ID: <006a01c7a6fb$a12754e0$6401a8c0@D5NPYT31> MessageGreetings, everyone, I've been a health literacy and plain language practitioner in the U.S. since 1994. I'm also on the Steering Committee of the Plain Language Association INternational (PLAIN). The good news is that awareness of the need for plain language in many industries has been strong in many countries for 25 years or so. The idea of a mark that identifies documents as plain is not new. The crystal mark has been used by the Plain English Campaign (a private business in the UK) for many years. And in recent years, other organizations, firms, and governments around the world are developing or have developed standards by which to judge documents and sometimes various marks they award. My firm is one of those. The bad news is that the U.S. and the health care industry are both behind in addressing the need. But there is progress! PLAIN will soon begin a process of establishing standards for plain language documents and possibly establishing a mark. We'll be discussing our new initiatives in October at our international conference in Amsterdam. This is an exciting time to watch the markers of developing into a "real" field come into place. I will keep this list up-to-date on PLAIN's progress. And in the meantime, we can all keep moving this agenda forward by tapping into plain language resources. An excellent resource for learning how to create vibrant plain language health materials is the University of New England's Summer and Fall Health Literacy Institutes. (I'm one of the founders and was on the faculty for years but I'm taking a break now to work on a PhD.) The HL Institutes are designed to teach you skills in recognizing, using, and creating excellent plain language health materials. And they're held in Maine! What could be better? I believe the Fall Institute still has some openings but it's filling fast. For more information, go to www.healthliteracyinstitute.net. Best wishes to us all as we work for greater health literacy! Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Sandra Checri To: 'The Health and Literacy Discussion List' Sent: Sunday, June 03, 2007 12:39 PM Subject: [HealthLiteracy 971] Re: respectful terms question Hi Trudy; Here's one resource: The UK (England) has a plain language campaign that uses the Diamond, accompanied by the words "Crystal Mark Award" as a way to recognize websites that focus on plain language and clarity in contents. The picture is attached. This website could raise awareness about the need to apply plain language principles to all media, including website design and development. It also offers tips for developing materials that are easy to read and understand. The Plain Language Campaign group recognizes those websites by giving them the award, thus allowing the site to display the plain language symbol; sort of a Good Housekeeping seal. It's not a symbol FOR plain language but, I think, a good resource to provide. Perhaps you can look at the website and see if it will fit into your project. We should do something like this here in the US - build a consortium that will evaluate websites in the US, and promote clear/plain language by recognizing their efforts. Here's the link: http://www.plainenglish.co.uk/index.htm Sandy Sandra E. Checri, RPh President Clear Health Talk, Inc. Phone 847.382.8847 Cell 312.504.7219 http://www.clearhealthtalk.com/ ------------------------------------------------------------------------------ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections Sent: Thursday, May 31, 2007 6:43 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 950] respectful terms question I am working with a community based health resource centre called Health Connections which has a mandate to help people to access health information, programs and services. Health Connections is a service of the health authority and delivered in partnership with the public library. We are compiling resources with health literacy and cultural competency in mind. Web resources will also be identified. I would like to see the plain language items clearly identified on the our website, currently in development. My question is - What words, phrases and/or common symbols are used to identify plain language resources? Many thanks for this very helpful list serve. Trudy Watts Resource Development Co-ordinator Health Connections Antigonish, Nova Scotia, Canada ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/1ebd9b30/attachment.html From sfallsliteracy at yahoo.com Mon Jun 4 20:57:01 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Mon, 4 Jun 2007 17:57:01 -0700 (PDT) Subject: [HealthLiteracy 985] Re: respectful terms question In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA5CF@AFMCFS6.NT_AFMC.local> Message-ID: <274173.63170.qm@web34711.mail.mud.yahoo.com> Hi Janet and all: Yes. I believe we can agree on most points that are being made in this discussion And I appreciate the apology as well. You know I never thought that doctors were the enemy ... that is .... until I heard what some had done to people I respected who were/are their patients. Unfortunately I also think you *are* working with the cream of the crop, Janet. I believe the hope for a healthier future is in an educational process of the new people. Get the doctors and nurses before they leave medical school - tell them new information about patient care. Help them understand that patients aren't numbers. They have a need-to-know even if they can't communicate in the same medical jargon that they do. I don't have much hope for the "oldsters" who have been there/done that and think their answer is the only one. There are so many ways to speak and write simpler as you know in your job. Why is it so hard to "sell" that concept to those who have "always done it this way" and cannot / will not .... whatever the case is .... listen? The listserv responses (that I've had to quickly read in between doing my Have-To's today) wee examples of big "But's" related to having generic, plain English explanations given to patients rather than be a stamped/ imprinted/ personalized bit of difficult information from Their Hospital -- it feels as though they are saying theirs is the sacred hallowed ground of all healthcare facilities. Isn't it a crux, though? If the information the provider is giving is so darned important that they will not use some other healthcare provider's document -- one that their patient can easily read and understand -- there is something terribly wrong with them not wanting to take time to downsize their vocabulary. Am I missing something here? You wrote: <> You know something? This action/advice sounds so simple and it's good advice. But folks need to remember that the "payer" who lacks self-worth, has dimished self-confidence and has been called stupid all his/her life will likely not speak up to an authority figure, particularly a tall, foreboding one in an official white coat ... you know ... that doc you called "revered"? An adult learner wouldn't say, "You know, you gave me bad information at my appointment and I was hospitalized by the weekend!" I could not agree with you more here, though! You wrote: << Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) >> YES! What century do you think it will it be by the time all this has an impact? How many advocates will it take, going to doctor's appts with adult learners whose privacy will be immediately compromised by "the teacher / director / tutor" being there??? How embarrassing for them! They are adults! Thanks for the vote of confidence. I will not give up because in the face of possible death, frantically ill adults we teach to read, the possibility of amputation because a diabetic adult reader did not know the symptoms he had WERE serious and a youngster who, because Mommy didn't know the Rx label language, is rushed to the ER, I'm not going to foresake these men and women. It's sometimes darn dirty down in the trenches. Thanks for listening to my dime's worth of ranting opinion and for your caring about the needy people. You've shared some good ideas and I'm hoping that together we all can matter to adults who need advocates for quality healthcare. And Peace be with you, too - Nancy Hansen Advocate/Tutor/Executive Director/Trainer/Old Timer Janet Sorensen wrote: I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Need a vacation? Get great deals to amazing places on Yahoo! Travel. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/2cb689ac/attachment.html From drcalderon at sbcglobal.net Mon Jun 4 23:28:45 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Mon, 4 Jun 2007 20:28:45 -0700 (PDT) Subject: [HealthLiteracy 986] Re: respectful terms question Message-ID: <418406.238.qm@web81209.mail.mud.yahoo.com> The Annals for the Behavioral Sciences and Medical Education has published an article that introduces and gives details on how to use a tool called FONBAYS that guides the simplification of the readability of health related information. Check www.absame.org, which is the website for the Association for the Behavioral Sciences and Medical Education (ABSAME) for more information. Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Nancy Hansen To: The Health and Literacy Discussion List Sent: Monday, June 4, 2007 7:57:01 PM Subject: [HealthLiteracy 985] Re: respectful terms question Hi Janet and all: Yes. I believe we can agree on most points that are being made in this discussion And I appreciate the apology as well. You know I never thought that doctors were the enemy ... that is .... until I heard what some had done to people I respected who were/are their patients. Unfortunately I also think you *are* working with the cream of the crop, Janet. I believe the hope for a healthier future is in an educational process of the new people. Get the doctors and nurses before they leave medical school - tell them new information about patient care. Help them understand that patients aren't numbers. They have a need-to-know even if they can't communicate in the same medical jargon that they do. I don't have much hope for the "oldsters" who have been there/done that and think their answer is the only one. There are so many ways to speak and write simpler as you know in your job. Why is it so hard to "sell" that concept to those who have "always done it this way" and cannot / will not .... whatever the case is .... listen? The listserv responses (that I've had to quickly read in between doing my Have-To's today) wee examples of big "But's" related to having generic, plain English explanations given to patients rather than be a stamped/ imprinted/ personalized bit of difficult information from Their Hospital -- it feels as though they are saying theirs is the sacred hallowed ground of all healthcare facilities. Isn't it a crux, though? If the information the provider is giving is so darned important that they will not use some other healthcare provider's document -- one that their patient can easily read and understand -- there is something terribly wrong with them not wanting to take time to downsize their vocabulary. Am I missing something here? You wrote: <> You know something? This action/advice sounds so simple and it's good advice. But folks need to remember that the "payer" who lacks self-worth, has dimished self-confidence and has been called stupid all his/her life will likely not speak up to an authority figure, particularly a tall, foreboding one in an official white coat ... you know ... that doc you called "revered"? An adult learner wouldn't say, "You know, you gave me bad information at my appointment and I was hospitalized by the weekend!" I could not agree with you more here, though! You wrote: << Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) >> YES! What century do you think it will it be by the time all this has an impact? How many advocates will it take, going to doctor's appts with adult learners whose privacy will be immediately compromised by "the teacher / director / tutor" being there??? How embarrassing for them! They are adults! Thanks for the vote of confidence. I will not give up because in the face of possible death, frantically ill adults we teach to read, the possibility of amputation because a diabetic adult reader did not know the symptoms he had WERE serious and a youngster who, because Mommy didn't know the Rx label language, is rushed to the ER, I'm not going to foresake these men and women. It's sometimes darn dirty down in the trenches. Thanks for listening to my dime's worth of ranting opinion and for your caring about the needy people. You've shared some good ideas and I'm hoping that together we all can matter to adults who need advocates for quality healthcare. And Peace be with you, too - Nancy Hansen Advocate/Tutor/Executive Director/Trainer/Old Timer Janet Sorensen wrote: I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games.*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com Building a website is a piece of cake. Yahoo! Small Business gives you all the tools to get online.*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com Need a vacation? Get great deals to amazing places on Yahoo! Travel. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070604/a45353a7/attachment.html From KarpF at nia.nih.gov Tue Jun 5 09:03:34 2007 From: KarpF at nia.nih.gov (Karp, Freddi (NIH/NIA) [E]) Date: Tue, 5 Jun 2007 09:03:34 -0400 Subject: [HealthLiteracy 987] Re: Free Plain Language Resources In-Reply-To: <628709BFB7B3794986640730395B300B6D00F3@FMD3VS012.fda.gov> References: <39632E9C6AD33B48B367952874DFC73506C658@EXCHVS04.nslijhs.net><6EE40CD48836434BBF299E57FBBB2AD301BDA60C@AFMCFS6.NT_AFMC.local> <628709BFB7B3794986640730395B300B6D00F3@FMD3VS012.fda.gov> Message-ID: <774C0E17E48BA34190C8A7BE4ECE6D2F0342B8EB@NIHCESMLBX7.nih.gov> Folks might also want to look at materials from the National Institute on Aging -- we have a variety of free publications that are available in bulk quantities. You can order NIA publications online (www.nia.nih.gov ) or by calling the toll-free line (1-800-222-2225). For example: The Age Page is a series of fact sheets on over 40 different topics. They are online at http://www.niapublications.org/shopdisplayproducts.asp?id=45&cat=All+Age +Pages Safe Use of Medicines is online at http://www.niapublications.org/tipsheets/medicines.asp Stay Safe in Cold Weather is online at http://www.nia.nih.gov/HealthInformation/Publications/staysafe/ Understanding Alzheimer's Disease is online at http://www.nia.nih.gov/HealthInformation/Publications/staysafe/ Understanding Memory Loss is online at http://www.nia.nih.gov/Alzheimers/Publications/UnderstandingMemoryLoss/ I hope these resources are useful! Freddi Karp Chief, Health Information & Outreach Branch Office of Communications and Public Liaison National Institute on Aging -----Original Message----- From: Trenter, Marcia L [mailto:marcia.trenter at fda.hhs.gov] Sent: Monday, June 04, 2007 6:07 PM To: The Health and Literacy Discussion List Cc: Smith, Nancy D (CDER) Subject: [HealthLiteracy 983] Re: The plain language debate Q. <> A. Any government document is in the public domain and therefore can be copied and distributed. It is perfectly permissible, and frequently done, to add your own tagline and or your own contact information. FDA's web page has links to consumer and patient health information that is available in several formats for downloading. Pick a disease or class of drugs - then find the government agency that follows it, and usually you will find information that can be downloaded for consumers and patients and hopefully, some will be easy to read. Here are just two to tempt your curiosity. www.fda.gov (Menu on lower right side titled: Information) http://www.fda.gov/consumer/default.htm (Menu on upper right side: Consumer Publications) Check it out! ____________________ Marcia L. Trenter Special Assistant to the Office Director Office of Training and Communications Center for Drug Evaluation and Research U.S. Food and Drug Administration Office (301) 827 1671 Fax (301) 827 3056 ____________________ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Monday, June 04, 2007 1:59 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 981] Re: The plain language debate Some companies offer magazines and other publications that can be customized with an institution's logo, tagline, or other boilerplate information. Are there any decent healthcare materials that are offered this way, or could they be? That might be appealing to smaller clinics or institutions that don't have communications or marketing staff. They could do inexpensive fact or instruction sheets for more specific information. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 11:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu ------------------------------------------------------------------------ --------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. 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Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to trenterm at cder.fda.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to karpf at nia.nih.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070605/27aa40f4/attachment.html From harwo001 at mc.duke.edu Tue Jun 5 10:04:53 2007 From: harwo001 at mc.duke.edu (Kerry Harwood) Date: Tue, 5 Jun 2007 10:04:53 -0400 Subject: [HealthLiteracy 988] Re: Lexile measures as an alternative to grade level equivalents In-Reply-To: <46611001.2000803@comcast.net> Message-ID: This is a very appealing concept to me. I'd be interested in learning if others are using it. I contacted this company about two years ago to explore what it would take to evaluate our materials using this system and they never returned my call. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "David J. Rosen" Sent by: healthliteracy-bounces at nifl.gov 06/02/2007 02:36 AM Please respond to The Health and Literacy Discussion List To The Health and Literacy Discussion List cc Subject [HealthLiteracy 970] Lexile measures as an alternative to grade level equivalents Health Literacy Colleagues, For those who are concerned about the "readability level" of text, I wonder if you have used "lexile measures" as an alternative to grade level equivalent scores. If so, what do you see as the advantages and disadvantages of using this reading passage level assessment process for matching adult readers to text over instruments like the Fog, Smog, Dale-Chall, and other reading indexes and formulae? For those who are not familiar with the Lexile Framework, you will find an introduction at http://www.lexile.com David J. Rosen djrosen at comcast.net Kerry Harwood wrote: > > The challenge of using grade level assessments is that they depend so > much on word length (syllables). When you have to use medical terms, > it jacks up your reading level. For example, we have a patient > education document 'Understanding Your Breast Cancer Pathology > Report'. We worked very hard to get this down to an 11th grade > reading level. However, we also used all the principles from the > Suitability Assessment of Materials, including headers, white space, > active voice, etc. to improve readability. > > I would not present an essential education piece like taking care of > yourself after surgery at an 11th grade level. However, I also would > not refuse to provide elective information that information-seeking > patients have requested just because the required words place it at a > higher reading level. > > Kerry Harwood, RN, MSN > Director, Cancer Patient Education Program > Team Leader, Dept. of Advanced Clinical Practice > Duke University Medical Center Box 3677 > Durham, NC 27710 > 919-681-5288 > kerry.harwood at duke.edu > > A mind once stretched by a new idea never returns to its original > dimensions. A ship in the harbor is safe...but that's not what ships > were made for. Wisdom is knowing what path to take next...integrity > is taking it. > > > Andrew Pleasant > Sent by: healthliteracy-bounces at nifl.gov > > 05/31/2007 01:37 PM > Please respond to > The Health and Literacy Discussion List > > > > To > The Health and Literacy Discussion List > cc > > Subject > [HealthLiteracy 959] Re: respectful terms question > > > > > > > > > > Sure, but my point is .. if it is at 12th grade level - don't list it > and don't use it - look farther, create new. Thinking you have to > simply perpetuates the myth that complex information can't be clearly > presented. After all, if it is very difficult to understand - is it > really so wonderful? > > ap > > > > >It's a nice idea, Andrew, but a lot of the materials shipped out by > >health organisations are written at at least grade 12 level. A > >Vancouver-based GI charity has wonderful patient teaching resources, > >but a lot of their health information is very difficult to > >understand (even my volunteers have trouble). > > > >Also, there is a question of the norm. When does a piece of health > >information become easy or difficult to read? Two pieces of health > >information could be at a Grade 6 level, but not everybody would > >understand them both equally. The symbol, if one exists, should be > >simply a guide. > > > > > > > >-----Original Message----- > >From: healthliteracy-bounces at nifl.gov > >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant > >Sent: Thursday, May 31, 2007 10:33 AM > >To: The Health and Literacy Discussion List > >Subject: [HealthLiteracy 954] Re: respectful terms question > > > > > >Hello everyone, > > > >The question prompted a question ... > > > >Does this indicate that the organization will also be posting > >materials that are difficult to read? Why? Will you flag those also > >somehow? > > > >I suppose the point being, if the mandate is to help people access > >information then I'd suggest only using materials that are accessible > >... thereby making that the norm instead of something needing flagged > >as somehow special or different which perhaps implies (with stigma > >attached?) less capable audiences. > > > >If we collectively reduce the listing of, referencing to, and (by > >extension) perceived demand for poorly conceived and written > >materials, perhaps (far, far away I admit) the world will slowly > >become less awash with reports and journal articles and books and > >guides to health literacy that lack audiences and effectiveness. The > >internet and Microsoft products make it easy to compile many long > >lists of resources - but we don't have to. > > > >For what its worth ... (keeping in mind that it is free) > > > >ap > > > > > > > >>I am working with a community based health resource centre called > >>Health Connections which has a mandate to help people to access > >>health information, programs and services. Health Connections is a > >>service of the health authority and delivered in partnership with > >>the public library. We are compiling resources with health literacy > >>and cultural competency in mind. Web resources will also be > >>identified. I would like to see the plain language items clearly > >>identified on the our website, currently in development. > >> > >>My question is - What words, phrases and/or common symbols are used > >>to identify plain language resources? > >> > >>Many thanks for this very helpful list serve. > >> > >>Trudy Watts > >>Resource Development Co-ordinator > >>Health Connections > >>Antigonish, Nova Scotia, Canada > >> > >>---------------------------------------------------- > >>National Institute for Literacy > >>Health and Literacy mailing list > >>HealthLiteracy at nifl.gov > >>To unsubscribe or change your subscription settings, please go to > >>http://www.nifl.gov/mailman/listinfo/healthliteracy > >>Email delivered to pleasant at aesop.rutgers.edu > > > > > >-- > >----------------------------------------------- > >Andrew Pleasant > >Assistant Professor > >Department of Human Ecology > >Extension Department of Family and Community Health Sciences > >Rutgers, the State University of New Jersey > >Cook Office Building, 55 Dudley Road #207 > >New Brunswick, NJ 08901 > >phone: 732-932-9153 x. 320; fax: 732-932-6667 > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to ndavies at dthr.ab.ca > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to pleasant at aesop.rutgers.edu > > > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to harwo001 at mc.duke.edu > >------------------------------------------------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to djrosen at comcast.net > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070605/292e8d8e/attachment.html From Jsorensen at afmc.org Tue Jun 5 10:46:26 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 5 Jun 2007 09:46:26 -0500 Subject: [HealthLiteracy 989] Re: respectful terms question In-Reply-To: <274173.63170.qm@web34711.mail.mud.yahoo.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA67C@AFMCFS6.NT_AFMC.local> All very good points. The young people who are now in college are probably our best hope at improving healthcare communication and delivery. btw, when I talk about payers, I mean insurance companies, the federal Center for Medicare & Medicaid Services, state programs and possibly employers who contribute to staff health insurance. (See, even writers forget to translate their jargon occasionally...) Leapfrog is one example of corporations teaming up to improve healthcare. Quality healthcare and effective communication can save money in the long run and keep people working, so employers and insurance companies have a lot at stake. And these BIG payers have more clout with doctors than one frustrated patient does. I guess we have a capitalistic healthcare system, with all the good and bad that goes with it. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Monday, June 04, 2007 7:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 985] Re: respectful terms question Hi Janet and all: Yes. I believe we can agree on most points that are being made in this discussion And I appreciate the apology as well. You know I never thought that doctors were the enemy ... that is .... until I heard what some had done to people I respected who were/are their patients. Unfortunately I also think you *are* working with the cream of the crop, Janet. I believe the hope for a healthier future is in an educational process of the new people. Get the doctors and nurses before they leave medical school - tell them new information about patient care. Help them understand that patients aren't numbers. They have a need-to-know even if they can't communicate in the same medical jargon that they do. I don't have much hope for the "oldsters" who have been there/done that and think their answer is the only one. There are so many ways to speak and write simpler as you know in your job. Why is it so hard to "sell" that concept to those who have "always done it this way" and cannot / will not .... whatever the case is .... listen? The listserv responses (that I've had to quickly read in between doing my Have-To's today) wee examples of big "But's" related to having generic, plain English explanations given to patients rather than be a stamped/ imprinted/ personalized bit of difficult information from Their Hospital -- it feels as though they are saying theirs is the sacred hallowed ground of all healthcare facilities. Isn't it a crux, though? If the information the provider is giving is so darned important that they will not use some other healthcare provider's document -- one that their patient can easily read and understand -- there is something terribly wrong with them not wanting to take time to downsize their vocabulary. Am I missing something here? You wrote: <> You know something? This action/advice sounds so simple and it's good advice. But folks need to remember that the "payer" who lacks self-worth, has dimished self-confidence and has been called stupid all his/her life will likely not speak up to an authority figure, particularly a tall, foreboding one in an official white coat ... you know ... that doc you called "revered"? An adult learner wouldn't say, "You know, you gave me bad information at my appointment and I was hospitalized by the weekend!" I could not agree with you more here, though! You wrote: << Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) >> YES! What century do you think it will it be by the time all this has an impact? How many advocates will it take, going to doctor's appts with adult learners whose privacy will be immediately compromised by "the teacher / director / tutor" being there??? How embarrassing for them! They are adults! Thanks for the vote of confidence. I will not give up because in the face of possible death, frantically ill adults we teach to read, the possibility of amputation because a diabetic adult reader did not know the symptoms he had WERE serious and a youngster who, because Mommy didn't know the Rx label language, is rushed to the ER, I'm not going to foresake these men and women. It's sometimes darn dirty down in the trenches. Thanks for listening to my dime's worth of ranting opinion and for your caring about the needy people. You've shared some good ideas and I'm hoping that together we all can matter to adults who need advocates for quality healthcare. And Peace be with you, too - Nancy Hansen Advocate/Tutor/Executive Director/Trainer/Old Timer Janet Sorensen wrote: I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Boardwalk for $500? 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Travel. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070605/ceece57b/attachment.html From sfallsliteracy at yahoo.com Tue Jun 5 12:39:14 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 5 Jun 2007 09:39:14 -0700 (PDT) Subject: [HealthLiteracy 990] Re: respectful terms question In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA67C@AFMCFS6.NT_AFMC.local> Message-ID: <465081.66033.qm@web34710.mail.mud.yahoo.com> Another point we agree on. Does anyone else see that the incoming college medical student in their communities are the providers most cooperative and willing to change their approach to patients? Thank you for the "Payee" clarification. I'd never heard of that terminology in the literacy environment and jumped to the wrong conclusion. Jargon .... isn't it interesting though. Sad to see capitalism exists, isn't it. Janet Sorensen wrote: All very good points. The young people who are now in college are probably our best hope at improving healthcare communication and delivery. btw, when I talk about payers, I mean insurance companies, the federal Center for Medicare & Medicaid Services, state programs and possibly employers who contribute to staff health insurance. (See, even writers forget to translate their jargon occasionally...) Leapfrog is one example of corporations teaming up to improve healthcare. Quality healthcare and effective communication can save money in the long run and keep people working, so employers and insurance companies have a lot at stake. And these BIG payers have more clout with doctors than one frustrated patient does. I guess we have a capitalistic healthcare system, with all the good and bad that goes with it. --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Monday, June 04, 2007 7:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 985] Re: respectful terms question Hi Janet and all: Yes. I believe we can agree on most points that are being made in this discussion And I appreciate the apology as well. You know I never thought that doctors were the enemy ... that is .... until I heard what some had done to people I respected who were/are their patients. Unfortunately I also think you *are* working with the cream of the crop, Janet. I believe the hope for a healthier future is in an educational process of the new people. Get the doctors and nurses before they leave medical school - tell them new information about patient care. Help them understand that patients aren't numbers. They have a need-to-know even if they can't communicate in the same medical jargon that they do. I don't have much hope for the "oldsters" who have been there/done that and think their answer is the only one. There are so many ways to speak and write simpler as you know in your job. Why is it so hard to "sell" that concept to those who have "always done it this way" and cannot / will not .... whatever the case is .... listen? The listserv responses (that I've had to quickly read in between doing my Have-To's today) wee examples of big "But's" related to having generic, plain English explanations given to patients rather than be a stamped/ imprinted/ personalized bit of difficult information from Their Hospital -- it feels as though they are saying theirs is the sacred hallowed ground of all healthcare facilities. Isn't it a crux, though? If the information the provider is giving is so darned important that they will not use some other healthcare provider's document -- one that their patient can easily read and understand -- there is something terribly wrong with them not wanting to take time to downsize their vocabulary. Am I missing something here? You wrote: <> You know something? This action/advice sounds so simple and it's good advice. But folks need to remember that the "payer" who lacks self-worth, has dimished self-confidence and has been called stupid all his/her life will likely not speak up to an authority figure, particularly a tall, foreboding one in an official white coat ... you know ... that doc you called "revered"? An adult learner wouldn't say, "You know, you gave me bad information at my appointment and I was hospitalized by the weekend!" I could not agree with you more here, though! You wrote: << Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) >> YES! What century do you think it will it be by the time all this has an impact? How many advocates will it take, going to doctor's appts with adult learners whose privacy will be immediately compromised by "the teacher / director / tutor" being there??? How embarrassing for them! They are adults! Thanks for the vote of confidence. I will not give up because in the face of possible death, frantically ill adults we teach to read, the possibility of amputation because a diabetic adult reader did not know the symptoms he had WERE serious and a youngster who, because Mommy didn't know the Rx label language, is rushed to the ER, I'm not going to foresake these men and women. It's sometimes darn dirty down in the trenches. Thanks for listening to my dime's worth of ranting opinion and for your caring about the needy people. You've shared some good ideas and I'm hoping that together we all can matter to adults who need advocates for quality healthcare. And Peace be with you, too - Nancy Hansen Advocate/Tutor/Executive Director/Trainer/Old Timer Janet Sorensen wrote: I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Boardwalk for $500? 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070605/c8dd6417/attachment.html From julie_mcKinney at worlded.org Tue Jun 5 12:42:32 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 05 Jun 2007 12:42:32 -0400 Subject: [HealthLiteracy 991] Re: The plain language debate Message-ID: <46655A390200002D0000285C@bostongwia.jsi.com> Yes, it's true that there is variation in procedures, recommendations and other aspects of health information, which makes it hard to use publicly available online materials for every purpose. But the internet has changed the dynamic of information exchange and seems to have great potential for a use like this, if used carefully and for the purposes that fit. Granted, there are challenges, too, which we have discussed, but I think the potential is worth exploring. The benefits of materials that all patients can understand are great, and I think it's worth finding a way to make use of what's out there. I realize I am naive in this area, but it seems that it should be possible for a hospital or individual providers to evaluate some online health information and find some that fits with their own recommendations. Then they could have printouts available or refer people to these particular websites. (In the example below, if you tell patients that XYZ is the proper amount of carbs to eat, then find an easy-to-read resource that matches this recommendation.) Even if you stick to the government-sanctioned materials, there is a lot out there. Does anyone refer patients to Medline Plus, or other resources with audio and video components? Does anyone use "information prescriptions"? I appreciate the comments and ideas that you've all been sharing! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davies, Nicola" 06/04/07 1:23 PM >>> Don't forget that best practice varies from region to region, never mind country to country. E.g., one health region in Northern BC will not rupture membranes for mums in labour, yet another will always do that. The Canada Food Guide will tell people to eat XYZ amount of carbs, yet another resource, perhaps from America, perhaps from the UK, will counter that with another amount. One breast health charity will list XY and Z as symptoms of breast cancer, while another will list XY and A. One will tell patients to go to their doctor for referral to a dietician, while another resource will refer the patient directly to the dietician. Depending on where that resource comes from, the health insurance criteria will also differ. Following the one instruction will take you down a very expensive consultation. Following the other and getting a doctor's referral could cost more or less depending on your OWN INSURANCE COVERAGE. Using local or self-created health information that is cater ed directly to a specific population will allow the patient to feel more comfortable in investing time and energy in learning more about that topic. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 10:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu --------------------------------------------------------------------------------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If the reader of this communication is not the intended recipient, or the employee or agent responsible for delivering this communication to the intended recipient, you are hereby notified that any dissemination, distribution, copying or disclosure of this communication and any attachment is strictly prohibited. If you have received this transmission in error, please notify the sender immediately by telephone and electronic mail, and delete the original communication and any attachment from any computer, server or other electronic recording or storage device or medium. Receipt by anyone other than the intended recipient is not a waiver of any attorney-client, physician-patient or other privilege. Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From lisamjones44 at hotmail.com Tue Jun 5 14:13:46 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 05 Jun 2007 18:13:46 +0000 Subject: [HealthLiteracy 992] Re: HealthLiteracy Digest, Vol 21, Issue 8 In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070605/85dd3531/attachment.html From jpotter at gha.org Tue Jun 5 14:24:20 2007 From: jpotter at gha.org (Jan Potter) Date: Tue, 5 Jun 2007 14:24:20 -0400 Subject: [HealthLiteracy 993] Re: The plain language debate In-Reply-To: <46655A390200002D0000285C@bostongwia.jsi.com> Message-ID: I believe it's been mentioned before, but the Medical Library Association has a great list of the "top 10" health information sites: http://www.mlanet.org/resources/medspeak/topten.html -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, June 05, 2007 12:43 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 991] Re: The plain language debate Yes, it's true that there is variation in procedures, recommendations and other aspects of health information, which makes it hard to use publicly available online materials for every purpose. But the internet has changed the dynamic of information exchange and seems to have great potential for a use like this, if used carefully and for the purposes that fit. Granted, there are challenges, too, which we have discussed, but I think the potential is worth exploring. The benefits of materials that all patients can understand are great, and I think it's worth finding a way to make use of what's out there. I realize I am naive in this area, but it seems that it should be possible for a hospital or individual providers to evaluate some online health information and find some that fits with their own recommendations. Then they could have printouts available or refer people to these particular websites. (In the example below, if you tell patients that XYZ is the proper amount of carbs to eat, then find an easy-to-read resource that matches this recommendation.) Even if you stick to the government-sanctioned materials, there is a lot out there. Does anyone refer patients to Medline Plus, or other resources with audio and video components? Does anyone use "information prescriptions"? I appreciate the comments and ideas that you've all been sharing! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davies, Nicola" 06/04/07 1:23 PM >>> Don't forget that best practice varies from region to region, never mind country to country. E.g., one health region in Northern BC will not rupture membranes for mums in labour, yet another will always do that. The Canada Food Guide will tell people to eat XYZ amount of carbs, yet another resource, perhaps from America, perhaps from the UK, will counter that with another amount. One breast health charity will list XY and Z as symptoms of breast cancer, while another will list XY and A. One will tell patients to go to their doctor for referral to a dietician, while another resource will refer the patient directly to the dietician. Depending on where that resource comes from, the health insurance criteria will also differ. Following the one instruction will take you down a very expensive consultation. Following the other and getting a doctor's referral could cost more or less depending on your OWN INSURANCE COVERAGE. Using local or self-created health information that is cater ed directly to a specific population will allow the patient to feel more comfortable in investing time and energy in learning more about that topic. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Parnell, Terri Ann Sent: Monday, June 04, 2007 10:36 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 977] Re: The plain language debate Good afternoon - In answer to your question - - Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appropriate material from a recognized online source? Having the hospital or organizations name on the pt ed material provides credibility to the information - I feel patients are more likely to follow the instructions if their hospital/nurse/doctor/etc. supported or created the material. It is also important for the branding/marketing of the institution in this competitive health care world of today. For more generic-type information - I am in agreement to use what is already out there. However for most procedure or diagnostic education - locations, times, prep, phone numbers and specifics on how each individual hospital performs them are too important to use a generic piece of information. In this situation, many generic (non-hospital branded) materials are just that - too general to provide enough detail to be complete. Regards - Terri Parnell, RN, M.A. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Monday, June 04, 2007 11:56 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 974] The plain language debate Thanks for everyone's 2 cents about this debate/discussion/venting session! I want to add 50 cents because there are so many interesting points, but I will stick to a few tidbits and questions... Appropriate Health Materials I know that there is an enormous variety of specific health information that needs to be passed on to patients, and there is frustration that we don't always have the funds to adapt existing materials or create better ones. Yes, we do need to have more plain language materials out there, but there are many good ones already. Instead of re-creating the wheel at every hosptial and clinic, how can we access and use the well-written plain language materials that already exist? Does the hospital's name have to be on every fact sheet and brochure given out, or can health care providers print out an appororiate material from a recognized online source? How can we find these appropriate materials quickly and easily? How have people out there done this? Can medical librarians or others help? Working Together It sounds like many who are working hard to advocate for clearly written materials and better communication come up against a lot of barriers, and feel alone in the struggle. It may be hard to avoid an us/them attitude, but I think we have to believe that most providers and administrators also want these improvements. But every faction has to do its part. Providers have to be supported by the system through communication training, access to good materials and a process of patient education that can go beyond the 15-minute appointment. Medical training institutions, public health systems, hospitals all need to support these goals, and many are starting to do so. I think we can help to encourage more of this by sharing information and success stories. I would love to hear from administrators, providers and policy makers to hear how your organizations have worked to improve the clarity of information and communication for patients. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to tparnell at nshs.edu ------------------------------------------------------------------------ --------- The information contained in this electronic e-mail transmission and any attachments are intended only for the use of the individual or entity to whom or to which it is addressed, and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If the reader of this communication is not the intended recipient, or the employee or agent responsible for delivering this communication to the intended recipient, you are hereby notified that any dissemination, distribution, copying or disclosure of this communication and any attachment is strictly prohibited. If you have received this transmission in error, please notify the sender immediately by telephone and electronic mail, and delete the original communication and any attachment from any computer, server or other electronic recording or storage device or medium. Receipt by anyone other than the intended recipient is not a waiver of any attorney-client, physician-patient or other privilege. Thank you. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org From vlewis at suffolk.lib.ny.us Wed Jun 6 14:57:06 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Wed, 6 Jun 2007 14:57:06 -0400 Subject: [HealthLiteracy 994] FW: Re: respectful terms question Message-ID: <00c101c7a86c$7a33add0$aa6310ac@enigma.suffolk.lib.ny.us> Hello all, I agree with all of the support for plain language and again want to stress the importance of plain language materials being available in alternative formats for people with disabilities. People who cannot read print are virtually excluded from the ability to benefit from health literature. This point was driven home to me once again yesterday as I sat in the doctor's office and watched as all of the other patients could grab a pamphlet or booklet from the wall literature rack and learn valuable information about their particular condition. I also needed assistance filling out my "private" information sheet. Of course, it is not available in a large print. Additionally, while a person is expected to sign the HIPA form, it too is not available in alternative formats. I, as a person who is legally blind.......cannot address my own health care decisions. It is imperative that the health care field begin to include information in alternative formats for people who cannot read print. I also agree that you must educate the future professionals. I am working with a group of people who are designing a curriculum for medical students. We are planning to include various materials on how to provide health care information and how to interact with people who have a disability. Many health care professionals are woefully lacking in communication skills and strategies. Valerie Lewis "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Monday, June 04, 2007 8:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 985] Re: respectful terms question Hi Janet and all: Yes. I believe we can agree on most points that are being made in this discussion And I appreciate the apology as well. You know I never thought that doctors were the enemy ... that is .... until I heard what some had done to people I respected who were/are their patients. Unfortunately I also think you *are* working with the cream of the crop, Janet. I believe the hope for a healthier future is in an educational process of the new people. Get the doctors and nurses before they leave medical school - tell them new information about patient care. Help them understand that patients aren't numbers. They have a need-to-know even if they can't communicate in the same medical jargon that they do. I don't have much hope for the "oldsters" who have been there/done that and think their answer is the only one. There are so many ways to speak and write simpler as you know in your job. Why is it so hard to "sell" that concept to those who have "always done it this way" and cannot / will not .... whatever the case is .... listen? The listserv responses (that I've had to quickly read in between doing my Have-To's today) wee examples of big "But's" related to having generic, plain English explanations given to patients rather than be a stamped/ imprinted/ personalized bit of difficult information from Their Hospital -- it feels as though they are saying theirs is the sacred hallowed ground of all healthcare facilities. Isn't it a crux, though? If the information the provider is giving is so darned important that they will not use some other healthcare provider's document -- one that their patient can easily read and understand -- there is something terribly wrong with them not wanting to take time to downsize their vocabulary. Am I missing something here? You wrote: <> You know something? This action/advice sounds so simple and it's good advice. But folks need to remember that the "payer" who lacks self-worth, has dimished self-confidence and has been called stupid all his/her life will likely not speak up to an authority figure, particularly a tall, foreboding one in an official white coat ... you know ... that doc you called "revered"? An adult learner wouldn't say, "You know, you gave me bad information at my appointment and I was hospitalized by the weekend!" I could not agree with you more here, though! You wrote: << Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) >> YES! What century do you think it will it be by the time all this has an impact? How many advocates will it take, going to doctor's appts with adult learners whose privacy will be immediately compromised by "the teacher / director / tutor" being there??? How embarrassing for them! They are adults! Thanks for the vote of confidence. I will not give up because in the face of possible death, frantically ill adults we teach to read, the possibility of amputation because a diabetic adult reader did not know the symptoms he had WERE serious and a youngster who, because Mommy didn't know the Rx label language, is rushed to the ER, I'm not going to foresake these men and women. It's sometimes darn dirty down in the trenches. Thanks for listening to my dime's worth of ranting opinion and for your caring about the needy people. You've shared some good ideas and I'm hoping that together we all can matter to adults who need advocates for quality healthcare. And Peace be with you, too - Nancy Hansen Advocate/Tutor/Executive Director/Trainer/Old Timer Janet Sorensen wrote: I think we agree for the most part. There are still plenty of doctors out there who think patients should just do as they are told, and plenty who do not want to trouble themselves with effective communication for "the lowest common denominator" (another expression that I have a problem with.) Those doctors deserve to be sued and shouldn't be in patient care. Payers (public and private) also need to start holding healthcare providers accountable for bad communication that can lead to medical errors, uninformed decisions and so forth. I apologize for the "slinging accusations" thing -- it was a bit much. I just think we should resist the very real temptation to think of physicians as the enemy. Granted, some are. It seems even the good ones don't often understand the need for what we are trying to do, and don't know what plain language (or whatever you want to call it) is until we show it to them. But I still believe that most doctors want to help their patients. Very few that I have worked with are completely indifferent and uncaring. Perhaps I see the cream of the crop. Doctors as a group have gotten used to being revered. We need to change their ideas about what is expected of them. We also need their cooperation, and we're more likely to get it if we try to keep a positive attitude MOST of the time. Maybe the truth is, we need people working with them, and others holding their feet to the fire (and encouraging patients and payers to do a little of both.) However you feel about what I've said, and whatever your role is, please don't give up! It may seem like nothing is happening, but a lot of organizations -- including payers and providers -- are starting to look at healthcare disparities, appropriate communication, "cultural competency," etc. It just might start changing soon. And think how much worse off the patients would be without folks like you in the trenches. Peace... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, June 01, 2007 4:46 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 969] Re: respectful terms question Dear Janet: That was just my two cents worth also. I am glad that you feel that there is *work* to be done at least. But having an opinion about unwillingness to work together is not meant to be "slinging accusations". That was not the point. You wrote: << Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it.>> You know what I believe will make the doctors sit up and take notice rather than this approach? When the "uneducated patients" (whom they condemn for their lack of comprehension) hit the doctors' pocket-book either with lawsuits for inadequate healthcare consequences or by leaving them for someone who does listen and does explain in plain English. That'll be the doctors' WIIFM answer. If the doctors don't, in their illustrious view, have a problem, they will never turn it around to be listeners to "Us Resource People". I was glad to read that there are editors out there like you in the industry who are attempting to make change happen - to keep the doctors/nurses informed about the patients' world. But it feels to me as though there are more healthcare providers who want to take the high road rather than to work with anyone who has a desire to improve patient care. Just another opinion about why it's frustrating to have been trying to open doors for five years now and it feels like nothing is happening. In the trenches with the underserved patients - A CBO Director Nancy H Janet Sorensen wrote: Your frustration is more than understandable, and we all have to get it out of our systems from time to time! It is certainly a form of arrogance to say "My ideas are so complex I can't possibly express them in plain language." However... To make any real progress, we are going to have to find a way to work with physicians and other experts instead of fighting with them or slinging accusations at them, no matter how tempting it is. We have to remind them of how they and their practices will benefit by providing better, clearer and more appropriate information to patients and their families. And -- in my opinion --we have to stop talking about "low literacy" because EVERYONE needs clear, straightforward information when it comes to health and healthcare. Let's not give the docs a reason to say "It's too bad we have so many uneducated people in this country who can't read or comprehend medical information." (Actual quote from my former ob/gyn.) Uneducated people are not the problem, as we all know. Crappy, sloppy communications written and approved by committees with no training in communications -- that is a LOT of the problem. We are the experts in communicating, and until physicians receive better training in patient communications (and/or miraculously change their attitudes), we will accomplish more by presenting ourselves as resources for physicians as well as advocates for patients. We have to be "on their side." We do this by doing our homework, being able to cite studies that support our advice, and making our points persuasively and diplomatically. I work directly with nurses and physicians and have to edit their materials, so I pick and fight these battles (and resist the urge to chastise, cry, throw up or strangle my sources and "approvers") every day. We are all tragically flawed human beings who like to feel important. Some more than others. Maybe it shouldn't be this way. Doctors should want to better serve their patients just because it's the right thing to do. We shouldn't have to sell them on the idea. Fine and dandy. I couldn't agree more. But I prefer to fight for results over ideals. If that means I have to talk about things like patient outcomes, compliance rates, pay-for-performance, cost-to-benefits ratio, etc., I will do it. Maybe it is my minor in marketing, but when I want to persuade someone to do something, I always think of WIIFM -- What's in it for me?--and answer that question for the person who has the power to do what I'm trying to get done. Whether I like it or not. Just my two cents... Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Thursday, May 31, 2007 5:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 967] Re: respectful terms question I can't help it! I have to give my negative opinion!! It's sheer laziness and incomprehensible insensitivity that too many providers view the written material they produce and distribute as too important to simplify. *I* believe there are more authority figures who are using complicated explanations than not. I can't agree more with your phrase: "Thinking you have to (use materials at too difficult a reading level) simply perpetuates the myth that complex information can't be clearly presented." It's the under-served patient lacking quality follow-up healthcare who suffers the consequences of scary, unneccesary ER visits when their doctor/nurse - whoEVER - doesn't take the time to simplify the language of brochures and other documents they provide so the non-reading patient leaves that office prepared for the healing process ahead. Nancy H "Davies, Nicola" wrote: I completely agree...here is where we bump into the red tape that surrounds all organisations. The budget just isn't there to create new information for every single health topic we cover. When I liaise with charity reps, I always mention we want plain language. We have to get rid of the idea that Plain Language is boring language. Unfortunately, many 'higher-ups' think something is better than nothing and are happy to use information that may not be presented as well as it could be. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant Sent: Thursday, May 31, 2007 11:37 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 959] Re: respectful terms question Sure, but my point is .. if it is at 12th grade level - don't list it and don't use it - look farther, create new. Thinking you have to simply perpetuates the myth that complex information can't be clearly presented. After all, if it is very difficult to understand - is it really so wonderful? ap >It's a nice idea, Andrew, but a lot of the materials shipped out by >health organisations are written at at least grade 12 level. A >Vancouver-based GI charity has wonderful patient teaching resources, >but a lot of their health information is very difficult to >understand (even my volunteers have trouble). > >Also, there is a question of the norm. When does a piece of health >information become easy or difficult to read? Two pieces of health >information could be at a Grade 6 level, but not everybody would >understand them both equally. The symbol, if one exists, should be >simply a guide. > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant >Sent: Thursday, May 31, 2007 10:33 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 954] Re: respectful terms question > > >Hello everyone, > >The question prompted a question ... > >Does this indicate that the organization will also be posting >materials that are difficult to read? Why? Will you flag those also >somehow? > >I suppose the point being, if the mandate is to help people access >information then I'd suggest only using materials that are accessible >... thereby making that the norm instead of something needing flagged >as somehow special or different which perhaps implies (with stigma >attached?) less capable audiences. > >If we collectively reduce the listing of, referencing to, and (by >extension) perceived demand for poorly conceived and written >materials, perhaps (far, far away I admit) the world will slowly >become less awash with reports and journal articles and books and >guides to health literacy that lack audiences and effectiveness. The >internet and Microsoft products make it easy to compile many long >lists of resources - but we don't have to. > >For what its worth ... (keeping in mind that it is free) > >ap > > > >>I am working with a community based health resource centre called >>Health Connections which has a mandate to help people to access >>health information, programs and services. Health Connections is a >>service of the health authority and delivered in partnership with >>the public library. We are compiling resources with health literacy >>and cultural competency in mind. Web resources will also be >>identified. I would like to see the plain language items clearly >>identified on the our website, currently in development. >> >>My question is - What words, phrases and/or common symbols are used >>to identify plain language resources? >> >>Many thanks for this very helpful list serve. >> >>Trudy Watts >>Resource Development Co-ordinator >>Health Connections >>Antigonish, Nova Scotia, Canada >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ Boardwalk for $500? 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From julie_mcKinney at worlded.org Thu Jun 7 12:32:19 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 07 Jun 2007 12:32:19 -0400 Subject: [HealthLiteracy 995] Re: Wednesday Question: Working Together Message-ID: <4667FAD40200002D000028E0@bostongwia.jsi.com> Hi Everyone, I want to say that our recent discussion has been provocative and interesting! I very much appreciate Lisa's and Winston's views (see below), which reinforce the need to avoid blame and find ways for the literacy and health communities to work together. We both work with a large and needy population which can benefit tremendously from our skills, but our skills are very different. If we join forces effectively, it can make a huge impact on the health of millions of Americans. How many? Well, consider that 90 million adults have inadequate literacy skills, they all have children to care for, and even those additional millions with higher skills will still benefit from clearer information and more effective communication. A few weeks ago the Wednesday question was about the cultural gap between these two professions. Our recent discussion seems to confirm that this gap exists. (See the message from May 3rd, and the responses following): http://www.nifl.gov/pipermail/healthliteracy/2007/000930.html I'm going to push this again, and ask those from the literacy AND the health/medical field this question: What do YOU need to happen in order to help facilitate good relations, cooperation, and collaboration with the "other" field in improving clear information and better communication between health providers and patients with marginal literacy skills? Please be specific. I hope to hear from both "sides"!! All the best, Julie ********************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Winston Lawrence" 06/04/07 1:28 PM >>> Hi all; This is a great discussion on the role of providers in communicating simply with patients. Lisa, I think your comments are powerful in that you highlight the ease with which providers navigate their "health" world and the difficulty they have in working in the literacy world. In my own work in promoting partnerships between literacy programs and medical/health facilities, I can see the struggle that medical professionals have in coming to terms with seeing the issue from the patients perspective. And so I agree that BOTH sides have to work on this issue and that we should not single out the clinicians as the "bad" people. Fortunately, there is a growing number of physicians who are recognizing the problem and are willing to work with the literacy community to address this vexing problem. I really appreciate your thoughts on this matter. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org _______________________________ Can we please stop talking about doctors as the "bad guys"? As a physician and health literacy consultant, it is these exact type of comments that make cooperating difficult. Every doctor I have ever met (myself included) wants their patients to understand them and wants them to understand the information that we provide. HOWEVER,keep in mind the following. I find it extremely simple and natural to diagnose a medical condition. You might struggle with that. Similarly , what is obvious to you as a literacy expert may not come naturally to physicians. There are very few people I have found that are comfortable working in both realms. Cooperation on both sides will ONLY come as the result of thinking the BEST of each other, not placing blame. We do after all have the same goal..patient health. Lisa M. Jones, MD www.wellLifeEducation.com From Jsorensen at afmc.org Thu Jun 7 13:40:52 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 7 Jun 2007 12:40:52 -0500 Subject: [HealthLiteracy 996] Re: Wednesday Question: Working Together In-Reply-To: <4667FAD40200002D000028E0@bostongwia.jsi.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301BDA7FD@AFMCFS6.NT_AFMC.local> As one of the instigators of the recent discussion, I'm glad to know I haven't been booted! It would help me immensely if physicians (and others, such as statisticians, CEOs and immediate supervisors) would recognize that we are experts in our field, just as they are experts in theirs. We have to do our part, of course, by actually being experts and acting like professionals. We must have the confidence to speak up. One of the writers I'm currently working with said, "Well, if Dr. So-and-So wants it this way, it's his article." Granted, that article was targeting providers and not patients. But my response was, "His name may be in the byline, but we are both working for the same organization. If it were truly his article, he would have to pay us as free-lancers and work off the clock." We also have to listen to each other and remember that respect is a two-way street. I've heard some writers and designers say very disrespectful things about our clinical consultants. If clinicians question our suggestions or have concerns about a change that we've made when editing, we have got to listen to them. They are experts too, and may have a legitimate point. If not, we need to be tactful and respectful in disagreeing. It might help to cite a source other than our own opinion. Physicians are being encouraged to do this -- it's called evidence-based medicine. So let's show them the evidence and try to be noncombative and helpful. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 07, 2007 11:32 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 995] Re: Wednesday Question: Working Together Hi Everyone, I want to say that our recent discussion has been provocative and interesting! I very much appreciate Lisa's and Winston's views (see below), which reinforce the need to avoid blame and find ways for the literacy and health communities to work together. We both work with a large and needy population which can benefit tremendously from our skills, but our skills are very different. If we join forces effectively, it can make a huge impact on the health of millions of Americans. How many? Well, consider that 90 million adults have inadequate literacy skills, they all have children to care for, and even those additional millions with higher skills will still benefit from clearer information and more effective communication. A few weeks ago the Wednesday question was about the cultural gap between these two professions. Our recent discussion seems to confirm that this gap exists. (See the message from May 3rd, and the responses following): http://www.nifl.gov/pipermail/healthliteracy/2007/000930.html I'm going to push this again, and ask those from the literacy AND the health/medical field this question: What do YOU need to happen in order to help facilitate good relations, cooperation, and collaboration with the "other" field in improving clear information and better communication between health providers and patients with marginal literacy skills? Please be specific. I hope to hear from both "sides"!! All the best, Julie ********************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Winston Lawrence" 06/04/07 1:28 PM >>> Hi all; This is a great discussion on the role of providers in communicating simply with patients. Lisa, I think your comments are powerful in that you highlight the ease with which providers navigate their "health" world and the difficulty they have in working in the literacy world. In my own work in promoting partnerships between literacy programs and medical/health facilities, I can see the struggle that medical professionals have in coming to terms with seeing the issue from the patients perspective. And so I agree that BOTH sides have to work on this issue and that we should not single out the clinicians as the "bad" people. Fortunately, there is a growing number of physicians who are recognizing the problem and are willing to work with the literacy community to address this vexing problem. I really appreciate your thoughts on this matter. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org _______________________________ Can we please stop talking about doctors as the "bad guys"? As a physician and health literacy consultant, it is these exact type of comments that make cooperating difficult. Every doctor I have ever met (myself included) wants their patients to understand them and wants them to understand the information that we provide. HOWEVER,keep in mind the following. I find it extremely simple and natural to diagnose a medical condition. You might struggle with that. Similarly , what is obvious to you as a literacy expert may not come naturally to physicians. There are very few people I have found that are comfortable working in both realms. Cooperation on both sides will ONLY come as the result of thinking the BEST of each other, not placing blame. We do after all have the same goal..patient health. Lisa M. Jones, MD www.wellLifeEducation.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From sfallsliteracy at yahoo.com Fri Jun 8 12:41:04 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Fri, 8 Jun 2007 09:41:04 -0700 (PDT) Subject: [HealthLiteracy 997] Re: Wednesday Question: Working Together In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301BDA7FD@AFMCFS6.NT_AFMC.local> Message-ID: <10179.23145.qm@web34709.mail.mud.yahoo.com> Hi Janet and Everyone: Like you, Janet, I feel as though I stoked the fire in the previous discussion so even though I feel as though I've said my piece, here are a few things that I feel are important suggestions: The Wednesday question IS: <> The question should actually be what do our literacy level people need so "the fields" collaboratively assure quality healthcare for everyone. Before I reply to the Wednesday Question, I'd like to make a comment about this part of an email from health literacy consultant Lisa M. Jones, MD: << Can we please stop talking about doctors as the "bad guys"? ... Every doctor I have ever met (myself included) wants their patients to understand them and wants them to understand the information that we provide. << .... what is obvious to you as a literacy expert may not come naturally to physicians. There are very few people I have found that are comfortable working in both realms. ...We do after all have the same goal..patient health. >> First .... some doctors project the Bad Guy image without it even being said here. I for one never called doctors the Bad Guys. Lisa, we hear you -- you care about your patients and there are others you've met. But there are those who clearly are not caring providers, as demonstrated by their actions in the examining room. For a collaborative communication effort, I believe all healthcare providers need to *start* by saying verbally to their patients, in a believeable manner, what Lisa said above: The patient's good health is their biggest concern. As far as "the obvious" literacy expert opinion is concerned -- the next step must be for physician acceptance of the opinions of the literacy provider whose work with adults who can't read or comprehend well should add credibility to their suggestions. Now - onward to the Wednesday Question: The patient with marginal literacy skills needs to know they are accepted as a patient and as a person in their questioning process. So what do they need? Not a look of condemnation or impatience, but acceptance for the need they have just expressed. They need to be offered a smile and have their wishes be honored like every other patient who enters the waiting room. Take the time to talk to them so they don't feel as though they are being shoved to the side. Take away the feeling of fear that they might "be wrong and stupid again!" I'd say my biggest reccommendation is to designate one resource person in a health facility, if everyone else is too busy. They'd be the "go to" person who would start right at the beginning with a man or woman who asks for help as a new patient and has the courage to tell support staff that they can't read very well. The AMA put together a great training package ("Help Your Patient Understand") that includes a big yellow button that says: "Ask Me - I can help". Here's a few general things the healthcare provider could do: * Read aloud in a private area the medical forms if the patient asks for help. * Talk to them about their medical follow-up, rather than hand them printed information. * Help them evaluate their medicines in a "Brown Bag Evaluation" - another idea shown in the AMA DVD/audiotape. * During that Brown Bag session read the Rx labels of their current meds and assist the patient to identify when specifically they should take the meds. * Where do their new meds fit in? The non-reader likely will not know. * Tell the patient the warning signs if something should go wrong in their recovery period and give them specific directions on what to do. Please don't just hand them a brochure. * Please don't be judgemental if they call to ask for an answer after their appointment is over. Some will need extra time to think through what they heard said. * Communicate with them saying "No question is a dumb question." * Use the teach-back technique like we do in teaching reading. Working with "the other field": 1) I agree with Janet's wish list including being good listeners. That goes two ways -- Slow down the pace when asking this particular patient questions so they have time to think through what their answer will be. 2) Evaluate current written brochures with the local literacy people as a resource and then trust their opinion. In their literacy environment of trust an adult learner will identify which words they can or cannot read and understand. 3) So build trust with both the patient and their resources. Communicate in a caring way. I've had learners say to me, "But they don't have time (to answer my questions.)" Now whether or not that is an assumption or reality will depend on the individual case, I'm sure. But my request is: Slow Down. My opinion is the man or woman who is just beginning to learn to read in our beginning literacy programs would not have the guts to ask an authority in a white coat questions about their health unless barriers are pushed aside. In a great many instances they are afraid to ask for fear they won't even understand the answer to their question. Yes. I agree. There *should* be a willingness to work together because adequate and quality healthcare is a need of all patients -- even those with a disability - no matter what that disability might be - whether it is a visible or an invisible challenge. As I understand it, it's also a patient compliance issue. So when do we begin a nationwide project rather than have pockets of cooperative efforts as exhibited by some who are on this listserv? Nancy Hansen Literacy Provider Janet Sorensen wrote: As one of the instigators of the recent discussion, I'm glad to know I haven't been booted! It would help me immensely if physicians (and others, such as statisticians, CEOs and immediate supervisors) would recognize that we are experts in our field, just as they are experts in theirs. We have to do our part, of course, by actually being experts and acting like professionals. We must have the confidence to speak up. One of the writers I'm currently working with said, "Well, if Dr. So-and-So wants it this way, it's his article." Granted, that article was targeting providers and not patients. But my response was, "His name may be in the byline, but we are both working for the same organization. If it were truly his article, he would have to pay us as free-lancers and work off the clock." We also have to listen to each other and remember that respect is a two-way street. I've heard some writers and designers say very disrespectful things about our clinical consultants. If clinicians question our suggestions or have concerns about a change that we've made when editing, we have got to listen to them. They are experts too, and may have a legitimate point. If not, we need to be tactful and respectful in disagreeing. It might help to cite a source other than our own opinion. Physicians are being encouraged to do this -- it's called evidence-based medicine. So let's show them the evidence and try to be noncombative and helpful. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 07, 2007 11:32 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 995] Re: Wednesday Question: Working Together Hi Everyone, I want to say that our recent discussion has been provocative and interesting! I very much appreciate Lisa's and Winston's views (see below), which reinforce the need to avoid blame and find ways for the literacy and health communities to work together. We both work with a large and needy population which can benefit tremendously from our skills, but our skills are very different. If we join forces effectively, it can make a huge impact on the health of millions of Americans. How many? Well, consider that 90 million adults have inadequate literacy skills, they all have children to care for, and even those additional millions with higher skills will still benefit from clearer information and more effective communication. A few weeks ago the Wednesday question was about the cultural gap between these two professions. Our recent discussion seems to confirm that this gap exists. (See the message from May 3rd, and the responses following): http://www.nifl.gov/pipermail/healthliteracy/2007/000930.html I'm going to push this again, and ask those from the literacy AND the health/medical field this question: What do YOU need to happen in order to help facilitate good relations, cooperation, and collaboration with the "other" field in improving clear information and better communication between health providers and patients with marginal literacy skills? Please be specific. I hope to hear from both "sides"!! All the best, Julie ********************************************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Winston Lawrence" 06/04/07 1:28 PM >>> Hi all; This is a great discussion on the role of providers in communicating simply with patients. Lisa, I think your comments are powerful in that you highlight the ease with which providers navigate their "health" world and the difficulty they have in working in the literacy world. In my own work in promoting partnerships between literacy programs and medical/health facilities, I can see the struggle that medical professionals have in coming to terms with seeing the issue from the patients perspective. And so I agree that BOTH sides have to work on this issue and that we should not single out the clinicians as the "bad" people. Fortunately, there is a growing number of physicians who are recognizing the problem and are willing to work with the literacy community to address this vexing problem. I really appreciate your thoughts on this matter. Winston -------------------------------------------------------------- Winston Lawrence Ed. D Senior Professional Development Associate Literacy Assistance Center 32 Broadway, 10th Floor New York, NY 10004 Tel: 212-803-3326 Fax: 212-785-3685 Email: winstonl at lacnyc.org _______________________________ Can we please stop talking about doctors as the "bad guys"? As a physician and health literacy consultant, it is these exact type of comments that make cooperating difficult. Every doctor I have ever met (myself included) wants their patients to understand them and wants them to understand the information that we provide. HOWEVER,keep in mind the following. I find it extremely simple and natural to diagnose a medical condition. You might struggle with that. Similarly , what is obvious to you as a literacy expert may not come naturally to physicians. There are very few people I have found that are comfortable working in both realms. Cooperation on both sides will ONLY come as the result of thinking the BEST of each other, not placing blame. We do after all have the same goal..patient health. Lisa M. Jones, MD www.wellLifeEducation.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Be a better Globetrotter. Get better travel answers from someone who knows. Yahoo! Answers - Check it out. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070608/2abe928b/attachment.html From ansons at epix.net Fri Jun 8 14:05:54 2007 From: ansons at epix.net (Laurie Anson) Date: Fri, 8 Jun 2007 14:05:54 -0400 Subject: [HealthLiteracy 998] Re: Wednesday Question: Working Together In-Reply-To: <4667FAD40200002D000028E0@bostongwia.jsi.com> References: <4667FAD40200002D000028E0@bostongwia.jsi.com> Message-ID: <8712ACE9-8770-4342-B85F-24F31A550BD9@epix.net> I am an adult literacy tutor and trainer. I am also a nurse with over thirty years of experience in critical care, now in supervision. I volunteered for our health organization's committee on health literacy issues two years ago. We are presently trying to convert all our in-house patient information material to a "plain language" equivalent. When the print material is due to go back to the author for review and revision, we let them know our new goals for that material. The goals include plain language, lots of white space, etc. The material is reviewed for compliance before being re-released to the organization. What I see is the clinician concerned about WHAT information needs to be presented. He/she presents in the most efficient (to them) format, which often includes the medical jargon that we are all comfortable with and use on a daily basis. It is when the patient gets to the hospital that the staff finds the gaps in understanding that are usually the reason for re-admission. This is when the HOW is finally addressed. What I try to keep front and center in our discussions is that about one-third of our population is, for various reasons, not functionally literate. If we aim to that population with our information, then the stressed more-literate population can only benefit by information clearly presented. In order to accomplish this, we must recognize and respect the knowledge and expertise on all sides. We cannot gather and disseminate clear, accurate information without cooperation from all. Laurie Anson From lisamjones44 at hotmail.com Mon Jun 11 14:31:29 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Mon, 11 Jun 2007 18:31:29 +0000 Subject: [HealthLiteracy 998] Re: HealthLiteracy Digest, Vol 21, Issue 16 Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070611/2757da2c/attachment.html From sfallsliteracy at yahoo.com Mon Jun 11 15:24:19 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Mon, 11 Jun 2007 12:24:19 -0700 (PDT) Subject: [HealthLiteracy 999] Re: Wednesday Question: Working Together/Collaboration Begins In-Reply-To: <8712ACE9-8770-4342-B85F-24F31A550BD9@epix.net> Message-ID: <928917.83235.qm@web34711.mail.mud.yahoo.com> Hi Laurie, Ohhhh Laurie! You are in a position to help all of the others of us in this place to understand how collaboration begins. 1) What caused your "health organization" to form a committee on health literacy issues two years ago? (I'd also be interested to hear if this is a State Health Dept. or some other entity.) 2) What turned the tide for them to be willing to work together on their in-house patient information material, converting them to a "plain language" equivalent? There HAD to be a huge step taken there to entrust that project to non-medical staff/volunteers on a committee! 3) Was there some crisis that occurred in your health community that caused them to evaluate their process? There has to be a key to success which all of us could benefit from hearing about. Have you ever analyzed exactly how this all happened in your community? Nancy Hansen Laurie Anson wrote: I am an adult literacy tutor and trainer. I am also a nurse with over thirty years of experience in critical care, now in supervision. I volunteered for our health organization's committee on health literacy issues two years ago. We are presently trying to convert all our in-house patient information material to a "plain language" equivalent. When the print material is due to go back to the author for review and revision, we let them know our new goals for that material. The goals include plain language, lots of white space, etc. The material is reviewed for compliance before being re-released to the organization. What I see is the clinician concerned about WHAT information needs to be presented. He/she presents in the most efficient (to them) format, which often includes the medical jargon that we are all comfortable with and use on a daily basis. It is when the patient gets to the hospital that the staff finds the gaps in understanding that are usually the reason for re-admission. This is when the HOW is finally addressed. What I try to keep front and center in our discussions is that about one-third of our population is, for various reasons, not functionally literate. If we aim to that population with our information, then the stressed more-literate population can only benefit by information clearly presented. In order to accomplish this, we must recognize and respect the knowledge and expertise on all sides. We cannot gather and disseminate clear, accurate information without cooperation from all. Laurie Anson ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com Nancy Hansen Executive Director Sioux Falls Area Literacy Council 1000 No West Ave, Ste 240 Sioux Falls, SD 57104-1314 Phone: (605) 332-BOOK Fax: (605) 332-9389 Email: sfallsliteracy at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070611/b817bc38/attachment.html From joan at ipns.com Mon Jun 11 15:55:01 2007 From: joan at ipns.com (Joan Medlen) Date: Mon, 11 Jun 2007 12:55:01 -0700 Subject: [HealthLiteracy 1000] Needs - Wednesday question In-Reply-To: References: Message-ID: <6.0.0.22.2.20070611123913.04d0eb10@mail.ipns.com> At 11:31 AM 6/11/2007, you wrote: > >I'm going to push this again, and ask those from the literacy AND the > >health/medical field this question: > > > >What do YOU need to happen in order to help facilitate good relations, > >cooperation, and collaboration with the "other" field in improving clear > >information and better communication between health providers and > >patients with marginal literacy skills? Well............ What I need is for people to consider the body of research and work done for people with intellectual disabilities with regard to literacy and augmentative communication, and modifications/accommodations. So from the literacy side, I need people to reach beyond their comfort zone into special education supports. I think there is a treasure trove of strategies that have been researched that may springboard things. From the medical side I need people to be accessible to people with intellectual disabilities in the most basic sense (take Medicaid, be willing to care for them, etc). Access is one of the greatest barriers to health promotion for people with intellectual and developmental disabilities (I/DD). From everyone, I need the understanding that people with intellectual and developmental disabilities are a) a vulnerable population b) a part of a distinct culture c) people who want to be in charge of their health, d) not yet included actively or overtly in the discussion or plans. Sorry you asked? Joan Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion Author, The Down Syndrome Nutrition Handbook www.downsyndromenutrition.com From joan at ipns.com Mon Jun 11 16:01:04 2007 From: joan at ipns.com (Joan Medlen) Date: Mon, 11 Jun 2007 13:01:04 -0700 Subject: [HealthLiteracy 1001] Re: Best practice for written materials In-Reply-To: References: Message-ID: <6.0.0.22.2.20070611125721.04d0e610@mail.ipns.com> Hi all, I'm looking for quick citations that show that materials need to be written for one target audience, not two to save paper. (see below) At 10:14 AM 6/11/2007, you wrote: >Have you come across recommendations for integration of language on print >materials. For example, should english/spanish version be integrated or >is it sufficient to have the english version on the backside of a print >material, etc? I am trying to gather data on best practice to provide This comes from a friend of mine. I know that it is best practice not to have the two languages side-by-side, but she needs some evidence to share with the people she is contracting with. Thanks for any help you can provide. Joan Joan Guthrie Medlen, RD, LD Project Director, Creating Solutions www.creating-solutions.info or www.disabilitysolutions.org Author, The Down Syndrome Nutrition Handbook Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion www.downsyndromenutrition.com joan at downsyndromenutrition.com "Love generously, praise loudly, live fully!" --Elias Portor From janetg at chasf.org Tue Jun 12 13:19:58 2007 From: janetg at chasf.org (Janet Green) Date: Tue, 12 Jun 2007 10:19:58 -0700 Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health Literacy Digest, Vol 21, Issue 16 In-Reply-To: Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A0E6@chaex_main.CHASF.ORG> I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of lisa jones Sent: Monday, June 11, 2007 11:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 998] Re: HealthLiteracy Digest, Vol 21, Issue 16 Great Wednesday question! Here's a short list of what I think medical professionals need. 1. We need to know who you are! Not once in 10 years of practice (all in community health centers with high risk populations) has a literacy program dropped off anything at my office. Some docs might want to get their patients literacy assistance but have no idea where they can go.. 2. More education on health literacy. One of the areas in which I do health literacy work is medical grand rounds. There is a great interest in this topic from students, residents and some practicing docs. My main struggle is in offering Continuing Medical Education credits to the docs that attend. Since I am not affiliated with a medical school this is extremely hard to do. I would welcome any suggestions! 3. More time and effort spent on encouraging patients to speak up! 4. Support of innovative programs like Baby Basics (what to expect foundation) that integrate literacy and health information. Short list but there you go. Lisa M. Jones, MD www.wellLifeEducation.com _____ From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 21, Issue 16 Date: Mon, 11 Jun 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 997] Re: Wednesday Question: Working Together > (Nancy Hansen) > 2. [HealthLiteracy 998] Re: Wednesday Question: Working Together > (Laurie Anson) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Fri, 8 Jun 2007 09:41:04 -0700 (PDT) >From: Nancy Hansen >Subject: [HealthLiteracy 997] Re: Wednesday Question: Working Together >To: The Health and Literacy Discussion List >Message-ID: <10179.23145.qm at web34709.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Hi Janet and Everyone: > > Like you, Janet, I feel as though I stoked the fire in the previous discussion so even though I feel as though I've said my piece, here are a few things that I feel are important suggestions: > > The Wednesday question IS: > <cooperation, and collaboration with the "other" field in improving clear >information and better communication between health providers and >patients with marginal literacy skills? >> > >The question should actually be what do our literacy level people need so "the fields" collaboratively assure quality healthcare for everyone. Before I reply to the Wednesday Question, I'd like to make a comment about this part of an email from health literacy consultant Lisa M. Jones, MD: > > << Can we please stop talking about doctors as the "bad guys"? ... > Every doctor I have ever met (myself included) wants their patients > to understand them and wants them to understand the information > that we provide. > ><< .... what is obvious to you as a literacy expert may not come >naturally to physicians. There are very few people I have found that >are comfortable working in both realms. ...We do after all have the > same goal..patient health. >> > > First .... some doctors project the Bad Guy image without it even being said here. I for one never called doctors the Bad Guys. Lisa, we hear you -- you care about your patients and there are others you've met. But there are those who clearly are not caring providers, as demonstrated by their actions in the examining room. > > For a collaborative communication effort, I believe all healthcare providers need to *start* by saying verbally to their patients, in a believeable manner, what Lisa said above: The patient's good health is their biggest concern. > > As far as "the obvious" literacy expert opinion is concerned -- the next step must be for physician acceptance of the opinions of the literacy provider whose work with adults who can't read or comprehend well should add credibility to their suggestions. > > Now - onward to the Wednesday Question: > The patient with marginal literacy skills needs to know they are accepted as a patient and as a person in their questioning process. So what do they need? Not a look of condemnation or impatience, but acceptance for the need they have just expressed. > > They need to be offered a smile and have their wishes be honored like every other patient who enters the waiting room. Take the time to talk to them so they don't feel as though they are being shoved to the side. Take away the feeling of fear that they might "be wrong and stupid again!" > > I'd say my biggest reccommendation is to designate one resource person in a health facility, if everyone else is too busy. They'd be the "go to" person who would start right at the beginning with a man or woman who asks for help as a new patient and has the courage to tell support staff that they can't read very well. The AMA put together a great training package ("Help Your Patient Understand") that includes a big yellow button that says: "Ask Me - I can help". > > Here's a few general things the healthcare provider could do: > * Read aloud in a private area the medical forms if the patient asks for help. > * Talk to them about their medical follow-up, rather than hand them printed information. > * Help them evaluate their medicines in a "Brown Bag Evaluation" - another idea shown in the AMA DVD/audiotape. > * During that Brown Bag session read the Rx labels of their current meds and assist the patient to identify when specifically they should take the meds. > * Where do their new meds fit in? The non-reader likely will not know. > * Tell the patient the warning signs if something should go wrong in their recovery period and give them specific directions on what to do. Please don't just hand them a brochure. > * Please don't be judgemental if they call to ask for an answer after their appointment is over. Some will need extra time to think through what they heard said. > * Communicate with them saying "No question is a dumb question." > * Use the teach-back technique like we do in teaching reading. > > Working with "the other field": > 1) I agree with Janet's wish list including being good listeners. That goes two ways -- Slow down the pace when asking this particular patient questions so they have time to think through what their answer will be. > > 2) Evaluate current written brochures with the local literacy people as a resource and then trust their opinion. In their literacy environment of trust an adult learner will identify which words they can or cannot read and understand. > > 3) So build trust with both the patient and their resources. Communicate in a caring way. I've had learners say to me, "But they don't have time (to answer my questions.)" Now whether or not that is an assumption or reality will depend on the individual case, I'm sure. But my request is: Slow Down. > > My opinion is the man or woman who is just beginning to learn to read in our beginning literacy programs would not have the guts to ask an authority in a white coat questions about their health unless barriers are pushed aside. In a great many instances they are afraid to ask for fear they won't even understand the answer to their question. > > Yes. I agree. There *should* be a willingness to work together because adequate and quality healthcare is a need of all patients -- even those with a disability - no matter what that disability might be - whether it is a visible or an invisible challenge. As I understand it, it's also a patient compliance issue. So when do we begin a nationwide project rather than have pockets of cooperative efforts as exhibited by some who are on this listserv? > > Nancy Hansen > Literacy Provider > >Janet Sorensen wrote: > As one of the instigators of the recent discussion, I'm glad to know I >haven't been booted! > >It would help me immensely if physicians (and others, such as >statisticians, CEOs and immediate supervisors) would recognize that we >are experts in our field, just as they are experts in theirs. > >We have to do our part, of course, by actually being experts and acting >like professionals. We must have the confidence to speak up. One of the >writers I'm currently working with said, "Well, if Dr. So-and-So wants >it this way, it's his article." Granted, that article was targeting >providers and not patients. But my response was, "His name may be in the >byline, but we are both working for the same organization. If it were >truly his article, he would have to pay us as free-lancers and work off >the clock." > >We also have to listen to each other and remember that respect is a >two-way street. I've heard some writers and designers say very >disrespectful things about our clinical consultants. If clinicians >question our suggestions or have concerns about a change that we've made >when editing, we have got to listen to them. They are experts too, and >may have a legitimate point. If not, we need to be tactful and >respectful in disagreeing. It might help to cite a source other than our >own opinion. Physicians are being encouraged to do this -- it's called >evidence-based medicine. So let's show them the evidence and try to be >noncombative and helpful. > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Thursday, June 07, 2007 11:32 AM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 995] Re: Wednesday Question: Working Together > >Hi Everyone, > >I want to say that our recent discussion has been provocative and >interesting! I very much appreciate Lisa's and Winston's views (see >below), which reinforce the need to avoid blame and find ways for the >literacy and health communities to work together. We both work with a >large and needy population which can benefit tremendously from our >skills, but our skills are very different. If we join forces >effectively, it can make a huge impact on the health of millions of >Americans. > >How many? Well, consider that 90 million adults have inadequate literacy >skills, they all have children to care for, and even those additional >millions with higher skills will still benefit from clearer information >and more effective communication. > >A few weeks ago the Wednesday question was about the cultural gap >between these two professions. Our recent discussion seems to confirm >that this gap exists. (See the message from May 3rd, and the responses >following): >http://www.nifl.gov/pipermail/healthliteracy/2007/000930.html > >I'm going to push this again, and ask those from the literacy AND the >health/medical field this question: > >What do YOU need to happen in order to help facilitate good relations, >cooperation, and collaboration with the "other" field in improving clear >information and better communication between health providers and >patients with marginal literacy skills? > >Please be specific. I hope to hear from both "sides"!! > >All the best, >Julie > >********************************************** >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> "Winston Lawrence" 06/04/07 1:28 PM >>> >Hi all; This is a great discussion on the role of providers in >communicating simply with patients. Lisa, I think your comments are >powerful in that you highlight the ease with which providers navigate >their "health" world and the difficulty they have in working in the >literacy world. In my own work in promoting partnerships between >literacy programs and medical/health facilities, I can see the struggle >that medical professionals have in coming to terms with seeing the issue >from the patients perspective. And so I agree that BOTH sides have to >work on this issue and that we should not single out the clinicians as >the "bad" people. Fortunately, there is a growing number of physicians >who are recognizing the problem and are willing to work with the >literacy community to address this vexing problem. > >I really appreciate your thoughts on this matter. > >Winston > >-------------------------------------------------------------- >Winston Lawrence Ed. D >Senior Professional Development Associate Literacy Assistance Center >32 Broadway, 10th Floor >New York, NY 10004 >Tel: 212-803-3326 >Fax: 212-785-3685 >Email: winstonl at lacnyc.org > >_______________________________ > > >Can we please stop talking about doctors as the "bad guys"? As a >physician and health literacy consultant, it is these exact type of >comments that make cooperating difficult. Every doctor I have ever met >(myself included) wants their patients to understand them and wants them >to understand the information that we provide. > >HOWEVER,keep in mind the following. I find it extremely simple and >natural to diagnose a medical condition. You might struggle with that. >Similarly , what is obvious to you as a literacy expert may not come >naturally to physicians. There are very few people I have found that >are comfortable working in both realms. Cooperation on both sides will >ONLY come as the result of thinking the BEST of each other, not placing >blame. We do after all have the same goal..patient health. > >Lisa M. Jones, MD > >www.wellLifeEducation.com > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to jsorensen at afmc.org >*************************************************************************** >CONFIDENTIALITY NOTICE: The information in this E-mail is >confidential and may be privileged. This E-mail is intended solely >for the named recipient or recipients. If you are not the intended >recipient, any use, disclosure, copying or distribution of this >E-mail is prohibited. If you are not the intended recipient, please >inform us by replying with the subject line marked >"Wrong Address" and then deleting this E-mail and any >attachments. Arkansas Foundation for Medical Care, Inc. >(AFMC) uses regularly updated anti-virus software in an attempt >to reduce the possibility of transmitting computer viruses. We do >not guarantee, however, that any attachments to this E-mail are >virus-free. >*************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to sfallsliteracy at yahoo.com > > > >--------------------------------- >Be a better Globetrotter. Get better travel answers from someone who knows. >Yahoo! Answers - Check it out. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070608/2abe928b/attachment-0001.html > >------------------------------ > >Message: 2 >Date: Fri, 8 Jun 2007 14:05:54 -0400 >From: Laurie Anson >Subject: [HealthLiteracy 998] Re: Wednesday Question: Working Together >To: The Health and Literacy Discussion List >Message-ID: <8712ACE9-8770-4342-B85F-24F31A550BD9 at epix.net> >Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > >I am an adult literacy tutor and trainer. I am also a nurse with over >thirty years of experience in critical care, now in supervision. I >volunteered for our health organization's committee on health >literacy issues two years ago. > >We are presently trying to convert all our in-house patient >information material to a "plain language" equivalent. When the print >material is due to go back to the author for review and revision, we >let them know our new goals for that material. The goals include >plain language, lots of white space, etc. The material is reviewed >for compliance before being re-released to the organization. > >What I see is the clinician concerned about WHAT information needs to >be presented. He/she presents in the most efficient (to them) format, >which often includes the medical jargon that we are all comfortable >with and use on a daily basis. It is when the patient gets to the >hospital that the staff finds the gaps in understanding that are >usually the reason for re-admission. This is when the HOW is finally >addressed. > >What I try to keep front and center in our discussions is that about >one-third of our population is, for various reasons, not functionally >literate. If we aim to that population with our information, then the >stressed more-literate population can only benefit by information >clearly presented. > >In order to accomplish this, we must recognize and respect the >knowledge and expertise on all sides. We cannot gather and >disseminate clear, accurate information without cooperation from all. > >Laurie Anson > > > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 21, Issue 16 >********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070612/610e0a36/attachment.html From julie_mcKinney at worlded.org Tue Jun 12 13:31:45 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 12 Jun 2007 13:31:45 -0400 Subject: [HealthLiteracy 1003] Re: Needs - Wednesday question Message-ID: <466EA0420200002D000029A3@bostongwia.jsi.com> Hi Joan and others, No, I'm glad I asked! I agree that the population of adults with intellectual disabilities (ID) should be included in our efforts to improve the cycle of clear health information exchange. I would think that many of the modifications in written and oral health communication that we try to promote for those with literacy limitations would be the same ones needed for folks with ID. Do you know of any research or writing that connects or compares these two populations? Can you tell us anything about the prevalence of adults with ID in the U.S., and/or what their literacy limitations tend to be? It would be great if you could help us to access the body of research that you mentioned! Thanks so much, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Joan Medlen 06/11/07 3:55 PM >>> At 11:31 AM 6/11/2007, you wrote: > >I'm going to push this again, and ask those from the literacy AND the > >health/medical field this question: > > > >What do YOU need to happen in order to help facilitate good relations, > >cooperation, and collaboration with the "other" field in improving clear > >information and better communication between health providers and > >patients with marginal literacy skills? Well............ What I need is for people to consider the body of research and work done for people with intellectual disabilities with regard to literacy and augmentative communication, and modifications/accommodations. So from the literacy side, I need people to reach beyond their comfort zone into special education supports. I think there is a treasure trove of strategies that have been researched that may springboard things. From the medical side I need people to be accessible to people with intellectual disabilities in the most basic sense (take Medicaid, be willing to care for them, etc). Access is one of the greatest barriers to health promotion for people with intellectual and developmental disabilities (I/DD). From everyone, I need the understanding that people with intellectual and developmental disabilities are a) a vulnerable population b) a part of a distinct culture c) people who want to be in charge of their health, d) not yet included actively or overtly in the discussion or plans. Sorry you asked? Joan Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion Author, The Down Syndrome Nutrition Handbook www.downsyndromenutrition.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From janetg at chasf.org Tue Jun 12 14:32:43 2007 From: janetg at chasf.org (Janet Green) Date: Tue, 12 Jun 2007 11:32:43 -0700 Subject: [HealthLiteracy 1004] Re: [Health Literacy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B6A0E6@chaex_main.CHASF.ORG> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A0E7@chaex_main.CHASF.ORG> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of lisa jones Sent: Monday, June 11, 2007 11:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 998] Re: HealthLiteracy Digest, Vol 21, Issue 16 Great Wednesday question! Here's a short list of what I think medical professionals need. 1. We need to know who you are! Not once in 10 years of practice (all in community health centers with high risk populations) has a literacy program dropped off anything at my office. Some docs might want to get their patients literacy assistance but have no idea where they can go.. 2. More education on health literacy. One of the areas in which I do health literacy work is medical grand rounds. There is a great interest in this topic from students, residents and some practicing docs. My main struggle is in offering Continuing Medical Education credits to the docs that attend. Since I am not affiliated with a medical school this is extremely hard to do. I would welcome any suggestions! 3. More time and effort spent on encouraging patients to speak up! 4. Support of innovative programs like Baby Basics (what to expect foundation) that integrate literacy and health information. Short list but there you go. Lisa M. Jones, MD www.wellLifeEducation.com _____ From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 21, Issue 16 Date: Mon, 11 Jun 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 997] Re: Wednesday Question: Working Together > (Nancy Hansen) > 2. [HealthLiteracy 998] Re: Wednesday Question: Working Together > (Laurie Anson) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Fri, 8 Jun 2007 09:41:04 -0700 (PDT) >From: Nancy Hansen >Subject: [HealthLiteracy 997] Re: Wednesday Question: Working Together >To: The Health and Literacy Discussion List >Message-ID: <10179.23145.qm at web34709.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Hi Janet and Everyone: > > Like you, Janet, I feel as though I stoked the fire in the previous discussion so even though I feel as though I've said my piece, here are a few things that I feel are important suggestions: > > The Wednesday question IS: > <cooperation, and collaboration with the "other" field in improving clear >information and better communication between health providers and >patients with marginal literacy skills? >> > >The question should actually be what do our literacy level people need so "the fields" collaboratively assure quality healthcare for everyone. Before I reply to the Wednesday Question, I'd like to make a comment about this part of an email from health literacy consultant Lisa M. Jones, MD: > > << Can we please stop talking about doctors as the "bad guys"? ... > Every doctor I have ever met (myself included) wants their patients > to understand them and wants them to understand the information > that we provide. > ><< .... what is obvious to you as a literacy expert may not come >naturally to physicians. There are very few people I have found that >are comfortable working in both realms. ...We do after all have the > same goal..patient health. >> > > First .... some doctors project the Bad Guy image without it even being said here. I for one never called doctors the Bad Guys. Lisa, we hear you -- you care about your patients and there are others you've met. But there are those who clearly are not caring providers, as demonstrated by their actions in the examining room. > > For a collaborative communication effort, I believe all healthcare providers need to *start* by saying verbally to their patients, in a believeable manner, what Lisa said above: The patient's good health is their biggest concern. > > As far as "the obvious" literacy expert opinion is concerned -- the next step must be for physician acceptance of the opinions of the literacy provider whose work with adults who can't read or comprehend well should add credibility to their suggestions. > > Now - onward to the Wednesday Question: > The patient with marginal literacy skills needs to know they are accepted as a patient and as a person in their questioning process. So what do they need? Not a look of condemnation or impatience, but acceptance for the need they have just expressed. > > They need to be offered a smile and have their wishes be honored like every other patient who enters the waiting room. Take the time to talk to them so they don't feel as though they are being shoved to the side. Take away the feeling of fear that they might "be wrong and stupid again!" > > I'd say my biggest reccommendation is to designate one resource person in a health facility, if everyone else is too busy. They'd be the "go to" person who would start right at the beginning with a man or woman who asks for help as a new patient and has the courage to tell support staff that they can't read very well. The AMA put together a great training package ("Help Your Patient Understand") that includes a big yellow button that says: "Ask Me - I can help". > > Here's a few general things the healthcare provider could do: > * Read aloud in a private area the medical forms if the patient asks for help. > * Talk to them about their medical follow-up, rather than hand them printed information. > * Help them evaluate their medicines in a "Brown Bag Evaluation" - another idea shown in the AMA DVD/audiotape. > * During that Brown Bag session read the Rx labels of their current meds and assist the patient to identify when specifically they should take the meds. > * Where do their new meds fit in? The non-reader likely will not know. > * Tell the patient the warning signs if something should go wrong in their recovery period and give them specific directions on what to do. Please don't just hand them a brochure. > * Please don't be judgemental if they call to ask for an answer after their appointment is over. Some will need extra time to think through what they heard said. > * Communicate with them saying "No question is a dumb question." > * Use the teach-back technique like we do in teaching reading. > > Working with "the other field": > 1) I agree with Janet's wish list including being good listeners. That goes two ways -- Slow down the pace when asking this particular patient questions so they have time to think through what their answer will be. > > 2) Evaluate current written brochures with the local literacy people as a resource and then trust their opinion. In their literacy environment of trust an adult learner will identify which words they can or cannot read and understand. > > 3) So build trust with both the patient and their resources. Communicate in a caring way. I've had learners say to me, "But they don't have time (to answer my questions.)" Now whether or not that is an assumption or reality will depend on the individual case, I'm sure. But my request is: Slow Down. > > My opinion is the man or woman who is just beginning to learn to read in our beginning literacy programs would not have the guts to ask an authority in a white coat questions about their health unless barriers are pushed aside. In a great many instances they are afraid to ask for fear they won't even understand the answer to their question. > > Yes. I agree. There *should* be a willingness to work together because adequate and quality healthcare is a need of all patients -- even those with a disability - no matter what that disability might be - whether it is a visible or an invisible challenge. As I understand it, it's also a patient compliance issue. So when do we begin a nationwide project rather than have pockets of cooperative efforts as exhibited by some who are on this listserv? > > Nancy Hansen > Literacy Provider > >Janet Sorensen wrote: > As one of the instigators of the recent discussion, I'm glad to know I >haven't been booted! > >It would help me immensely if physicians (and others, such as >statisticians, CEOs and immediate supervisors) would recognize that we >are experts in our field, just as they are experts in theirs. > >We have to do our part, of course, by actually being experts and acting >like professionals. We must have the confidence to speak up. One of the >writers I'm currently working with said, "Well, if Dr. So-and-So wants >it this way, it's his article." Granted, that article was targeting >providers and not patients. But my response was, "His name may be in the >byline, but we are both working for the same organization. If it were >truly his article, he would have to pay us as free-lancers and work off >the clock." > >We also have to listen to each other and remember that respect is a >two-way street. I've heard some writers and designers say very >disrespectful things about our clinical consultants. If clinicians >question our suggestions or have concerns about a change that we've made >when editing, we have got to listen to them. They are experts too, and >may have a legitimate point. If not, we need to be tactful and >respectful in disagreeing. It might help to cite a source other than our >own opinion. Physicians are being encouraged to do this -- it's called >evidence-based medicine. So let's show them the evidence and try to be >noncombative and helpful. > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney >Sent: Thursday, June 07, 2007 11:32 AM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 995] Re: Wednesday Question: Working Together > >Hi Everyone, > >I want to say that our recent discussion has been provocative and >interesting! I very much appreciate Lisa's and Winston's views (see >below), which reinforce the need to avoid blame and find ways for the >literacy and health communities to work together. We both work with a >large and needy population which can benefit tremendously from our >skills, but our skills are very different. If we join forces >effectively, it can make a huge impact on the health of millions of >Americans. > >How many? Well, consider that 90 million adults have inadequate literacy >skills, they all have children to care for, and even those additional >millions with higher skills will still benefit from clearer information >and more effective communication. > >A few weeks ago the Wednesday question was about the cultural gap >between these two professions. Our recent discussion seems to confirm >that this gap exists. (See the message from May 3rd, and the responses >following): >http://www.nifl.gov/pipermail/healthliteracy/2007/000930.html > >I'm going to push this again, and ask those from the literacy AND the >health/medical field this question: > >What do YOU need to happen in order to help facilitate good relations, >cooperation, and collaboration with the "other" field in improving clear >information and better communication between health providers and >patients with marginal literacy skills? > >Please be specific. I hope to hear from both "sides"!! > >All the best, >Julie > >********************************************** >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> "Winston Lawrence" 06/04/07 1:28 PM >>> >Hi all; This is a great discussion on the role of providers in >communicating simply with patients. Lisa, I think your comments are >powerful in that you highlight the ease with which providers navigate >their "health" world and the difficulty they have in working in the >literacy world. In my own work in promoting partnerships between >literacy programs and medical/health facilities, I can see the struggle >that medical professionals have in coming to terms with seeing the issue >from the patients perspective. And so I agree that BOTH sides have to >work on this issue and that we should not single out the clinicians as >the "bad" people. Fortunately, there is a growing number of physicians >who are recognizing the problem and are willing to work with the >literacy community to address this vexing problem. > >I really appreciate your thoughts on this matter. > >Winston > >-------------------------------------------------------------- >Winston Lawrence Ed. D >Senior Professional Development Associate Literacy Assistance Center >32 Broadway, 10th Floor >New York, NY 10004 >Tel: 212-803-3326 >Fax: 212-785-3685 >Email: winstonl at lacnyc.org > >_______________________________ > > >Can we please stop talking about doctors as the "bad guys"? As a >physician and health literacy consultant, it is these exact type of >comments that make cooperating difficult. Every doctor I have ever met >(myself included) wants their patients to understand them and wants them >to understand the information that we provide. > >HOWEVER,keep in mind the following. I find it extremely simple and >natural to diagnose a medical condition. You might struggle with that. >Similarly , what is obvious to you as a literacy expert may not come >naturally to physicians. There are very few people I have found that >are comfortable working in both realms. Cooperation on both sides will >ONLY come as the result of thinking the BEST of each other, not placing >blame. We do after all have the same goal..patient health. > >Lisa M. Jones, MD > >www.wellLifeEducation.com > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to jsorensen at afmc.org >*************************************************************************** >CONFIDENTIALITY NOTICE: The information in this E-mail is >confidential and may be privileged. This E-mail is intended solely >for the named recipient or recipients. If you are not the intended >recipient, any use, disclosure, copying or distribution of this >E-mail is prohibited. If you are not the intended recipient, please >inform us by replying with the subject line marked >"Wrong Address" and then deleting this E-mail and any >attachments. Arkansas Foundation for Medical Care, Inc. >(AFMC) uses regularly updated anti-virus software in an attempt >to reduce the possibility of transmitting computer viruses. We do >not guarantee, however, that any attachments to this E-mail are >virus-free. >*************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to sfallsliteracy at yahoo.com > > > >--------------------------------- >Be a better Globetrotter. Get better travel answers from someone who knows. >Yahoo! Answers - Check it out. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070608/2abe928b/attachment-0001.html > >------------------------------ > >Message: 2 >Date: Fri, 8 Jun 2007 14:05:54 -0400 >From: Laurie Anson >Subject: [HealthLiteracy 998] Re: Wednesday Question: Working Together >To: The Health and Literacy Discussion List >Message-ID: <8712ACE9-8770-4342-B85F-24F31A550BD9 at epix.net> >Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed > >I am an adult literacy tutor and trainer. I am also a nurse with over >thirty years of experience in critical care, now in supervision. I >volunteered for our health organization's committee on health >literacy issues two years ago. > >We are presently trying to convert all our in-house patient >information material to a "plain language" equivalent. When the print >material is due to go back to the author for review and revision, we >let them know our new goals for that material. The goals include >plain language, lots of white space, etc. The material is reviewed >for compliance before being re-released to the organization. > >What I see is the clinician concerned about WHAT information needs to >be presented. He/she presents in the most efficient (to them) format, >which often includes the medical jargon that we are all comfortable >with and use on a daily basis. It is when the patient gets to the >hospital that the staff finds the gaps in understanding that are >usually the reason for re-admission. This is when the HOW is finally >addressed. > >What I try to keep front and center in our discussions is that about >one-third of our population is, for various reasons, not functionally >literate. If we aim to that population with our information, then the >stressed more-literate population can only benefit by information >clearly presented. > >In order to accomplish this, we must recognize and respect the >knowledge and expertise on all sides. We cannot gather and >disseminate clear, accurate information without cooperation from all. > >Laurie Anson > > > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 21, Issue 16 >********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070612/ac62727a/attachment.html From julie_mcKinney at worlded.org Wed Jun 13 14:04:19 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 13 Jun 2007 14:04:19 -0400 Subject: [HealthLiteracy 1005] Funding for bilingual cancer booklets Message-ID: <466FF9630200002D000029F2@bostongwia.jsi.com> Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca From bertiemo at yahoo.com Wed Jun 13 14:57:19 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 13 Jun 2007 14:57:19 -0400 (EDT) Subject: [HealthLiteracy 1006] Re: Funding for bilingual cancer booklets In-Reply-To: <466FF9630200002D000029F2@bostongwia.jsi.com> Message-ID: <472536.25232.qm@web43137.mail.sp1.yahoo.com> Hi Janet Green: I've been wanting to take the opportunity to say hello. My name is Bertie Mo and I was the health education consultant to NCCP for the NCI funded "Chinese American Health Education Project" that was completed in 1981-2. Subsequent to that project, I co-chaired a community effort that brought the first successful mamography screening to SF Chinatown. Some of the folks who contributed to that effort who might be contacted were the local chapter of ACS, which had Chinese, Black, and Latino committees, Health Center # 4 and #5. A very novel and low cost way to get information into print was by using our contacts in the Chinese media (particularly print). They are starved for good material. I had a staffer who could read and write Chinese and we'd put together very basic and easy to read stories which we got the local papers to print. Then, we'd just xerox the material. Many Chinese immigrants are literate enough to read the newspaper and they don't all have the expectation of fancy type and color. Try contacting Stephen Jiang who is with the California office of ACS in Oakland. Stephen chairs ACS' Cross-Cultural or Multi-cultural Taskforce. They might be able to access materials for you. You might also try "googling", "cancer information in Chinese." Best, Bertie Mo, Ph.D., MPH Julie McKinney wrote: Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070613/f98b9c74/attachment.html From harwo001 at mc.duke.edu Wed Jun 13 15:59:06 2007 From: harwo001 at mc.duke.edu (Kerry Harwood) Date: Wed, 13 Jun 2007 15:59:06 -0400 Subject: [HealthLiteracy 1007] Re: Funding for bilingual cancer booklets In-Reply-To: <466FF9630200002D000029F2@bostongwia.jsi.com> Message-ID: Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: healthliteracy-bounces at nifl.gov 06/13/2007 02:04 PM Please respond to The Health and Literacy Discussion List To cc Subject [HealthLiteracy 1005] Funding for bilingual cancer booklets Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070613/6cfbe254/attachment.html From Betty.Merriman at cancer.org Wed Jun 13 17:11:42 2007 From: Betty.Merriman at cancer.org (Betty.Merriman at cancer.org) Date: Wed, 13 Jun 2007 17:11:42 -0400 Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets In-Reply-To: Message-ID: Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org From julie_mcKinney at worlded.org Wed Jun 13 23:43:15 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 13 Jun 2007 23:43:15 -0400 Subject: [HealthLiteracy 1009] Wednesday Question: Health Literacy and Social Justice Message-ID: <467081140200002D00002A03@bostongwia.jsi.com> Hi Everyone, Thanks so much to those who shared ideas from last week's question! I don't want to interrupt this topic, but today's question fits in, so I hope we can continue. I want to share an announcement posted on the Poverty, Race, Women and Literacy about the newest issue of "Adult Learning", which is entitled "Health Literacy in Adult Education". This announcement began a conversation on that list about whether and how literacy is a social justice issue. Please see below for the message from Lilian Hill which describes the issue, and read the excerpt from her article: "Health Literacy is a Social Justice Issue that Affects Us All." Then share your thoughts on this as we continue to talk about crossing cultures between the health and literacy fields to work towards our common goals. So today's question is: In what ways is health literacy a social justice issue? How can we gain more support by positioning it as such? All the best, Julie P.S. You can read the current discussion from the Poverty, Race, Women and Literacy list at: http://www.nifl.gov/pipermail/povertyracewomen/2007/date.html ************************************************************** Hello, my name is Lilian Hill and I am an assistant professor of adult education at the University of Southern Mississippi. I have responsibilities for teaching ADE541: Foundations of Adult Literacy and ADE542: Methods and Materials for Adult Literacy Education, both in an online format, and often find useful information on the discussion list to enliven my courses for my students. I would like to announce the release of an issue of Adult Learning entitled Health Literacy in Adult Education. Below you will find the Table of Contents for the issue Health Literacy is a Social Justice Issue that Affects Us All Lilian H. Hill, Theme Editor Adult Education and Public Health Partner to Address Health Literacy Needs Rima E. Rudd, Harvard School of Public Health Knowledge Is Not Enough: Advancing Health Literacy through Lessons from History B. Allan Quigley, St. Francis Xavier A Community-based Approach to Health Literacy using Participatory Research Doris E. Gillis, St. Frances Xavier University, Canada Receta Medica: Communicating Medication Information across the Language/Literacy Divide Nancy R. Faux, Virginia Adult Learning Resource Center Using Visuals to Communicate Medicine Information to Patients with Low Literacy Ros Dowse, Rhodes University, South Africa Life Skills to Life Saving: Health Literacy in Adult Education Sandy Diehl, School of Public Health, University of North Carolina ********************************************************** Lilian's article in the Health Literacy issue of Adult Learning: "Health Literacy is a Social Justice Issue that Affects Us All." This is excerpted from a published article and the citation is below: Hill, L. H. (2007). Health literacy is a social justice issue that affects us all. Theme editors' article for special issue on Health Literacy. Adult Learning, 15(1/2), 4-6. Health literacy is often defined as the ability to read, understand, and act on health care information. It entails the ability to perform basic reading and numeric tasks in the health care context including comprehending prescription labels, appointment slips, insurance forms, and other health-related information distributed to patients (Andrus & Roth, 2002; Kirsch, Jungleblut, Jenkins, & Kolstad, 1993; Schillinger et al., 2003). Zarcadoolas, Pleasant, & Greer (2005) propose an expanded model of health literacy in which the concept refers to a "wide range of skills, and competencies that people develop to seek out, comprehend, evaluate and use health information and concepts to make informed choices, reduce health risks, and increase quality of life" (p. 196). Patients with low health literacy have difficulty with written and oral health communications that can limit their understanding and retention of the information provided to them (Davis et al., 2002; Williams et al., 1995). Patients with low literacy have more difficulty naming their medications and may hold health beliefs that can interfere with taking them correctly (Schillinger et al., 2003). Low health literacy can impair communication about the risks and benefits of treatment options (Davis et al., 2002) which is especially critical in the management of chronic diseases because patients "typically must cope with complex treatment regimens, manage visits to multiple clinicians, monitor themselves for changes in health status, and initiate positive health behaviors" (Schillinger et al., 2003, p. 84). As our population ages, chronic diseases such as hypertension, diabetes, osteoporosis, and heart disease are becoming more prevalent. There are several problems with definitions of health literacy that are found within the medical literature (Greenberg, 2001; Cuban, 2005). They tend to ignore cultural differences as well as health beliefs and practices that are rooted in culture. Definitions of health literacy often do not address the "receptive and oral communication skills that are necessary to navigate the health environment" (Greenberg, 2001; p. 70) which may lead to a patient not knowing what information is important to share with a physician or understanding how to adhere to medical instructions which are based on assumptions patients may not share. The needs of English Language Learners are often not recognized by medical professionals. Nor are the difficulties addressed that many patients have with medical vocabulary, no matter their education level. Patients are often reluctant to reveal their low literacy to medical providers, and few health professionals have received training in how to detect potential literacy problems. The patient education literature has historically placed the onus for understanding on patients rather than perceiving health communications as a shared responsibility; this is beginning to change. Nevertheless, patient education efforts often rely on a deficit model in which low functional health literacy is "equated with limited compliance with the heath care system, with treatment plans, and minimal lifestyle change (Cuban, 2005, p. 104). Patients are expected to learn topics and behaviors that are provider-defined rather than heath care professionals, whose time is often constrained by health insurers, taking the time to find out what patients need to know (Greenburg, 2001; Wise & Owens, 2004). Patients are increasingly being asked to take more responsibility for self-care in a complex health care system, and this can be a challenging prospect for even the most educated. Patient education materials are an important method of healthcare communications about medical treatment and health behaviors, but their value depends on how accessible and useful patients find them to be. Information can play an important role in fostering patients' self-care behaviors (Wilson, Baker & Brown-Syed, 2000), yet many health-related materials are written well above the average reading ability of many adults (Clerehan, Buchbinder & Moodie, 2005; Estey, Musseau & Keehn, 1991; Schillinger et al., 2003; Stephens, 1992) and contain vocabulary that renders them unapproachable for many patients. Patients' use of the health information provided to them is greatly influenced by its readability and cultural sensitivity. Rather than responsibility being taken by the health care system to clearly communicate about health issues, the burden falls on patients to interpret and act on health information that is encumbered with unfamiliar vocabulary and instructions. While health literacy has become an issue of concern increasingly discussed in the health professions, this is also an issue of importance for adult educators. The Virginia Adult Education Health Literacy Toolkit notes that educational endeavors for a number of adults come to a premature end due to untreated health problems because the individuals lacked knowledge of how to negotiate the complex healthcare system (Singleton, 2003). In addition to the definitions of health literacy above, the toolkit adds dimensions of understanding one's own health beliefs and practices, and the ability to make personal choices about health care options. Health literacy is an issue where I believe adult educators need to be involved because it is an issue of social justice. It is also important for us to become involved because the medical model will tend to take a deficiency approach rather than recognizing and building on the knowledge and experience that adults bring to learning and their lives. Health changes and crises are a part of being an adult and often provoke learning needs in order for the person to cope with the medical condition itself as well as with the changes in life and social conditions that a major diagnosis can cause. The highly educated will usually find their way to the knowledge they need and have the skills to navigate the healthcare system to get the answers they want. However, the health outcomes for others may be very different. As adult educators we express concern for the poor and underprivileged among us and many of us espouse a belief in social action; this is an arena where I believe our critical engagement is warranted. This issue of Adult Learning addresses the topic of health literacy from a number of perspectives: adult and community education and public health. Rima E. Rudd of the Harvard School of Public Health describes a collaborative approach between public health and adult education in which the health literacy team began by examining the daily health decisions adults make. Allan Quigley and Doris Gillis of St. Francis Xavier University have written companion articles. By recounting 200 years of history of literacy education, Quigley sets the stage for Gillis' article about a participatory action research health literacy study in which critical decisions were made to work in partnership with the community rather than proceed from assumptions about the community's needs. As the only Spanish speaking bilingual member of a medical missionary team, Nancy Faux describes the creation of a tool she designed to help physicians communicate medication information to patients in Bolivia who were Spanish speaking. Faux could not be available for every consultation so she designed a pictorial tool that contained pictograms for how much medication was to be taken, whether it should be taken with or without meals, when to take the medication, for how long, and what the medication was intended to treat. Using pictures can provide an alternate strategy for communicating medical information to low literate patients, however, the topic is more complex than it first appears. Ros Dowse tackles this complexity in the context of South Africa where a majority of the consultations between physicians are cross-cultural because there are 11 official languages and 8 different African ethnic groups, each with its own culture, language and customs. Pictures are not interpreted in the same way by all cultural groups, and health beliefs and practices also differ culturally. People designing visuals need to learn about the living conditions and health habits of the population they wish to reach and to work collaboratively with them. Finally, Sandy Diehl addresses teaching health literacy in the ESL classroom, but she also makes the point that health literacy is an issue that affects many people and is not restricted to ABE, ESL, or adult literacy classes. Clearly, health literacy is an area in which there is a lot to learn, and it can be approached from a number of perspectives. Given the complexity of health information this issue affects us all, rather than just a segment of the population, and involves adult learning and decisions about health practices, health information, and health options. The articles presented in this issue address the need for an approach in which the people's knowledge and life experience should be taken into account, and materials developed need to be written in clear language and be culturally appropriate. Any materials must also be tested with their intended audiences. Above all, a deficiency approach with an emphasis on patient compliance should be avoided. People should be treated with respect and their knowledge and life experiences taken into account. It is matter of social justices, and in more instances than we know, a matter of life and death. References Andrus, M. R., & Roth, M. T. (2002). Health literacy: A review. Pharmacotherapy, 22(3), 282-302. Baker, D. W., Parker, R. M., Williams, M. V., Pitkin, K., Parikh, N. S., Coates, W., & Imara, M. (1996). The health care experience of patients with low literacy. Archives of Family Medicine, 5(6), 329-334. Clerehan, R., Buchbinder, R., & Moodie, J. (2005). A linguistic framework for assessing the quality of written patient information: Its use in assessing methotrexate information for rheumatoid arthritis. Health Education Research, 20(3), 334-344. Cuban, S. (2005). A critique of the transmission model of functional health literacy. In R. J. Hill, & Kiely, R. (Eds.), Proceedings of the Adult Education Research Conference 2005. Athens GA: University of Georgia. Davis, T. C., Williams, M. V., Marin, E, Parker, R. M., & Glass, J. (2002). Health literacy and cancer communication. CA: A Cancer Journal for Clinicians, 52(3), 134-149. Estey, A., Musseau, A., & Keehn, L. (1994). Comprehension levels of patients reading health information. Patient Education and Counseling, 24(1), 73-78. Greenberg, D. (2001). A critical look at health literacy. Adult Basic Education, 11(2), 67-79. Kirsch, I., Jungeblut, A., Jenkins, L., & Kolstad, A. (1993, 2002). Adult literacy in America: A first look at the findings of the National Adult Literacy Survey (3rd ed.). Vol. 201. Washington, DC: National Center for Education, US Department of Education. Kutner, M., Greenberg, E., & Baer. J. (2005). A first look at the literacy of America's adults in the 21st century. Retrieved February 13, 2006, from http://nces.ed.gov/NAAL/PDF/2006470.PDF Raising the score: Promoting adult literacy in Canada. Retrieved March 10, 2006, from http://www.ccl-cca.ca/english/resources/lessons/280905.asp Schillinger, D., Piette, J., Grumbach, K., Wang, F., Wilson, C., Daher, C., Leong-Grotz, K., Castro, C., & Bindman, A. B. (2003). Closing the loop: Physician communication with diabetic patients who have low health literacy. Archives of Internal Medicine, 163(1), 83-90. Singleton, K. (2003). Virginia adult education health literacy toolkit. Retrieved February 16, 2006 from http://www.aelweb.vcu.edu/publications/healthlit/sections/toolkit.pdf Stephens, S. T. (1992). Patient education materials: Are they readable? Oncology Nursing Forum, 19(1), 83-85. Williams MV, Parker RM, Baker DW, Parikh, N. S., Pitkin, K. Coates, W. C., & Nurss, J. R. (1995). Inadequate functional health literacy among patients at two public hospitals. Journal of the American Medical Association, 274(21), 1677-1682. Wilson, F. L., Baker, L. M., & Brown-Syed, C. (2000). An analysis of the reading level and cultural sensitivity of information on the National Cancer Institute's Web site: CancerNet. Oncology Nursing Forum, 27(9), 1403-1409. Wise, M., & Owens, B. (2004). At the margins of the research enterprise: Learning from an interdisciplinary ehealth research program. In M. Wise & M. Glowacki-Dudka (Eds.). Embracing and enhancing the margins of adult education. New Directions for Adult and Continuing Education, No. 104. San Francisco: Jossey Bass. Zarcadoolas, C., Pleasant, A., & Greer, D. S. (2005). Understanding health literacy: An expanded model. Health Promotion International, 20(2), 95-203 *************************************** Lilian H. Hill, Ph.D. Assistant Professor of Adult Education Education Leadership and Research College of Education and Psychology University of Southern Mississippi #5027, 118 College Drive Hattiesburg MS 39406 601-266-4622 Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From joanderson at proliteracy.org Thu Jun 14 08:21:57 2007 From: joanderson at proliteracy.org (joanderson (John)) Date: Thu, 14 Jun 2007 08:21:57 -0400 Subject: [HealthLiteracy 1010] Re: Funding for bilingual cancer bookle ts Message-ID: <221E918332E818488687199E5CBD74CE06240D09@keats.proliteracy.org> Hello all, I am John Anderson, the Adult educational Director at ProLiteracy Worldwide. I am very interested in co-branding a series of Health Literacy books covering a wide range of topics, written at level four. If anyone has contacts with a large organization or company that may want to sponsor this series, I would be very interested in speaking with them. Any kind direction you may be willing to give would be greatly appreciated. Best regards, John -----Original Message----- From: Bertha Mo [mailto:bertiemo at yahoo.com] Sent: Wednesday, June 13, 2007 2:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1006] Re: Funding for bilingual cancer booklets Hi Janet Green: I've been wanting to take the opportunity to say hello. My name is Bertie Mo and I was the health education consultant to NCCP for the NCI funded "Chinese American Health Education Project" that was completed in 1981-2. Subsequent to that project, I co-chaired a community effort that brought the first successful mamography screening to SF Chinatown. Some of the folks who contributed to that effort who might be contacted were the local chapter of ACS, which had Chinese, Black, and Latino committees, Health Center # 4 and #5. A very novel and low cost way to get information into print was by using our contacts in the Chinese media (particularly print). They are starved for good material. I had a staffer who could read and write Chinese and we'd put together very basic and easy to read stories which we got the local papers to print. Then, we'd just xerox the material. Many Chinese immigrants are literate enough to read the newspaper and they don't all have the expectation of fancy type and color. Try contacting Stephen Jiang who is with the California office of ACS in Oakland. Stephen chairs ACS' Cross-Cultural or Multi-cultural Taskforce. They might be able to access materials for you. You might also try "googling", "cancer information in Chinese." Best, Bertie Mo, Ph.D., MPH Julie McKinney wrote: Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/17335de1/attachment.html From skripal at emory.edu Thu Jun 14 09:18:14 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Thu, 14 Jun 2007 09:18:14 -0400 Subject: [HealthLiteracy 1011] need your online vote for literacy-related project Message-ID: <001001c7ae86$7707f790$6601a8c0@DGST8J41> Hello everyone, I would like to ask for your support and online vote for an idea that I have submitted to a competition being run by American Express. It's called the Members Project, and you may have seen a commercial about it on TV. Any cardholder can submit an idea for possible funding. The idea has to be innovative, socially responsible, feasible, and have a large impact if implemented. One project will be selected by a panel of judges and funded up to $5 million by American Express. My project idea is to simplify the information that consumers receive about their medications. As you may know, about 50% of adults do not take their prescription medications correctly, due in part to the complexity of instructions provided and confusion about the regimen. This is especially a problem among those with limited literacy skills. As we have discussed recently on this listserv, reformatting prescription drug information with the addition of pictures has been proven to improve understanding and adherence. Better adherence leads to improved health and lower health care costs. There are over 6,000 submissions, and only 50 will advance to the next round. The best way for projects to get the judges' attention is through grass-roots support. Therefore, if you think this is a good idea, I ask you to rate it by taking the following steps. This process is free, and should only take 1-2 minutes. You would have to be an American Express cardholder to enter a rating. 1) Visit http://www.membersproject.com/home.action 2) Follow the instructions to register 3) In the search box, type in "Simplify Medication" 4) Enter your rating (Hopefully 5-stars!) Note, the competition specifically requires that there be no identifying information in the project idea (e.g., names, websites, etc). If the idea is funded, American Express would decide to whom or what entity they actually give the funds. This stage of the competition closes on June 17. If you can spare a couple of minutes today, I would really appreciate your support! Thanks! Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/3e9ea23a/attachment.html From janetg at chasf.org Thu Jun 14 13:39:40 2007 From: janetg at chasf.org (Janet Green) Date: Thu, 14 Jun 2007 10:39:40 -0700 Subject: [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets In-Reply-To: Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A0F4@chaex_main.CHASF.ORG> Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org From Lendoak at aol.com Thu Jun 14 14:19:14 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Thu, 14 Jun 2007 14:19:14 EDT Subject: [HealthLiteracy 1013] Re: Funding for bilingual cancer bookle ts - reply Message-ID: John, Regarding a publisher for your proposed easy to read books on healthcare: The Institute for Healthcare Advancement at Anaheim, CA. publishes a series of health care/self management books at easy to read levels. Some of their books sell a million copies. They may be interested in partnering with you on your proposed project. In any case, you may want to see examples of what they do. You might talk with their Dir. of Operations, Mike Villaire: _mvillaire at iha4health.org_ (mailto:mvillaire at iha4health.org) You may find it difficult to write health care books at the 4th grade reading level - 6th or 7th grade is more realistic because some medical words have to be used (ie, diabetes) and these words drive the readability level. We don't say 4th grade can't be done, but most hospitals and gov't agencies specify 6th grade, if they specify readability at all. There are a few pieces of research that seem to say that driving down the readability level is of only marginal help to less skilled readers. I think it was Terri Davis and colleages at LSU who published findings comparing comprehension for a CDC text on immunization written at both the 10th and 5 th grade levels. They tested subjects with high as well as limited reading skills. Result: The good readers got a lot more out of the easy to read material compared to the more difficult material, but the less skilled readers got only a marginally better understanding. Kind of shocking, isn't it. Research tells us that maybe a better result can be obtained in terms of patient comprehension and motivation to comply if the key information is shown in simple line drawings with easy to read captions - as well as the running text. ( If you decide to use this approach, may we suggest that you consider using the benefits cited and the research findings to sell potential sponsors on your idea.) Len and Ceci Doak Patient Learning Assoc. Inc. PS Please say "Hi!" to our OLD friends at ProLit. (LVA) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/1825eea8/attachment.html From bertiemo at yahoo.com Thu Jun 14 14:49:20 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 14 Jun 2007 14:49:20 -0400 (EDT) Subject: [HealthLiteracy 1014] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B6A0F4@chaex_main.CHASF.ORG> Message-ID: <497691.89643.qm@web43139.mail.sp1.yahoo.com> Knowing the types of cancer which still require informational brochures might jog my brain about some logical funders. I agree with you about not using funds from pharmaceutical firms. Best, Bertie Mo, Ph.D., MPH Janet Green wrote: Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood .edu> To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List ifl.gov> Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/8d37ab0b/attachment.html From cynthia.fitzpatrick at fda.hhs.gov Thu Jun 14 15:22:21 2007 From: cynthia.fitzpatrick at fda.hhs.gov (Fitzpatrick, Cynthia) Date: Thu, 14 Jun 2007 15:22:21 -0400 Subject: [HealthLiteracy 1015] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B6A0F4@chaex_main.CHASF.ORG> References: <8EEA0C4DE0FD37408914BA86988D727201B6A0F4@chaex_main.CHASF.ORG> Message-ID: <628709BFB7B3794986640730395B300B88B72B@FMD3VS012.fda.gov> Have you tried the Dept of Health and Human Services agency, Office of Minority Health at http://www.omhrc.gov/ to see if they have any suggestions or can provide assistance? Cindi Fitzpatrick, BSN CSO, CDER Public Affairs Liaison FDA/CDER/OTCOM/DPA 5600 Fishers Lane, Room 12B-31 Rockville, MD 20857 Ph: 301-827-1672 Fx: 301-827-3055 cynthia.fitzpatrick at fda.hhs.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Green Sent: Thursday, June 14, 2007 1:40 PM To: The Health and Literacy Discussion List Cc: Angela Sun Subject: [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.fitzpatrick at fda.hhs.gov From joanderson at proliteracy.org Fri Jun 15 07:33:03 2007 From: joanderson at proliteracy.org (joanderson (John)) Date: Fri, 15 Jun 2007 07:33:03 -0400 Subject: [HealthLiteracy 1016] Re: Funding for bilingual cancer bookle ts - reply Message-ID: <221E918332E818488687199E5CBD74CE06240D11@keats.proliteracy.org> Len, thank you very much! This is very nice information. John -----Original Message----- From: Lendoak at aol.com [mailto:Lendoak at aol.com] Sent: Thursday, June 14, 2007 2:19 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1013] Re: Funding for bilingual cancer bookle ts - reply John, Regarding a publisher for your proposed easy to read books on healthcare: The Institute for Healthcare Advancement at Anaheim, CA. publishes a series of health care/self management books at easy to read levels. Some of their books sell a million copies. They may be interested in partnering with you on your proposed project. In any case, you may want to see examples of what they do. You might talk with their Dir. of Operations, Mike Villaire: mvillaire at iha4health.org You may find it difficult to write health care books at the 4th grade reading level - 6th or 7th grade is more realistic because some medical words have to be used (ie, diabetes) and these words drive the readability level. We don't say 4th grade can't be done, but most hospitals and gov't agencies specify 6th grade, if they specify readability at all. There are a few pieces of research that seem to say that driving down the readability level is of only marginal help to less skilled readers. I think it was Terri Davis and colleages at LSU who published findings comparing comprehension for a CDC text on immunization written at both the 10th and 5 th grade levels. They tested subjects with high as well as limited reading skills. Result: The good readers got a lot more out of the easy to read material compared to the more difficult material, but the less skilled readers got only a marginally better understanding. Kind of shocking, isn't it. Research tells us that maybe a better result can be obtained in terms of patient comprehension and motivation to comply if the key information is shown in simple line drawings with easy to read captions - as well as the running text. ( If you decide to use this approach, may we suggest that you consider using the benefits cited and the research findings to sell potential sponsors on your idea.) Len and Ceci Doak Patient Learning Assoc. Inc. PS Please say "Hi!" to our OLD friends at ProLit. (LVA) _____ See what's free at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070615/996d9b9c/attachment.html From janetg at chasf.org Fri Jun 15 12:33:47 2007 From: janetg at chasf.org (Janet Green) Date: Fri, 15 Jun 2007 09:33:47 -0700 Subject: [HealthLiteracy 1017] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets In-Reply-To: <628709BFB7B3794986640730395B300B88B72B@FMD3VS012.fda.gov> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A0FD@chaex_main.CHASF.ORG> Cindi, I had, but not in the past week when an announcement appeared for Community Partnerships. Interesting that there is only 1 month to the closing date. I guess they expect us to write very quickly. Thanks. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Fitzpatrick, Cynthia Sent: Thursday, June 14, 2007 12:22 PM To: The Health and Literacy Discussion List Cc: Angela Sun Subject: [HealthLiteracy 1015] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets Have you tried the Dept of Health and Human Services agency, Office of Minority Health at http://www.omhrc.gov/ to see if they have any suggestions or can provide assistance? Cindi Fitzpatrick, BSN CSO, CDER Public Affairs Liaison FDA/CDER/OTCOM/DPA 5600 Fishers Lane, Room 12B-31 Rockville, MD 20857 Ph: 301-827-1672 Fx: 301-827-3055 cynthia.fitzpatrick at fda.hhs.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Green Sent: Thursday, June 14, 2007 1:40 PM To: The Health and Literacy Discussion List Cc: Angela Sun Subject: [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.fitzpatrick at fda.hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org From djrosen at comcast.net Sat Jun 16 23:02:53 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 16 Jun 2007 23:02:53 -0400 Subject: [HealthLiteracy 1018] Special Topic: Community Literacy Discussion, June 25-29 Message-ID: <4674A45D.2080704@comcast.net> Colleagues, We will hold a discussion about community literacy on the National Institute for Literacy Special Topics discussion list during the week of June 25 -29. Our guests for this discussion will include, among others: Margaret Doughty, Carl Guerriere, Petrice Sams- Abiodun, Darlene Kostrub, Jeff Carter, and Kathy Chernus. We will discuss: * what community adult and family literacy means * what the community literacy purposes and goals are * why community literacy is important * who key community literacy stakeholders are * examples of community literacy coalitions * incentives and strategies for strengthening community literacy * how to measure the health, outcomes and impact of community literacy * the effect of community literacy on a community * what we know about community literacy from research * what the relationship is of community literacy to workforce literacy, workforce development, and transition to higher education * the role of technology in community literacy * what resources are needed for effective community literacy collaboration * how literacy organizations can work together to make literacy a top community priority <>and more. To subscribe to the Special Topics Discussion List, go to http://www.nifl.gov/mailman/listinfo/specialtopics (After registering, you will be sent an email. You must reply to the email immediately to be subscribed.) <>You may unsubscribe, after this discussion, or remain subscribed to see if you are interested in the next discussion. Between these specific, topic-oriented discussions, you will not receive messages from the list. I look forward to your joining us in this discussion. David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070616/68b0420f/attachment.html From bcmrose at telus.net Sun Jun 17 20:46:57 2007 From: bcmrose at telus.net (Marg Rose) Date: Sun, 17 Jun 2007 17:46:57 -0700 Subject: [HealthLiteracy 1019] resources for multilingual audiences In-Reply-To: Message-ID: As the former Exec Director of the provincial literacy coalition, I heard often from literacy practitoiners that more and more learners were coming to literacy programs due to second language issues. During the course of my thesis on health literacy collaborative models, I heard from health care providers that there were many situations were children were translating sensitive information from health care providers to their unilingual parents (such as Mexican immigrant labourers--one daughter had to tell her own mother that she needed to abort a child). So, we see that this issue of resources for speakers of languages other than English is a complicated topic. There are two resources that I found in my search that I'd like to recommend: 1. Educators can introduce learners in their programs OR health centre kiosks could run this website of plain language health literacy resources translated into seven languages with an audio and video feature, on the website www.healthyroadsmedia.org 2. Another resource is the CANTALK service, where health care providers, pharmacists, (or literacy directors and teachers) can obtain immediate over the phone interpretation in dozens of language. They also offer managed e-Mail and translation. I know the provincial tele-health service, HealthLinks, uses them if callers are having trouble understanding health information that the nurses are providing. An interesting alternative to print materials. If you visit their website, you can take a tour at www.cantalk.com Their promo material says: CanTalk (Canada) Inc., a global service company, provides innovative solutions for communication challenges in any language, anywhere on the planet, twenty-four hours a day, seven days a week. CanTalk?s network of specialized interpreters, operators and technicians offer industry-leading services that include: ? immediate over the phone Interpretation ? global operator and customer services ? multi-language call center services ? full telecom billing including calling card, collect, credit card and third party ? turnkey calling card products ? rapid access interpretation services Marg Rose, B.Ed.,M.Ad.Ed. Collaborative Consulting Services 302-2623 Richmond Road Victoria, BC V8R 4S8 Our engineers create customized communication solutions "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Friday, June 15, 2007 3:47 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 21, Issue 22 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets (Janet Green) 2. [HealthLiteracy 1013] Re: Funding for bilingual cancer bookle ts - reply (Lendoak at aol.com) 3. [HealthLiteracy 1014] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets (Bertha Mo) 4. [HealthLiteracy 1015] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets (Fitzpatrick, Cynthia) 5. [HealthLiteracy 1016] Re: Funding for bilingual cancer bookle ts - reply (joanderson (John)) ---------------------------------------------------------------------- Message: 1 Date: Thu, 14 Jun 2007 10:39:40 -0700 From: "Janet Green" Subject: [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets To: "The Health and Literacy Discussion List" Cc: Angela Sun Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A0F4 at chaex_main.CHASF.ORG> Content-Type: text/plain; charset="iso-8859-1" Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ------------------------------ Message: 2 Date: Thu, 14 Jun 2007 14:19:14 EDT From: Lendoak at aol.com Subject: [HealthLiteracy 1013] Re: Funding for bilingual cancer bookle ts - reply To: healthliteracy at nifl.gov Message-ID: Content-Type: text/plain; charset="us-ascii" John, Regarding a publisher for your proposed easy to read books on healthcare: The Institute for Healthcare Advancement at Anaheim, CA. publishes a series of health care/self management books at easy to read levels. Some of their books sell a million copies. They may be interested in partnering with you on your proposed project. In any case, you may want to see examples of what they do. You might talk with their Dir. of Operations, Mike Villaire: _mvillaire at iha4health.org_ (mailto:mvillaire at iha4health.org) You may find it difficult to write health care books at the 4th grade reading level - 6th or 7th grade is more realistic because some medical words have to be used (ie, diabetes) and these words drive the readability level. We don't say 4th grade can't be done, but most hospitals and gov't agencies specify 6th grade, if they specify readability at all. There are a few pieces of research that seem to say that driving down the readability level is of only marginal help to less skilled readers. I think it was Terri Davis and colleages at LSU who published findings comparing comprehension for a CDC text on immunization written at both the 10th and 5 th grade levels. They tested subjects with high as well as limited reading skills. Result: The good readers got a lot more out of the easy to read material compared to the more difficult material, but the less skilled readers got only a marginally better understanding. Kind of shocking, isn't it. Research tells us that maybe a better result can be obtained in terms of patient comprehension and motivation to comply if the key information is shown in simple line drawings with easy to read captions - as well as the running text. ( If you decide to use this approach, may we suggest that you consider using the benefits cited and the research findings to sell potential sponsors on your idea.) Len and Ceci Doak Patient Learning Assoc. Inc. PS Please say "Hi!" to our OLD friends at ProLit. (LVA) ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/1825eea8/a ttachment-0001.html ------------------------------ Message: 3 Date: Thu, 14 Jun 2007 14:49:20 -0400 (EDT) From: Bertha Mo Subject: [HealthLiteracy 1014] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets To: The Health and Literacy Discussion List Cc: Angela Sun Message-ID: <497691.89643.qm at web43139.mail.sp1.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" Knowing the types of cancer which still require informational brochures might jog my brain about some logical funders. I agree with you about not using funds from pharmaceutical firms. Best, Bertie Mo, Ph.D., MPH Janet Green wrote: Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood .edu> To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List ifl.gov> Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070614/8d37ab0b/a ttachment-0001.html ------------------------------ Message: 4 Date: Thu, 14 Jun 2007 15:22:21 -0400 From: "Fitzpatrick, Cynthia" Subject: [HealthLiteracy 1015] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets To: "The Health and Literacy Discussion List" Cc: Angela Sun Message-ID: <628709BFB7B3794986640730395B300B88B72B at FMD3VS012.fda.gov> Content-Type: text/plain; charset=us-ascii Have you tried the Dept of Health and Human Services agency, Office of Minority Health at http://www.omhrc.gov/ to see if they have any suggestions or can provide assistance? Cindi Fitzpatrick, BSN CSO, CDER Public Affairs Liaison FDA/CDER/OTCOM/DPA 5600 Fishers Lane, Room 12B-31 Rockville, MD 20857 Ph: 301-827-1672 Fx: 301-827-3055 cynthia.fitzpatrick at fda.hhs.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Green Sent: Thursday, June 14, 2007 1:40 PM To: The Health and Literacy Discussion List Cc: Angela Sun Subject: [HealthLiteracy 1012] Re: [Health Literacy 1008] Re: Funding for bilingual cancer booklets Dear Members, Thank you for your comments and suggestions. Our center has written many bilingual materials for the Chinese community. Printing costs for our most recent booklet, Colorectal Cancer- What You Need to Know, were provided by AANCART (Asian American Network for Cancer Awareness) through a training grant from the NCI. All of the materials we write are focus group tested, culturally designed, written in plain language, and are free to the public. All of the materials on our website, www.cchrchealth.org ,are available for download in either Chinese or English. We believe that immigrant communities are entitled to attractive, well written and illustrated health materials. It is very hard to find money to produce and print materials in subjects not yet available. While I understand and respect the need to tie funding to research projects, it would be nice if part of federal Minority Health funding included a budget for community organizations such as ours to continue a mission that has an immediate impact in the community. We choose not to use pharmaceutical funding for our booklets as these organizations rightly request that their names appear on the booklet. However, we know from focus groups, that our community believes that the information in the booklet is somehow influenced by the companies. Talk about a double-edged sword! Thanks again for all of your ideas. Janet -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Betty.Merriman at cancer.org Sent: Wednesday, June 13, 2007 2:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1008] Re: Funding for bilingual cancer booklets Hello all, I'm at the National Home Office of the American Cancer Society here in Atlanta, GA. As some of you already know, we do offer quite a bit of information in Spanish and some in other languages as well. If you go to www.cancer.org, you'll see that there are clickable links on the home page (right below the Search function) for cancer information in Spanish and for Asian and Pacific Islanders. We also have print booklets. To find out about those, you can call our National Cancer Information Center at 800-ACS-2345. Hope that helps! Betty Betty Merriman, Content Developer American Cancer Society, National Home Office Kerry Harwood To Sent by: The Health and Literacy Discussion healthliteracy-bo List unces at nifl.gov cc Subject 06/13/2007 03:59 [HealthLiteracy 1007] Re: Funding PM for bilingual cancer booklets Please respond to The Health and Literacy Discussion List Janet and all, I am not aware of resources to fund printing your materials, but you may want to see if existing materials will meet your needs from the healthinfotranslations.org website. They offer traditional and simplified Chinese materials on several cancer topics. (I'm guessing that's what you are looking for based on your identifying info). NCI offers several cancer education brochures in Spanish. Kerry Kerry Harwood, RN, MSN Director, Cancer Patient Education Program Team Leader, Dept. of Advanced Clinical Practice Duke University Medical Center Box 3677 Durham, NC 27710 919-681-5288 kerry.harwood at duke.edu A mind once stretched by a new idea never returns to its original dimensions. A ship in the harbor is safe...but that's not what ships were made for. Wisdom is knowing what path to take next...integrity is taking it. "Julie McKinney" Sent by: To healthliteracy-bounces at nifl.gov cc 06/13/2007 02:04 PM Subject [HealthLiteracy 1005] Funding for bilingual cancer Please respond to booklets The Health and Literacy Discussion List Hi Janet and all, Please do not feel that comments have to be relevant to the Wednesday question. You can comment or ask about anything at any time! As for the funds, I'm surprised that NCI and ACS do not offer anything for this. The results of the 2003 National Assessment of Adult Literacy (NAAL) show that Hispanic Americans have significantly lower levels of health literacy than other ethnicities, which should add support to funding bilingual materials. Does anyone have ideas? I'll check into it. Best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Green" 06/12/07 2:32 PM >>> Dear Readers, There is nothing like sending a letter that contains errors to a Health Literacy Forum! Please forgive me. I know that my request is not relevant to the question of the week. I do hope that someone has had better luck finding funds. I should have pointed out that we cannot use pharmaceutical company funds for these projects at the request of the physicians involved. Thanks. My apologies. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Green Sent: Tuesday, June 12, 2007 10:20 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1002] Re: [Health Literacy 998] Re: Health LiteracyDigest, Vol 21, Issue 16 I know my is not relevant to the question of the week. Are there any suggestions for where to find funding for printing costs for brochures and booklets on various medical topics. The ACS and the NCI do not appear to offer funding for bilingual cancer booklets. We are in need of funding for two bilingual cancer booklets. Any help will be appreciated. Thanks, Janet Green MSPH Senior Health Educator Chinese Community Health Resource Center San Francisco, Ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to harwo001 at mc.duke.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.fitzpatrick at fda.hhs.gov ------------------------------ Message: 5 Date: Fri, 15 Jun 2007 07:33:03 -0400 From: "joanderson (John)" Subject: [HealthLiteracy 1016] Re: Funding for bilingual cancer bookle ts - reply To: 'The Health and Literacy Discussion List' Message-ID: <221E918332E818488687199E5CBD74CE06240D11 at keats.proliteracy.org> Content-Type: text/plain; charset="iso-8859-1" Len, thank you very much! This is very nice information. John -----Original Message----- From: Lendoak at aol.com [mailto:Lendoak at aol.com] Sent: Thursday, June 14, 2007 2:19 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1013] Re: Funding for bilingual cancer bookle ts - reply John, Regarding a publisher for your proposed easy to read books on healthcare: The Institute for Healthcare Advancement at Anaheim, CA. publishes a series of health care/self management books at easy to read levels. Some of their books sell a million copies. They may be interested in partnering with you on your proposed project. In any case, you may want to see examples of what they do. You might talk with their Dir. of Operations, Mike Villaire: mvillaire at iha4health.org You may find it difficult to write health care books at the 4th grade reading level - 6th or 7th grade is more realistic because some medical words have to be used (ie, diabetes) and these words drive the readability level. We don't say 4th grade can't be done, but most hospitals and gov't agencies specify 6th grade, if they specify readability at all. There are a few pieces of research that seem to say that driving down the readability level is of only marginal help to less skilled readers. I think it was Terri Davis and colleages at LSU who published findings comparing comprehension for a CDC text on immunization written at both the 10th and 5 th grade levels. They tested subjects with high as well as limited reading skills. Result: The good readers got a lot more out of the easy to read material compared to the more difficult material, but the less skilled readers got only a marginally better understanding. Kind of shocking, isn't it. Research tells us that maybe a better result can be obtained in terms of patient comprehension and motivation to comply if the key information is shown in simple line drawings with easy to read captions - as well as the running text. ( If you decide to use this approach, may we suggest that you consider using the benefits cited and the research findings to sell potential sponsors on your idea.) Len and Ceci Doak Patient Learning Assoc. Inc. PS Please say "Hi!" to our OLD friends at ProLit. (LVA) _____ See what's free at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070615/996d9b9c/a ttachment.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 21, Issue 22 ********************************************** From bcmrose at telus.net Sun Jun 17 23:29:32 2007 From: bcmrose at telus.net (Marg Rose) Date: Sun, 17 Jun 2007 20:29:32 -0700 Subject: [HealthLiteracy 1020] resources for collaboration In-Reply-To: Message-ID: The whole topic of WHO will do the work of improving health literacy captivated me and become the focus of my graduate work. Will the list serv permit attachments, Julie? I am attaching a short summary of the recommendations that arose after a year and a half of working with 361 health and literacy educators in 15 different settings across a Canadian province. I proposed a new model, rather than a merged discipline and speciality area, that respects the strength of both fields. I lost hope for a while in the process, when I saw how beleaguered the literacy field was, then gained new understandings of the dynamics you are all raising. I'd be pleased to chat with anyone about these recommendations and resources; I've learned so much from this professional discussion on line and perhaps you may find it interesting to see our discussions summed up in this form? Marg Rose, B.Ed., M.Ad.Ed. Collaborative Consulting Services 250-592-7321 Victoria, BC -------------- next part -------------- A non-text attachment was scrubbed... Name: Recommendations from Chapter 4 and model only.doc Type: application/msword Size: 85504 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070617/62ffaeb2/attachment.doc -------------- next part -------------- A non-text attachment was scrubbed... Name: REFERENCES for Chap4 and model only.doc Type: application/msword Size: 66048 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070617/62ffaeb2/attachment-0001.doc From julie_mcKinney at worlded.org Mon Jun 18 23:59:37 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 18 Jun 2007 23:59:37 -0400 Subject: [HealthLiteracy 1021] Have a good week Message-ID: <46771C690200002D00002ACA@bostongwia.jsi.com> Hi Everyone, I'll be away this week, rather suddenly, and have not prepared a Wednesday Question. So sorry! Would anyone out there like to suggest one? Someone will be checking the postings and sending them through, so carry on. Have a good week! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From belcherkitty at shaw.ca Tue Jun 19 09:20:50 2007 From: belcherkitty at shaw.ca (mary belcher) Date: Tue, 19 Jun 2007 06:20:50 -0700 Subject: [HealthLiteracy 1022] Re: Have a good week References: <46771C690200002D00002ACA@bostongwia.jsi.com> Message-ID: <002101c7b274$a84da600$6802a8c0@maryb> Suggestion: How to set up partnerships between community health centres and adult ESL (BICS) non profit. ---- Original Message ----- From: "Julie McKinney" To: Sent: Monday, June 18, 2007 8:59 PM Subject: [HealthLiteracy 1021] Have a good week > Hi Everyone, > > I'll be away this week, rather suddenly, and have not prepared a > Wednesday Question. So sorry! Would anyone out there like to suggest > one? Someone will be checking the postings and sending them through, so > carry on. > > Have a good week! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to belcherkitty at shaw.ca > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.472 / Virus Database: 269.9.0/853 - Release Date: 6/18/2007 > 3:02 PM > From SandraW.Hilfiker at hhs.gov Tue Jun 19 09:42:09 2007 From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS)) Date: Tue, 19 Jun 2007 09:42:09 -0400 Subject: [HealthLiteracy 1023] Save the Date: Communities and Healthcare Opening the Dialogue Message-ID: <9A9FDFCEBB1FB14FA2E86F207CB3A84E02B561C2@AVN3VS002.ees.hhs.gov> I thought some of you might be interested in this meeting happening November 1-2 in Baltimore (see 'save the date' attached) on Harnessing Complexity Science and Relationship-Centered Care to Improve Health. The meeting is being sponsored by the Plexus Institute, American Academy on Communication in Healthcare, and National Academies of Practice. Sandra Williams Hilfiker Public Health Advisor Office of Disease Prevention and Health Promotion Office of Public Health and Science, Office of the Secretary U.S. Department of Health and Human Services 1101 Wootton Parkway, LL 100 Rockville, MD 20850 240-453-8268 SandraW.Hilfiker at hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070619/bd29eb42/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Communities Health save the date.pdf Type: application/octet-stream Size: 116799 bytes Desc: Communities Health save the date.pdf Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070619/bd29eb42/attachment.obj From MSMITH at co.guilford.nc.us Tue Jun 19 10:51:21 2007 From: MSMITH at co.guilford.nc.us (Mark Smith) Date: Tue, 19 Jun 2007 10:51:21 -0400 Subject: [HealthLiteracy 1024] GIS/Public Health Preparedness literacy Message-ID: Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070619/d9ea8cff/attachment.html From dfriedma at gwm.sc.edu Tue Jun 19 11:08:10 2007 From: dfriedma at gwm.sc.edu (Daniela Friedman) Date: Tue, 19 Jun 2007 11:08:10 -0400 Subject: [HealthLiteracy 1025] Re: GIS/Public Health Preparedness literacy Message-ID: Hi Mark, I am also interested in this topic as my work is in health literacy/health communication. Here at University of South Carolina, I am working with a student on an evaluation of public health preparedness resources for individuals with limited literacy skills. We will be talking with and assessing comprehension of such materials with people attending a local literacy center. As part of this project, we will also be developing a curriculum module on the importance of literacy when communicating preparedness and response information to the general public. I would be pleased to share the results with you when this work is completed. Daniela Friedman ----- Daniela B. Friedman, PhD Assistant Professor, Health Promotion, Education and Behavior Arnold School of Public Health University of South Carolina Columbia, SC 29208 Tel: (803) 777-9933; Fax: (803) 777-6290 E-mail: dfriedma at gwm.sc.edu >>> MSMITH at co.guilford.nc.us 06/19/07 10:51 AM >>> Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you From LJohnston-Lloyd at hrsa.gov Tue Jun 19 11:24:04 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Tue, 19 Jun 2007 11:24:04 -0400 Subject: [HealthLiteracy 1026] Re: Save the Date: Communities and HealthcareOpening the Dialogue In-Reply-To: <9A9FDFCEBB1FB14FA2E86F207CB3A84E02B561C2@AVN3VS002.ees.hhs.gov> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178B6B7@NIHHRSAMLBX.nih.gov> Does anyone know what the registration fee is for this meeting? Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Hilfiker, Sandra (OS) Sent: Tuesday, June 19, 2007 9:42 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1023] Save the Date: Communities and HealthcareOpening the Dialogue I thought some of you might be interested in this meeting happening November 1-2 in Baltimore (see 'save the date' attached) on Harnessing Complexity Science and Relationship-Centered Care to Improve Health. The meeting is being sponsored by the Plexus Institute, American Academy on Communication in Healthcare, and National Academies of Practice. Sandra Williams Hilfiker Public Health Advisor Office of Disease Prevention and Health Promotion Office of Public Health and Science, Office of the Secretary U.S. Department of Health and Human Services 1101 Wootton Parkway, LL 100 Rockville, MD 20850 240-453-8268 SandraW.Hilfiker at hhs.gov From lchurch at proliteracy.org Tue Jun 19 12:22:48 2007 From: lchurch at proliteracy.org (lchurch) Date: Tue, 19 Jun 2007 12:22:48 -0400 Subject: [HealthLiteracy 1027] Re: GIS/Public Health Preparedness literac y Message-ID: <221E918332E818488687199E5CBD74CE068514A3@keats.proliteracy.org> You might want to take a look at these links. ProLiteracy America and the Home Safety Council have been working together for a few years to produce and pilot test safety materials for adults with limited reading skills. One of the topics is disaster preparedness. We encourage literacy and adult education programs to identify local fire or life safety educators to work with teachers and tutors to introduce key safety messages to adults. The other area in which we have developed materials is fire safety, and we are currently working on materials related to poison prevention.Each set of materials includes a variety of items geared to people with different reading abilities. These items include pictograms with very little print, highly illustrated "comic-book" type novellas, safety information in newspaper format, and online learning modules using Flash. All of these, together with video and print materials to use in planning this kind of project, can be viewed or downloaded at no cost from the following sites: English vrsion of the materials: http://www.homesafetycouncil.org/expert_network/en_literacy_w012.aspx Click on "Dowload Free Teaching Tools on Emergency Preparedness" Spanish Versions of the materials: http://www.homesafetycouncil.org/expert_network/en_spanishliteracy_w001.aspx Linda Linda J. Church ProLiteracy America, Syracuse, NY lchurch at proliteracy.org www.proliteracy.org -----Original Message----- From: Mark Smith [mailto:MSMITH at co.guilford.nc.us] Sent: Tuesday, June 19, 2007 9:51 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1024] GIS/Public Health Preparedness literacy Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 _____ E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070619/556b1b3e/attachment.html From lchurch at proliteracy.org Tue Jun 19 12:29:20 2007 From: lchurch at proliteracy.org (lchurch) Date: Tue, 19 Jun 2007 12:29:20 -0400 Subject: [HealthLiteracy 1028] Re: Save the Date: Communities and Heal thcareOpening the Dialogue Message-ID: <221E918332E818488687199E5CBD74CE068514A4@keats.proliteracy.org> You can contact the following person for more information: Curt Lindberg curt at plexusinstitute.org The conference Web site is: http://www.plexusinstitute.org/NewsEvents/Conferences/show.cfm?id=348 -----Original Message----- From: Johnston-Lloyd, Linda (HRSA) [mailto:LJohnston-Lloyd at hrsa.gov] Sent: Tuesday, June 19, 2007 10:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1026] Re: Save the Date: Communities and HealthcareOpening the Dialogue Does anyone know what the registration fee is for this meeting? Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Hilfiker, Sandra (OS) Sent: Tuesday, June 19, 2007 9:42 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1023] Save the Date: Communities and HealthcareOpening the Dialogue I thought some of you might be interested in this meeting happening November 1-2 in Baltimore (see 'save the date' attached) on Harnessing Complexity Science and Relationship-Centered Care to Improve Health. The meeting is being sponsored by the Plexus Institute, American Academy on Communication in Healthcare, and National Academies of Practice. Sandra Williams Hilfiker Public Health Advisor Office of Disease Prevention and Health Promotion Office of Public Health and Science, Office of the Secretary U.S. Department of Health and Human Services 1101 Wootton Parkway, LL 100 Rockville, MD 20850 240-453-8268 SandraW.Hilfiker at hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lchurch at proliteracy.org From SandraW.Hilfiker at hhs.gov Tue Jun 19 12:14:17 2007 From: SandraW.Hilfiker at hhs.gov (Hilfiker, Sandra W. (HHS/OPHS)) Date: Tue, 19 Jun 2007 12:14:17 -0400 Subject: [HealthLiteracy 1029] Re: Save the Date: Communities and HealthcareOpening the Dialogue In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D20178B6B7@NIHHRSAMLBX.nih.gov> References: <9A9FDFCEBB1FB14FA2E86F207CB3A84E02B561C2@AVN3VS002.ees.hhs.gov> <91F6B7EADFB4A24798236A118F59D2D20178B6B7@NIHHRSAMLBX.nih.gov> Message-ID: <9A9FDFCEBB1FB14FA2E86F207CB3A84E02B561CF@AVN3VS002.ees.hhs.gov> The registration fee hasn't been set yet.... -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Johnston-Lloyd, Linda (HRSA) Sent: Tuesday, June 19, 2007 11:24 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1026] Re: Save the Date: Communities and HealthcareOpening the Dialogue Does anyone know what the registration fee is for this meeting? Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Hilfiker, Sandra (OS) Sent: Tuesday, June 19, 2007 9:42 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1023] Save the Date: Communities and HealthcareOpening the Dialogue I thought some of you might be interested in this meeting happening November 1-2 in Baltimore (see 'save the date' attached) on Harnessing Complexity Science and Relationship-Centered Care to Improve Health. The meeting is being sponsored by the Plexus Institute, American Academy on Communication in Healthcare, and National Academies of Practice. Sandra Williams Hilfiker Public Health Advisor Office of Disease Prevention and Health Promotion Office of Public Health and Science, Office of the Secretary U.S. Department of Health and Human Services 1101 Wootton Parkway, LL 100 Rockville, MD 20850 240-453-8268 SandraW.Hilfiker at hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sandraw.hilfiker at hhs.gov From SStableford at une.edu Tue Jun 19 12:13:14 2007 From: SStableford at une.edu (Sue Stableford) Date: Tue, 19 Jun 2007 12:13:14 -0400 Subject: [HealthLiteracy 1030] Re: GIS/Public Health Preparedness literacy In-Reply-To: References: Message-ID: <4677C859.97CC.00F6.0@une.edu> Hello Mark and all, In response to your inquiry about appropriate attention to health literacy in preparing information about preparedness, I encourage you and others in the field to attend the national Fall Health Literacy Institute. It's an opportunity to learn how to write clear communication appropriate for all populations that need information quickly and accurately. Information about the Institute is here: www.HealthLiteracyInstitute.net I have personally reviewed many materials about preparedness and have been distressed at the demanding reading levels of most of them. Even good readers want information quickly and clearly, especially about this topic that does not grab attention until disaster looms. The national Summer Institute was held last week and received great evaluations. The Fall Institute is a repeat October 28-31 in the same fabulous location - Freeport Maine. Please do urge your colleagues to attend. All information and registration is here: www.HealthLiteracyInstitute.net. Hope to see you there. Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com >>> "Mark Smith" 6/19/2007 10:51 AM >>> Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you From MSMITH at co.guilford.nc.us Tue Jun 19 12:42:18 2007 From: MSMITH at co.guilford.nc.us (Mark Smith) Date: Tue, 19 Jun 2007 12:42:18 -0400 Subject: [HealthLiteracy 1031] Re: GIS/Public Health Preparedness literacy Message-ID: Thanks very much Dr. Friedman! -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Daniela Friedman Sent: Tuesday, June 19, 2007 11:08 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1025] Re: GIS/Public Health Preparedness literacy Hi Mark, I am also interested in this topic as my work is in health literacy/health communication. Here at University of South Carolina, I am working with a student on an evaluation of public health preparedness resources for individuals with limited literacy skills. We will be talking with and assessing comprehension of such materials with people attending a local literacy center. As part of this project, we will also be developing a curriculum module on the importance of literacy when communicating preparedness and response information to the general public. I would be pleased to share the results with you when this work is completed. Daniela Friedman ----- Daniela B. Friedman, PhD Assistant Professor, Health Promotion, Education and Behavior Arnold School of Public Health University of South Carolina Columbia, SC 29208 Tel: (803) 777-9933; Fax: (803) 777-6290 E-mail: dfriedma at gwm.sc.edu >>> MSMITH at co.guilford.nc.us 06/19/07 10:51 AM >>> Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to msmith at co.guilford.nc.us E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you From MSMITH at co.guilford.nc.us Tue Jun 19 12:45:23 2007 From: MSMITH at co.guilford.nc.us (Mark Smith) Date: Tue, 19 Jun 2007 12:45:23 -0400 Subject: [HealthLiteracy 1032] Re: GIS/Public Health Preparedness literac y Message-ID: Thank you, Linda, I will check this out! Enjoy your day... _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lchurch Sent: Tuesday, June 19, 2007 12:23 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1027] Re: GIS/Public Health Preparedness literac y You might want to take a look at these links. ProLiteracy America and the Home Safety Council have been working together for a few years to produce and pilot test safety materials for adults with limited reading skills. One of the topics is disaster preparedness. We encourage literacy and adult education programs to identify local fire or life safety educators to work with teachers and tutors to introduce key safety messages to adults. The other area in which we have developed materials is fire safety, and we are currently working on materials related to poison prevention.Each set of materials includes a variety of items geared to people with different reading abilities. These items include pictograms with very little print, highly illustrated "comic-book" type novellas, safety information in newspaper format, and online learning modules using Flash. All of these, together with video and print materials to use in planning this kind of project, can be viewed or downloaded at no cost from the following sites: English vrsion of the materials: http://www.homesafetycouncil.org/expert_network/en_literacy_w012.aspx Click on "Dowload Free Teaching Tools on Emergency Preparedness" Spanish Versions of the materials: http://www.homesafetycouncil.org/expert_network/en_spanishliteracy_w001. aspx Linda Linda J. Church ProLiteracy America, Syracuse, NY lchurch at proliteracy.org www.proliteracy.org -----Original Message----- From: Mark Smith [mailto:MSMITH at co.guilford.nc.us] Sent: Tuesday, June 19, 2007 9:51 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1024] GIS/Public Health Preparedness literacy Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 _____ E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070619/7f99a7ba/attachment.html From dfriedma at gwm.sc.edu Tue Jun 19 12:51:46 2007 From: dfriedma at gwm.sc.edu (Daniela Friedman) Date: Tue, 19 Jun 2007 12:51:46 -0400 Subject: [HealthLiteracy 1033] Re: GIS/Public Health Preparedness literacy Message-ID: Thank you Sue and Linda for your messages. All of these resources will be very helpful. Daniela ----- Daniela B. Friedman, PhD Assistant Professor, Health Promotion, Education and Behavior Arnold School of Public Health University of South Carolina Columbia, SC 29208 Tel: (803) 777-9933; Fax: (803) 777-6290 E-mail: dfriedma at gwm.sc.edu >>> SStableford at une.edu 06/19/07 12:13 PM >>> Hello Mark and all, In response to your inquiry about appropriate attention to health literacy in preparing information about preparedness, I encourage you and others in the field to attend the national Fall Health Literacy Institute. It's an opportunity to learn how to write clear communication appropriate for all populations that need information quickly and accurately. Information about the Institute is here: www.HealthLiteracyInstitute.net I have personally reviewed many materials about preparedness and have been distressed at the demanding reading levels of most of them. Even good readers want information quickly and clearly, especially about this topic that does not grab attention until disaster looms. The national Summer Institute was held last week and received great evaluations. The Fall Institute is a repeat October 28-31 in the same fabulous location - Freeport Maine. Please do urge your colleagues to attend. All information and registration is here: www.HealthLiteracyInstitute.net. Hope to see you there. Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com >>> "Mark Smith" 6/19/2007 10:51 AM >>> Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dfriedma at gwm.sc.edu From magillispie at healthyroadsmedia.org Tue Jun 19 13:19:42 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Tue, 19 Jun 2007 11:19:42 -0600 Subject: [HealthLiteracy 1034] Re: GIS/Public Health Preparedness literacy In-Reply-To: References: Message-ID: <6.2.5.6.2.20070619110549.042f2750@healthyroadsmedia.org> As a former public health officer this is a very interesting topic. While mainly focused on non-English speaking groups, there are several emergency preparedness resources that have the potential to be useful to English speakers as well. The first is the Health Information Translations Disaster Preparedness project - www.healthinfotranslations.com/disaster-preparedness.php The second is the ECHO project of Minnesota - www.echominnesota.org Healthy Roads Media is also just beginning a disaster preparedness effort with North Dakota to produce materials in multiple languages and formats similar to what Healthy Roads Media already has. An example of these formats for an emergency preparedness topic (Safe Water) can be seen at www.healthyroadsmedia.org/english/Files/flv/engsafwat.htm We are also just beginning to create iPOD versions (and considering cell phone formats) as a way to disseminate the content in ways that might be potentially useful in unusual (e.g., disaster) or outreach settings. Much of the preparation of emergency materials is done at the local or state level so there is little coordination of effort despite the fact that much of the content is geographically neutral and could be effectively localized (telephone numbers, etc.) with short additions. Any efforts that have the potential improve collaboration is likely to increase the number and quality of available materials. Thanks for posting your message, Mark! - Mary Alice At 10:51 AM 6/19/2007, you wrote: >Thank you Sue and Linda for your messages. All of these resources will >be very helpful. >Daniela > > >----- >Daniela B. Friedman, PhD >Assistant Professor, Health Promotion, Education and Behavior >Arnold School of Public Health >University of South Carolina >Columbia, SC 29208 >Tel: (803) 777-9933; Fax: (803) 777-6290 >E-mail: dfriedma at gwm.sc.edu > > >>> SStableford at une.edu 06/19/07 12:13 PM >>> >Hello Mark and all, > >In response to your inquiry about appropriate attention to health >literacy in preparing information about preparedness, I encourage you >and others in the field to attend the national Fall Health Literacy >Institute. It's an opportunity to learn how to write clear communication >appropriate for all populations that need information quickly and >accurately. Information about the Institute is here: >www.HealthLiteracyInstitute.net > >I have personally reviewed many materials about preparedness and have >been distressed at the demanding reading levels of most of them. Even >good readers want information quickly and clearly, especially about this >topic that does not grab attention until disaster looms. > >The national Summer Institute was held last week and received great >evaluations. The Fall Institute is a repeat October 28-31 in the same >fabulous location - Freeport Maine. Please do urge your colleagues to >attend. All information and registration is here: >www.HealthLiteracyInstitute.net. Hope to see you there. > >Sue Stableford > >Sue Stableford, MPH, MSB, Director >AHEC Health Literacy Center >University of New England >11 Hills Beach Rd. >Biddeford, Maine 04005 >Tel: 207-602-2205 >email: sstableford at une.edu >www.HealthLiteracyInstitute.net >www.ClearLanguageGroup.com > > >>> "Mark Smith" 6/19/2007 10:51 AM >>> >Greetings: > >I am new to this list-serve. I am an epidemiologist for a county >health >department in NC, and also serve on a regional public health >preparedness and response team. Does any one know of any work that >has >been done in the area of health literacy as it pertains to public >health >preparedness (such as with pan-flu preparedness) or response (as with >hurricane or other disaster response) or with literacy in terms of >understand GIS and maps. I've had trouble identifying pertinent >literature in this area. > > > >Thanks, > >Mark H. Smith > >Guilford County Department of Public Health > >Public Health Regional Surveillance Team 5 > > > >E-mail correspondence to and from this address may be subject to the >North Carolina Public Records Law and may be disclosed to third parties >by an >authorized county official. If you have received this communication in > >error , please do not distribute it. Please notify the sender by E-mail > >at the address shown and delete the original message. > >Thank you > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to dfriedma at gwm.sc.edu >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 From SiobhanChamp-Blackwell at creighton.edu Tue Jun 19 16:56:58 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Tue, 19 Jun 2007 15:56:58 -0500 Subject: [HealthLiteracy 1035] Re: GIS/Public Health Preparedness literacy In-Reply-To: <6.2.5.6.2.20070619110549.042f2750@healthyroadsmedia.org> References: <6.2.5.6.2.20070619110549.042f2750@healthyroadsmedia.org> Message-ID: Mary Alice, This is great. When you have more topics on Emergency Preparedness issues, will you create a separate topic titled Emergency Preparedness? siobhan Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of HealthyRoadsMedia Sent: Tuesday, June 19, 2007 12:20 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1034] Re: GIS/Public Health Preparedness literacy As a former public health officer this is a very interesting topic. While mainly focused on non-English speaking groups, there are several emergency preparedness resources that have the potential to be useful to English speakers as well. The first is the Health Information Translations Disaster Preparedness project - www.healthinfotranslations.com/disaster-preparedness.php The second is the ECHO project of Minnesota - www.echominnesota.org Healthy Roads Media is also just beginning a disaster preparedness effort with North Dakota to produce materials in multiple languages and formats similar to what Healthy Roads Media already has. An example of these formats for an emergency preparedness topic (Safe Water) can be seen at www.healthyroadsmedia.org/english/Files/flv/engsafwat.htm We are also just beginning to create iPOD versions (and considering cell phone formats) as a way to disseminate the content in ways that might be potentially useful in unusual (e.g., disaster) or outreach settings. Much of the preparation of emergency materials is done at the local or state level so there is little coordination of effort despite the fact that much of the content is geographically neutral and could be effectively localized (telephone numbers, etc.) with short additions. Any efforts that have the potential improve collaboration is likely to increase the number and quality of available materials. Thanks for posting your message, Mark! - Mary Alice At 10:51 AM 6/19/2007, you wrote: >Thank you Sue and Linda for your messages. All of these resources will >be very helpful. >Daniela > > >----- >Daniela B. Friedman, PhD >Assistant Professor, Health Promotion, Education and Behavior Arnold >School of Public Health University of South Carolina Columbia, SC 29208 >Tel: (803) 777-9933; Fax: (803) 777-6290 >E-mail: dfriedma at gwm.sc.edu > > >>> SStableford at une.edu 06/19/07 12:13 PM >>> >Hello Mark and all, > >In response to your inquiry about appropriate attention to health >literacy in preparing information about preparedness, I encourage you >and others in the field to attend the national Fall Health Literacy >Institute. It's an opportunity to learn how to write clear >communication appropriate for all populations that need information >quickly and accurately. Information about the Institute is here: >www.HealthLiteracyInstitute.net > >I have personally reviewed many materials about preparedness and have >been distressed at the demanding reading levels of most of them. Even >good readers want information quickly and clearly, especially about >this topic that does not grab attention until disaster looms. > >The national Summer Institute was held last week and received great >evaluations. The Fall Institute is a repeat October 28-31 in the same >fabulous location - Freeport Maine. Please do urge your colleagues to >attend. All information and registration is here: >www.HealthLiteracyInstitute.net. Hope to see you there. > >Sue Stableford > >Sue Stableford, MPH, MSB, Director >AHEC Health Literacy Center >University of New England >11 Hills Beach Rd. >Biddeford, Maine 04005 >Tel: 207-602-2205 >email: sstableford at une.edu >www.HealthLiteracyInstitute.net >www.ClearLanguageGroup.com > > >>> "Mark Smith" 6/19/2007 10:51 AM >>> >Greetings: > >I am new to this list-serve. I am an epidemiologist for a county health >department in NC, and also serve on a regional public health >preparedness and response team. Does any one know of any work that has >been done in the area of health literacy as it pertains to public >health preparedness (such as with pan-flu preparedness) or response (as >with hurricane or other disaster response) or with literacy in terms of >understand GIS and maps. I've had trouble identifying pertinent >literature in this area. > > > >Thanks, > >Mark H. Smith > >Guilford County Department of Public Health > >Public Health Regional Surveillance Team 5 > > > >E-mail correspondence to and from this address may be subject to the >North Carolina Public Records Law and may be disclosed to third parties >by an authorized county official. If you have received this >communication in > >error , please do not distribute it. Please notify the sender by E-mail > >at the address shown and delete the original message. > >Thank you > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to dfriedma at gwm.sc.edu >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to siobhan at creighton.edu From ccread at alltel.net Wed Jun 20 08:59:25 2007 From: ccread at alltel.net (Lisa H. Schmalzried) Date: Wed, 20 Jun 2007 08:59:25 -0400 Subject: [HealthLiteracy 1036] Re: GIS/Public Health Preparedness literacy In-Reply-To: Message-ID: <20070620130327.SKMU24316.ispmxaamta05-gx.windstream.net@lisa1> -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Daniela Friedman Sent: Tuesday, June 19, 2007 12:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1033] Re: GIS/Public Health Preparedness literacy Thank you Sue and Linda for your messages. All of these resources will be very helpful. Daniela ----- Daniela B. Friedman, PhD Assistant Professor, Health Promotion, Education and Behavior Arnold School of Public Health University of South Carolina Columbia, SC 29208 Tel: (803) 777-9933; Fax: (803) 777-6290 E-mail: dfriedma at gwm.sc.edu >>> SStableford at une.edu 06/19/07 12:13 PM >>> Hello Mark and all, In response to your inquiry about appropriate attention to health literacy in preparing information about preparedness, I encourage you and others in the field to attend the national Fall Health Literacy Institute. It's an opportunity to learn how to write clear communication appropriate for all populations that need information quickly and accurately. Information about the Institute is here: www.HealthLiteracyInstitute.net I have personally reviewed many materials about preparedness and have been distressed at the demanding reading levels of most of them. Even good readers want information quickly and clearly, especially about this topic that does not grab attention until disaster looms. The national Summer Institute was held last week and received great evaluations. The Fall Institute is a repeat October 28-31 in the same fabulous location - Freeport Maine. Please do urge your colleagues to attend. All information and registration is here: www.HealthLiteracyInstitute.net. Hope to see you there. Sue Stableford Sue Stableford, MPH, MSB, Director AHEC Health Literacy Center University of New England 11 Hills Beach Rd. Biddeford, Maine 04005 Tel: 207-602-2205 email: sstableford at une.edu www.HealthLiteracyInstitute.net www.ClearLanguageGroup.com >>> "Mark Smith" 6/19/2007 10:51 AM >>> Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dfriedma at gwm.sc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ccread at alltel.net No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.472 / Virus Database: 269.9.0/853 - Release Date: 6/18/2007 3:02 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.472 / Virus Database: 269.9.0/853 - Release Date: 6/18/2007 3:02 PM From czarcadoolas at gmail.com Wed Jun 20 11:26:37 2007 From: czarcadoolas at gmail.com (Christina Zarcadoolas) Date: Wed, 20 Jun 2007 11:26:37 -0400 Subject: [HealthLiteracy 1037] Re: GIS/Public Health Preparedness literacy In-Reply-To: References: <6.2.5.6.2.20070619110549.042f2750@healthyroadsmedia.org> Message-ID: <1d6708910706200826w1d212737ka213e15061291c44@mail.gmail.com> Regarding emergency preparedness and health literacy I've been looking at the specific usability of materials such as GIS maps that are being used to help communicate evacuation information. last summer here at Mount Sinai Medical Center, located in Harlem, NYC, we intercepted just about 200 residents to see if they could use the information prepared by the NYC Office of Emergency Preparedness - specifically a GIS map showing residents where the nearest hurricane evacuation center was. We found that a majority of less educated adults (those not completing high school) could not read and use the maps for basic and vital information. Based on reading the GIS map 40% could not point to where they lived, 83% could not correctly identify what hurricane evacuation zone they lived in, and 83% did not know how to get to the evacuation center closest to their home. Even among those who had higher education (HS or some/college), 48% said they did not know how to get to the closest evacuation center. Researchers also found that when it comes to trust in emergency preparedness officials there is reason for concern. A "trust" in emergency preparedness info was just complete.. Clearly there's much work to do in this area. Chriis On 6/19/07, Champ-Blackwell, Siobhan wrote: > Mary Alice, > This is great. When you have more topics on Emergency Preparedness > issues, will you create a separate topic titled Emergency Preparedness? > siobhan > > > Siobhan Champ-Blackwell, MSLIS > Community Outreach Liaison > National Network of Libraries of Medicine, MidContinental Region > Creighton University Health Sciences Library > 2500 California Plaza > Omaha, NE 68178 > 800-338-7657 in CO,KS,MO,NE,UT,WY > 402-280-4156 outside the region > siobhan at creighton.edu > http://nnlm.gov/mcr/ (NN/LM MCR Web Site) > http://library.med.utah.edu/blogs/BHIC/ (Web Log) > http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital > Divide Network Profile) > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of HealthyRoadsMedia > Sent: Tuesday, June 19, 2007 12:20 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1034] Re: GIS/Public Health Preparedness > literacy > > As a former public health officer this is a very interesting topic. > While mainly focused on non-English speaking groups, there are several > emergency preparedness resources that have the potential to be useful to > English speakers as well. The first is the Health Information > Translations Disaster Preparedness project - > www.healthinfotranslations.com/disaster-preparedness.php The second is > the ECHO project of Minnesota - www.echominnesota.org > Healthy Roads Media is also just beginning a disaster preparedness > effort with North Dakota to produce materials in multiple languages and > formats similar to what Healthy Roads Media already has. An example of > these formats for an emergency preparedness topic (Safe Water) can be > seen at www.healthyroadsmedia.org/english/Files/flv/engsafwat.htm We > are also just beginning to create iPOD versions (and considering cell > phone formats) as a way to disseminate the content in ways that might be > potentially useful in unusual (e.g., disaster) or outreach settings. > Much of the preparation of emergency materials is done at the local > or state level so there is little coordination of effort despite the > fact that much of the content is geographically neutral and could be > effectively localized (telephone numbers, etc.) with short additions. > Any efforts that have the potential improve collaboration is likely to > increase the number and quality of available materials. Thanks for > posting your message, Mark! > > - Mary Alice > > At 10:51 AM 6/19/2007, you wrote: > >Thank you Sue and Linda for your messages. All of these resources will > > >be very helpful. > >Daniela > > > > > >----- > >Daniela B. Friedman, PhD > >Assistant Professor, Health Promotion, Education and Behavior Arnold > >School of Public Health University of South Carolina Columbia, SC 29208 > >Tel: (803) 777-9933; Fax: (803) 777-6290 > >E-mail: dfriedma at gwm.sc.edu > > > > >>> SStableford at une.edu 06/19/07 12:13 PM >>> > >Hello Mark and all, > > > >In response to your inquiry about appropriate attention to health > >literacy in preparing information about preparedness, I encourage you > >and others in the field to attend the national Fall Health Literacy > >Institute. It's an opportunity to learn how to write clear > >communication appropriate for all populations that need information > >quickly and accurately. Information about the Institute is here: > >www.HealthLiteracyInstitute.net > > > >I have personally reviewed many materials about preparedness and have > >been distressed at the demanding reading levels of most of them. Even > >good readers want information quickly and clearly, especially about > >this topic that does not grab attention until disaster looms. > > > >The national Summer Institute was held last week and received great > >evaluations. The Fall Institute is a repeat October 28-31 in the same > >fabulous location - Freeport Maine. Please do urge your colleagues to > >attend. All information and registration is here: > >www.HealthLiteracyInstitute.net. Hope to see you there. > > > >Sue Stableford > > > >Sue Stableford, MPH, MSB, Director > >AHEC Health Literacy Center > >University of New England > >11 Hills Beach Rd. > >Biddeford, Maine 04005 > >Tel: 207-602-2205 > >email: sstableford at une.edu > >www.HealthLiteracyInstitute.net > >www.ClearLanguageGroup.com > > > > >>> "Mark Smith" 6/19/2007 10:51 AM >>> > >Greetings: > > > >I am new to this list-serve. I am an epidemiologist for a county health > > >department in NC, and also serve on a regional public health > >preparedness and response team. Does any one know of any work that has > > >been done in the area of health literacy as it pertains to public > >health preparedness (such as with pan-flu preparedness) or response (as > > >with hurricane or other disaster response) or with literacy in terms of > > >understand GIS and maps. I've had trouble identifying pertinent > >literature in this area. > > > > > > > >Thanks, > > > >Mark H. Smith > > > >Guilford County Department of Public Health > > > >Public Health Regional Surveillance Team 5 > > > > > > > >E-mail correspondence to and from this address may be subject to the > >North Carolina Public Records Law and may be disclosed to third parties > > >by an authorized county official. If you have received this > >communication in > > > >error , please do not distribute it. Please notify the sender by E-mail > > > >at the address shown and delete the original message. > > > >Thank you > > > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to dfriedma at gwm.sc.edu > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to magillispie at healthyroadsmedia.org > > Mary Alice Gillispie, MD > Healthy Roads Media, Director > www.healthyroadsmedia.org > Tel 406-556-5877 > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to siobhan at creighton.edu > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to czarcadoolas at gmail.com > -- Christina Zarcadoolas, PhD Health and Environmental Literacy From Imrana.Ahmed at dmu.edu Wed Jun 20 12:05:45 2007 From: Imrana.Ahmed at dmu.edu (Ahmed, Imrana ) Date: Wed, 20 Jun 2007 11:05:45 -0500 Subject: [HealthLiteracy 1038] readability of medical instructions and educational information in NYC hospitals Message-ID: <45FB50B6AC4479458553CB8A224D48A20453122A@stu> Dear Friends: I am a second-year medical student at Des Moines University. I am currently interested in looking at the readability of medical materials regarding patient education and instructions on the following diseases or disorders: colon cancer, asthma, diabetes. Do any of you have any suggestions regarding which materials we should look at? My study is trying to look at how the high reading levels of these medical instructions and materials, add to the lack of comprehension of many patients. Thank you! Sincerely, Imrana Ahmed -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070620/dd0f09c0/attachment.html From vlewis at suffolk.lib.ny.us Wed Jun 20 12:29:21 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Wed, 20 Jun 2007 12:29:21 -0400 Subject: [HealthLiteracy 1039] Re: readability of medical instructions andeducational information in NYC hospitals In-Reply-To: <45FB50B6AC4479458553CB8A224D48A20453122A@stu> Message-ID: <00de01c7b358$27e59600$aa6310ac@enigma.suffolk.lib.ny.us> Hello All, I would like to bang the drum slowly and keep in all aspects of the conversation on this list, the issue of health literacy in alternative formats for people with disabilities. In the below email from Imrana Ahmed, he mentions diseases such as Diabetes and Colon Cancer. Diabetes is the leading cause of adult onset blindness in the United States. Yet, there is virtually no information available in large print, audio cassette or Braille. Colon Cancer, along with all other forms of cancer require such dramatic treatment that it can be catastrophic to the physical well-being of any individual experiencing these treatments. Many times people are unable to use their hands, arms, legs, eyes, etc. in the manner prior to treatment. When considering information for all aspects of health care, let's keep as part of the progress........information in alternative formats for people with disabilities. Respectfully, Valerie Lewis In mentioning "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ahmed, Imrana Sent: Wednesday, June 20, 2007 12:06 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1038] readability of medical instructions andeducational information in NYC hospitals Dear Friends: I am a second-year medical student at Des Moines University. I am currently interested in looking at the readability of medical materials regarding patient education and instructions on the following diseases or disorders: colon cancer, asthma, diabetes. Do any of you have any suggestions regarding which materials we should look at? My study is trying to look at how the high reading levels of these medical instructions and materials, add to the lack of comprehension of many patients. Thank you! Sincerely, Imrana Ahmed From hzeitz at uic.edu Wed Jun 20 18:36:28 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Wed, 20 Jun 2007 17:36:28 -0500 (CDT) Subject: [HealthLiteracy 1040] Re: readability of medical instructions and educational information in NYC hospitals Message-ID: <2106.64.107.204.128.1182378988.squirrel@webmail.uic.edu> Imrana: You have a valuable resource in Des Moines---Iowa Health. You might want to contact Bob Dickerson at: DICKERR2 at ihs.org Howard ============================================================================ On Wed, June 20, 2007 11:05 am, Ahmed, Imrana wrote: > Dear Friends: > I am a second-year medical student at Des Moines University. I am > currently interested in looking at the readability of medical materials > regarding patient education and instructions on the following diseases > or disorders: colon cancer, asthma, diabetes. Do any of you have any > suggestions regarding which materials we should look at? My study is > trying to look at how the high reading levels of these medical > instructions and materials, add to the lack of comprehension of many > patients. Thank you! > > Sincerely, > Imrana Ahmed > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From Imrana.Ahmed at dmu.edu Wed Jun 20 22:48:40 2007 From: Imrana.Ahmed at dmu.edu (Ahmed, Imrana ) Date: Wed, 20 Jun 2007 21:48:40 -0500 Subject: [HealthLiteracy 1041] Re: readability of medical instructions and educational information in NYC hospitals References: <2106.64.107.204.128.1182378988.squirrel@webmail.uic.edu> Message-ID: <45FB50B6AC4479458553CB8A224D48A2021CD5BE@stu> Thanks, Howard! ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Zeitz, Howard Sent: Wed 6/20/2007 5:36 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1040] Re: readability of medical instructions and educational information in NYC hospitals Imrana: You have a valuable resource in Des Moines---Iowa Health. You might want to contact Bob Dickerson at: DICKERR2 at ihs.org Howard ============================================================================ On Wed, June 20, 2007 11:05 am, Ahmed, Imrana wrote: > Dear Friends: > I am a second-year medical student at Des Moines University. I am > currently interested in looking at the readability of medical materials > regarding patient education and instructions on the following diseases > or disorders: colon cancer, asthma, diabetes. Do any of you have any > suggestions regarding which materials we should look at? My study is > trying to look at how the high reading levels of these medical > instructions and materials, add to the lack of comprehension of many > patients. Thank you! > > Sincerely, > Imrana Ahmed > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to imrana.ahmed at dmu.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4999 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070620/94325044/attachment.bin From djrosen at comcast.net Sat Jun 23 07:17:52 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sat, 23 Jun 2007 07:17:52 -0400 Subject: [HealthLiteracy 1042] Reminder: Community Literacy Discussion Begins Monday, June 25th Message-ID: <658AAD10-9E01-4835-8D77-5EE41BC78B89@comcast.net> Colleagues, The Community Literacy discussion begins Monday on the National Institute for Literacy's Special Topics List. For more information about the discussion go to: http://www.nifl.gov/pipermail/specialtopics/2007/000338.html or (the short URL): http://tinyurl.com/23nvye To subscribe (free) go to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topcs Discussion Moderator djrosen at comcast.net From uranus135 at yahoo.com Wed Jun 20 12:24:15 2007 From: uranus135 at yahoo.com (Rukhaiyya Ahmed) Date: Wed, 20 Jun 2007 09:24:15 -0700 (PDT) Subject: [HealthLiteracy 1043] document review help Message-ID: <386517.4263.qm@web50112.mail.re2.yahoo.com> For the student interested in document review, ED discharge instructions and medication instructions are most commonly given out. What are others' thoughts on disease specific materials? ____________________________________________________________________________________Ready for the edge of your seat? Check out tonight's top picks on Yahoo! TV. http://tv.yahoo.com/ From repyke at infionline.net Wed Jun 20 21:25:09 2007 From: repyke at infionline.net (repyke at infionline.net) Date: Wed, 20 Jun 2007 21:25:09 -0400 Subject: [HealthLiteracy 1044] Re: readability of medical instructions andeducational information in NYC hospitals Message-ID: <380-2200764211259562@infionline.net> In Wales , a GP Practice created their own on youtube. http://www.builthsurgery.co.uk/ Bob repyke at infionline.net repyke at medetel.lu Skype Name - repyke Co administrator Telehealth List Serve and E-health List Serve and roving editor at large. http://www.telehealth.net/interviews/pykebio.html North American Coordinator Med-e-Tel - The International Educational and Networking Forum for eHealth, Telemedicine and Health ICT www.medetel.lu "The best journeys are the ones that answer questions that at the outset you never even thought to ask." Rick Ridgeway "There are certain spots in the world where you can stand that will change the way that you look at things forever." Pete Whitaker > [Original Message] > From: Zeitz, Howard > To: The Health and Literacy Discussion List > Date: 6/20/2007 8:51:32 PM > Subject: [HealthLiteracy 1040] Re: readability of medical instructions andeducational information in NYC hospitals > > Imrana: You have a valuable resource in Des Moines---Iowa Health. You > might want to contact Bob Dickerson at: > > DICKERR2 at ihs.org > > Howard > > > > ============================================================================ > On Wed, June 20, 2007 11:05 am, Ahmed, Imrana wrote: > > Dear Friends: > > I am a second-year medical student at Des Moines University. I am > > currently interested in looking at the readability of medical materials > > regarding patient education and instructions on the following diseases > > or disorders: colon cancer, asthma, diabetes. Do any of you have any > > suggestions regarding which materials we should look at? My study is > > trying to look at how the high reading levels of these medical > > instructions and materials, add to the lack of comprehension of many > > patients. Thank you! > > > > Sincerely, > > Imrana Ahmed > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to hzeitz at uic.edu > > > Howard J Zeitz, MD > University of Illinois > 1601 Parkview Ave > Rockford, IL 61107 > T: 815-395-5964 > F: 815-395-5671 > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to repyke at infionline.net > > > -- > No virus found in this incoming message. > Checked by AVG Free Edition. > Version: 7.5.472 / Virus Database: 269.9.1/854 - Release Date: 6/19/2007 1:12 PM From SearingM at co.clinton.ny.us Mon Jun 25 11:03:24 2007 From: SearingM at co.clinton.ny.us (Searing, Margaret) Date: Mon, 25 Jun 2007 11:03:24 -0400 Subject: [HealthLiteracy 1045] Re: GIS/Public Health Preparedness literacy In-Reply-To: Message-ID: <9AA2D555987EFA4A87567BE420C67DB722EBD686EF@ccw2k3exch.co.clinton.ny.us> Dear Mark, You might want to check the AwarePrepare materials at the New York State Department of Health (www.health.gov), (or www.pandemicflu.gov At one time they had a very nice, well illustrated and simplified language brochures on family preparedness in an emergency or disease outbreak. Good luck. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Mark Smith Sent: Tuesday, June 19, 2007 10:51 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1024] GIS/Public Health Preparedness literacy Greetings: I am new to this list-serve. I am an epidemiologist for a county health department in NC, and also serve on a regional public health preparedness and response team. Does any one know of any work that has been done in the area of health literacy as it pertains to public health preparedness (such as with pan-flu preparedness) or response (as with hurricane or other disaster response) or with literacy in terms of understand GIS and maps. I've had trouble identifying pertinent literature in this area. Thanks, Mark H. Smith Guilford County Department of Public Health Public Health Regional Surveillance Team 5 _____ E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized county official. If you have received this communication in error , please do not distribute it. Please notify the sender by E-mail at the address shown and delete the original message. Thank you -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070625/e4ba0e45/attachment.html From julie_mcKinney at worlded.org Wed Jun 27 14:11:34 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 27 Jun 2007 14:11:34 -0400 Subject: [HealthLiteracy 1046] Wednesday Question: How to set up partnerships? Message-ID: <468270170200002D00002C5D@bostongwia.jsi.com> Hi Everyone, This week's Wednesday Question is one that was suggested by a list member and fits in with a discussion about Community Literacy that is going on this week on the Special Topics List: How can we best set up partnerships between community health centers and adult ESL programs? ***************************** The community literacy discussion has generated some good answers to this already, and I encourage you to browse through some postings at the links below. Although that discussion is more general, we could add specifics here about health centers and ESL programs. See this posting for some questions about developing and sustaining community literacy coaltions: http://www.nifl.gov/pipermail/specialtopics/2007/000378.html See this link to read current posted messages from the Special Topics List (even if you are not a subsbcriber) and to subscribe for the discussion if you wish: http://www.nifl.gov/mailman/listinfo/specialtopics I look forward to hearing some ideas! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Lendoak at aol.com Wed Jun 27 18:45:09 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 27 Jun 2007 18:45:09 EDT Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set up partnerships? Message-ID: Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ************************************** See what's free at http://www.aol.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070627/bf7822c3/attachment.html From amuro5 at epcc.edu Thu Jun 28 13:09:41 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 28 Jun 2007 11:09:41 -0600 Subject: [HealthLiteracy 1048] Re: Wednesday Question: How to set uppartnerships? In-Reply-To: Message-ID: Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070628/f70dd03c/attachment.html From melissa at wisconsinliteracy.org Thu Jun 28 14:30:37 2007 From: melissa at wisconsinliteracy.org (Melissa Cooley) Date: Thu, 28 Jun 2007 13:30:37 -0500 Subject: [HealthLiteracy 1049] Re: Wednesday Question: How to set up partnerships? In-Reply-To: References: Message-ID: <4683FE4D.6060903@wisconsinliteracy.org> Just coming off of a health literacy summit here in Wisconsin, this has been at the forefront of many people's minds as we start thinking about partnerships to move forward on various initiatives. One of my colleagues talked about looking at it in a way I had not considered before: instead of literacy and communication skills being the end-result, they could be tools to reach the goal. So say your goal for a project is to help XX population have better prevention of YY disease. Achieving better literacy and communication through a partnership with a literacy organization could be one of the strategies that is used to help achieve the goal. The focus could be on skills that are pertinent to disease prevention -- understanding how to read directions, how to use the phone to make an appointment, how a grocery store is laid out so that the foods that are nutritious are found and foods that should be avoided can be, etc. It would be a very engaging way to teach the various life skills, vocabulary, and so on that are part of everyday life and are transferable to disease prevention. Has anyone had a partnership like this with a health care provider? Melissa --- Melissa Cooley Regional Literacy Consultant, SW/SC Wisconsin Wisconsin Literacy (608) 244-3911, ext. 21 melissa at wisconsinliteracy.org www.wisconsinliteracy.org "One mission. One voice. A more literate Wisconsin." -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070628/fb3e8da1/attachment.html From julie_mcKinney at worlded.org Thu Jun 28 15:43:36 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 28 Jun 2007 15:43:36 -0400 Subject: [HealthLiteracy 1050] Re: Wednesday Question: How to set uppartnerships? Message-ID: <4683D7290200002D00002CA3@bostongwia.jsi.com> Thanks, Andres, for this clear example, which starts with a literacy or ESOL program "approaching" the health entity. Similarly, health entities would need to approach adult literacy programs. Sometimes it is not entirely clear how to go about this. I am including a link to a chapter of "Family Health and Literacy", which discusses collaborations between literacy and health programs. http://healthliteracy.worlded.org/docs/family/started.html#collaborating The chapter includes: * Ideas on different kinds of collaborative projects * A lesson "Keeping your child healthy at home", which shows an example of how a collaboration with a local physician and a literacy class enhanced the goals of both programs * A list of tips to prepare a health speaker to communicate clearly with ESOL and literacy students * A list of national health organizations with local chapters * Two national websites to help find local literacy and ESOL programs I hope this is helpful! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 1:09 PM >>> Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com . From kellra at cox.net Thu Jun 28 16:27:25 2007 From: kellra at cox.net (kellra at cox.net) Date: Thu, 28 Jun 2007 13:27:25 -0700 Subject: [HealthLiteracy 1051] Re: Wednesday Question: How to set up partnerships? Message-ID: <19488554.1183062445729.JavaMail.root@fed1wml20> Here in San Diego, we have begun an official collaboration between the Community Health Improvement Partners (CHIP) and the San Diego COuncil on Literacy (specifically the adult literacy programs of San Diego County). What has made this successful so far is that there is one consultant from the health care field and one from the Literacy field (myself) and we have worked together to collect information about what learners want/need and what the healthcare industry feels they need to help them. We have held focus groups for both sides and we are in the process of writing recommendations. The response has been really positive and we hope to continue our research in order to create an implementation plan. -- collaboratively. The one caveat is that the healthcare field is so vast and so complicated we have had the challenge of deciding what to focus on. Right now our focus seems to be on training front line staff to recognize and help those with limited literacy skills. On the literacy side, we hope to create curriculum that will help learners navigate paper work and the various vocabulary. We are going to involve people from both worlds to cross-train each other. I think for the collaboration to work there needs to be equal representation by both the healthcare field and the literacy field, not spearheaded by one. I hope this was useful information in response to the question about building collaborations. I am still learning and would love to hear your feedback, thoughts, ideas and your own experiences. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy 619-303-9257 ---- Melissa Cooley wrote: > Just coming off of a health literacy summit here in Wisconsin, this has > been at the forefront of many people's minds as we start thinking about > partnerships to move forward on various initiatives. > > One of my colleagues talked about looking at it in a way I had not > considered before: instead of literacy and communication skills being > the end-result, they could be tools to reach the goal. So say your goal > for a project is to help XX population have better prevention of YY > disease. Achieving better literacy and communication through a > partnership with a literacy organization could be one of the strategies > that is used to help achieve the goal. The focus could be on skills > that are pertinent to disease prevention -- understanding how to read > directions, how to use the phone to make an appointment, how a grocery > store is laid out so that the foods that are nutritious are found and > foods that should be avoided can be, etc. It would be a very engaging > way to teach the various life skills, vocabulary, and so on that are > part of everyday life and are transferable to disease prevention. > > Has anyone had a partnership like this with a health care provider? > > Melissa > --- > Melissa Cooley > Regional Literacy Consultant, SW/SC Wisconsin > Wisconsin Literacy > > (608) 244-3911, ext. 21 > melissa at wisconsinliteracy.org > www.wisconsinliteracy.org > > "One mission. One voice. A more literate Wisconsin." From pleasant at aesop.rutgers.edu Thu Jun 28 16:37:24 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Thu, 28 Jun 2007 16:37:24 -0400 Subject: [HealthLiteracy 1052] Re: Wednesday Question: How to set up partnerships? In-Reply-To: References: Message-ID: I'm sure some will disagree either in letter or in spirit, but from my perspective - Health and literacy should not be seen as goals, but as the means to improve quality of life. In health circles, the Ottawa Charter expressed this over twenty years ago, "health is a resource for everyday life, not the object of living." This may seem a subtle shift, but it is significant. Health literacy informs an integrated approach to improving decision-making, decreasing inequity, reducing risks, and increasing quality of life for all. If taken seriously, I suggest this approach offers an expanded set of outcomes useful to create and evaluate partnerships. Andrew Pleasant >Dear julie and list, > >re/ "how do we set up partnerships..." > >Perhaps a key to success here is clearly identifying the common >goals between the partners. > >The primary goal of the ESL partner is to teach people to read and >write. The primary goal of the health care communities is to >prevent and treat illness. So their key goals are different, though >related. What would you say are their related goals? > >best wishes, > >Len and Ceci > > > > >See what's free at AOL.com. > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From amuro5 at epcc.edu Thu Jun 28 17:44:30 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 28 Jun 2007 15:44:30 -0600 Subject: [HealthLiteracy 1053] Re: Wednesday Question: How toset uppartnerships? In-Reply-To: <4683D7290200002D00002CA3@bostongwia.jsi.com> Message-ID: The health entity approaching literacy programs is a tough one. The opposite is also tough, because neither of the two ends is mandated to reach out to the other end. So, what happens is that the more creative and flexible people in both ends will make efforts and reach out to the other group. Regardless of who initiates the contact, the evidence is (according to the IOM) that when interventions are combined, people improve their healthy behaviors, at least as patients. The evidence is that only one intervention may not suffice to elicit a change in behavior, but two interventions will. Based on this, the necessity of a combined effort is highly important. For example, a health provider may give a patient instructions and an information sheet. If, the classroom teacher can reinforce the instruction during class, the chances are greater that the patient will follow them. Even if this is not coordinated it can happen. For example, a health provider may give a patient directions on how to eat better. If, at the same time the ESL teacher gives students a class on nutrition and healthy eating habits, it is reinforcing what the health provider said, increasing chances of compliance. I am a strong believer that health providers need to initiate some of the efforts and we need to campaign towards that end. However, in the meanwhile we need to approach them until they figure it out. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 28, 2007 1:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1050] Re: Wednesday Question: How toset uppartnerships? Thanks, Andres, for this clear example, which starts with a literacy or ESOL program "approaching" the health entity. Similarly, health entities would need to approach adult literacy programs. Sometimes it is not entirely clear how to go about this. I am including a link to a chapter of "Family Health and Literacy", which discusses collaborations between literacy and health programs. http://healthliteracy.worlded.org/docs/family/started.html#collaborating The chapter includes: * Ideas on different kinds of collaborative projects * A lesson "Keeping your child healthy at home", which shows an example of how a collaboration with a local physician and a literacy class enhanced the goals of both programs * A list of tips to prepare a health speaker to communicate clearly with ESOL and literacy students * A list of national health organizations with local chapters * Two national websites to help find local literacy and ESOL programs I hope this is helpful! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 1:09 PM >>> Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com . ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu From vlewis at suffolk.lib.ny.us Fri Jun 29 10:43:58 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Fri, 29 Jun 2007 10:43:58 -0400 Subject: [HealthLiteracy 1054] Re: Wednesday Question: How to set up partnerships? In-Reply-To: <19488554.1183062445729.JavaMail.root@fed1wml20> Message-ID: <003d01c7ba5b$ecd39cf0$aa6310ac@enigma.suffolk.lib.ny.us> In regard to creating partnerships that will encourage collaboration between the health care field and the literacy field, I would also encourage organizations and agencies working on these efforts to include their local library for the blind. The National Library Service for the Blind and Physically Disabled includes a network of 150 libraries for the blind around the country. Each state, except for Wyoming, has at least one of these network libraries. These libraries are well versed in creating materials in alternative formats for people with disabilities, including people with visual, physical and learning disabilities. Organizations and agencies which provide health literacy can work with their local library for the blind to have materials recorded and/or braille. If your local library for the blind does not have these options onsite, they can provide you with publications that include information on where to have this done. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of kellra at cox.net Sent: Thursday, June 28, 2007 4:27 PM To: melissa at wisconsinliteracy.org; The Health and Literacy Discussion List Subject: [HealthLiteracy 1051] Re: Wednesday Question: How to set up partnerships? Here in San Diego, we have begun an official collaboration between the Community Health Improvement Partners (CHIP) and the San Diego COuncil on Literacy (specifically the adult literacy programs of San Diego County). What has made this successful so far is that there is one consultant from the health care field and one from the Literacy field (myself) and we have worked together to collect information about what learners want/need and what the healthcare industry feels they need to help them. We have held focus groups for both sides and we are in the process of writing recommendations. The response has been really positive and we hope to continue our research in order to create an implementation plan. -- collaboratively. The one caveat is that the healthcare field is so vast and so complicated we have had the challenge of deciding what to focus on. Right now our focus seems to be on training front line staff to recognize and help those with limited literacy skills. On the literacy side, we hope to create curriculum that will help learners navigate paper work and the various vocabulary. We are going to involve people from both worlds to cross-train each other. I think for the collaboration to work there needs to be equal representation by both the healthcare field and the literacy field, not spearheaded by one. I hope this was useful information in response to the question about building collaborations. I am still learning and would love to hear your feedback, thoughts, ideas and your own experiences. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy 619-303-9257 ---- Melissa Cooley wrote: > Just coming off of a health literacy summit here in Wisconsin, this has > been at the forefront of many people's minds as we start thinking about > partnerships to move forward on various initiatives. > > One of my colleagues talked about looking at it in a way I had not > considered before: instead of literacy and communication skills being > the end-result, they could be tools to reach the goal. So say your goal > for a project is to help XX population have better prevention of YY > disease. Achieving better literacy and communication through a > partnership with a literacy organization could be one of the strategies > that is used to help achieve the goal. The focus could be on skills > that are pertinent to disease prevention -- understanding how to read > directions, how to use the phone to make an appointment, how a grocery > store is laid out so that the foods that are nutritious are found and > foods that should be avoided can be, etc. It would be a very engaging > way to teach the various life skills, vocabulary, and so on that are > part of everyday life and are transferable to disease prevention. > > Has anyone had a partnership like this with a health care provider? > > Melissa > --- > Melissa Cooley > Regional Literacy Consultant, SW/SC Wisconsin > Wisconsin Literacy > > (608) 244-3911, ext. 21 > melissa at wisconsinliteracy.org > www.wisconsinliteracy.org > > "One mission. One voice. A more literate Wisconsin." ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From julie_mcKinney at worlded.org Fri Jun 29 11:50:57 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 29 Jun 2007 11:50:57 -0400 Subject: [HealthLiteracy 1055] Re: Wednesday Question: How toset uppartnerships? Message-ID: <4684F2210200002D00002CC5@bostongwia.jsi.com> Andres and others, Can you give us a reference, please, for the evidence that combined interventions improve healthy behaviors? This would be a very good piece of research to promote! Also, while I agree that I have seen more literacy folks approaching health entities so far, I know that it goes the other way as well. Everyone is stretched in both fields these days, and I think those in the literacy field need to understand the time limitations that have gotten very extreme for health care providers. Again, I think part of the answer lies in health care administrators' ability to find creative solutions to finding support for health care providers. How can health programs find more cost effective face time with patients to make sure that they understand their diagnosis, medication plan, and treatment regimen? Using interns, volunteer programs, and finding funding for increasing health education staff and programming are a few things that could help. Or team with a literacy program to get a grant for a study, which would provide enhanced communication. Who else within health systems could be available to search out and connect with local literacy programs? What kind of efforts, or even mandates, do health programs have in terms of outreach to underserved populations? Adult literacy and ESOL programs are a good place to find these populations, and they are in convenient regular gatherings (classes) and come with their own liaisons (teachers)! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 5:44 PM >>> The health entity approaching literacy programs is a tough one. The opposite is also tough, because neither of the two ends is mandated to reach out to the other end. So, what happens is that the more creative and flexible people in both ends will make efforts and reach out to the other group. Regardless of who initiates the contact, the evidence is (according to the IOM) that when interventions are combined, people improve their healthy behaviors, at least as patients. The evidence is that only one intervention may not suffice to elicit a change in behavior, but two interventions will. Based on this, the necessity of a combined effort is highly important. For example, a health provider may give a patient instructions and an information sheet. If, the classroom teacher can reinforce the instruction during class, the chances are greater that the patient will follow them. Even if this is not coordinated it can happen. For example, a health provider may give a patient directions on how to eat better. If, at the same time the ESL teacher gives students a class on nutrition and healthy eating habits, it is reinforcing what the health provider said, increasing chances of compliance. I am a strong believer that health providers need to initiate some of the efforts and we need to campaign towards that end. However, in the meanwhile we need to approach them until they figure it out. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 28, 2007 1:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1050] Re: Wednesday Question: How toset uppartnerships? Thanks, Andres, for this clear example, which starts with a literacy or ESOL program "approaching" the health entity. Similarly, health entities would need to approach adult literacy programs. Sometimes it is not entirely clear how to go about this. I am including a link to a chapter of "Family Health and Literacy", which discusses collaborations between literacy and health programs. http://healthliteracy.worlded.org/docs/family/started.html#collaborating The chapter includes: * Ideas on different kinds of collaborative projects * A lesson "Keeping your child healthy at home", which shows an example of how a collaboration with a local physician and a literacy class enhanced the goals of both programs * A list of tips to prepare a health speaker to communicate clearly with ESOL and literacy students * A list of national health organizations with local chapters * Two national websites to help find local literacy and ESOL programs I hope this is helpful! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 1:09 PM >>> Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com . ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From kristina at easyreadcopywriting.com Fri Jun 29 12:14:16 2007 From: kristina at easyreadcopywriting.com (Kristina Anderson) Date: Fri, 29 Jun 2007 10:14:16 -0600 Subject: [HealthLiteracy 1056] Re: Wednesday Question: How to set up partnerships? References: Message-ID: <000901c7ba68$8a9f9db0$5349f745@EasyRead> I agree, Andrew. It seems to me that the purpose of ESL classes is to improve a person's quality of life, and the vehicle is learning how to read and write. I've tutored adults, who because of major learning disabilities, were unable to read and write, but they learned certain skills through literacy classes that made a huge difference in their daily lives. Some of these students would then come to me at the hospital where I worked, and I would assist them with getting their health questions answered. It was a win-win for the students, the literacy programs, and the health care providers. ***************************************** Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505.345.3258 www.easyreadcopywriting.com Specializing in plain language communication Watch for our new Web site later this month. Same URL, new look! ----- Original Message ----- From: "Andrew Pleasant" To: "The Health and Literacy Discussion List" Sent: Thursday, June 28, 2007 2:37 PM Subject: [HealthLiteracy 1052] Re: Wednesday Question: How to set up partnerships? > I'm sure some will disagree either in letter or in spirit, but from > my perspective - Health and literacy should not be seen as goals, but > as the means to improve quality of life. > > In health circles, the Ottawa Charter expressed this over twenty > years ago, "health is a resource for everyday life, not the object of > living." > > This may seem a subtle shift, but it is significant. Health literacy > informs an integrated approach to improving decision-making, > decreasing inequity, reducing risks, and increasing quality of life > for all. > > If taken seriously, I suggest this approach offers an expanded set of > outcomes useful to create and evaluate partnerships. > > Andrew Pleasant > > > > >>Dear julie and list, >> >>re/ "how do we set up partnerships..." >> >>Perhaps a key to success here is clearly identifying the common >>goals between the partners. >> >>The primary goal of the ESL partner is to teach people to read and >>write. The primary goal of the health care communities is to >>prevent and treat illness. So their key goals are different, though >>related. What would you say are their related goals? >> >>best wishes, >> >>Len and Ceci >> >> >> >> >>See what's free at AOL.com. >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kristina at easyreadcopywriting.com > > > __________ NOD32 2362 (20070628) Information __________ > > This message was checked by NOD32 antivirus system. > http://www.eset.com > > > From NDavies at dthr.ab.ca Fri Jun 29 12:29:44 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 29 Jun 2007 10:29:44 -0600 Subject: [HealthLiteracy 1057] Re: Wednesday Question:How to set up partnerships? In-Reply-To: <4684F2210200002D00002CC5@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDE0B@DTHREXCL1.dthr.ab.ca> Hi Julie and list, I think this is a really good topic. Has anybody considered the fact that the ESL populations we are discussing are not always "out there, far away", or in enclaves like Chinatown or 'little Italy like in Vancouver. A lot of times, ESL populations can be found cleaning your office in the hospital, or doing low-skill maintenance work. We are not separate from these men and women, but rather, they are layered throughout our social matrix. Talking with people who have come through an ESL program and seeing what could have been done differently would help refine and blur current health literacy/ESL parameters. Further, we talk about English as a Second Language, yet for many immigrants in North America, especially Canada, English can be a fourth or fifth language. It is easy to think that every 'ESL' person has moved directly to the host nation, when in fact, especially with refugees, they could have come from three or four different countries, and therefore, different health systems. The same way we cannot assume that all low health literacy patients are at the same level, we cannot assume that all ESL people will have the same life story and lack of experience with foreign health care systems. Andres has some really good ideas regarding the lesson plans for health literacy, especially with the nutrition lessons using the food guides and tangible examples. Happy Canada Day this weekend! Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Friday, June 29, 2007 9:51 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1055] Re: Wednesday Question:How toset uppartnerships? Andres and others, Can you give us a reference, please, for the evidence that combined interventions improve healthy behaviors? This would be a very good piece of research to promote! Also, while I agree that I have seen more literacy folks approaching health entities so far, I know that it goes the other way as well. Everyone is stretched in both fields these days, and I think those in the literacy field need to understand the time limitations that have gotten very extreme for health care providers. Again, I think part of the answer lies in health care administrators' ability to find creative solutions to finding support for health care providers. How can health programs find more cost effective face time with patients to make sure that they understand their diagnosis, medication plan, and treatment regimen? Using interns, volunteer programs, and finding funding for increasing health education staff and programming are a few things that could help. Or team with a literacy program to get a grant for a study, which would provide enhanced communication. Who else within health systems could be available to search out and connect with local literacy programs? What kind of efforts, or even mandates, do health programs have in terms of outreach to underserved populations? Adult literacy and ESOL programs are a good place to find these populations, and they are in convenient regular gatherings (classes) and come with their own liaisons (teachers)! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 5:44 PM >>> The health entity approaching literacy programs is a tough one. The opposite is also tough, because neither of the two ends is mandated to reach out to the other end. So, what happens is that the more creative and flexible people in both ends will make efforts and reach out to the other group. Regardless of who initiates the contact, the evidence is (according to the IOM) that when interventions are combined, people improve their healthy behaviors, at least as patients. The evidence is that only one intervention may not suffice to elicit a change in behavior, but two interventions will. Based on this, the necessity of a combined effort is highly important. For example, a health provider may give a patient instructions and an information sheet. If, the classroom teacher can reinforce the instruction during class, the chances are greater that the patient will follow them. Even if this is not coordinated it can happen. For example, a health provider may give a patient directions on how to eat better. If, at the same time the ESL teacher gives students a class on nutrition and healthy eating habits, it is reinforcing what the health provider said, increasing chances of compliance. I am a strong believer that health providers need to initiate some of the efforts and we need to campaign towards that end. However, in the meanwhile we need to approach them until they figure it out. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 28, 2007 1:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1050] Re: Wednesday Question: How toset uppartnerships? Thanks, Andres, for this clear example, which starts with a literacy or ESOL program "approaching" the health entity. Similarly, health entities would need to approach adult literacy programs. Sometimes it is not entirely clear how to go about this. I am including a link to a chapter of "Family Health and Literacy", which discusses collaborations between literacy and health programs. http://healthliteracy.worlded.org/docs/family/started.html#collaborating The chapter includes: * Ideas on different kinds of collaborative projects * A lesson "Keeping your child healthy at home", which shows an example of how a collaboration with a local physician and a literacy class enhanced the goals of both programs * A list of tips to prepare a health speaker to communicate clearly with ESOL and literacy students * A list of national health organizations with local chapters * Two national websites to help find local literacy and ESOL programs I hope this is helpful! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 1:09 PM >>> Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com < http://www.aol.com?ncid=AOLAOF00020000000503> . ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070629/d4ffbff9/attachment.html From djrosen at comcast.net Fri Jun 29 12:53:01 2007 From: djrosen at comcast.net (David J. Rosen) Date: Fri, 29 Jun 2007 12:53:01 -0400 Subject: [HealthLiteracy 1058] Re: Wednesday Question: How to set up partnerships? In-Reply-To: <468270170200002D00002C5D@bostongwia.jsi.com> References: <468270170200002D00002C5D@bostongwia.jsi.com> Message-ID: Health Literacy Colleagues, I am interested in learning about cities and towns where health care providers have contracted with adult literacy providers to offer health literacy training for health care institution/agency staff. The training, for example, might cover such issues as: 1) how to help low-literate adults get the health care information they need without having to read; 2) what the health care issues are for low- literate ( and low-numerate) adults -- from difficulting reading prescriptions and medical directions, difficulty navigating around health care institutions, difficulty measuring quantities of medicine, etc. 3) hospital liability issues when patients cannot read; 4) understanding how to make good referrals to community literacy providers for patients who want help improving their skills; 5) how to help linguistic minorities who do not understand, speak or read English well, etc. In what cities and towns is training like this taking place for health care providers? Who is doing the training? Is the training face-to-face or on-line or both? How is the training evaluated? Is the training connected with other health literacy or community literacy efforts? I wonder if this training is rare or common, and if hospitals, community health clinics and/or long-term care facilities are increasingly interested in such training. David J. Rosen djrosen at comcast.net On Jun 27, 2007, at 2:11 PM, Julie McKinney wrote: > Hi Everyone, > > This week's Wednesday Question is one that was suggested by a list > member and fits in with a discussion about Community Literacy that is > going on this week on the Special Topics List: > > How can we best set up partnerships between community health > centers and > adult ESL programs? > > ***************************** > The community literacy discussion has generated some good answers to > this already, and I encourage you to browse through some postings > at the > links below. Although that discussion is more general, we could add > specifics here about health centers and ESL programs. > > See this posting for some questions about developing and sustaining > community literacy coaltions: > http://www.nifl.gov/pipermail/specialtopics/2007/000378.html > > See this link to read current posted messages from the Special Topics > List (even if you are not a subsbcriber) and to subscribe for the > discussion if you wish: > http://www.nifl.gov/mailman/listinfo/specialtopics > > I look forward to hearing some ideas! > > All the best, > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to djrosen at comcast.net David J. Rosen djrosen at comcast.net From Julia_Esparza at deaconess.com Fri Jun 29 12:53:45 2007 From: Julia_Esparza at deaconess.com (Julia Esparza) Date: Fri, 29 Jun 2007 11:53:45 -0500 Subject: [HealthLiteracy 1057] New report released - In-Reply-To: <4684F2210200002D00002CC5@bostongwia.jsi.com> Message-ID: <672F06C3DEE3B14DBA76454E71F723CE1F0E67E8@nemo.deaconess.com> This was just listed in the Kaiser Daily Health Policy Report http://www.kaisernetwork.org/daily_reports/rep_hpolicy.cfm The report listed below can be found in the 2nd to last section of today or the full report can be found at http://www.gwumc.edu/sphhs/healthpolicy/chsrp/downloads/health_literacy_ 062207.pdf You may have to copy the link in sections if your email system breaks it up. Description of report: "Achieving Family Health Literacy: The Case for Insuring Children," George Washington University Medical Center School of Public Health and Health Services: The policy brief examines the link between children's health insurance status, appropriate use of care and parents' health literacy. The report makes recommendations for SCHIP and Medicaid policies to help improve family health literacy (GWUMC release, 6/28). Julie Esparza Julia_Esparza at deaconess.com Medical Librarian Health Science Library Deaconess Hospital 600 Mary Street Evansville, IN 47747 812.450.3385 812.450.7255 FAX http://www.deaconess.com/library -------------------------------------------------------------------------------------------------------------------- This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the originator of the message. Any views expressed in this message are those of the individual sender, except where the sender specifies and with authority, states them to be the views of Deaconess Health System. From lisamjones44 at hotmail.com Fri Jun 29 13:05:50 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Fri, 29 Jun 2007 17:05:50 +0000 Subject: [HealthLiteracy 1058] Interventions Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070629/33887456/attachment.html From kellra at cox.net Fri Jun 29 14:21:45 2007 From: kellra at cox.net (kellra at cox.net) Date: Fri, 29 Jun 2007 11:21:45 -0700 Subject: [HealthLiteracy 1059] Re: Wednesday Question: How to set up partnerships? Message-ID: <21954205.1183141305821.JavaMail.root@fed1wml20> Hi David: We in San Diego, will be doing all of the below mentioned cross training. We are finishing up needs assessment and we plan to begin implementation of training in several areas within the next 6 months or so. In fact, we had a roundtable with physicians this morning and they offered to allow us (adult literacy practitioners) come to their grand rounds and speak, as well as any other time physicians/nurses have required meetings. This was offered by physicians from three different healthcare systems throughout San Diego. They also suggested that we create a module they can use online for their Continuing MEdical Education (CME) units. We will be contracting with adult literacy practitioners to do these awareness trainings and we will also be contracting with health professionals to traing adult literacy learners. We have not determined how we will measure effectiveness yet. ---- "David J. Rosen" wrote: > Health Literacy Colleagues, > > I am interested in learning about cities and towns where health care > providers have contracted with adult literacy providers to offer > health literacy training for health care institution/agency staff. > The training, for example, might cover such issues as: 1) how to > help low-literate adults get the health care information they need > without having to read; 2) what the health care issues are for low- > literate ( and low-numerate) adults -- from difficulting reading > prescriptions and medical directions, difficulty navigating around > health care institutions, difficulty measuring quantities of > medicine, etc. 3) hospital liability issues when patients cannot > read; 4) understanding how to make good referrals to community > literacy providers for patients who want help improving their skills; > 5) how to help linguistic minorities who do not understand, speak or > read English well, etc. > > In what cities and towns is training like this taking place for > health care providers? Who is doing the training? Is the training > face-to-face or on-line or both? How is the training evaluated? Is > the training connected with other health literacy or community > literacy efforts? > > I wonder if this training is rare or common, and if hospitals, > community health clinics and/or long-term care facilities are > increasingly interested in such training. > > David J. Rosen > djrosen at comcast.net > > On Jun 27, 2007, at 2:11 PM, Julie McKinney wrote: > > > Hi Everyone, > > > > This week's Wednesday Question is one that was suggested by a list > > member and fits in with a discussion about Community Literacy that is > > going on this week on the Special Topics List: > > > > How can we best set up partnerships between community health > > centers and > > adult ESL programs? > > > > ***************************** > > The community literacy discussion has generated some good answers to > > this already, and I encourage you to browse through some postings > > at the > > links below. Although that discussion is more general, we could add > > specifics here about health centers and ESL programs. > > > > See this posting for some questions about developing and sustaining > > community literacy coaltions: > > http://www.nifl.gov/pipermail/specialtopics/2007/000378.html > > > > See this link to read current posted messages from the Special Topics > > List (even if you are not a subsbcriber) and to subscribe for the > > discussion if you wish: > > http://www.nifl.gov/mailman/listinfo/specialtopics > > > > I look forward to hearing some ideas! > > > > All the best, > > Julie > > > > > > Julie McKinney > > Discussion List Moderator > > World Education/NCSALL > > jmckinney at worlded.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to djrosen at comcast.net > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net From amuro5 at epcc.edu Fri Jun 29 14:26:07 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Fri, 29 Jun 2007 12:26:07 -0600 Subject: [HealthLiteracy 1060] Re: Wednesday Question:How toset uppartnerships? In-Reply-To: <4684F2210200002D00002CC5@bostongwia.jsi.com> Message-ID: Hi, I got that from the Institute of Medicine report from 2004. It is called Health Literacy a Prescription to End Confusion. I think its in the chapter on health systems, but I am not too sure. I would have to look at the book and dig out the reference. But right now, I have a couple of proposals due :-( Maybe someone else who read it, remembers where the reference is? Regardless, if you have a chance, get the report. It is really interesting. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, June 29, 2007 9:51 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1055] Re: Wednesday Question:How toset uppartnerships? Andres and others, Can you give us a reference, please, for the evidence that combined interventions improve healthy behaviors? This would be a very good piece of research to promote! Also, while I agree that I have seen more literacy folks approaching health entities so far, I know that it goes the other way as well. Everyone is stretched in both fields these days, and I think those in the literacy field need to understand the time limitations that have gotten very extreme for health care providers. Again, I think part of the answer lies in health care administrators' ability to find creative solutions to finding support for health care providers. How can health programs find more cost effective face time with patients to make sure that they understand their diagnosis, medication plan, and treatment regimen? Using interns, volunteer programs, and finding funding for increasing health education staff and programming are a few things that could help. Or team with a literacy program to get a grant for a study, which would provide enhanced communication. Who else within health systems could be available to search out and connect with local literacy programs? What kind of efforts, or even mandates, do health programs have in terms of outreach to underserved populations? Adult literacy and ESOL programs are a good place to find these populations, and they are in convenient regular gatherings (classes) and come with their own liaisons (teachers)! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 5:44 PM >>> The health entity approaching literacy programs is a tough one. The opposite is also tough, because neither of the two ends is mandated to reach out to the other end. So, what happens is that the more creative and flexible people in both ends will make efforts and reach out to the other group. Regardless of who initiates the contact, the evidence is (according to the IOM) that when interventions are combined, people improve their healthy behaviors, at least as patients. The evidence is that only one intervention may not suffice to elicit a change in behavior, but two interventions will. Based on this, the necessity of a combined effort is highly important. For example, a health provider may give a patient instructions and an information sheet. If, the classroom teacher can reinforce the instruction during class, the chances are greater that the patient will follow them. Even if this is not coordinated it can happen. For example, a health provider may give a patient directions on how to eat better. If, at the same time the ESL teacher gives students a class on nutrition and healthy eating habits, it is reinforcing what the health provider said, increasing chances of compliance. I am a strong believer that health providers need to initiate some of the efforts and we need to campaign towards that end. However, in the meanwhile we need to approach them until they figure it out. Andres -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, June 28, 2007 1:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1050] Re: Wednesday Question: How toset uppartnerships? Thanks, Andres, for this clear example, which starts with a literacy or ESOL program "approaching" the health entity. Similarly, health entities would need to approach adult literacy programs. Sometimes it is not entirely clear how to go about this. I am including a link to a chapter of "Family Health and Literacy", which discusses collaborations between literacy and health programs. http://healthliteracy.worlded.org/docs/family/started.html#collaborating The chapter includes: * Ideas on different kinds of collaborative projects * A lesson "Keeping your child healthy at home", which shows an example of how a collaboration with a local physician and a literacy class enhanced the goals of both programs * A list of tips to prepare a health speaker to communicate clearly with ESOL and literacy students * A list of national health organizations with local chapters * Two national websites to help find local literacy and ESOL programs I hope this is helpful! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 06/28/07 1:09 PM >>> Actually, the goal between health and education providers is quite close. Purpose of ESL is for people to acquire a language that they can use to solve their problems. One of these problems is addressing their health. On the health provider side, lack of knowledge regarding managing illness, accessing health care and the likes are important issues. So, if an educator could use literature and information related to health to teach ESL, issues on both ends are addressed. Partnerships can be established by approaching a health entity that has information or services that ESL students need. The health entity will likely have speakers, literature and services that the students can benefit from. The ESL program can ask a presenter to come to the classroom and talk to students about their services and bring literature. The teacher can then use the information from the presentation and the literature to do language activities for the students. For example, imagine that the students need information about diabetes. You can contact the local rep form the American Diabetes Association. This person will bring literature and brochures and make a presentation to the class. The teacher can then select language such as: pancreas, sugar, glucose, insulin, carbohydrate and ask the students to define the words. The teacher can then ask the students to write a sentence with each of these words and to change the sentences to the past tense, to the present tense, etc. The teacher can ask the students to find out where the local health clinic in town is located and ask the students to write instructions on how to get form their homes to the local health clinic... I think that you get the picture, but if you need more info on this, don't hesitate to contact me. We've been doing this for a while and we've done trainings on the subject. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, June 27, 2007 4:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1047] Re: Wednesday Question: How to set uppartnerships? Dear julie and list, re/ "how do we set up partnerships..." Perhaps a key to success here is clearly identifying the common goals between the partners. The primary goal of the ESL partner is to teach people to read and write. The primary goal of the health care communities is to prevent and treat illness. So their key goals are different, though related. What would you say are their related goals? best wishes, Len and Ceci ________________________________ See what's free at AOL.com . ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu From lisamjones44 at hotmail.com Fri Jun 29 15:53:30 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Fri, 29 Jun 2007 19:53:30 +0000 Subject: [HealthLiteracy 1061] (no subject) Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070629/de382432/attachment.html From macollis at mac.com Wed Jul 4 12:52:18 2007 From: macollis at mac.com (Maria Collis) Date: Wed, 4 Jul 2007 09:52:18 -0700 Subject: [HealthLiteracy 1062] Re: (no subject) In-Reply-To: References: Message-ID: Dear Lisa, I'm having trouble finding this article online. Can you help? Thanks, Maria Collis, VP Riffenburgh and Associates On Jun 29, 2007, at 12:53 PM, lisa jones wrote: > Like a total dope I cited the wrong article in my last post!! > The citation I was thinking of regarding interventions in the HIV > population was: > > Kalichman et al. J Assoc Nurses AIDS Care, 2005, Sept-Oct 16(5):3-15 > > Dr Gazmararian has a ton of interesting and relevant articles, but > as she rightly pointed out, this one wasn't her! > > Sorry about that, > > Lisa Jones > > > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to macollis at mac.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070704/02520974/attachment.html From jataylor at utk.edu Fri Jul 6 12:24:23 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 6 Jul 2007 12:24:23 -0400 Subject: [HealthLiteracy 1063] Discussion of Professional Development Research (July 9 - 13) Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC8E0C50@KFSVS2.utk.tennessee.edu> Dear List Colleagues, Next week (July 9-13), the Adult Literacy Professional Development Discussion List is hosting a guest discussion on professional development research, and implications for teaching and learning in our field. To join the discussion, visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment For a web-based version of the announcement below, visit: http://tinyurl.com/yvuvzr Looking forward! Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu Title: Research on Professional Development and Teacher Change: Implications for Adult Basic Education Date: July 9-13, 2007 Resource for Discussion: http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf Guests: Marilyn Gillespie, Ed.D., Senior Educational Researcher, Center for Education Policy, SRI International Cristine Smith, Ed.D., Assistant Professor, Center for International Education, University of Massachusetts, Amherst (Guest Bios: http://tinyurl.com/2bpyap) To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To submit questions for discussion, email: jataylor at utk.edu Description: Historically, very little research has been conducted in adult literacy professional development. Recently, the National Center for the Study of Adult Learning and Literacy (NCSALL) has published a chapter within the Review of Adult Learning and Literacy (v. 7) on research in professional development and teacher change . This chapter (available free and online) draws from the NCSALL Professional Development Study as well as research on professional development from the K-12 field. Join the Adult Literacy Professional Development Discussion List where the authors, Cristine Smith and Marilyn Gillespie, will participate with subscribers in discussion on teacher professional development issues like: * What is known about what makes teacher professional development effective * How teachers change as a result of professional development * Implications for policy, practice and research in professional development * How the Association of Adult Literacy Professional Developers (AALPD) can take action to: a. Develop a centralized location for professional development research, and b. Advance research in adult literacy professional development. ************************************************ Preparation for PD Research Discussion Please reflect on your answers to any of the following... Overall: 1) From your experience, what has been the most effective professional development in which you have participated? What factors made it most valuable for your professional growth and learning? 2) What aspects of the chapter on professional development research stood out to you most? Why? 3) What are the similarities and notable differences between K-12 and adult literacy education professional development? Lessons Learned 4) Given the lessons learned from the NCSALL Professional Development Study and PD research in general, are these understandings being translated into the professional development our field is offering teachers? For example: a. Is more teacher training involving both the program administrator and teacher? b. Are you seeing more follow-up on-site? c. Is there less of a focus in the field on single-session workshops and more on program-based, job-embedded, or hybrid models of professional development? State of Research 5) What are the differences in K-12 and adult literacy professional development research needs? 6) What kinds of research in adult literacy professional development are most needed? Funding: 7) How are states currently funding professional development research? What are potential ways in which states may fund PD research, such as collaborating with neighboring states to address common PD research questions of concern? Professional Development Models 8) On-site professional development vs. the regional or state workshop model: What are the advantages and disadvantages of each? Single-Session Professional Development - Exception vs. Norm 9) The authors note that one implication for practice from professional development research is that states should make single-session workshops the exception rather than the norm. Do you agree? Why or why not? 10) What are other options for increasing professional development designs that offer longer term, more job-embedded models of professional development? Teacher Working Conditions 11) Authors discuss what researchers call the "dilution effect" of professional development: The actual impact of the professional development is diluted by all of the other factors that support or hinder teachers from making change. a. How do teachers' working conditions (such as paid prep time or benefits) relate to their ability to make use of the professional development they receive? b. Is improving teacher working conditions a concern that can only be addressed at the local level? Why or why not? c. What work is being done to improve teacher working conditions in programs and states? What has changed since the advent of the NCSALL Professional Development Study, specifically pertaining to teacher working conditions? Have we "taken the lesson home?" To heart? The Role of the School Administrator in Teacher Professional Development 12) How do program directors support and/or constrain teacher change? Using Student Data to Improve Instruction 13) What work is being done in using student achievement data to improve teaching practice? Teacher Turnover 14) Is teacher turnover higher in adult education than in K-12? What are the factors that cause teachers to leave the field of adult education? What are the implications of high teacher turnover for our students, for our field? Serve More Students or Serve Fewer, Better? 15) From your experience, share your perspective on the issue about the extent to which research-based professional development should be more heavily invested. For example, given that research indicates that working conditions, such as access to benefits and paid preparation time for ABE teachers, may actually influence the effectiveness of professional development, should policy makers consider whether any increase in funding be channeled into such expenditures, even if fewer students are served as a result? 16) The annual average cost per adult education student in states is $800.00. In many states, this cost is much lower. Should it cost more to teach adult education students? Why or why not? 17) What other issues may arise in the quantity versus quality debate? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070706/d9859d36/attachment.html From alicia.pantoja at gmail.com Thu Jul 5 09:47:24 2007 From: alicia.pantoja at gmail.com (Alicia Pantoja) Date: Thu, 5 Jul 2007 09:47:24 -0400 Subject: [HealthLiteracy 1064] popular education and ESOL in providence, RI Message-ID: <23a2ae300707050647u321306b9qdf49c601e3d54769@mail.gmail.com> Good Morning everyone, I wanted to pass along some exciting job opportunities at a Providence based grassroots nonprofit that provides popular education based/participatory ESOL classes to adult immigrants leaners. We are believe education is fully tied to health, labor, and other key social issues. We are currently looking for passionate and experienced esol facilitators who believe in language as a tool for social change, as well as for a fantastic executive director. See descriptions below! I hope you all have a beautiful day, Alicia EXECUTIVE DIRECTOR Job Description *Education*: Bachelor (BA, BS, etc.) *Location*: Providence, Rhode Island, 02909, United States *Posted by*: English for Action *Job Category*: Direct social services, Fundraising & Development, Management *Salary*: $45,000-$55,000 *Last day to apply*: July 15, 2007 *Type*: Full time *Language(s)*: English, Spanish *Job posted on *: May 16, 2007 *Area of Focus*: Education and Academia, Immigration * Description*: Englis*h f* or Action seeks a passionate, energetic and creative full-time executive director to provide leadership to the organization as it seeks to increase sustainability and community impact. The responsibilities of the executive director include the following: Program Management and Support: Oversee all programs, services and activities. Work with staff to ensure that the mission is being carried out in accordance with the strategic plan. Promote an organizational culture that is participatory, inclusive and open. Pla *n f* or, collect, and analyze data to improve programs, to meet the continuously changing needs of the constituents, and to maintain fiscal responsibility. Seek to establish collaborative programs with other agencies, and ensure the highest levels of quality and service by inspiring staff to perform at their peak. Fiscal Management: Ensure that Englis*h f*or Action is fiscally sound and that the budget supports programs. Present and interpret budgets to the board. Maintain records that allo *w f*or accuracy and ease of applyin *g f* or grants and reporting expenses appropriately. Provide timely and accurate fiscal reports to funders. Administrative Management: Recruit talented, qualified, and energetic staff. Manage, mentor and supervise full- and part-time program staff and ensure they are fulfilling their work plans and receiving appropriate professional development support through regular staff meetings, staff retreats, trainings and individual check-ins around their professional development plans. Delegate effectively while continuing to mentor and support all staff. Seek ways to develop leadership opportunitie *s f*or learners in volunteer, staff and board roles, as well as to seek leadership opportunitie *s f* or staff within the state and broader region. Relationship Building: Build on Englis*h f*or Action's reputation as a grass roots, innovative and professional organization. Work with individuals and organizations within the community and to develop and foster meaningful collaborations to better serve our learners. Represent the organization responsibly and professionally at public functions. Build on vital relationships with foundations, government and corporate partners, and major individual donors. Develop and lead the implementation of the organization?s public relations plan. Be an advocat *e f*or EFA;s mission, model, and programs. Fund Development: Oversee the work of the Development Director, in order to develop and sustain a diverse funding base to support the organization?s programs and to provid*e f * or growth. Continue to build on existing relationships with foundations. Continue to seek opportunitie *s f*or obtaining new grants, while at the same time attempting to increase corporate and individual giving. Ensure that special events are conducted regularly and that results justify the work required to organize them. Board Development: Work with Board Leadership to develop an engaged, effective, informed and energized board. Serve ex-officio on board committees. Provide opportunities to board members to contribute creatively to the goals of the organization. Provide the Board appropriate program and fiscal reports. Assist in identifying and recruiting new candidates to create a balanced and actively involved team. Foster regular communication between board and staff. Reporting: The executive director reports to the Board of Directors. * Additional Qualifications*: Major Qualifications: Minimum of a Bachelor?s Degree in education, social work, nonprofit management, or related field. Experience in adult education and familiarity with popular education strongly preferred. At least 3-5 years work experience in a leadership position, preferabl *y f* or a non-profit organization, including management of staff and volunteers. Ability to lead people, set goals, establish priorities, maintain focus and get results, while working to engage others in participatory decision making. Experience with effective evaluation system*s f* or grant-funded programs. A Proven commitment to literacy, immigration, and other social justice issues as they relate to Rhode Island?s Latino community Experience in social activism Bilingual in English and Spanish Demonstrated experience building strong relationships with a variety of people, including clients, staff members, community leaders, donors, board members, funders and community at large. Experience with managing budgets and preparing fiscal report*s f*or the Board and funders. Proven success in resource development, including experience in grant writing, event planning, and working with individual donors. Excellent communications skills including written, inter-personal and public speaking Ability to work in a team oriented, highly participatory environment with a sense of inclusiveness in decision making. Ability to be flexible and be availabl *e f*or evening and weekend work as appropriate. Ability to work with a minimum amount of privacy in an environment where interruptions may be frequent. * How to Apply*: Applications will be reviewed on a rolling basis. Interested candidates should forward their resume and cover letter to : EFA.Search at gmail.com or Search Committee, Englis*h f*or Action , P.O. Box 29405, Providence, RI, 02909. Please direct all inquiries to EFA.Search at gmail.c om. -- English for Action Job Description Lead ESOL Facilitator English for Action's mission is to create participatory educational programs for Latino immigrant families and community members in Providence that link language learning, leadership development and community-building. Using innovative and creative tools such as the arts, theatre and community action projects, English for Action ( EFA) creates critical and transformative learning communities within and outside of the classroom. Through the process of dialogue, reflection, and collaboration, EFA seeks to affect meaningful and community-based social change in Olneyville and the greater Providence community. Position Title: Lead ESOL Facilitator The Lead ESOL Facilitators main roles are: 1) Co-facilitate, with an Intern ESOL facilitator , four evening or morning participatory ESOL classes, Mondays-Thursdays from 6:30-8:30 or Monday-Thursday from 9:30-11:30am. 2) Coordinate linkages between tutor and classroom activities and support tutors in meeting learner needs. 3) Assist ESOL coordinators with testing, registration, orientation, graduation, and fundraising efforts. Duties and Responsibilities: - Facilitate ESOL classes from 6:30-8:30pm, Mondays-Thursdays or from 9:30-11:30am, Mondays- Thursdays. Co-facilitate two of these classes in collaboration with Intern ESOL facilitator - Research and prepare/plan for evening ESOL classes ? including mentoring and collaborating with intern facilitator and tutor. - Attend Saturday Drop-In Center once a month to mentor tutors and facilitate reflection - Coordinate linkages between tutor and classroom activities and support tutor in meeting learner needs - Document and share best practices with EFA staff and facilitators while improving her/his own class' curriculum - Attend, facilitate, and help coordinate EFA's professional development activities: Pre-semester and mid-semester trainings, weekly facilitatormeetings - Attend Professional Development Center related workshops - Update CALIS database weekly with attendance information - Track learners' progress towards their individual ESOL goals through written evaluations of each learner, as well as keeping their learners' personal portfolios updated - Assist ESOL coordinators with registration, orientation, graduation, fundraising efforts. - Attend Monthly EFA All Staff meetings Skills and Qualifications - Minimum two years experience working in learner centered ESOLclassrooms and/or graduate degree in related field - Experience with Freirean/participatory pedagogy strongly desired - Knowledge of a wide range of ESOL teaching methodologies/theories/approach es - Experience using assessment as an integrated tool to support learners' language acquisition - Ability to establish culture of self-reflection and peer assessment - Strong leadership and facilitation skills - Ability to work effectively as a team - Ability to work well independently and with little supervision, at times - Experience supervising/mentoring/coaching others - Experience working with Latino immigrant community strongly desired - Proficiency in Spanish Additional Criteria: - Occasional availability on additional nights and weekends to attend community events and professional development retreats - Passion for and commitment to participatory approach - Demonstrated commitment to community building and social justice issues - Deep level of analysis and critical thinking about issues of social justice and the role of education in bringing about change - Demonstrated willingness to challenge, reflect, re-evaluate and adjust teaching strategies in order to most effectively meet learner and community needs Hours and Schedule: Position is approximately 26 hrs/wk - Classes run from September to June - ESOL classes meet Monday through Thursday from 6:30-8:30pm or Monday throughThursday from 9:30-11:30am - Support at Saturday Drop-In Centerwill be once a month on Saturdays, from 11am-1:30pm - Between September and June there will be four trainings/professional development/community building retreats, which will include some weekend days. - Weekly meeting with an intern facilitator at mutual availability - Weekly meeting with all of the lead and intern facilitators is 3-5pm Fridays - Full EFA staff meetings are once a month on Tuesday afternoons Salary/Wages: Position contingent upon anticipated funding. benefits include paid vacation days, pro-rated medical benefits, paid planning and professional development hours! Application Process: Please provide the following: - Resume - cover letter (of no more than 2 pages) that answers the following questions: ? Why are you interested in this position? ? What skills and strengths do you bring to this position? ? How will you create a healthy learning environment in the classroom, at staff meetings, and at community events? ? What will your greatest challenges in this job be, and how will you face those challenges? ? How will working for EFA relate to your ideas about community development and social change? - List of references Applications will be reviewed on a rolling basis, and interviews will begin in early July. No applications will be received after July 20th. Position Start Date: August 27th, 2007. Interested candidates should forward their resume to: Alicia.Pantoja at gmail.com For more information regarding the position, please contact Alicia Pantoja at (401) 421-3181. -- Alicia Pantoja Education Director English for Action P.O. Box 29405 Providence, RI 02909 401.421.3181 www.englishforaction.org "Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral." -Paulo Freire, Pedagogy of Freedom "laughable laughter is cataclysmic" "there are two kinds of laughter, and we lack the words to distinguish them" "circle dancing is magic" "a man [woman!] posessed by peace never stops laughing" -kundera, the book of laughter and forgetting. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070705/3a874887/attachment.html From skripal at emory.edu Sun Jul 8 20:23:24 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Sun, 8 Jul 2007 20:23:24 -0400 Subject: [HealthLiteracy 1065] need your support for literacy-related AmEx project Message-ID: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070708/30ed52fb/attachment.html From NDavies at dthr.ab.ca Mon Jul 9 10:02:17 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 9 Jul 2007 08:02:17 -0600 Subject: [HealthLiteracy 1066] Re: need your support for literacy-related AmExproject In-Reply-To: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDE65@DTHREXCL1.dthr.ab.ca> Hi Sunil, with this website, would a Canadian be able to access this website and select Canadian names of medication, or select information about Canadian prescriptions? I know this is still in the planning stage, but would this be a possibility? Thanks and good luck! Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Sunil Kripalani Sent: Sunday, July 08, 2007 6:23 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1065] need your support for literacy-related AmExproject Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070709/821a454c/attachment.html From MLCarver at CLCILLINOIS.EDU Mon Jul 9 10:34:42 2007 From: MLCarver at CLCILLINOIS.EDU (Carver, Mary-Lynn) Date: Mon, 9 Jul 2007 09:34:42 -0500 Subject: [HealthLiteracy 1067] Re: need your support for literacy-related AmExproject References: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Message-ID: Sunil - You've got my vote! Best of luck for a much needed project. MLCarver College of Lake County Healthy Family, HealthyLives Project Waukegan, IL ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Sunil Kripalani Sent: Sun 7/8/2007 7:23 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1065] need your support for literacy-related AmExproject Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6481 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070709/7e47d65d/attachment.bin From Jsorensen at afmc.org Mon Jul 9 11:21:09 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Mon, 9 Jul 2007 10:21:09 -0500 Subject: [HealthLiteracy 1068] Re: need your support for literacy-related AmExproject In-Reply-To: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301E2F47D@AFMCFS6.NT_AFMC.local> I forwarded your message to some Am Ex cardholders on my list. Sounds like your project is already generating interest. Even if you don't win, maybe the idea will still take off! Good luck! Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sunil Kripalani Sent: Sunday, July 08, 2007 7:23 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1065] need your support for literacy-related AmExproject Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express(r) Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070709/2cd52381/attachment.html From skripal at emory.edu Mon Jul 9 11:22:29 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Mon, 9 Jul 2007 11:22:29 -0400 Subject: [HealthLiteracy 1069] Re: Canadian medication names in AmEx competition References: Message-ID: <01b701c7c23c$f68caff0$6601a8c0@DGST8J41> Nicola, Thanks for your question. We're working with an image library which I believe is specific to the U.S. It might be possible to create generic cards that just have a circle or oval, for example, instead of the actual pill photo. I don't think it would be too hard for us to build a platform like that so people from other countries could also use the program to some extent. Thanks, Sunil From julie_mcKinney at worlded.org Mon Jul 9 12:56:01 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 09 Jul 2007 12:56:01 -0400 Subject: [HealthLiteracy 1070] Re: need your support for literacy-related AmEx project Message-ID: <469230610200002D00002DAE@bostongwia.jsi.com> Sunil and others, This sounds like a fantastic project, with the potential to help millions of patients prevent medication errors, and improve their ease-of-life! In addition to the 90+ million adults with limited literacy skills, many other groups could benefit from this website. This includes some groups that we have discussed on this list, such as speakers of other languages, people with low vision, and intellectually disabled adults. Thank you, Sunil, for proposing this creative idea to the AMEX competition! It would be a great help to our field to have a project of this magnitude implemented. I plan to forward this to as many people and organizations as I can, and I encourage all list members to do the same. We'll keep the word going and our fingers crossed! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Sunil Kripalani" 07/08/07 8:23 PM >>> Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) From sbj0 at CDC.GOV Mon Jul 9 13:01:57 2007 From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP)) Date: Mon, 9 Jul 2007 13:01:57 -0400 Subject: [HealthLiteracy 1071] Re: Canadian medication names in AmEx competition In-Reply-To: <01b701c7c23c$f68caff0$6601a8c0@DGST8J41> References: <01b701c7c23c$f68caff0$6601a8c0@DGST8J41> Message-ID: Best of luck to you Sunil.....I hope you are one of the finalist....! Sandra -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sunil Kripalani Sent: Monday, July 09, 2007 11:22 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1069] Re: Canadian medication names in AmEx competition Nicola, Thanks for your question. We're working with an image library which I believe is specific to the U.S. It might be possible to create generic cards that just have a circle or oval, for example, instead of the actual pill photo. I don't think it would be too hard for us to build a platform like that so people from other countries could also use the program to some extent. Thanks, Sunil ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sbj0 at cdc.gov From kenlohere at gmail.com Mon Jul 9 16:16:21 2007 From: kenlohere at gmail.com (Kenneth Lo) Date: Mon, 9 Jul 2007 16:16:21 -0400 Subject: [HealthLiteracy 1072] Re: need your support for literacy-related AmEx project In-Reply-To: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> References: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Message-ID: Wonderful idea! I'll put in a vote. You might consider submitting this project to Changemakers.net: http://www.changemakers.net/en-us/competition/disruptive It offers a smaller pie, but may be another source of support for your project. Regards, Ken Kenneth Lo NYC Dept of Health & Mental Hygiene On 7/8/07, Sunil Kripalani wrote: > > > Dear friends, > > I am writing to share exciting news and ask for your continued support. > > A few weeks ago, I submitted an idea to the American Express Members Project > competition. The Members Project is an exciting and innovative new > initiative that gives American Express(r) Cardmembers the chance to dream up, > and ultimately unite behind, one idea that will have a positive impact in > the world around us. American Express will fund the winning idea with up to > $5 million. There were over 7500 projects submitted. Thanks to your support, > my proposal to Simplify Medication Information was recently selected as a > semi-finalist (top 50). > > If this proposal wins the competition, we will create a free public website > which will allow anyone to generate and print an illustrated schedule of > their daily medications. This Picture Prescription Card shows pictures of > all of the medications and icons to illustrate what they are used for. I > have partnered with some experienced software developers, webpage designers, > and the American Society of Health-System Pharmacists to carry this out. We > believe that this educational tool could help the millions of adults with > limited literacy skills who have trouble reading and understanding their > current prescription drug information. It would also be a great aid for > anyone who helps someone else, like an elderly parent, manage his or her > medications. > > Voting this week will determine which ideas advance to the round of 25. I > would greatly appreciate your consideration in voting for this project. You > have to have an American Express Card to vote. > > To vote: > > Go to www.membersproject.com. > > Click on Vote Now. > > After you register, please vote for the project entitled: Simplify > Medication Information. > > If you would like to forward this information to friends, please feel free > to do so. The more votes, the better! > > Thanks so much, > Sunil > > ______________________________ > Sunil Kripalani, MD, MSc > Assistant Professor > Emory University School of Medicine > Assistant Director for Research > Grady Hospitalist Program > 49 Jesse Hill Jr Dr SE > Atlanta, GA 30303 > 404-778-1627 (voice) > 404-778-1602 (fax) > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kenlohere at gmail.com > From belcherkitty at shaw.ca Mon Jul 9 17:46:58 2007 From: belcherkitty at shaw.ca (mary belcher) Date: Mon, 09 Jul 2007 14:46:58 -0700 Subject: [HealthLiteracy 1073] Re: need your support for literacy-related AmExproject References: <022801c7c1bf$5cef7620$6601a8c0@DGST8J41> Message-ID: <004001c7c272$b8af3960$6802a8c0@maryb> Am offering congratulations!!!but sorry I don't have an American Express Card. Good Luck!!!! Mary B. ----- Original Message ----- From: Sunil Kripalani To: healthliteracy at nifl.gov Sent: Sunday, July 08, 2007 5:23 PM Subject: [HealthLiteracy 1065] need your support for literacy-related AmExproject Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to belcherkitty at shaw.ca ------------------------------------------------------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.476 / Virus Database: 269.10.2/893 - Release Date: 7/9/2007 5:22 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070709/42bf08f0/attachment.html From nfaux at vcu.edu Tue Jul 10 12:17:18 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Tue, 10 Jul 2007 12:17:18 -0400 Subject: [HealthLiteracy 1074] Re: need your support for literacy-related AmEx project In-Reply-To: <469230610200002D00002DAE@bostongwia.jsi.com> Message-ID: Sunil, I have gone to the web site and clicked on your project. However, I can't seem to find a sample of the Picture Prescription Card. Do you have one posted? Also, it seems that I must have an American Express card to vote. Nancy ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "Julie McKinney" Sent by: healthliteracy-bounces at nifl.gov 07/09/2007 12:56 PM Please respond to The Health and Literacy Discussion List To cc Subject [HealthLiteracy 1070] Re: need your support for literacy-related AmEx project Sunil and others, This sounds like a fantastic project, with the potential to help millions of patients prevent medication errors, and improve their ease-of-life! In addition to the 90+ million adults with limited literacy skills, many other groups could benefit from this website. This includes some groups that we have discussed on this list, such as speakers of other languages, people with low vision, and intellectually disabled adults. Thank you, Sunil, for proposing this creative idea to the AMEX competition! It would be a great help to our field to have a project of this magnitude implemented. I plan to forward this to as many people and organizations as I can, and I encourage all list members to do the same. We'll keep the word going and our fingers crossed! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Sunil Kripalani" 07/08/07 8:23 PM >>> Dear friends, I am writing to share exciting news and ask for your continued support. A few weeks ago, I submitted an idea to the American Express Members Project competition. The Members Project is an exciting and innovative new initiative that gives American Express? Cardmembers the chance to dream up, and ultimately unite behind, one idea that will have a positive impact in the world around us. American Express will fund the winning idea with up to $5 million. There were over 7500 projects submitted. Thanks to your support, my proposal to Simplify Medication Information was recently selected as a semi-finalist (top 50). If this proposal wins the competition, we will create a free public website which will allow anyone to generate and print an illustrated schedule of their daily medications. This Picture Prescription Card shows pictures of all of the medications and icons to illustrate what they are used for. I have partnered with some experienced software developers, webpage designers, and the American Society of Health-System Pharmacists to carry this out. We believe that this educational tool could help the millions of adults with limited literacy skills who have trouble reading and understanding their current prescription drug information. It would also be a great aid for anyone who helps someone else, like an elderly parent, manage his or her medications. Voting this week will determine which ideas advance to the round of 25. I would greatly appreciate your consideration in voting for this project. You have to have an American Express Card to vote. To vote: Go to www.membersproject.com. Click on Vote Now. After you register, please vote for the project entitled: Simplify Medication Information. If you would like to forward this information to friends, please feel free to do so. The more votes, the better! Thanks so much, Sunil ______________________________ Sunil Kripalani, MD, MSc Assistant Professor Emory University School of Medicine Assistant Director for Research Grady Hospitalist Program 49 Jesse Hill Jr Dr SE Atlanta, GA 30303 404-778-1627 (voice) 404-778-1602 (fax) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nfaux at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070710/668077fd/attachment.html From skripal at emory.edu Wed Jul 11 12:13:45 2007 From: skripal at emory.edu (Sunil Kripalani) Date: Wed, 11 Jul 2007 12:13:45 -0400 Subject: [HealthLiteracy 1075] Re: HealthLiteracy Digest, Vol 22, Issue 5 References: Message-ID: <001801c7c3d6$74cbf610$d268f6a3@EFOB448> Nancy, There were some problems initially in getting the picture prescription card online, but it is there now. You're right that only cardmembers can vote. If you think it's a useful idea, then please forward it on to family and friends for their vote as well. This project is currently ranked #25, and only the top 25 will advance to the next round. Even 5 votes will make a significant difference. As a reminder, this effort is basically to secure AmEx funding so that these picture prescription cards could be made available FREE to the public for at least 5 years. Thanks! Sunil > > Sunil, > > I have gone to the web site and clicked on your project. However, I can't > seem to find a sample of the Picture Prescription Card. Do you have one > posted? Also, it seems that I must have an American Express card to vote. > > Nancy > > ********************************************************* > Nancy R. Faux > ESOL Specialist > Virginia Adult Learning Resource Center > Virginia Commonwealth University > Richmond, VA > nfaux at vcu.edu > http://www.valrc.org > 1-800-237-0178 > From julie_mcKinney at worlded.org Wed Jul 11 13:54:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 11 Jul 2007 13:54:17 -0400 Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info from computer Message-ID: <4694E1070200002D00002E5E@bostongwia.jsi.com> Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Julia_Esparza at deaconess.com Wed Jul 11 14:15:02 2007 From: Julia_Esparza at deaconess.com (Julia Esparza) Date: Wed, 11 Jul 2007 13:15:02 -0500 Subject: [HealthLiteracy 1076] Re: Wednesday Question: Printing out info fromcomputer In-Reply-To: <4694E1070200002D00002E5E@bostongwia.jsi.com> Message-ID: <672F06C3DEE3B14DBA76454E71F723CE1F441748@nemo.deaconess.com> Julie, I use the internet at least 75% of the time to provide health literacy information to patients, their families or friends when they call or walk in to the library. I use primarily www.medlineplus.gov because it is up to date (most of the time) and I normally have several options to choose from so I can pick different levels of information for what I feel is the appropriate literacy level. I also use our own internal information through proprietary databases MDConsult and Micromedex that have patient information components. I use them as a last result since the information is at 6-8th grade level and doesn't have easily reproduced pictures inside the text. They normally have to be printed separately. I also use the Gale series of encyclopedias for answering questions but that is in print. I have yet to buy the consumer health database (which contains the information in the print encyclopedias) they sell but will probably move that direction instead of buying more print encyclopedias in the future. The Gale Encyclopedia of Surgery has GREAT pictures for procedures and I love that book. Because I do this on demand I don't have brochures and other things to keep track of and store. I know when I go to medlineplus that the info is kept up to date fairly well. Patients don't mind the print outs from the internet and seem to find the (I'll print it right now for you) as they are getting the extra special information. Because of copyright I NEVER mass produce anything off the internet unless it is US Gov. The rest is only print on demand and then it is one copy to avoid copyright. When I was at the Medical Library Association meeting I stopped by the National Library of Medicine booth to put in a special request for Medlineplus to index pictures from US Government documents. So if I wanted a detailed picture of the bowel I could search there to find documents in US government documents I could copy. Now I have to think about what disease or other thing might have a picture of that part of anatomy and then go through the documents to see if that is the case. If I find a good picture since it is US Government I can then paste into a Word document (citing it of course) but not having to give someone an inappropriate document just for one picture. They said that sounded like a great idea but the cost would be huge. I have lots of times I need a specific type of picture and struggle to find something appropriate. If they were indexed it would make it better. It would be a huge project but with all that government information sitting out there it would be worth it. Julie Julie Esparza Julia_Esparza at deaconess.com Medical Librarian Health Science Library Deaconess Hospital 600 Mary Street Evansville, IN 47747 812.450.3385 812.450.7255 FAX http://www.deaconess.com/library -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julia_esparza at deaconess.com -------------------------------------------------------------------------------------------------------------------- This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the originator of the message. Any views expressed in this message are those of the individual sender, except where the sender specifies and with authority, states them to be the views of Deaconess Health System. From NDavies at dthr.ab.ca Wed Jul 11 14:18:10 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 11 Jul 2007 12:18:10 -0600 Subject: [HealthLiteracy 1077] Re: Wednesday Question: Printing out info fromcomputer In-Reply-To: <4694E1070200002D00002E5E@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDE8E@DTHREXCL1.dthr.ab.ca> I know a few statistics - 60% of doctors use google as a tool to find health information and help diagnose. In our Wellness Centres we have moved away from google and solely use MedLine+, which is a wonderful resource. We were finding that many people were typing "herbal medication", "vit C" and "snoring" in the search engine, and of course, this was returning mainly sponsored links. Medline+ is a better alternative, but I very much like the clean, user-friendly appearance of the google home page. Medline+ is way too crowded for someone with low health literacy or low web literacy to be able to identify and use the search box right away. If you compare the two, you can see immediately what the implications of this are. In order for our websites to be accepted as a link in the wellness centres, we check for things like frames, printer friendly versions, how much extra software/add-ons you need to download to view the material, for web literacy. I would love to know everyone else's ideas and accounts of what they use. Nicola -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 11:54 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From Mccrayg at aol.com Wed Jul 11 21:09:55 2007 From: Mccrayg at aol.com (Mccrayg at aol.com) Date: Wed, 11 Jul 2007 21:09:55 EDT Subject: [HealthLiteracy 1078] Re: HealthLiteracy Digest, Vol 22, Issue 5 Message-ID: What an innovative marketing idea -- and for a much-needed purpose, Sunil! Good luck -- will forward to others for their vote. Gail G. McCray, MA, CHES Community Health Educator Department of CH/PM Morehouse School of Medicine 720 Westview Drive Atlanta, GA 30310-1495 404.752.1645 _gmccray at msm.edu_ (mailto:gmccray at msm.edu) "Have an extraordinary moment ... there are no ordinary moments". Dan Millman - The Way of the Peaceful Warrior. ************************************** Get a sneak peak of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070711/546aa86e/attachment.html From drcalderon at sbcglobal.net Wed Jul 11 21:48:10 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Wed, 11 Jul 2007 18:48:10 -0700 (PDT) Subject: [HealthLiteracy 1079] Re: Wednesday Question: Printing out info fromcomputer Message-ID: <869770.29046.qm@web81201.mail.mud.yahoo.com> How is readability being assessed on these sites being discussed? Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Julia Esparza To: The Health and Literacy Discussion List Sent: Wednesday, July 11, 2007 1:15:02 PM Subject: [HealthLiteracy 1076] Re: Wednesday Question: Printing out info fromcomputer Julie, I use the internet at least 75% of the time to provide health literacy information to patients, their families or friends when they call or walk in to the library. I use primarily www.medlineplus.gov because it is up to date (most of the time) and I normally have several options to choose from so I can pick different levels of information for what I feel is the appropriate literacy level. I also use our own internal information through proprietary databases MDConsult and Micromedex that have patient information components. I use them as a last result since the information is at 6-8th grade level and doesn't have easily reproduced pictures inside the text. They normally have to be printed separately. I also use the Gale series of encyclopedias for answering questions but that is in print. I have yet to buy the consumer health database (which contains the information in the print encyclopedias) they sell but will probably move that direction instead of buying more print encyclopedias in the future. The Gale Encyclopedia of Surgery has GREAT pictures for procedures and I love that book. Because I do this on demand I don't have brochures and other things to keep track of and store. I know when I go to medlineplus that the info is kept up to date fairly well. Patients don't mind the print outs from the internet and seem to find the (I'll print it right now for you) as they are getting the extra special information. Because of copyright I NEVER mass produce anything off the internet unless it is US Gov. The rest is only print on demand and then it is one copy to avoid copyright. When I was at the Medical Library Association meeting I stopped by the National Library of Medicine booth to put in a special request for Medlineplus to index pictures from US Government documents. So if I wanted a detailed picture of the bowel I could search there to find documents in US government documents I could copy. Now I have to think about what disease or other thing might have a picture of that part of anatomy and then go through the documents to see if that is the case. If I find a good picture since it is US Government I can then paste into a Word document (citing it of course) but not having to give someone an inappropriate document just for one picture. They said that sounded like a great idea but the cost would be huge. I have lots of times I need a specific type of picture and struggle to find something appropriate. If they were indexed it would make it better. It would be a huge project but with all that government information sitting out there it would be worth it. Julie Julie Esparza Julia_Esparza at deaconess.com Medical Librarian Health Science Library Deaconess Hospital 600 Mary Street Evansville, IN 47747 812.450.3385 812.450.7255 FAX http://www.deaconess.com/library -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julia_esparza at deaconess.com -------------------------------------------------------------------------------------------------------------------- This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the originator of the message. Any views expressed in this message are those of the individual sender, except where the sender specifies and with authority, states them to be the views of Deaconess Health System. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070711/c2b18c9a/attachment.html From christina.zarcadoolas at mssm.edu Thu Jul 12 10:14:31 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Thu, 12 Jul 2007 10:14:31 -0400 Subject: [HealthLiteracy 1080] Re: Wednesday Question: Printing out infofromcomputer Message-ID: <95BB97B790474B41A29B233720DE235105041244@exch-3.mssm.edu> The readability of these sites should definitely be discussed. There is very little published usability research on websites in general, and spotty guidelines on what actually makes a readable website. We did some of the earliest actual shadowing studies ( usability studies) with English and Spanish speakers a few years ago, and most of what I come across now is proprietary. For example, in my own analysis ( done along with my students) of the health literacy load of sites such as Medline+ information, you can find a fundamental literacy level ( of the written text) varies greatly; the assumption about the readers/users' science literacy, civic and cultural understandings are quite high. This is particularly true of the oral language of many of the voice over tutorials. I welcome a discussion of the usability of sites including their navigability. Chris Christina Zarcadoolas PhD Dept. of Community and Preventive Medicine Mount Sinai School of Medicine One Gustave Levy Place Box 1043 New York, NY 10029 212-241-0625 christina.zarcadoolas at mssm.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of DrCalderon Sent: Wednesday, July 11, 2007 9:48 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1079] Re: Wednesday Question: Printing out infofromcomputer How is readability being assessed on these sites being discussed? Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Julia Esparza To: The Health and Literacy Discussion List Sent: Wednesday, July 11, 2007 1:15:02 PM Subject: [HealthLiteracy 1076] Re: Wednesday Question: Printing out info fromcomputer Julie, I use the internet at least 75% of the time to provide health literacy information to patients, their families or friends when they call or walk in to the library. I use primarily www.medlineplus.gov because it is up to date (most of the time) and I normally have several options to choose from so I can pick different levels of information for what I feel is the appropriate literacy level. I also use our own internal information through proprietary databases MDConsult and Micromedex that have patient information components. I use them as a last result since the information is at 6-8th grade level and doesn't have easily reproduced pictures inside the text. They normally have to be printed separately. I also use the Gale series of encyclopedias for answering questions but that is in print. I have yet to buy the consumer health database (which contains the information in the print encyclopedias) they sell but will probably move that direction instead of buying more print encyclopedias in the future. The Gale Encyclopedia of Surgery has GREAT pictures for procedures and I love that book. Because I do this on demand I don't have brochures and other things to keep track of and store. I know when I go to medlineplus that the info is kept up to date fairly well. Patients don't mind the print outs from the internet and seem to find the (I'll print it right now for you) as they are getting the extra special information. Because of copyright I NEVER mass produce anything off the internet unless it is US Gov. The rest is only print on demand and then it is one copy to avoid copyright. When I was at the Medical Library Association meeting I stopped by the National Library of Medicine booth to put in a special request for Medlineplus to index pictures from US Government documents. So if I wanted a detailed picture of the bowel I could search there to find documents in US government documents I could copy. Now I have to think about what disease or other thing might have a picture of that part of anatomy and then go through the documents to see if that is the case. If I find a good picture since it is US Government I can then paste into a Word document (citing it of course) but not having to give someone an inappropriate document just for one picture. They said that sounded like a great idea but the cost would be huge. I have lots of times I need a specific type of picture and struggle to find something appropriate. If they were indexed it would make it better. It would be a huge project but with all that government information sitting out there it would be worth it. Julie Julie Esparza Julia_Esparza at deaconess.com Medical Librarian Health Science Library Deaconess Hospital 600 Mary Street Evansville, IN 47747 812.450.3385 812.450.7255 FAX http://www.deaconess.com/library -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julia_esparza at deaconess.com -------------------------------------------------------------------------------------------------------------------- This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the originator of the message. Any views expressed in this message are those of the individual sender, except where the sender specifies and with authority, states them to be the views of Deaconess Health System. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070712/2a96e7c7/attachment.html From geniemarie at gmail.com Thu Jul 12 12:10:30 2007 From: geniemarie at gmail.com (Regina Szczesniak) Date: Thu, 12 Jul 2007 12:10:30 -0400 Subject: [HealthLiteracy 1081] Health Literacy for Latino Learners Message-ID: <8e5a227f0707120910g5a36189g8f6b3dfe5569c142@mail.gmail.com> Hi everyone, I am a student out of Temple University in Philadelphia, doing a project to compile English health literacy curricula that target ESOL learners and latino learners in particular. Ideally, these would be English literacy/health literacy curricula. The project seeks to address the problem of health literacy for very low English literacy and non-English speakers, especially among the growing latino population. I would greatly appreciate any help anyone can offer in where to find such curricula. I have already contacted some of you, so please excuse the redundancy. Thanks for all your great work! Regina Szczesniak -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070712/9cc72270/attachment.html From nfaux at vcu.edu Thu Jul 12 13:55:18 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Thu, 12 Jul 2007 13:55:18 -0400 Subject: [HealthLiteracy 1082] Re: Health Literacy for Latino Learners In-Reply-To: <8e5a227f0707120910g5a36189g8f6b3dfe5569c142@mail.gmail.com> Message-ID: Regina, The Virginia Adult Education Health Literacy Toolkit offers a section on curriculum resources. You can access this at http://www.aelweb.vcu.edu/publications/healthlit/ Click on Section D -- Teaching Health Topics and then click on # 5 Curriculum Resources. There are several links to curricula for low literacy and non-English speakers. Nancy ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University Richmond, VA nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "Regina Szczesniak" Sent by: healthliteracy-bounces at nifl.gov 07/12/2007 12:10 PM Please respond to The Health and Literacy Discussion List To HealthLiteracy at nifl.gov cc Subject [HealthLiteracy 1081] Health Literacy for Latino Learners Hi everyone, I am a student out of Temple University in Philadelphia, doing a project to compile English health literacy curricula that target ESOL learners and latino learners in particular. Ideally, these would be English literacy/health literacy curricula. The project seeks to address the problem of health literacy for very low English literacy and non-English speakers, especially among the growing latino population. I would greatly appreciate any help anyone can offer in where to find such curricula. I have already contacted some of you, so please excuse the redundancy. Thanks for all your great work! Regina Szczesniak---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nfaux at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070712/99d06e94/attachment.html From janetg at chasf.org Thu Jul 12 14:35:30 2007 From: janetg at chasf.org (Janet Green) Date: Thu, 12 Jul 2007 11:35:30 -0700 Subject: [HealthLiteracy 1083] Re: [Health Literacy 1077] Re: Wednesday Question: Printing out infofromcomputer In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDE8E@DTHREXCL1.dthr.ab.ca> Message-ID: <8EEA0C4DE0FD37408914BA86988D727201B6A151@chaex_main.CHASF.ORG> There is an even greater challenge for someone looking for language appropriate health information. Not all website information is free. Also, you need a subscription to RealPlayer to watch the operations on Medline Plus. Only 50% of Americans subscribe to the Internet so there is more than one issue. Asian language materials can be found at several sites, but each is written at for a slightly different audience. It seems that the priority was to collect all Asian language materials. Literacy level was a lower priority. Check out a www.aancart.org and then click on their web portal APICEM. AANCART is the Asian American Network for Cancer Awareness, Research and Training. Many medical centers contribute to the site. Also, there is www.library.tufts.edu/hsl/spiral/brochures.html. SPIRAL is an all Asian language resource. Our website is www.cchrchealth.org. All materials are free to download in Simplified or Traditional Chinese or English. Knock yourselves out making as many copies you want. I think all of these sites would benefit from many more graphics, but the cost is huge. Color diagrams and pictures enhance comprehension, but the issue of finding good pictures that aren't under copyright has already been addressed. NIH should lead the way with this. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Davies, Nicola Sent: Wednesday, July 11, 2007 11:18 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1077] Re: Wednesday Question: Printing out infofromcomputer I know a few statistics - 60% of doctors use google as a tool to find health information and help diagnose. In our Wellness Centres we have moved away from google and solely use MedLine+, which is a wonderful resource. We were finding that many people were typing "herbal medication", "vit C" and "snoring" in the search engine, and of course, this was returning mainly sponsored links. Medline+ is a better alternative, but I very much like the clean, user-friendly appearance of the google home page. Medline+ is way too crowded for someone with low health literacy or low web literacy to be able to identify and use the search box right away. If you compare the two, you can see immediately what the implications of this are. In order for our websites to be accepted as a link in the wellness centres, we check for things like frames, printer friendly versions, how much extra software/add-ons you need to download to view the material, for web literacy. I would love to know everyone else's ideas and accounts of what they use. Nicola -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 11:54 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org From LJohnston-Lloyd at hrsa.gov Thu Jul 12 15:23:50 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Thu, 12 Jul 2007 15:23:50 -0400 Subject: [HealthLiteracy 1084] Re: Health Literacy for Latino Learners In-Reply-To: <8e5a227f0707120910g5a36189g8f6b3dfe5569c142@mail.gmail.com> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178B840@NIHHRSAMLBX.nih.gov> I often refer our grantees to this resource: Virginia Adult Education Health Literacy Toolkit This Toolkit is a resource to help adult education instructors and administrators better understand the problem of health literacy as it affects their learners. It is designed to support creative approaches to help learners increase health literacy as they engage in sound, productive adult literacy instruction. http://www.aelweb.vcu.edu/publications/healthlit/ Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Regina Szczesniak [mailto:geniemarie at gmail.com] Sent: Thursday, July 12, 2007 12:11 PM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1081] Health Literacy for Latino Learners Hi everyone, I am a student out of Temple University in Philadelphia, doing a project to compile English health literacy curricula that target ESOL learners and latino learners in particular. Ideally, these would be English literacy/health literacy curricula. The project seeks to address the problem of health literacy for very low English literacy and non-English speakers, especially among the growing latino population. I would greatly appreciate any help anyone can offer in where to find such curricula. I have already contacted some of you, so please excuse the redundancy. Thanks for all your great work! Regina Szczesniak From pinder at centerforliteracy.org Thu Jul 12 16:08:19 2007 From: pinder at centerforliteracy.org (Pamela Pinder) Date: Thu, 12 Jul 2007 16:08:19 -0400 Subject: [HealthLiteracy 1085] Re: Health Literacy for Latino Learners References: <8e5a227f0707120910g5a36189g8f6b3dfe5569c142@mail.gmail.com> Message-ID: <7375733BB3CB8E438B091C915DB00ADF0ED33A@cflexchange.centerforliteracy.org> Hi Regina, You may want to visit the Reader Development Program at the Main Branch of the Free Library. Please give them a call about books and materials that may be helpful for you. RDP's number is 215-686-5346. Pamela Pinder Health Literacy Intervention Specialist/Literacy Corp Program Manager Phone: (215) 965-5227 or (215) 474-1235 ext. 258 Fax: (215) 965-5200 or (215) 472-7290 pinder at centerforliteracy.org ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Regina Szczesniak Sent: Thu 7/12/2007 12:10 PM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1081] Health Literacy for Latino Learners Hi everyone, I am a student out of Temple University in Philadelphia, doing a project to compile English health literacy curricula that target ESOL learners and latino learners in particular. Ideally, these would be English literacy/health literacy curricula. The project seeks to address the problem of health literacy for very low English literacy and non-English speakers, especially among the growing latino population. I would greatly appreciate any help anyone can offer in where to find such curricula. I have already contacted some of you, so please excuse the redundancy. Thanks for all your great work! Regina Szczesniak -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4831 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070712/509e4248/attachment.bin From lisamjones44 at hotmail.com Fri Jul 13 08:52:00 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Fri, 13 Jul 2007 12:52:00 +0000 Subject: [HealthLiteracy 1086] Internet patient information Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070713/1b771993/attachment.html From sabrina_kurtz-rossi at comcast.net Fri Jul 13 09:33:35 2007 From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi) Date: Fri, 13 Jul 2007 09:33:35 -0400 Subject: [HealthLiteracy 1087] Re: [Health Literacy 1077] Re: WednesdayQuestion: Printing out infofromcomputer In-Reply-To: <8EEA0C4DE0FD37408914BA86988D727201B6A151@chaex_main.CHASF.ORG> Message-ID: <20070713133319.2E62D11CA0@mail.nifl.gov> I am working on developing three tobacco and literacy education lessons (Math, Language Art, Research Skills) for young adults in GED classes in New Hampshire. In the third lesson on research skills learners brain storm questions and use the Internet to find their answers. We piloted the lessons in 4 GED classes in New Hampshire. While working on the Internet was one of student's favorite activities some students were frustrated with blocked sites and sites that were too difficult to navigate. We also learned from the smoking students that they were frustrated that the sites didn't take them to direct advice on how to quit smoking. We're in the revision stage based on the pilot and I'll let folks know when the lessons are available. The project, entitled "Tobacco and Literacy Education I New Hampshire: A Pilot Program for Young Adults", is being implemented by JSI Research & Training, a non-profit public health organization and the NH Bureau of Adult Education with funding from the Legacy Foundation. Sabrina ---------------------------- Sabrina Kurtz-Rossi, M.Ed. Health Literacy Specialist Coordinator, Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax; sabrina_kurtz-rossi at comcast.net -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Green Sent: Thursday, July 12, 2007 2:36 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1083] Re: [Health Literacy 1077] Re: WednesdayQuestion: Printing out infofromcomputer There is an even greater challenge for someone looking for language appropriate health information. Not all website information is free. Also, you need a subscription to RealPlayer to watch the operations on Medline Plus. Only 50% of Americans subscribe to the Internet so there is more than one issue. Asian language materials can be found at several sites, but each is written at for a slightly different audience. It seems that the priority was to collect all Asian language materials. Literacy level was a lower priority. Check out a www.aancart.org and then click on their web portal APICEM. AANCART is the Asian American Network for Cancer Awareness, Research and Training. Many medical centers contribute to the site. Also, there is www.library.tufts.edu/hsl/spiral/brochures.html. SPIRAL is an all Asian language resource. Our website is www.cchrchealth.org. All materials are free to download in Simplified or Traditional Chinese or English. Knock yourselves out making as many c opies you want. I think all of these sites would benefit from many more graphics, but the cost is huge. Color diagrams and pictures enhance comprehension, but the issue of finding good pictures that aren't under copyright has already been addressed. NIH should lead the way with this. Janet Green -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Davies, Nicola Sent: Wednesday, July 11, 2007 11:18 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1077] Re: Wednesday Question: Printing out infofromcomputer I know a few statistics - 60% of doctors use google as a tool to find health information and help diagnose. In our Wellness Centres we have moved away from google and solely use MedLine+, which is a wonderful resource. We were finding that many people were typing "herbal medication", "vit C" and "snoring" in the search engine, and of course, this was returning mainly sponsored links. Medline+ is a better alternative, but I very much like the clean, user-friendly appearance of the google home page. Medline+ is way too crowded for someone with low health literacy or low web literacy to be able to identify and use the search box right away. If you compare the two, you can see immediately what the implications of this are. In order for our websites to be accepted as a link in the wellness centres, we check for things like frames, printer friendly versions, how much extra software/add-ons you need to download to view the material, for web literacy. I would love to know everyone else's ideas and accounts of what they use. Nicola -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 11:54 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to janetg at chasf.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sabrina_kurtz-rossi at comcast.net From dthacker52 at embarqmail.com Fri Jul 13 11:03:42 2007 From: dthacker52 at embarqmail.com (Donna Thacker) Date: Fri, 13 Jul 2007 11:03:42 -0400 (EDT) Subject: [HealthLiteracy 1088] Statistics Message-ID: <11116259.111101184339022546.JavaMail.root@md04.embarq.synacor.com> I am looking for statistics linking illiteracy rates and substance abuse for a grant our local literacy group is working on.? Can anyone help me? -- Donna?Thacker Executive?Director Citizens?Against?Substance?Abuse?(CASA) P.O.?Box?3489 Lawrenceburg,?IN?47025 812-537-5065 dthacker52 at embarqmail.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070713/3fb321d2/attachment.html From sfallsliteracy at yahoo.com Fri Jul 13 12:44:56 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Fri, 13 Jul 2007 09:44:56 -0700 (PDT) Subject: [HealthLiteracy 1089] Re: Internet patient information In-Reply-To: Message-ID: <562827.99016.qm@web34705.mail.mud.yahoo.com> Hi Lisa and everyone: A question regarding: << One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players.>> It's a good idea to use this electronic media over a computer for community health patients. I was glad to see that. But I'm curios. You wrote that the DVD will be "personalized, tailored" and I wondered if the written information the patient sees on their screen will be in simpler-rather-than-complicated, Plain English vocabulary will be used? Nancy Hansen Sioux Falls Area Literacy Council Sioux Falls, SD sfallsliteracy at yahoo.com lisa jones wrote: Hi all! When it comes to Medline or other websites, I have found that sites that serve patients at risk for low health literacy (community health centers) and their patients rarely have easy internet access. THe advent of electronic medical records should improve this. EMR's also offer a unique opportunity to tailor patient education. One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players. I would welcome any thoughts. Be well, Lisa Lisa M. Jones, MD www.wellLifeEducation.com ljones at wellLifeEducation.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- No need to miss a message. Get email on-the-go with Yahoo! Mail for Mobile. Get started. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070713/36704332/attachment.html From regisvaillancourt at rogers.com Sat Jul 14 06:55:24 2007 From: regisvaillancourt at rogers.com (REGIS VAILLANCOURT) Date: Sat, 14 Jul 2007 06:55:24 -0400 (EDT) Subject: [HealthLiteracy 1090] Using pictograms for providing counselling to patients suffering from diabetes Message-ID: <390401.44483.qm@web88010.mail.re2.yahoo.com> I am presenting at an international pharmacy conference on the use of pictogram to educate patient with type 2 diabetes. I would like to present a broad overview of the project currently in place in addition to my personal initiatives. Can you please share with me your experience or material to use in my presentation? Regis Vaillancourt Director of Pharmacy Children Hospital of Eastern Ontario Ottawa, Ontario -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070714/431d29a0/attachment.html From lisamjones44 at hotmail.com Sat Jul 14 14:19:34 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Sat, 14 Jul 2007 18:19:34 +0000 Subject: [HealthLiteracy 1091] (no subject) Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070714/d434224c/attachment.html From ar at plainlanguageworks.com Sun Jul 15 23:58:31 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Sun, 15 Jul 2007 21:58:31 -0600 Subject: [HealthLiteracy 1092] Re: Wednesday Question: Printing out info from computer References: <95BB97B790474B41A29B233720DE235105041244@exch-3.mssm.edu> Message-ID: <005a01c7c75d$931c4d60$6401a8c0@D5NPYT31> Greetings, everyone, Chris is absolutely right. We desperately need to address this issue. Two years ago, I began to look at this issue carefully. I wanted to know how so many health sites labeled easy-to-read were actually NOT at all easy. I wondered what their creators were using as standards, how they decided whether something warranted the label "easy," and whether they had ever field tested their sites with intended users. In particular, I wondered if they tested their site with people who have less than a high school education since, presumably, they are the people who would most appreciate an easy site. I reviewed the literature in health communication, using the internet for health interventions, and anything relating to easy-to-read and health sites. I found all the articles which described the development, impact, use, or usability of health sites. I looked for whether they had field tested their site to get any insight at all into whether it actually worked for those people in the intended audience. If so, I looked at whether they had inquired about educational level of their participants. If so, I looked at whether they had reported how many people with less than a high school education participated. And if so, how many were there. My results astonished me. Very few sites' creators appear to ever conduct testing with their intended audiences. Those who did, typically tested the sites with "convenience samples" of undergraduate college students. There were one or two sites which were tested with people other than college students but only one reported the education level of their participants. And in that one study, of all the participants in the usability testing, only ONE had less than a high school education. As Chris points out, this confirms that we still have a long way to go before we are truly offering usable health information on the internet for people who: a.. lack health, medical, and science background knowledge b.. may be learning English as a foreign language c.. may have limited literacy skills and d.. may have little experience searching, evaluating, and honing in on the information they can use among all the millions of pages of information on the internet. In another research project, I googled "easy-to-read" and "health" information and identified several key sites labeled as easy or user-friendly. I analyzed the reading level of the text of all the "easy-to-read" sites using several different readability formulas and found little information that was: a.. easy to locate among all the difficult information and/or b.. was below the 10th "grade" level. A note on reading level--if you're using Word's readability function you might be getting inaccurate figures. In my experience, the Flesch Kincaid score in Word tends to give a score that is 2-3 grade levels lower than several other formulas. If you want to test text with the SMOG formula, you can now go to the SMOG originator's website and drop in your text. Go to http://www.harrymclaughlin.com/SMOG.htm for Harry McLaughlin's site. It's quick, easy, and accurate. (It does score higher than some other formulas because it assumes that the reader can comprehend 100% of the text at that "grade" level. Most other formulas only require that readers comprehend 80% of the text at a certain "grade" level. But I do want readers of my documents to understand it all. After all, it's important health information. So I use the SMOG most of the time. The bottom line is we do need to discuss, and begin to define, standards and conventions for earning the easy-to-read label. Website developers must remember to ask, "Easy for whom?" We don't know unless we invite the people we're trying to reach to tell us what works for them. I hereby challenge everyone who refers people to, or is responsible for creating, a site you think is "easy" or "user-friendly" to sit down with a person with a high school education or less and ask them to find a certain piece of information on your favorite site. See how they do and report it to us here. We have work to do!!! And isn't it fun to find out what works and provide it? Let's do it! Audrey Riffenburgh, M.A., President Riffenburgh & Associates Specialists in Health Literacy & Plain Language since 1994 P.O. Box 6670, Albuquerque, New Mexico 87197 USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Zarcadoolas, Christina To: The Health and Literacy Discussion List Sent: Thursday, July 12, 2007 8:14 AM Subject: [HealthLiteracy 1080] Re: Wednesday Question: Printing out infofromcomputer The readability of these sites should definitely be discussed. There is very little published usability research on websites in general, and spotty guidelines on what actually makes a readable website. We did some of the earliest actual shadowing studies ( usability studies) with English and Spanish speakers a few years ago, and most of what I come across now is proprietary. For example, in my own analysis ( done along with my students) of the health literacy load of sites such as Medline+ information, you can find a fundamental literacy level ( of the written text) varies greatly; the assumption about the readers/users' science literacy, civic and cultural understandings are quite high. This is particularly true of the oral language of many of the voice over tutorials. I welcome a discussion of the usability of sites including their navigability. Chris Christina Zarcadoolas PhD Dept. of Community and Preventive Medicine Mount Sinai School of Medicine One Gustave Levy Place Box 1043 New York, NY 10029 212-241-0625 christina.zarcadoolas at mssm.edu ------------------------------------------------------------------------------ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of DrCalderon Sent: Wednesday, July 11, 2007 9:48 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1079] Re: Wednesday Question: Printing out infofromcomputer How is readability being assessed on these sites being discussed? Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Julia Esparza To: The Health and Literacy Discussion List Sent: Wednesday, July 11, 2007 1:15:02 PM Subject: [HealthLiteracy 1076] Re: Wednesday Question: Printing out info fromcomputer Julie, I use the internet at least 75% of the time to provide health literacy information to patients, their families or friends when they call or walk in to the library. I use primarily www.medlineplus.gov because it is up to date (most of the time) and I normally have several options to choose from so I can pick different levels of information for what I feel is the appropriate literacy level. I also use our own internal information through proprietary databases MDConsult and Micromedex that have patient information components. I use them as a last result since the information is at 6-8th grade level and doesn't have easily reproduced pictures inside the text. They normally have to be printed separately. I also use the Gale series of encyclopedias for answering questions but that is in print. I have yet to buy the consumer health database (which contains the information in the print encyclopedias) they sell but will probably move that direction instead of buying more print encyclopedias in the future. The Gale Encyclopedia of Surgery has GREAT pictures for procedures and I love that book. Because I do this on demand I don't have brochures and other things to keep track of and store. I know when I go to medlineplus that the info is kept up to date fairly well. Patients don't mind the print outs from the internet and seem to find the (I'll print it right now for you) as they are getting the extra special information. Because of copyright I NEVER mass produce anything off the internet unless it is US Gov. The rest is only print on demand and then it is one copy to avoid copyright. When I was at the Medical Library Association meeting I stopped by the National Library of Medicine booth to put in a special request for Medlineplus to index pictures from US Government documents. So if I wanted a detailed picture of the bowel I could search there to find documents in US government documents I could copy. Now I have to think about what disease or other thing might have a picture of that part of anatomy and then go through the documents to see if that is the case. If I find a good picture since it is US Government I can then paste into a Word document (citing it of course) but not having to give someone an inappropriate document just for one picture. They said that sounded like a great idea but the cost would be huge. I have lots of times I need a specific type of picture and struggle to find something appropriate. If they were indexed it would make it better. It would be a huge project but with all that government information sitting out there it would be worth it. Julie Julie Esparza Julia_Esparza at deaconess.com Medical Librarian Health Science Library Deaconess Hospital 600 Mary Street Evansville, IN 47747 812.450.3385 812.450.7255 FAX http://www.deaconess.com/library -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, July 11, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1075] Wednesday Question: Printing out info fromcomputer Hi Everyone, Sunil's project made me think about how effective it could be to figure out exactly what information a person needs, click around on a website, and give them a handout that guides them through an important medical process using pictures and plain language. This lead to today's question: How much do you (as literacy teachers, health educators, health providers, and others) print out information from a website and use it as a handout for students or patients? How do you decide what websites and what kinds of matierial to use? How easy is this in your setting (exam room, classroom, public forum, etc.)? How do patients/students respond to this? I see the advantages of this approach being: - If you have a good listing of resources, you can tailor the handout to meet the person's needs (regarding topic and literacy level) - You can find things written in simple language, and even handouts that are mostly pictures - You have access to a bigger variety of handouts without going through the process and expense of creating your own brochures for every relevant health information topic - It's free!! - These can be authentic materials, which are shown to be effective and motivating for adult basic education classes I'd love to hear people's thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julia_esparza at deaconess.com -------------------------------------------------------------------------------------------------------------------- This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the originator of the message. Any views expressed in this message are those of the individual sender, except where the sender specifies and with authority, states them to be the views of Deaconess Health System. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070715/5b2eb891/attachment.html From vlewis at suffolk.lib.ny.us Mon Jul 16 09:41:15 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Mon, 16 Jul 2007 09:41:15 -0400 Subject: [HealthLiteracy 1093] Re: Using pictograms for providing counselling topatients suffering from diabetes In-Reply-To: <390401.44483.qm@web88010.mail.re2.yahoo.com> Message-ID: <00a501c7c7ae$fb18ec60$aa6310ac@enigma.suffolk.lib.ny.us> Hello Regis, I would encourage you to design materials in a larger print. Diabetes is the leading cause of adult onset blindness and visual impairment. Also to provide all materials in an alternative format, such as audio cassette or CD. I would also request that you not use the term "suffering" from Diabetes. It would be much more positive and encouraging to use the term "living with" Diabetes. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of REGIS VAILLANCOURT Sent: Saturday, July 14, 2007 6:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1090] Using pictograms for providing counselling topatients suffering from diabetes I am presenting at an international pharmacy conference on the use of pictogram to educate patient with type 2 diabetes. I would like to present a broad overview of the project currently in place in addition to my personal initiatives. Can you please share with me your experience or material to use in my presentation? Regis Vaillancourt Director of Pharmacy Children Hospital of Eastern Ontario Ottawa, Ontario From vlewis at suffolk.lib.ny.us Mon Jul 16 09:55:32 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Mon, 16 Jul 2007 09:55:32 -0400 Subject: [HealthLiteracy 1094] Re: Internet patient information In-Reply-To: <562827.99016.qm@web34705.mail.mud.yahoo.com> Message-ID: <00a901c7c7b0$f9c88cb0$aa6310ac@enigma.suffolk.lib.ny.us> Hello All, Please keep in mind when producing a CD or DVD that it should be made in the most accessible way possible. It you are going to have video or anything there should be voice that is giving the "exact" same information. This way a person who may be visually impaired could follow along. Also, if you are going to have any type of printed information on the CD or DVD, it should also be said aloud. This will allow a person who has a visual or learning disability to access the information. Traditional DVD menus are not accessible to people who are visually impaired or blind. When you are producing any materials, before you are done, close your eyes, cover your ears and keep your hands folded in your lap at all times, and review the materials. See how useful the information is to you and think of ways to make it more usable to others. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, July 13, 2007 12:45 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1089] Re: Internet patient information Hi Lisa and everyone: A question regarding: << One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players.>> It's a good idea to use this electronic media over a computer for community health patients. I was glad to see that. But I'm curios. You wrote that the DVD will be "personalized, tailored" and I wondered if the written information the patient sees on their screen will be in simpler-rather-than-complicated, Plain English vocabulary will be used? Nancy Hansen Sioux Falls Area Literacy Council Sioux Falls, SD sfallsliteracy at yahoo.com lisa jones wrote: Hi all! When it comes to Medline or other websites, I have found that sites that serve patients at risk for low health literacy (community health centers) and their patients rarely have easy internet access. THe advent of electronic medical records should improve this. EMR's also offer a unique opportunity to tailor patient education. One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players. I would welcome any thoughts. Be well, Lisa Lisa M. Jones, MD www.wellLifeEducation.com ljones at wellLifeEducation.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ No need to miss a message. Get email on-the-go with Yahoo! Mail for Mobile. Get started. From annb at lcbc.org Mon Jul 16 16:29:20 2007 From: annb at lcbc.org (Ann Barncard) Date: Mon, 16 Jul 2007 15:29:20 -0500 Subject: [HealthLiteracy 1095] Health Literacy 1081 Message-ID: <00de01c7c7e8$00976390$3f00000a@lcbc.ad.lcbc.org> A good resource for ELLs is HELP - Health Education Literacy Progam, Teaching Reading and Health together, from Institute for Healthcare Advancement. This is available with many other resources at HYPERLINK "http://www.iha4health.org/"http://www.iha4health.org/ Ann Barncard Workforce Development Coordinator Literacy Council of Brown County 424 S. Monroe Ave. Green Bay, WI 54301 920 435-2474 No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.476 / Virus Database: 269.10.6/902 - Release Date: 7/15/2007 2:21 PM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070716/210dc5f8/attachment.html From sfallsliteracy at yahoo.com Tue Jul 17 12:56:41 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 17 Jul 2007 09:56:41 -0700 (PDT) Subject: [HealthLiteracy 1096] Re: (no subject) In-Reply-To: Message-ID: <263851.33181.qm@web34714.mail.mud.yahoo.com> Thanks, Lisa. I had hoped since it was going to be a DVD it would video. That's a good addition to patients' health education. DVD equipment is more accessible now than it used to be for those on a fixed income. Nancy lisa jones wrote: Nancy - It won't be written word, rather a video . And of course the script will be written using plain language Lisa ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Get the Yahoo! toolbar and be alerted to new email wherever you're surfing. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070717/d0908f24/attachment.html From diamos at zahav.net.il Thu Jul 19 10:09:50 2007 From: diamos at zahav.net.il (Diane Levin-Zamir) Date: Thu, 19 Jul 2007 07:09:50 -0700 Subject: [HealthLiteracy 1097] Re: Internet patient information In-Reply-To: <00a901c7c7b0$f9c88cb0$aa6310ac@enigma.suffolk.lib.ny.us> Message-ID: Dear All - Could I ask for you accepted definitions of "patient education"? Thanks very much - Diane Levin, CHES, MPH, Director of Department of Health Education and Promotion, Clalit Health Services -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Valerie Lewis Sent: Monday, July 16, 2007 6:56 AM To: sfallsliteracy at yahoo.com; 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1094] Re: Internet patient information Hello All, Please keep in mind when producing a CD or DVD that it should be made in the most accessible way possible. It you are going to have video or anything there should be voice that is giving the "exact" same information. This way a person who may be visually impaired could follow along. Also, if you are going to have any type of printed information on the CD or DVD, it should also be said aloud. This will allow a person who has a visual or learning disability to access the information. Traditional DVD menus are not accessible to people who are visually impaired or blind. When you are producing any materials, before you are done, close your eyes, cover your ears and keep your hands folded in your lap at all times, and review the materials. See how useful the information is to you and think of ways to make it more usable to others. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen Sent: Friday, July 13, 2007 12:45 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1089] Re: Internet patient information Hi Lisa and everyone: A question regarding: << One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players.>> It's a good idea to use this electronic media over a computer for community health patients. I was glad to see that. But I'm curios. You wrote that the DVD will be "personalized, tailored" and I wondered if the written information the patient sees on their screen will be in simpler-rather-than-complicated, Plain English vocabulary will be used? Nancy Hansen Sioux Falls Area Literacy Council Sioux Falls, SD sfallsliteracy at yahoo.com lisa jones wrote: Hi all! When it comes to Medline or other websites, I have found that sites that serve patients at risk for low health literacy (community health centers) and their patients rarely have easy internet access. THe advent of electronic medical records should improve this. EMR's also offer a unique opportunity to tailor patient education. One project I am working on uses the diagnoses entered in the electronic medical record to a personalized, tailored educational DVD the patient receives in the mail after the visit to reinforce important points from the discussion. In my experience, although most community health center patients do not have computers, almost all have DVD players. I would welcome any thoughts. Be well, Lisa Lisa M. Jones, MD www.wellLifeEducation.com ljones at wellLifeEducation.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com ________________________________ No need to miss a message. Get email on-the-go with Yahoo! Mail for Mobile. Get started. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to diamos at zahav.net.il __________ NOD32 2401 (20070716) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com From NDavies at dthr.ab.ca Thu Jul 19 10:41:33 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 19 Jul 2007 08:41:33 -0600 Subject: [HealthLiteracy 1098] Re: (no subject) In-Reply-To: <263851.33181.qm@web34714.mail.mud.yahoo.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDECD@DTHREXCL1.dthr.ab.ca> For those on the list who haven't had much experience writing screenplays or mini scripts, remember the Golden Rule...You speak and write two very different forms of English. For example, when writing, you are more apt to use [what some refer to as] more sophisticated forms of English: you will use more passive tenses, fewer action verbs and have sentences that are as long as a paragraph. I recommend that if, in your video, you are describing an action, say it aloud first. You will find yourself using your hands to supplement, your face, your inflection, your pauses and breaks in the meter... you may even want to consult with an undergrad lit or fine arts student who may be able to point you in the right direction and give you access to some awesome resources. Just a thought. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Nancy Hansen Sent: Tuesday, July 17, 2007 10:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1096] Re: (no subject) Thanks, Lisa. I had hoped since it was going to be a DVD it would video. That's a good addition to patients' health education. DVD equipment is more accessible now than it used to be for those on a fixed income. Nancy lisa jones wrote: Nancy - It won't be written word, rather a video . And of course the script will be written using plain language Lisa ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com _____ Get the Yahoo! toolbar and be alerted to new email wherever you're surfing. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070719/3096acd3/attachment.html From andreawilder at comcast.net Tue Jul 24 08:22:57 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 24 Jul 2007 08:22:57 -0400 Subject: [HealthLiteracy 1099] NYTimes article Message-ID: <090406906e806d027a84fa1d3de1d481@comcast.net> Friends: An article this morning--July 24--in the NYTimes talks about patient literacy, with a little vignette of one doctor and one patient. Science section. Andrea From Jsorensen at afmc.org Tue Jul 24 14:10:16 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 24 Jul 2007 13:10:16 -0500 Subject: [HealthLiteracy 1100] Interesting article Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/21cc997c/attachment.html From drcalderon at sbcglobal.net Tue Jul 24 14:25:02 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Tue, 24 Jul 2007 11:25:02 -0700 (PDT) Subject: [HealthLiteracy 1101] Re: Interesting article Message-ID: <433682.50511.qm@web81208.mail.mud.yahoo.com> Here is the link for the abstract in Archives of Internal Medicine. Health Literacy and Mortality Among Elderly Persons David W. Baker; Michael S. Wolf; Joseph Feinglass; Jason A. Thompson;Julie A. Gazmararian; Jenny Huang Arch Intern Med 2007;167 1503-1509 http://archinte.ama-assn.org/cgi/content/abstract/167/14/1503?etoc Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Janet Sorensen To: The Health and Literacy Discussion List Sent: Tuesday, July 24, 2007 11:10:16 AM Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net ____________________________________________________________________________________ Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. http://farechase.yahoo.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/16140f06/attachment.html From bertiemo at yahoo.com Tue Jul 24 14:25:37 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Tue, 24 Jul 2007 14:25:37 -0400 (EDT) Subject: [HealthLiteracy 1102] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <25380.17687.qm@web43134.mail.sp1.yahoo.com> Thanks for the article and the quote. Don't worry about opening a can of worms. It's only by knowing the truth or "what is" can something be done. Tks. Bertie Janet Sorensen wrote: Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/43939707/attachment.html From NDavies at dthr.ab.ca Tue Jul 24 14:41:56 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 24 Jul 2007 12:41:56 -0600 Subject: [HealthLiteracy 1103] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDEFB@DTHREXCL1.dthr.ab.ca> Opened for so many reasons...not least because this doctor mentioned thinks that only he and he alone can influence the health literacy of an individual. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen Sent: Tuesday, July 24, 2007 12:10 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/51df63af/attachment.html From JSoroui at air.org Tue Jul 24 15:26:28 2007 From: JSoroui at air.org (Soroui, Jaleh) Date: Tue, 24 Jul 2007 15:26:28 -0400 Subject: [HealthLiteracy 1104] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <957C8A78DD5B6D42B7D33DBAB78CDC2F016C5ABF@dc2ex01.air.org> It seems there were a few health related articles in the news today. The following article is also about the same study at Northwestern University research that they did five years ago where they interviewed 3,260 Medicare patients ages 65 an older. The follow-up is very interesting. http://www.abcnews.go.com/Health/ActiveAging/story?id=3406298&page=1 Jaleh Behroozi Soroui ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, July 24, 2007 2:10 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/b7d98968/attachment.html From ihabramson at aol.com Tue Jul 24 15:37:02 2007 From: ihabramson at aol.com (ihabramson at aol.com) Date: Tue, 24 Jul 2007 15:37:02 -0400 Subject: [HealthLiteracy 1105] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> References: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <8C99C41249CEB67-9C4-5085@webmail-de19.sysops.aol.com> Hello Janet.? Do you know where that physician's quote is from (in case it is needed in an article, presentation, etc.)? Thank you. Ilene ihabramson at aol.com -----Original Message----- From: Janet Sorensen To: The Health and Literacy Discussion List Sent: Tue, 24 Jul 2007 2:10 pm Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA ? Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." ? Just how much money do some?of these docs want to make to do their jobs properly? ? (I have a feeling I'm opening a can of worms...) ? Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ? *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ihabramson at aol.com ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/14427bed/attachment.html From czarcadoolas at gmail.com Tue Jul 24 17:11:17 2007 From: czarcadoolas at gmail.com (Christina Zarcadoolas) Date: Tue, 24 Jul 2007 17:11:17 -0400 Subject: [HealthLiteracy 1106] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> References: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <1d6708910707241411g130c8f7aybef7042abc2d8a1a@mail.gmail.com> The article posted by Janet is guilty of, what is called in logic, the theory of the excluded middle ( or some such thing!). People have low literacy/ low health literacy (still confused and conflated in the 21st century) People with low health literacy die earlier. Therefore pay doctors more to communicate better. ??? And while there is long standing evidence that literacy is linked to mortality and morbidity around the globe ( to say nothing of economic viability of human beings) it's reckless to say that the missing link is communication with doctors. Chris On 7/24/07, Janet Sorensen wrote: > > > Here's an interesting article from Reuters today that links low health > literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, > from a physician: "Until physicians are compensated for the time it requires > to have this sort of effective communication, it will continue to be a > problem." > > Just how much money do some of these docs want to make to do their jobs > properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > *************************************************************************** > CONFIDENTIALITY NOTICE: The information in this E-mail is > confidential and may be privileged. This E-mail is intended solely > for the named recipient or recipients. If you are not the intended > recipient, any use, disclosure, copying or distribution of this > E-mail is prohibited. If you are not the intended recipient, please > inform us by replying with the subject line marked > "Wrong Address" and then deleting this E-mail and any > attachments. Arkansas Foundation for Medical Care, Inc. > (AFMC) uses regularly updated anti-virus software in an attempt > to reduce the possibility of transmitting computer viruses. We do > not guarantee, however, that any attachments to this E-mail are > virus-free. > *************************************************************************** > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to czarcadoolas at gmail.com > -- Christina Zarcadoolas, PhD Health and Environmental Literacy From lllittman at yahoo.com Tue Jul 24 17:22:47 2007 From: lllittman at yahoo.com (Lisa Littman) Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) Subject: [HealthLiteracy 1107] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <186487.97423.qm@web38208.mail.mud.yahoo.com> I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. -Lisa Janet Sorensen wrote: Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lllittman at yahoo.com --------------------------------- Got a little couch potato? Check out fun summer activities for kids. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/attachment.html From lllittman at yahoo.com Tue Jul 24 17:31:54 2007 From: lllittman at yahoo.com (Lisa Littman) Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) Subject: [HealthLiteracy 1108] Re: health literacy threat In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4367E@AFMCFS6.NT_AFMC.local> Message-ID: <800096.69759.qm@web38207.mail.mud.yahoo.com> Has anybody seen this unbelievable interview from The Daily Show? It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html -Lisa --------------------------------- Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/attachment.html From Jsorensen at afmc.org Thu Jul 26 11:20:52 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 26 Jul 2007 10:20:52 -0500 Subject: [HealthLiteracy 1109] Re: Interesting article In-Reply-To: <8C99C41249CEB67-9C4-5085@webmail-de19.sysops.aol.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301F4385A@AFMCFS6.NT_AFMC.local> The quote is from the same Reuters article at http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA The doctor is Dr. Anne Fabiny, chief of geriatrics at Cambridge Health Alliance in Massachusetts, and judging from her other comments, she sounds like she is actually one of the good guys. That one quote just rubbed me the wrong way. It says the comment was from a telephone interview, and the reporter who wrote the article was Ishani Ganguli. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of ihabramson at aol.com Sent: Tuesday, July 24, 2007 2:37 PM To: healthliteracy at nifl.gov; ihabramson at aol.com Subject: [HealthLiteracy 1105] Re: Interesting article Hello Janet. Do you know where that physician's quote is from (in case it is needed in an article, presentation, etc.)? Thank you. Ilene ihabramson at aol.com -----Original Message----- From: Janet Sorensen To: The Health and Literacy Discussion List Sent: Tue, 24 Jul 2007 2:10 pm Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ihabramson at aol.com ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070726/7a33d584/attachment.html From julie_mcKinney at worlded.org Thu Jul 26 12:17:25 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 26 Jul 2007 12:17:25 -0400 Subject: [HealthLiteracy 1110] Wednesday Question: The plight of doctors and time Message-ID: <46A890D50200002D00003118@bostongwia.jsi.com> Hi Everyone, First, sorry for the slew of messages today--the list server was down yesterday so nothing could get through. Thanks to all for sending links to those articles! The evidence keeps piling up, doesn't it? I want to use today's question to address the time problem for physicians, which Lisa so honestly laid out in her message. This is an issue that we all need to understand and work with, and one that explains why doctors are not the "bad guys", but have real policy-induced barriers to spending enough time face to face with their patients. (It is hard to believe that we have come from the days of house calls to these times of 10-minute visits!) So the question is: what are solutions to this problem? A few concepts which come to mind are: - Creating a system of using other staff to further educate patients after the appointment - Using resources like medical librarians who can work with patients and physicians as needed - Training staff in use of methods that don't require more time (using pictures along with explanations, using a common word instead of a complicated term, teach-back method, etc.) - Having good plain language and picture-based resources to complement the above - Creating other patient education opportunities outside of the appointment context, such as diabetes management classes, etc. - Policy changes to support longer appointments in certain circumstances I'm sure you all know of many more, and can describe examples of these and other solutions. Please write in and tell us! Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From TPITTMAN at PARTNERS.ORG Thu Jul 26 12:32:34 2007 From: TPITTMAN at PARTNERS.ORG (Pittman, Taryn J, R.N.) Date: Thu, 26 Jul 2007 12:32:34 -0400 Subject: [HealthLiteracy 1111] Re: Interesting article In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD301F4385A@AFMCFS6.NT_AFMC.local> Message-ID: <30A5D5C0F8C31B46AB1B8A7A3E18F93A84A7BF@PHSXMB6.partners.org> I wonder if the quote was taken out of context? There has been a growing movement in medicine to develop a reimbursement model for prescribing information to patients called "information therapy". See link to website: http://www.informationtherapy.org/ their byline being "Prescribing the right information to the right patient at the right time". I believe that more and more managed care based practices are looking at this to quantify and, therefore, charge for an eduational intervention that requires additional time during the office visit. Agree or not, this is being looked at very seriously by many practice groups. Taryn Pittman, RN, MSN Patient Education Specialist/Manager Blum Patient and Family Learning Center Massachusetts General Hospital 55 Fruit Street, WH110 Boston, MA 02114 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen Sent: Thursday, July 26, 2007 11:21 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1109] Re: Interesting article The quote is from the same Reuters article at http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEU k5z8NxUJRY8YR.3QA The doctor is Dr. Anne Fabiny, chief of geriatrics at Cambridge Health Alliance in Massachusetts, and judging from her other comments, she sounds like she is actually one of the good guys. That one quote just rubbed me the wrong way. It says the comment was from a telephone interview, and the reporter who wrote the article was Ishani Ganguli. _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of ihabramson at aol.com Sent: Tuesday, July 24, 2007 2:37 PM To: healthliteracy at nifl.gov; ihabramson at aol.com Subject: [HealthLiteracy 1105] Re: Interesting article Hello Janet. Do you know where that physician's quote is from (in case it is needed in an article, presentation, etc.)? Thank you. Ilene ihabramson at aol.com -----Original Message----- From: Janet Sorensen To: The Health and Literacy Discussion List Sent: Tue, 24 Jul 2007 2:10 pm Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEU k5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ihabramson at aol.com _____ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** The information transmitted in this electronic communication is intended only for the person or entity to whom it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited. If you received this information in error, please contact the Compliance HelpLine at 800-856-1983 and properly dispose of this information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070726/8671e42c/attachment.html From sandras at u.washington.edu Thu Jul 26 12:35:06 2007 From: sandras at u.washington.edu (Sandra Smith) Date: Thu, 26 Jul 2007 09:35:06 -0700 Subject: [HealthLiteracy 1112] Re: Wednesday Question: The plight of doctors and time In-Reply-To: <46A890D50200002D00003118@bostongwia.jsi.com> References: <46A890D50200002D00003118@bostongwia.jsi.com> Message-ID: Home visitors and community health workers provide social support and links to resources to pregnant women, families with young children & individuals with various chronic & acute conditions. They establish of a long term relationship, they meet people/pts on their own turf, they share language & culture; they are trained observers & mandatory reporters,. Home visiting programs exist across the country & home visitors are eager to collaborate with physicians, to share information that would improve care for their clients, prevent inappropriate or unnecessary testing and treatment, and otherwise address issues related to health literacy. Home visitors are a huge untapped healthcare resource. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, July 26, 2007 9:17 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1110] Wednesday Question: The plight of doctors and time Hi Everyone, First, sorry for the slew of messages today--the list server was down yesterday so nothing could get through. Thanks to all for sending links to those articles! The evidence keeps piling up, doesn't it? I want to use today's question to address the time problem for physicians, which Lisa so honestly laid out in her message. This is an issue that we all need to understand and work with, and one that explains why doctors are not the "bad guys", but have real policy-induced barriers to spending enough time face to face with their patients. (It is hard to believe that we have come from the days of house calls to these times of 10-minute visits!) So the question is: what are solutions to this problem? A few concepts which come to mind are: - Creating a system of using other staff to further educate patients after the appointment - Using resources like medical librarians who can work with patients and physicians as needed - Training staff in use of methods that don't require more time (using pictures along with explanations, using a common word instead of a complicated term, teach-back method, etc.) - Having good plain language and picture-based resources to complement the above - Creating other patient education opportunities outside of the appointment context, such as diabetes management classes, etc. - Policy changes to support longer appointments in certain circumstances I'm sure you all know of many more, and can describe examples of these and other solutions. Please write in and tell us! Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sandras at u.washington.edu From Jsorensen at afmc.org Thu Jul 26 13:59:39 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 26 Jul 2007 12:59:39 -0500 Subject: [HealthLiteracy 1113] Re: Interesting article In-Reply-To: <30A5D5C0F8C31B46AB1B8A7A3E18F93A84A7BF@PHSXMB6.partners.org> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD301F43886@AFMCFS6.NT_AFMC.local> It sounds fine to me. It isn't fair that doctors who DO take time with their patients might end up making less money than the ones who don't even take the time to listen. And a new reimbursement model might help rectify that. Don't take my previous comment the wrong way...I strongly believe doctors should be well compensated for what they do. And if it will help get better care for me, my child and my elderly mother, I say pay them more money -- all the money they want! But in some folks, that response can lead to a sense of entitlement rather than a sense of responsibility. I'm aware that a lot of doctors don't make nearly as much money as people think. But most of them are doing ok. It's hard to take someone seriously when they say they can't afford to spend more time with their patients if they're driving a top-of-the-line Lexus and taking calls at the country club. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Pittman, Taryn J, R.N. Sent: Thursday, July 26, 2007 11:33 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1111] Re: Interesting article I wonder if the quote was taken out of context? There has been a growing movement in medicine to develop a reimbursement model for prescribing information to patients called "information therapy". See link to website: http://www.informationtherapy.org/ their byline being "Prescribing the right information to the right patient at the right time". I believe that more and more managed care based practices are looking at this to quantify and, therefore, charge for an eduational intervention that requires additional time during the office visit. Agree or not, this is being looked at very seriously by many practice groups. Taryn Pittman, RN, MSN Patient Education Specialist/Manager Blum Patient and Family Learning Center Massachusetts General Hospital 55 Fruit Street, WH110 Boston, MA 02114 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen Sent: Thursday, July 26, 2007 11:21 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1109] Re: Interesting article The quote is from the same Reuters article at http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA The doctor is Dr. Anne Fabiny, chief of geriatrics at Cambridge Health Alliance in Massachusetts, and judging from her other comments, she sounds like she is actually one of the good guys. That one quote just rubbed me the wrong way. It says the comment was from a telephone interview, and the reporter who wrote the article was Ishani Ganguli. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of ihabramson at aol.com Sent: Tuesday, July 24, 2007 2:37 PM To: healthliteracy at nifl.gov; ihabramson at aol.com Subject: [HealthLiteracy 1105] Re: Interesting article Hello Janet. Do you know where that physician's quote is from (in case it is needed in an article, presentation, etc.)? Thank you. Ilene ihabramson at aol.com -----Original Message----- From: Janet Sorensen To: The Health and Literacy Discussion List Sent: Tue, 24 Jul 2007 2:10 pm Subject: [HealthLiteracy 1100] Interesting article Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlF SQBHopEUk5z8NxUJRY8YR.3QA Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." Just how much money do some of these docs want to make to do their jobs properly? (I have a feeling I'm opening a can of worms...) Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ihabramson at aol.com ________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com . ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** The information transmitted in this electronic communication is intended only for the person or entity to whom it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited. If you received this information in error, please contact the Compliance HelpLine at 800-856-1983 and properly dispose of this information. *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070726/906bdb75/attachment.html From kellra at cox.net Thu Jul 26 14:07:20 2007 From: kellra at cox.net (kellra at cox.net) Date: Thu, 26 Jul 2007 11:07:20 -0700 Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Message-ID: <2411994.1185473240651.JavaMail.root@fed1wml25.mgt.cox.net> Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net From lisamjones44 at hotmail.com Thu Jul 26 14:15:27 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Thu, 26 Jul 2007 18:15:27 +0000 Subject: [HealthLiteracy 1115] Re: HealthLiteracy Digest, Vol 22, Issue 16 In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070726/3ab0108a/attachment.html From NDavies at dthr.ab.ca Fri Jul 27 11:50:21 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 27 Jul 2007 09:50:21 -0600 Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time In-Reply-To: <2411994.1185473240651.JavaMail.root@fed1wml25.mgt.cox.net> Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDF38@DTHREXCL1.dthr.ab.ca> I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From bertiemo at yahoo.com Fri Jul 27 12:25:38 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 27 Jul 2007 12:25:38 -0400 (EDT) Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 In-Reply-To: Message-ID: <747080.68256.qm@web43135.mail.sp1.yahoo.com> There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/attachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/attachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070727/c481b67f/attachment.html From kellra at cox.net Sat Jul 28 13:04:04 2007 From: kellra at cox.net (kelli) Date: Sat, 28 Jul 2007 10:04:04 -0700 Subject: [HealthLiteracy 1118] Re: Wednesday Question: The plight of doctorsand time References: <521441A4F164E1418DCAC093C9EE6D95026EDF38@DTHREXCL1.dthr.ab.ca> Message-ID: <001001c7d139$4daa0e80$6400a8c0@ownerdrshfhbwr> Nicola: Thank you for your comment. In all honesty, that hasn't even been discussed in our planning and it is an extremely valid point and one that we need to take seriously. Kelli ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Friday, July 27, 2007 8:50 AM Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctorsand time >I know that one of the reasons this such a contentious area is because if >these volunteers give the wrong information, or incorrectly interpret the >medical information, then that volunteer is on the hook for medical >liability if the patient experiences adverse reactions. > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net > Sent: Thursday, July 26, 2007 12:07 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of > doctors and time > > > Hi everyone: > > We have been discussing the possibility of using trained adult literacy > volunteers to work as post-appointment advocates for patients who need > extra help. The focus groups we conducted with learners revealed that they > would really like advocates to help with pre-appointment paperwork and > pharmacy prescriptions. So, we will be researching the feasibility to > using the volunteers in these settings. > > Kelli Sandman-Hurley > Literacy Consultant > San Diego Council on Literacy > > ---- Julie McKinney wrote: >> Hi Everyone, >> >> First, sorry for the slew of messages today--the list server was down >> yesterday so nothing could get through. Thanks to all for sending links >> to those articles! The evidence keeps piling up, doesn't it? >> >> I want to use today's question to address the time problem for >> physicians, which Lisa so honestly laid out in her message. This is an >> issue that we all need to understand and work with, and one that >> explains why doctors are not the "bad guys", but have real >> policy-induced barriers to spending enough time face to face with their >> patients. (It is hard to believe that we have come from the days of >> house calls to these times of 10-minute visits!) >> >> So the question is: what are solutions to this problem? >> >> A few concepts which come to mind are: >> >> - Creating a system of using other staff to further educate patients >> after the appointment >> - Using resources like medical librarians who can work with patients and >> physicians as needed >> - Training staff in use of methods that don't require more time (using >> pictures along with explanations, using a common word instead of a >> complicated term, teach-back method, etc.) >> - Having good plain language and picture-based resources to complement >> the above >> - Creating other patient education opportunities outside of the >> appointment context, such as diabetes management classes, etc. >> - Policy changes to support longer appointments in certain circumstances >> >> I'm sure you all know of many more, and can describe examples of these >> and other solutions. Please write in and tell us! >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to kellra at cox.net > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ndavies at dthr.ab.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net > From EMEllison at literacyaction.org Sun Jul 29 11:46:28 2007 From: EMEllison at literacyaction.org (Emily Ellison) Date: Sun, 29 Jul 2007 11:46:28 -0400 Subject: [HealthLiteracy 1119] Director of Education Message-ID: <18D8AFBAE6B79D4F8D18CDF816A4DCD179D40D@lai-mail.literacyaction.org> As a member of the discussion list, I would like to post a job opening for a newly created position at Literacy Action, Inc., in Atlanta, GA. I am sending the job description as an attachment and you will also find it below in the body of this e-mail. Thank you very much for your assistance. Emily Ellison Executive Director Literacy Action is a nearly 40-year-old nonprofit adult literacy agency with a variety of programs, including: Basic Skills (phonics, reading, writing, math), GED prep, Computer, 21st Century Work Skills as well as Advanced Writing, Advanced Computer, Oral Expression, and other course offerings. We also have a Family Literacy Program and we are working on incorporating Health Literacy and Financial Literacy into the curriculum. Literacy Action, Inc. Atlanta, GA JOB DESCRIPTION Job Title: Director of Education Reports To: Executive Director Supervises: Instructional Staff and Program Coordinators Employment Status: Regular full-time Summary: The Education Director is an essential member of the agency's Leadership Team whose main focus is on curriculum and instructional and programmatic operations, including assessment, evaluation, and accountability. Duties and Responsibilities: * Serve as Educational Leader of the organization * Oversee the implementation of a cohesive, coordinated and articulated core curriculum that incorporates state and national standards and latest research and best practices in the field of adult education * Assist in operationalizing the Strategic Goals of the agency as articulated by the Board of Trustees and Executive Director into educational programs that reflect and communicate the Mission and Values of Literacy Action * Manage the instructional staff and daily operation of educational programs at Literacy Action * Identify new education programs and services * Assess operations, coordinate and evaluate in-service and professional development activities for all instructional staff regularly * Convene regular meetings of instructors and programmatic staff to share best practices, increase communication and teamwork, and ensure quality services; attend Leadership Team meetings; attend Board meetings as required * Conduct quarterly and annual job assessments of all instructional staff * Assist in the development of program funding proposals and reports by providing accurate and timely data including: documenting student and program outcomes monthly, quarterly, and annually; evaluating educational services monthly, quarterly, and annually using a variety of methodologies including student surveys, regular pre and post testing, and other teacher created assessment instruments * Work collaboratively with the Executive Director, Director of Development, and Director of Finance and Administration to monitor outcome and costs of programs and service delivery * Function as a productive and collaborative member of the Literacy Action staff, helping to build a team spirit and contributing to a positive work environment and a culture of lifelong learning * Other duties as assigned by the Executive Director Qualifications: The candidate must have excellent oral and written communication skills; strong organizational and leadership skills are required, as well as an ability to work with a wide variety of people. Experience required in supervision, program evaluation. Experience in curriculum development preferred. Experience in and respect for adult literacy, low income, and multicultural populations. Masters degree in Education or related field preferred, with experience in adult education with educational leadership. It is essential that the person filling this position has kept up with latest research and best practices in the field of adult basic education, is a passionate advocate for adult literacy, and has exceptional interpersonal skills. All interested and qualified applicants should send a cover letter, or statement of philosophy, and their resume to: Emily Ellison emellison at literacyaction.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070729/5f657ac5/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Job Description -- Education Director.doc Type: application/msword Size: 37888 bytes Desc: Job Description -- Education Director.doc Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070729/5f657ac5/attachment.doc From IHABRAMSON at aol.com Sun Jul 29 19:31:36 2007 From: IHABRAMSON at aol.com (IHABRAMSON at aol.com) Date: Sun, 29 Jul 2007 19:31:36 EDT Subject: [HealthLiteracy 1120] Re: Wednesday Question: The plight of doctors and t... Message-ID: I totally agree with the comment below from _NDavies at dthr.ab.ca_ (mailto:NDavies at dthr.ab.ca) . Using volunteers can be dangerous here. Ilene _ihabramson at aol.com_ (mailto:ihabramson at aol.com) In a message dated 7/28/2007 12:39:26 P.M. Eastern Daylight Time, NDavies at dthr.ab.ca writes: I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ihabramson at aol.com ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070729/f0ed31b4/attachment.html From bcmrose at telus.net Mon Jul 30 03:17:42 2007 From: bcmrose at telus.net (Marg Rose) Date: Mon, 30 Jul 2007 00:17:42 -0700 Subject: [HealthLiteracy 1121] patient prompt card In-Reply-To: Message-ID: We developed a patient prompt card for learners to use when they visited a doctor. It was fashioned as a wallet-sized card, to prompt them with key information and reminders about questions, such as the Askme3.org approach. I've attached it, but you can also see it by visiting www.mb.literacy.ca and click on plain language resources or call 1-877-947-5757 (Literacy Partners of Manitoba). We focus tested it with learners a few times, and they have made other suggestions to improve on the original accordian-fold out design and streamlined questions, but you get the idea. "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Sunday, July 29, 2007 8:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 19 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time (Davies, Nicola) 2. [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 (Bertha Mo) ---------------------------------------------------------------------- Message: 1 Date: Fri, 27 Jul 2007 09:50:21 -0600 From: "Davies, Nicola" Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time To: "The Health and Literacy Discussion List" Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDF38 at DTHREXCL1.dthr.ab.ca> Content-Type: text/plain; charset="iso-8859-1" I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ------------------------------ Message: 2 Date: Fri, 27 Jul 2007 12:25:38 -0400 (EDT) From: Bertha Mo Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 To: The Health and Literacy Discussion List Message-ID: <747080.68256.qm at web43135.mail.sp1.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/a ttachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/a ttachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070727/c481b67f/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 22, Issue 19 ********************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: Prompt card.pdf Type: application/pdf Size: 138729 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/48c841e2/attachment.pdf From Linda.Harris at hhs.gov Mon Jul 30 07:30:29 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Mon, 30 Jul 2007 07:30:29 -0400 Subject: [HealthLiteracy 1122] Re: HealthLiteracy Digest, Vol 22, Issue 16 References: <747080.68256.qm@web43135.mail.sp1.yahoo.com> Message-ID: Do you know the title of the book on community health centers? LInda Harris -----Original Message----- From: healthliteracy-bounces at nifl.gov on behalf of Bertha Mo Sent: Fri 7/27/2007 12:25 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBHopEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/attachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/attachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 9030 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/b9d926a1/attachment.bin From NDavies at dthr.ab.ca Mon Jul 30 11:09:04 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 30 Jul 2007 09:09:04 -0600 Subject: [HealthLiteracy 1123] Re: Wednesday Question: The plight ofdoctorsand time In-Reply-To: <001001c7d139$4daa0e80$6400a8c0@ownerdrshfhbwr> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F042EA@DTHREXCL1.dthr.ab.ca> Unfortunately, we live in such a litigious age that we often hear of stories where it is in a company's best interests to stay Mum on safety issues. Example: a bike shop here in Alberta sold a very powerful bike to a young and inexperienced teenager. Inevitably, the young man crashed and is now paraplegic. The bike shop owner, when approached, said that it is not store policy to recommend lower or higher power bikes, because when you go down that road, and you sell a powerful bike to someone you know for sure cannot safely drive it, you are more liable. To sell the bike and not ask questions is to not explicitly implicate yourself in the safety and wellbeing of that individual...I am sure this is a real comfort to the young man. How can we translate this to the volunteer situation? In my wellness centres, we have volunteers who can give information on where to access information, but not give explicit information. For example, if someone comes in to the centre for information on sunscreen, the volunteer can go to medline+ and type in 'sun screen' or 'sunscreen' and print off information that is generic enough to actually provide information tailored to everybody, and specific enough to give accurate and concise information. Perhaps this idea of 'on the hook' can also be found in the doctor's office. Are there any docs out there who can provide input on this topic? Nicola Nicola Davies, BA Health Literacy Specialist Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kelli Sent: Saturday, July 28, 2007 11:04 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1118] Re: Wednesday Question: The plight ofdoctorsand time Nicola: Thank you for your comment. In all honesty, that hasn't even been discussed in our planning and it is an extremely valid point and one that we need to take seriously. Kelli ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Friday, July 27, 2007 8:50 AM Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctorsand time >I know that one of the reasons this such a contentious area is because if >these volunteers give the wrong information, or incorrectly interpret the >medical information, then that volunteer is on the hook for medical >liability if the patient experiences adverse reactions. > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [ mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net > Sent: Thursday, July 26, 2007 12:07 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of > doctors and time > > > Hi everyone: > > We have been discussing the possibility of using trained adult literacy > volunteers to work as post-appointment advocates for patients who need > extra help. The focus groups we conducted with learners revealed that they > would really like advocates to help with pre-appointment paperwork and > pharmacy prescriptions. So, we will be researching the feasibility to > using the volunteers in these settings. > > Kelli Sandman-Hurley > Literacy Consultant > San Diego Council on Literacy > > ---- Julie McKinney wrote: >> Hi Everyone, >> >> First, sorry for the slew of messages today--the list server was down >> yesterday so nothing could get through. Thanks to all for sending links >> to those articles! The evidence keeps piling up, doesn't it? >> >> I want to use today's question to address the time problem for >> physicians, which Lisa so honestly laid out in her message. This is an >> issue that we all need to understand and work with, and one that >> explains why doctors are not the "bad guys", but have real >> policy-induced barriers to spending enough time face to face with their >> patients. (It is hard to believe that we have come from the days of >> house calls to these times of 10-minute visits!) >> >> So the question is: what are solutions to this problem? >> >> A few concepts which come to mind are: >> >> - Creating a system of using other staff to further educate patients >> after the appointment >> - Using resources like medical librarians who can work with patients and >> physicians as needed >> - Training staff in use of methods that don't require more time (using >> pictures along with explanations, using a common word instead of a >> complicated term, teach-back method, etc.) >> - Having good plain language and picture-based resources to complement >> the above >> - Creating other patient education opportunities outside of the >> appointment context, such as diabetes management classes, etc. >> - Policy changes to support longer appointments in certain circumstances >> >> I'm sure you all know of many more, and can describe examples of these >> and other solutions. Please write in and tell us! >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to kellra at cox.net > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ndavies at dthr.ab.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/ddd0636f/attachment.html From NDavies at dthr.ab.ca Mon Jul 30 11:21:22 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 30 Jul 2007 09:21:22 -0600 Subject: [HealthLiteracy 1124] What do you call yours? In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F042EB@DTHREXCL1.dthr.ab.ca> Just out of curiosity, what do your respective health care facilities call the information you hand out to patients? Do you have different names for different types?(Public health)(palliative)etc. In the last few years, we have had: Health Information Materials (HIMs) Consumer Health Information (CHI) Health Information (HI)...and easily confused with Health Information Services/Health Records I would really like to know how you all refer to yours. Thanks Nicola From poledc at slu.edu Mon Jul 30 12:14:45 2007 From: poledc at slu.edu (David Pole) Date: Mon, 30 Jul 2007 11:14:45 -0500 Subject: [HealthLiteracy 1125] Re: HealthLiteracy Digest, Vol 22, Issue 16 In-Reply-To: Message-ID: <20070730161534.E382411BA8@mail.nifl.gov> One book that has been a good reference for us in discussing and developing materials to support the skills applied to the PCP and info on determining roles of other team members is: Improving Primary Care - Strategies and Tools for a Better Practice (McGraw-Hill/LANGE) by Tom Bodenheimer and Kevin Grumbach Although this is not specifically on Community Health Centers, it is based upon the application of the Chronic Care Model, which many CHCs are working to implement and the work by Lorig, Bodenheimer and Grumbach on developing patient self-management skills. David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu SLU Community and Family Medicine ~ Innovations in Education, Research, and Primary Care -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Monday, July 30, 2007 6:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1122] Re: HealthLiteracy Digest, Vol 22, Issue 16 Do you know the title of the book on community health centers? LInda Harris -----Original Message----- From: healthliteracy-bounces at nifl.gov on behalf of Bertha Mo Sent: Fri 7/27/2007 12:25 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/a ttachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/a ttachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 30746 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/79ef5fe2/attachment.bin From kbeall at onlyinternet.net Mon Jul 30 12:59:11 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Mon, 30 Jul 2007 12:59:11 -0400 Subject: [HealthLiteracy 1126] New from NCSALL Message-ID: <008801c7d2ca$f4980a20$0302a8c0@your4105e587b6> We'd like to share two, new resources from the National Center for the Study of Adult Learning and Literacy (NCSALL). The materials can be downloaded free from the NCSALL website at www.ncsall.net . Skills for Disease Prevention and Screening By Rima E. Rudd, Lisa Soricone, and Jennie Maricel Santos The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for engaging in disease prevention and screening activities. These skills include decision-making, using graphs and charts, calculating percentages, and interpreting risks and probability. For more information and to download, go to: www.ncsall.net/?id=769#prevention Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators (May 2007) By Cristine Smith, Beth Bingman, Lennox McLendon, and John Comings The National Center for the Study of Adult Learning and Literacy (NCSALL) and the National Adult Education Professional Development Consortium (NAEPDC), with funding from the National Institute for Literacy (Institute), created a one-day workshop to assist practitioners and administrators in adult basic education, TANF (Transitional Assistance for Needy Families) and One Stop programs to understand evidence-based practice and develop strategies for continuously accessing, understanding, judging and using research. For more information and to download, go to: www.ncsall.net/?id=769#ebp_train Kaye **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/24583393/attachment.html From P.Frable at tcu.edu Mon Jul 30 14:53:21 2007 From: P.Frable at tcu.edu (Frable, Pamela) Date: Mon, 30 Jul 2007 13:53:21 -0500 Subject: [HealthLiteracy 1127] Volunteers In-Reply-To: <001001c7d139$4daa0e80$6400a8c0@ownerdrshfhbwr> References: <521441A4F164E1418DCAC093C9EE6D95026EDF38@DTHREXCL1.dthr.ab.ca> <001001c7d139$4daa0e80$6400a8c0@ownerdrshfhbwr> Message-ID: <10F83764FCEDF54C8B433D4CB7DBC861013EB7CB@fsmaillk1a.tcu.edu> Actually, the exposure of volunteers will be based on the volunteer administration set up and the state's laws. It is unlikely that a properly trained and supervised volunteer working within the scope of a job description approved by the organization responsible for training and supervising the volunteers would have medical liability. Liability would come in if training were inadequate (applies to organization using volunteer), supervision were inadequate (organization), or volunteer acted outside of his/her training and job description scope (individual liability). The local Directors of Volunteers in Organizations (DOVIA, American Red Cross, and other volunteer agencies can provide additional information about volunteer administration. Local legal counsel can help you structure the role of volunteers to limit individual and organizational liabilities while allowing volunteers to deliver the needed services. Pamela Jean Frable ND RN p.frable at tcu.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of kelli Sent: Saturday, July 28, 2007 12:04 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1118] Re: Wednesday Question: The plight ofdoctorsand time Nicola: Thank you for your comment. In all honesty, that hasn't even been discussed in our planning and it is an extremely valid point and one that we need to take seriously. Kelli ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Friday, July 27, 2007 8:50 AM Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctorsand time >I know that one of the reasons this such a contentious area is because if >these volunteers give the wrong information, or incorrectly interpret the >medical information, then that volunteer is on the hook for medical >liability if the patient experiences adverse reactions. > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net > Sent: Thursday, July 26, 2007 12:07 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of > doctors and time > > > Hi everyone: > > We have been discussing the possibility of using trained adult literacy > volunteers to work as post-appointment advocates for patients who need > extra help. The focus groups we conducted with learners revealed that they > would really like advocates to help with pre-appointment paperwork and > pharmacy prescriptions. So, we will be researching the feasibility to > using the volunteers in these settings. > > Kelli Sandman-Hurley > Literacy Consultant > San Diego Council on Literacy > > ---- Julie McKinney wrote: >> Hi Everyone, >> >> First, sorry for the slew of messages today--the list server was down >> yesterday so nothing could get through. Thanks to all for sending links >> to those articles! The evidence keeps piling up, doesn't it? >> >> I want to use today's question to address the time problem for >> physicians, which Lisa so honestly laid out in her message. This is an >> issue that we all need to understand and work with, and one that >> explains why doctors are not the "bad guys", but have real >> policy-induced barriers to spending enough time face to face with their >> patients. (It is hard to believe that we have come from the days of >> house calls to these times of 10-minute visits!) >> >> So the question is: what are solutions to this problem? >> >> A few concepts which come to mind are: >> >> - Creating a system of using other staff to further educate patients >> after the appointment >> - Using resources like medical librarians who can work with patients and >> physicians as needed >> - Training staff in use of methods that don't require more time (using >> pictures along with explanations, using a common word instead of a >> complicated term, teach-back method, etc.) >> - Having good plain language and picture-based resources to complement >> the above >> - Creating other patient education opportunities outside of the >> appointment context, such as diabetes management classes, etc. >> - Policy changes to support longer appointments in certain circumstances >> >> I'm sure you all know of many more, and can describe examples of these >> and other solutions. Please write in and tell us! >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to kellra at cox.net > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ndavies at dthr.ab.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to p.frable at tcu.edu From bertiemo at yahoo.com Mon Jul 30 15:47:03 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Mon, 30 Jul 2007 15:47:03 -0400 (EDT) Subject: [HealthLiteracy 1128] Re: Wednesday Question: The plight of doctors and time In-Reply-To: <521441A4F164E1418DCAC093C9EE6D95026EDF38@DTHREXCL1.dthr.ab.ca> Message-ID: <101726.41086.qm@web43143.mail.sp1.yahoo.com> There are several documents published by the Association of Community Health Center's which might be helpful to readers of this list serve. They are: " Protecting Health Center Volunteers from Personal Liability, " "Community Health Centers': A Movement and the People who Made it" and "Meeting America's Most Pressing Health Needs." If you haven't guessed it, I'm a great fan of health centers whether at the colleges and universities I've attended or those in the community. Best, Bertie Mo, Ph.D., MPH "Davies, Nicola" wrote: I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070730/ca2b3e20/attachment.html From julie_mcKinney at worlded.org Tue Jul 31 11:45:35 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 31 Jul 2007 11:45:35 -0400 Subject: [HealthLiteracy 1129] Re: patient prompt card Message-ID: <46AF20E00200002D000031B9@bostongwia.jsi.com> Hi Marg, Thanks for sharing the patient prompt card! It looks great, and I have a few questions. (It would be great to see if this can be considered an evidence-based approach!) What did the focus groups tell you about the content and general usefulness? Do you plan any further evaluation of this concept? Is there any training of health care providers in responding to patients using these cards? Have you worked with the AskMe3 folks -- do they know about this? I'd love to hear feedback froam anyone who has used this type of approach! Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 07/30/07 3:17 AM >>> We developed a patient prompt card for learners to use when they visited a doctor. It was fashioned as a wallet-sized card, to prompt them with key information and reminders about questions, such as the Askme3.org approach. I've attached it, but you can also see it by visiting www.mb.literacy.ca and click on plain language resources or call 1-877-947-5757 (Literacy Partners of Manitoba). We focus tested it with learners a few times, and they have made other suggestions to improve on the original accordian-fold out design and streamlined questions, but you get the idea. "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Sunday, July 29, 2007 8:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 19 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time (Davies, Nicola) 2. [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 (Bertha Mo) ---------------------------------------------------------------------- Message: 1 Date: Fri, 27 Jul 2007 09:50:21 -0600 From: "Davies, Nicola" Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time To: "The Health and Literacy Discussion List" Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDF38 at DTHREXCL1.dthr.ab.ca> Content-Type: text/plain; charset="iso-8859-1" I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ------------------------------ Message: 2 Date: Fri, 27 Jul 2007 12:25:38 -0400 (EDT) From: Bertha Mo Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 To: The Health and Literacy Discussion List Message-ID: <747080.68256.qm at web43135.mail.sp1.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/a ttachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/a ttachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070727/c481b67f/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 22, Issue 19 ********************************************** From julie_mcKinney at worlded.org Tue Jul 31 12:04:03 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 31 Jul 2007 12:04:03 -0400 Subject: [HealthLiteracy 1130] Wednesday Question: The plight of doctorsand time-using volunteers Message-ID: <46AF25340200002D000031BD@bostongwia.jsi.com> Thanks for discussing this point: the benefits and challenges of using volunteers in a medical setting. I think it is often overlooked how valuable literacy workers can be in communicating with adult learners and others who have low literacy skills and low communication confidence. They have tremendous potential in helping fill the communication gap, but there is always the specter of liability issues, which needs to be addressed. I encourage us all to keep addressing this. (The information from Pamela Frable is hopeful!) Has anyone ever done a co-training of literacy volunteers and either medical assistants, medical librarians, health educators or other medically trained staff who might also be able to fill this post-appointment role? The literacy folks could give advice on how to best pass on info to lower literate patients, and medical staff could give guidance in where to draw the line in interpreting health information. They both could share resources. Just an idea. Also, Kelli, please keep us informed of how your research is going with the volunteers. What is your plan? Thanks again, all! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "kelli" 07/28/07 1:04 PM >>> Nicola: Thank you for your comment. In all honesty, that hasn't even been discussed in our planning and it is an extremely valid point and one that we need to take seriously. Kelli ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Friday, July 27, 2007 8:50 AM Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctorsand time >I know that one of the reasons this such a contentious area is because if >these volunteers give the wrong information, or incorrectly interpret the >medical information, then that volunteer is on the hook for medical >liability if the patient experiences adverse reactions. > > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net > Sent: Thursday, July 26, 2007 12:07 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of > doctors and time > > > Hi everyone: > > We have been discussing the possibility of using trained adult literacy > volunteers to work as post-appointment advocates for patients who need > extra help. The focus groups we conducted with learners revealed that they > would really like advocates to help with pre-appointment paperwork and > pharmacy prescriptions. So, we will be researching the feasibility to > using the volunteers in these settings. > > Kelli Sandman-Hurley > Literacy Consultant > San Diego Council on Literacy > > ---- Julie McKinney wrote: >> Hi Everyone, >> >> First, sorry for the slew of messages today--the list server was down >> yesterday so nothing could get through. Thanks to all for sending links >> to those articles! The evidence keeps piling up, doesn't it? >> >> I want to use today's question to address the time problem for >> physicians, which Lisa so honestly laid out in her message. This is an >> issue that we all need to understand and work with, and one that >> explains why doctors are not the "bad guys", but have real >> policy-induced barriers to spending enough time face to face with their >> patients. (It is hard to believe that we have come from the days of >> house calls to these times of 10-minute visits!) >> >> So the question is: what are solutions to this problem? >> >> A few concepts which come to mind are: >> >> - Creating a system of using other staff to further educate patients >> after the appointment >> - Using resources like medical librarians who can work with patients and >> physicians as needed >> - Training staff in use of methods that don't require more time (using >> pictures along with explanations, using a common word instead of a >> complicated term, teach-back method, etc.) >> - Having good plain language and picture-based resources to complement >> the above >> - Creating other patient education opportunities outside of the >> appointment context, such as diabetes management classes, etc. >> - Policy changes to support longer appointments in certain circumstances >> >> I'm sure you all know of many more, and can describe examples of these >> and other solutions. Please write in and tell us! >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to kellra at cox.net > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ndavies at dthr.ab.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From vlewis at suffolk.lib.ny.us Tue Jul 31 13:23:29 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 31 Jul 2007 13:23:29 -0400 Subject: [HealthLiteracy 1131] Re: patient prompt card In-Reply-To: <46AF20E00200002D000031B9@bostongwia.jsi.com> Message-ID: <000e01c7d397$8355a8e0$aa6310ac@enigma.suffolk.lib.ny.us> I would encourage the design of these types of patient assistant materials to be designed in alternative formats, as well. Always keeping in mind that patients with print disabilities need the same information as everyone else. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, July 31, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1129] Re: patient prompt card Hi Marg, Thanks for sharing the patient prompt card! It looks great, and I have a few questions. (It would be great to see if this can be considered an evidence-based approach!) What did the focus groups tell you about the content and general usefulness? Do you plan any further evaluation of this concept? Is there any training of health care providers in responding to patients using these cards? Have you worked with the AskMe3 folks -- do they know about this? I'd love to hear feedback froam anyone who has used this type of approach! Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 07/30/07 3:17 AM >>> We developed a patient prompt card for learners to use when they visited a doctor. It was fashioned as a wallet-sized card, to prompt them with key information and reminders about questions, such as the Askme3.org approach. I've attached it, but you can also see it by visiting www.mb.literacy.ca and click on plain language resources or call 1-877-947-5757 (Literacy Partners of Manitoba). We focus tested it with learners a few times, and they have made other suggestions to improve on the original accordian-fold out design and streamlined questions, but you get the idea. "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Sunday, July 29, 2007 8:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 19 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time (Davies, Nicola) 2. [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 (Bertha Mo) ---------------------------------------------------------------------- Message: 1 Date: Fri, 27 Jul 2007 09:50:21 -0600 From: "Davies, Nicola" Subject: [HealthLiteracy 1116] Re: Wednesday Question: The plight of doctors and time To: "The Health and Literacy Discussion List" Message-ID: <521441A4F164E1418DCAC093C9EE6D95026EDF38 at DTHREXCL1.dthr.ab.ca> Content-Type: text/plain; charset="iso-8859-1" I know that one of the reasons this such a contentious area is because if these volunteers give the wrong information, or incorrectly interpret the medical information, then that volunteer is on the hook for medical liability if the patient experiences adverse reactions. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of kellra at cox.net Sent: Thursday, July 26, 2007 12:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1114] Re: Wednesday Question: The plight of doctors and time Hi everyone: We have been discussing the possibility of using trained adult literacy volunteers to work as post-appointment advocates for patients who need extra help. The focus groups we conducted with learners revealed that they would really like advocates to help with pre-appointment paperwork and pharmacy prescriptions. So, we will be researching the feasibility to using the volunteers in these settings. Kelli Sandman-Hurley Literacy Consultant San Diego Council on Literacy ---- Julie McKinney wrote: > Hi Everyone, > > First, sorry for the slew of messages today--the list server was down > yesterday so nothing could get through. Thanks to all for sending links > to those articles! The evidence keeps piling up, doesn't it? > > I want to use today's question to address the time problem for > physicians, which Lisa so honestly laid out in her message. This is an > issue that we all need to understand and work with, and one that > explains why doctors are not the "bad guys", but have real > policy-induced barriers to spending enough time face to face with their > patients. (It is hard to believe that we have come from the days of > house calls to these times of 10-minute visits!) > > So the question is: what are solutions to this problem? > > A few concepts which come to mind are: > > - Creating a system of using other staff to further educate patients > after the appointment > - Using resources like medical librarians who can work with patients and > physicians as needed > - Training staff in use of methods that don't require more time (using > pictures along with explanations, using a common word instead of a > complicated term, teach-back method, etc.) > - Having good plain language and picture-based resources to complement > the above > - Creating other patient education opportunities outside of the > appointment context, such as diabetes management classes, etc. > - Policy changes to support longer appointments in certain circumstances > > I'm sure you all know of many more, and can describe examples of these > and other solutions. Please write in and tell us! > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ------------------------------ Message: 2 Date: Fri, 27 Jul 2007 12:25:38 -0400 (EDT) From: Bertha Mo Subject: [HealthLiteracy 1117] Re: HealthLiteracy Digest, Vol 22, Issue 16 To: The Health and Literacy Discussion List Message-ID: <747080.68256.qm at web43135.mail.sp1.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" There are many new models of health care provision (community health center, student health center) that permit physicians to do what they do best with the support of others. I believe that a recent book was published about the value of community health centers. How can we promote these models to funders and providers of health care services? Is this a role that we can take on? Best, Bertie Mo lisa jones wrote: Lisa Littman - You said that much more effectively and with less anger than I ever could. I know docs that have actually have gone out of business trying to provide the kind of care they (and I) think patients deserve. Less finger pointing and more constructive ideas would be welcome. For example - who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated? That would be far more valuable than worrying about how much doctors earn. Lisa Jones --------------------------------- From: healthliteracy-request at nifl.gov Reply-To: healthliteracy at nifl.gov To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 22, Issue 16 Date: Thu, 26 Jul 2007 12:00:01 -0400 >Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > >To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy >or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > >You can reach the person managing the list at > healthliteracy-owner at nifl.gov > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of HealthLiteracy digest..." > > >Today's Topics: > > 1. [HealthLiteracy 1106] Re: Interesting article > (Christina Zarcadoolas) > 2. [HealthLiteracy 1107] Re: Interesting article (Lisa Littman) > 3. [HealthLiteracy 1108] Re: health literacy threat (Lisa Littman) > > >---------------------------------------------------------------------- > >Message: 1 >Date: Tue, 24 Jul 2007 17:11:17 -0400 >From: "Christina Zarcadoolas" >Subject: [HealthLiteracy 1106] Re: Interesting article >To: "The Health and Literacy Discussion List" > >Message-ID: > <1d6708910707241411g130c8f7aybef7042abc2d8a1a at mail.gmail.com> >Content-Type: text/plain; charset=ISO-8859-1; format=flowed > >The article posted by Janet is guilty of, what is called in logic, the >theory of the excluded middle ( or some such thing!). > >People have low literacy/ low health literacy (still confused and >conflated in the 21st century) >People with low health literacy die earlier. >Therefore pay doctors more to communicate better. ??? > > >And while there is long standing evidence that literacy is linked to >mortality and morbidity around the globe ( to say nothing of economic >viability of human beings) it's reckless to say that the missing link >is communication with doctors. > > >Chris > > > >On 7/24/07, Janet Sorensen wrote: > > > > > > Here's an interesting article from Reuters today that links low health > > literacy among Medicare beneficiaries with higher mortality rates. > > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > > > Not to reopen the physician-bashing...but here's a quote that bothers me, > > from a physician: "Until physicians are compensated for the time it requires > > to have this sort of effective communication, it will continue to be a > > problem." > > > > Just how much money do some of these docs want to make to do their jobs > > properly? > > > > (I have a feeling I'm opening a can of worms...) > > > > Janet Sorensen > > Senior Technical Writer > > Arkansas Foundation for Medical Care > > 501-212-8644 > > *************************************************************************** > > CONFIDENTIALITY NOTICE: The information in this E-mail is > > confidential and may be privileged. This E-mail is intended solely > > for the named recipient or recipients. If you are not the intended > > recipient, any use, disclosure, copying or distribution of this > > E-mail is prohibited. If you are not the intended recipient, please > > inform us by replying with the subject line marked > > "Wrong Address" and then deleting this E-mail and any > > attachments. Arkansas Foundation for Medical Care, Inc. > > (AFMC) uses regularly updated anti-virus software in an attempt > > to reduce the possibility of transmitting computer viruses. We do > > not guarantee, however, that any attachments to this E-mail are > > virus-free. > > *************************************************************************** > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to czarcadoolas at gmail.com > > > > >-- >Christina Zarcadoolas, PhD >Health and Environmental Literacy > > >------------------------------ > >Message: 2 >Date: Tue, 24 Jul 2007 14:22:47 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1107] Re: Interesting article >To: The Health and Literacy Discussion List >Message-ID: <186487.97423.qm at web38208.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >I'll preface this to say that I am completely on board and committed to working hard to improve healthy literacy for everyone and improve communication (dr-pt, pt-dr, public health experts-public etc) and I think it is a hugely important goal. > > As a physician who used to be in the trenches, I have to say, I think people fail to recognize how difficult it is to provide care in our current situation. Because of managed care, insurance companies, increasing cost of liability insurance, other overhead--physicians have very little time to spend with each patient. This is not just a loss to the patients. Every physician I know is upset about this. Remember, the vast majority went into medicine to help people. > > Even if you want to buck the system--it is hard to do. I tried this in private practice. I said, "I am going to spend time talking to my patients!". After the first few patients of the day, I would be behind in my schedule so that the patients waiting in the waiting room were annoyed and angry at the wait by the time they got to see me. It's hard to create time when none exists. > > As a non-partner I had no pull in setting schedules or how many patients to see in a day. The senior partners were not selfish-greedy beaurocrats. They were also very committed to providing care and needed to make sure the staff was paid, liability was paid, etc, etc and were doing the best they could in a lousy environment. ANd that said, our practice did provide the most TLC I've seen in a practice (our nurse manager reviewed pregnant patients food diaries to talk about nutrition, she rounded on patients to give breastfeeding advice, and had pts come into the office two weeks after delivery where the nurses would ooh and ahh about the babies and do a depression screening.but i digress) > > So I totally understand the comment--it needs to be financially feasible for the people who run the offices and senior partners to schedule patients with enough time that these interactions should take. Right now the time doesn't exist so it needs to be time that is created. So, that is where, I think the comment comes from. There needs to be a change in the current system to make it possible to spend the time needed with patients. > > -Lisa > >Janet Sorensen wrote: > Here's an interesting article from Reuters today that links low health literacy among Medicare beneficiaries with higher mortality rates. > http://news.yahoo.com/s/nm/20070723/hl_nm/healthcare_elderly_dc;_ylt=AlFSQBH opEUk5z8NxUJRY8YR.3QA > > Not to reopen the physician-bashing...but here's a quote that bothers me, from a physician: "Until physicians are compensated for the time it requires to have this sort of effective communication, it will continue to be a problem." > > Just how much money do some of these docs want to make to do their jobs properly? > > (I have a feeling I'm opening a can of worms...) > > Janet Sorensen > Senior Technical Writer > Arkansas Foundation for Medical Care > 501-212-8644 > > >*************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to lllittman at yahoo.com > > >--------------------------------- >Got a little couch potato? >Check out fun summer activities for kids. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/955a33fb/a ttachment-0001.html > >------------------------------ > >Message: 3 >Date: Tue, 24 Jul 2007 14:31:54 -0700 (PDT) >From: Lisa Littman >Subject: [HealthLiteracy 1108] Re: health literacy threat >To: The Health and Literacy Discussion List >Message-ID: <800096.69759.qm at web38207.mail.mud.yahoo.com> >Content-Type: text/plain; charset="iso-8859-1" > >Has anybody seen this unbelievable interview from The Daily Show? > > It sounds like Inhofe's English as national language initiative would bar hospitals from having forms in languages other than english. > > This activist went so far as to say that with common diagnoses, a good doctor should be able to get the info he needs without the use of language!!! > > John Oliver asks the activist to pantomine common ailments to make his point that language isn't necessary: > > http://findingthefilth.blogspot.com/2007/07/daily-show-language-burier.html > > -Lisa > > >--------------------------------- >Boardwalk for $500? In 2007? Ha! >Play Monopoly Here and Now (it's updated for today's economy) at Yahoo! Games. >-------------- next part -------------- >An HTML attachment was scrubbed... >URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070724/4fb02da3/a ttachment-0001.html > >------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > >End of HealthLiteracy Digest, Vol 22, Issue 16 >********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070727/c481b67f/a ttachment-0001.html ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 22, Issue 19 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From julie_mcKinney at worlded.org Wed Aug 1 14:05:46 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 01 Aug 2007 14:05:46 -0400 Subject: [HealthLiteracy 1132] Wednesday Question: How to validate patient education principles to the payors? Message-ID: <46B0933A0200002D0000323E@mail.jsi.com> Hi Everyone, Today's question comes from a response during the past week's discussion: "Who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated?" Can we justify payment for extra visit-time for education? Please send links, citations, or names of organizations who are doing this work. And a side-question: How do insurance companies react to this idea? What are the barriers to accepting this? Thanks, folks, it is so nice to see so many of you involved, thinking creatively, and willing to share with the group! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Wed Aug 1 14:47:19 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 1 Aug 2007 12:47:19 -0600 Subject: [HealthLiteracy 1133] Re: Wednesday Question: How to validate patienteducation principles to the payors? In-Reply-To: <46B0933A0200002D0000323E@mail.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04307@DTHREXCL1.dthr.ab.ca> I have a rather obvious response to the side question: insurance companies would charge higher premiums to people who have lower literacy...or who cannot prove they have adequate literacy, to offset the extra costs associated with extra doctor time. I imagine they would attempt to quantify literacy, perhaps by providing questionnaires with skill-testing questions. Perhaps they would attempt to deny coverage because of this lack education. Any other futurists out there have other 'visions' of this future? Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, August 01, 2007 12:06 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1132] Wednesday Question: How to validate patienteducation principles to the payors? Hi Everyone, Today's question comes from a response during the past week's discussion: "Who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated?" Can we justify payment for extra visit-time for education? Please send links, citations, or names of organizations who are doing this work. And a side-question: How do insurance companies react to this idea? What are the barriers to accepting this? Thanks, folks, it is so nice to see so many of you involved, thinking creatively, and willing to share with the group! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From jann at healthliteracyworks.com Wed Aug 1 14:59:22 2007 From: jann at healthliteracyworks.com (Jann Keenan) Date: Wed, 1 Aug 2007 14:59:22 -0400 Subject: [HealthLiteracy 1134] Re: Keenan Group is Seeking Skilled Spanish Translators for Print and Multi-Media In-Reply-To: <46AF25340200002D000031BD@bostongwia.jsi.com> References: <46AF25340200002D000031BD@bostongwia.jsi.com> Message-ID: Hello NIFL Members, At The Keenan Group, Inc.- Experts in Health Literacy, we write and develop print and multi-media materials that are easy-to-understand. And we design culturally appropriate presentations and social marketing campaigns. We?ve recently opened our New York office to compliment our Baltimore/DC Metro division (now in its 13th year). As part of our expansion, we seek additional plain language writers/translators with experience translating easy-to-read materials into Spanish. Applicants need not live in the mid-Atlantic region. Please contact: Keenan Group President, Jann Keenan at Jann at healthliteracyworks.com Or the company's Vice-President, Julia Wittner at Julia at healthliteracyworks.com You can also visit us on the web at www.healthliteracyworks.com Members--know folks who might be interested in working for the Keenan Group? Please pass this email along to them. Thanks much! Jann Jann Keenan, Ed.S. The Keenan Group, Inc.-Experts in Health Literacy Founding member, The Clear Language Group 9862 Century Drive Ellicott City, MD 21042 410.480.9716 http://www.healthliteracyworks.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1481 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070801/8400bc72/attachment.bin From lisamjones44 at hotmail.com Thu Aug 2 12:22:41 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Thu, 2 Aug 2007 16:22:41 +0000 Subject: [HealthLiteracy 1135] Wednesday question Message-ID: I've been working with several insurance companies working out the relationship between cost and health education. My most recent project (in progress) looks at the link between tailored health education curriculum and Er usage, patient satisfaction and preventative care usage. So far in the pilot group there has been a striking improvement at relativley low cost. Lisa Lisa Jones, MD ljones at wellLifeEducation.com www.wellLifeEducation.com > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 23, Issue 1> To: healthliteracy at nifl.gov> Date: Thu, 2 Aug 2007 12:00:01 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1132] Wednesday Question: How to validate> patient education principles to the payors? (Julie McKinney)> 2. [HealthLiteracy 1133] Re: Wednesday Question: How to validate> patienteducation principles to the payors? (Davies, Nicola)> 3. [HealthLiteracy 1134] Re: Keenan Group is Seeking Skilled> Spanish Translators for Print and Multi-Media (Jann Keenan)> > > ----------------------------------------------------------------------> > Message: 1> Date: Wed, 01 Aug 2007 14:05:46 -0400> From: "Julie McKinney" > Subject: [HealthLiteracy 1132] Wednesday Question: How to validate> patient education principles to the payors?> To: > Message-ID: <46B0933A0200002D0000323E at mail.jsi.com>> Content-Type: text/plain; charset=US-ASCII> > Hi Everyone,> > Today's question comes from a response during the past week's> discussion:> > "Who out there is doing the research to prove to insurance companies> that health care is more cost effective when patient education> principles are incorporated?" Can we justify payment for extra> visit-time for education?> > Please send links, citations, or names of organizations who are doing> this work.> > And a side-question: How do insurance companies react to this idea? What> are the barriers to accepting this?> > Thanks, folks, it is so nice to see so many of you involved, thinking> creatively, and willing to share with the group!> > All the best,> Julie> > Julie McKinney> Discussion List Moderator> World Education/NCSALL> jmckinney at worlded.org> > > > ------------------------------> > Message: 2> Date: Wed, 1 Aug 2007 12:47:19 -0600> From: "Davies, Nicola" > Subject: [HealthLiteracy 1133] Re: Wednesday Question: How to validate> patienteducation principles to the payors?> To: "The Health and Literacy Discussion List"> > Message-ID:> <521441A4F164E1418DCAC093C9EE6D9502F04307 at DTHREXCL1.dthr.ab.ca>> Content-Type: text/plain; charset="iso-8859-1"> > I have a rather obvious response to the side question: insurance companies would charge higher premiums to people who have lower literacy...or who cannot prove they have adequate literacy, to offset the extra costs associated with extra doctor time. I imagine they would attempt to quantify literacy, perhaps by providing questionnaires with skill-testing questions. Perhaps they would attempt to deny coverage because of this lack education.> > Any other futurists out there have other 'visions' of this future?> > Nicola Davies> > > > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney> Sent: Wednesday, August 01, 2007 12:06 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1132] Wednesday Question: How to validate> patienteducation principles to the payors?> > > Hi Everyone,> > Today's question comes from a response during the past week's> discussion:> > "Who out there is doing the research to prove to insurance companies> that health care is more cost effective when patient education> principles are incorporated?" Can we justify payment for extra> visit-time for education?> > Please send links, citations, or names of organizations who are doing> this work.> > And a side-question: How do insurance companies react to this idea? What> are the barriers to accepting this? > > Thanks, folks, it is so nice to see so many of you involved, thinking> creatively, and willing to share with the group!> > All the best,> Julie> > Julie McKinney> Discussion List Moderator> World Education/NCSALL> jmckinney at worlded.org> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to ndavies at dthr.ab.ca> > > > ------------------------------> > Message: 3> Date: Wed, 1 Aug 2007 14:59:22 -0400> From: Jann Keenan > Subject: [HealthLiteracy 1134] Re: Keenan Group is Seeking Skilled> Spanish Translators for Print and Multi-Media> To: The Health and Literacy Discussion List > Message-ID: > Content-Type: text/plain; charset="windows-1252"> > Hello NIFL Members,> At The Keenan Group, Inc.- Experts in Health Literacy,> we write and develop print and multi-media materials that are > easy-to-understand. And we design culturally appropriate presentations > and social marketing campaigns.> > We?ve recently opened our New York office to compliment our > Baltimore/DC Metro division (now in its 13th year). As part of our > expansion, we seek additional plain language writers/translators with > experience translating easy-to-read materials into Spanish. Applicants > need not live in the mid-Atlantic region.> > Please contact:> Keenan Group President, Jann Keenan at Jann at healthliteracyworks.com> Or the company's Vice-President, Julia Wittner at > Julia at healthliteracyworks.com> > You can also visit us on the web at www.healthliteracyworks.com> > Members--know folks who might be interested in working for the Keenan > Group? Please pass this email along to them.> > Thanks much!> Jann> > Jann Keenan, Ed.S.> The Keenan Group, Inc.-Experts in Health Literacy> Founding member, The Clear Language Group> 9862 Century Drive> Ellicott City, MD 21042> 410.480.9716> http://www.healthliteracyworks.com> > -------------- next part --------------> A non-text attachment was scrubbed...> Name: not available> Type: text/enriched> Size: 1481 bytes> Desc: not available> Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070801/8400bc72/attachment-0001.bin > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 23, Issue 1> ********************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070802/81f3449c/attachment.html From WinstonL at lacnyc.org Thu Aug 2 19:57:00 2007 From: WinstonL at lacnyc.org (Winston Lawrence) Date: Thu, 2 Aug 2007 19:57:00 -0400 Subject: [HealthLiteracy 1136] Re: Wednesday Question: How to validatepatienteducation principles to the payors? In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04307@DTHREXCL1.dthr.ab.ca> References: <46B0933A0200002D0000323E@mail.jsi.com> <521441A4F164E1418DCAC093C9EE6D9502F04307@DTHREXCL1.dthr.ab.ca> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C4631@lac-exch.lacnyc.local> Nicola: You have made a very powerful observation. Just the thought of knowing that insurance companies COULD go this route troubles me deeply. And they WOULD do it if they feel they would save lots of money. Our healthcare system!!! I hope it would never come to that! winston -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Wednesday, August 01, 2007 2:47 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1133] Re: Wednesday Question: How to validatepatienteducation principles to the payors? I have a rather obvious response to the side question: insurance companies would charge higher premiums to people who have lower literacy...or who cannot prove they have adequate literacy, to offset the extra costs associated with extra doctor time. I imagine they would attempt to quantify literacy, perhaps by providing questionnaires with skill-testing questions. Perhaps they would attempt to deny coverage because of this lack education. Any other futurists out there have other 'visions' of this future? Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Wednesday, August 01, 2007 12:06 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1132] Wednesday Question: How to validate patienteducation principles to the payors? Hi Everyone, Today's question comes from a response during the past week's discussion: "Who out there is doing the research to prove to insurance companies that health care is more cost effective when patient education principles are incorporated?" Can we justify payment for extra visit-time for education? Please send links, citations, or names of organizations who are doing this work. And a side-question: How do insurance companies react to this idea? What are the barriers to accepting this? Thanks, folks, it is so nice to see so many of you involved, thinking creatively, and willing to share with the group! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to winstonl at lacnyc.org From pleasant at aesop.rutgers.edu Fri Aug 3 11:15:31 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Fri, 03 Aug 2007 11:15:31 -0400 Subject: [HealthLiteracy 1137] Re: Wednesday Question: How to validatepatienteducation principles to the payors? In-Reply-To: <6E8BC13A30982C44BCD32B38FB8F5AB84C4631@lac-exch.lacnyc.local> References: <46B0933A0200002D0000323E@mail.jsi.com> <521441A4F164E1418DCAC093C9EE6D9502F04307@DTHREXCL1.dthr.ab.ca> <6E8BC13A30982C44BCD32B38FB8F5AB84C4631@lac-exch.lacnyc.local> Message-ID: Agreed the potential is there, but I suppose it would come down to the complex numbers. To be very cold about it ... which would allow them to make more money? Raising rates on people with low health literacy to cover short term costs but likely keeping some customers for a shorter period of time (they die) while continuing to experience increasing health system costs overall. Or Lower long term costs by investing in reducing inequities in health literacy while keeping the same rates, likely keeping more customers for a longer period of time. This approach would likely reduce health system costs overall. For one example, through efficiency gains reflecting increased health literacy of providers and the insured. While living longer also produces more chances to experience poor health over time, that should be balanced by paying longer as well. I think .. ok, I hope .. because I don't believe the evidence base is strongly enough in place (at least publicly) .. that the positive synergies from preventing and reducing inequities in health literacy as a social determinant of health are the best economic solution for the insurance companies given available data. . Ethically the choice is very clear to me. The added benefits for society at large (consider increased work productivity alone) could really tip the scale if insurance companies were induced to include those in their calculations (perhaps through tax incentives for investments in health literacy training for medical students for example). Of course, this email may better explain why I am not currently working for insurance companies and the medical/governmental establishment doesn't always seem to agree with my approach to health literacy as a social determinant of health. Best to all, Andrew >Nicola: You have made a very powerful observation. Just the thought of >knowing that insurance companies COULD go this route troubles me deeply. >And they WOULD do it if they feel they would save lots of money. Our >healthcare system!!! I hope it would never come to that! >winston > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola >Sent: Wednesday, August 01, 2007 2:47 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1133] Re: Wednesday Question: How to >validatepatienteducation principles to the payors? > >I have a rather obvious response to the side question: insurance >companies would charge higher premiums to people who have lower >literacy...or who cannot prove they have adequate literacy, to offset >the extra costs associated with extra doctor time. I imagine they would >attempt to quantify literacy, perhaps by providing questionnaires with >skill-testing questions. Perhaps they would attempt to deny coverage >because of this lack education. > >Any other futurists out there have other 'visions' of this future? > >Nicola Davies > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney >Sent: Wednesday, August 01, 2007 12:06 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 1132] Wednesday Question: How to validate >patienteducation principles to the payors? > > >Hi Everyone, > >Today's question comes from a response during the past week's >discussion: > >"Who out there is doing the research to prove to insurance companies >that health care is more cost effective when patient education >principles are incorporated?" Can we justify payment for extra >visit-time for education? > >Please send links, citations, or names of organizations who are doing >this work. > >And a side-question: How do insurance companies react to this idea? What >are the barriers to accepting this? > >Thanks, folks, it is so nice to see so many of you involved, thinking >creatively, and willing to share with the group! > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to winstonl at lacnyc.org >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From ElyseR at lacnyc.org Fri Aug 3 11:35:01 2007 From: ElyseR at lacnyc.org (Elyse Rudolph) Date: Fri, 3 Aug 2007 11:35:01 -0400 Subject: [HealthLiteracy 1138] Re: Wednesday Question: How to validatepatienteducation principles to the payors? In-Reply-To: References: <46B0933A0200002D0000323E@mail.jsi.com><521441A4F164E1418DCAC093C9EE6D9502F04307@DTHREXCL1.dthr.ab.ca><6E8BC13A30982C44BCD32B38FB8F5AB84C4631@lac-exch.lacnyc.local> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB84C4654@lac-exch.lacnyc.local> The Literacy Assistance Center has been working with a number of insurance companies, most notably Affinity Health Care, and we are finding that insurers are becoming aware of the high cost of low health literacy. Some have a genuine interest in making real improvements in both print and verbal communication. Many groups in and around New York are also working both together and separately to streamline access to insurance as well. There is a long way to go, but we are seeing signs of change. Elyse Barbell Rudolph Executive Director Literacy Assistance Center 212.803.3302 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Friday, August 03, 2007 11:16 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1137] Re: Wednesday Question: How to validatepatienteducation principles to the payors? Agreed the potential is there, but I suppose it would come down to the complex numbers. To be very cold about it ... which would allow them to make more money? Raising rates on people with low health literacy to cover short term costs but likely keeping some customers for a shorter period of time (they die) while continuing to experience increasing health system costs overall. Or Lower long term costs by investing in reducing inequities in health literacy while keeping the same rates, likely keeping more customers for a longer period of time. This approach would likely reduce health system costs overall. For one example, through efficiency gains reflecting increased health literacy of providers and the insured. While living longer also produces more chances to experience poor health over time, that should be balanced by paying longer as well. I think .. ok, I hope .. because I don't believe the evidence base is strongly enough in place (at least publicly) .. that the positive synergies from preventing and reducing inequities in health literacy as a social determinant of health are the best economic solution for the insurance companies given available data. . Ethically the choice is very clear to me. The added benefits for society at large (consider increased work productivity alone) could really tip the scale if insurance companies were induced to include those in their calculations (perhaps through tax incentives for investments in health literacy training for medical students for example). Of course, this email may better explain why I am not currently working for insurance companies and the medical/governmental establishment doesn't always seem to agree with my approach to health literacy as a social determinant of health. Best to all, Andrew >Nicola: You have made a very powerful observation. Just the thought of >knowing that insurance companies COULD go this route troubles me deeply. >And they WOULD do it if they feel they would save lots of money. Our >healthcare system!!! I hope it would never come to that! >winston > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola >Sent: Wednesday, August 01, 2007 2:47 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1133] Re: Wednesday Question: How to >validatepatienteducation principles to the payors? > >I have a rather obvious response to the side question: insurance >companies would charge higher premiums to people who have lower >literacy...or who cannot prove they have adequate literacy, to offset >the extra costs associated with extra doctor time. I imagine they would >attempt to quantify literacy, perhaps by providing questionnaires with >skill-testing questions. Perhaps they would attempt to deny coverage >because of this lack education. > >Any other futurists out there have other 'visions' of this future? > >Nicola Davies > > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney >Sent: Wednesday, August 01, 2007 12:06 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 1132] Wednesday Question: How to validate >patienteducation principles to the payors? > > >Hi Everyone, > >Today's question comes from a response during the past week's >discussion: > >"Who out there is doing the research to prove to insurance companies >that health care is more cost effective when patient education >principles are incorporated?" Can we justify payment for extra >visit-time for education? > >Please send links, citations, or names of organizations who are doing >this work. > >And a side-question: How do insurance companies react to this idea? What >are the barriers to accepting this? > >Thanks, folks, it is so nice to see so many of you involved, thinking >creatively, and willing to share with the group! > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to ndavies at dthr.ab.ca > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to winstonl at lacnyc.org >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to robertz at lacnyc.org From sgeorg at workforcestrategy.org Fri Aug 3 14:53:04 2007 From: sgeorg at workforcestrategy.org (Stacey Georg) Date: Fri, 3 Aug 2007 14:53:04 -0400 Subject: [HealthLiteracy 1139] Announcement Notice: ABE Career Connections Project Message-ID: <3F8DCAF0A829634390956689075BF5E5F34A54@ms06.mse1.mailstreet.com> The Workforce Strategy Center and the U.S. Department of Education, Office of Vocational and Adult Education, invite local adult basic education (ABE) programs across the country to apply for the ABE Career Connections project. Five sites will be selected to receive support in the development and implementation of new or improved approaches to build upon their current involvement in career pathways. The ABE Career Connections project will demonstrate how ABE programs can operate within career pathways to prepare students for postsecondary courses leading to a degree or occupational certificate targeted toward an industry important to a regional economy. Each winner will receive $75,000.00, technical assistance, and national recognition. For more information, visit the Workforce Strategy Center Website . Applications are due September 5, 2007. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070803/667b0fd7/attachment.html From julie_mcKinney at worlded.org Thu Aug 9 08:46:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 09 Aug 2007 08:46:17 -0400 Subject: [HealthLiteracy 1140] Wednesday Question: Measuring impact of health literacy initiatives Message-ID: <46BAD4590200002D000033AE@mail.jsi.com> Hi Everyone, There are so many good health literacy initiatives going on around the country, and I'm curious as to how their impact on communities and cities is being measured. Is anyone taking measures to see if the knowledge, access, and/or actual health outcomes improve in a community after exposure to health literacy interventions. I'd love to hear some ideas! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From lisab at whattoexpect.org Fri Aug 10 09:41:09 2007 From: lisab at whattoexpect.org (Lisa Bernstein) Date: Fri, 10 Aug 2007 09:41:09 -0400 Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact of health literacy initiatives In-Reply-To: <46BAD4590200002D000033AE@mail.jsi.com> References: <46BAD4590200002D000033AE@mail.jsi.com> Message-ID: We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: > > Hi Everyone, > > There are so many good health literacy initiatives going on around the > country, and I'm curious as to how their impact on communities and > cities is being measured. Is anyone taking measures to see if the > knowledge, access, and/or actual health outcomes improve in a community > after exposure to health literacy interventions. > > I'd love to hear some ideas! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lisab at whattoexpect.org > -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070810/3398f4f8/attachment.html From wendyhess03 at aol.com Fri Aug 10 11:32:07 2007 From: wendyhess03 at aol.com (wendyhess03 at aol.com) Date: Fri, 10 Aug 2007 11:32:07 -0400 Subject: [HealthLiteracy 1142] Re: Wednesday Question: Measuring impact of health literacy initiatives In-Reply-To: References: <46BAD4590200002D000033AE@mail.jsi.com> Message-ID: <8C9A97ABEB0B3A1-5D0-A7B1@mblk-d19.sysops.aol.com> Hi Lisa, I spoke with you last week about Baby Basics, and received the information and planner.? If you could send me a copy of your report about outcomes, I would love to share it with our administrator of women's services.? I think your program fits so perfectly with what we are trying to accomplish with our clients.? I already know that they are using the Baby Basics books we are providing. You can send the report to my work email (listed below). Thanks, Wendy Wendy Hess Manager TriHealth Parish Nurse Ministry 619 Oak Street Cincinnati, OH? 45206 (513)569-6138 E-mail: wendy_hess at trihealth.com -----Original Message----- From: Lisa Bernstein To: The Health and Literacy Discussion List Sent: Fri, 10 Aug 2007 9:41 am Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact of health literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change.? That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes.? Until then we have done evaluation of behavior change (still?pretty darn important!) that shows: 1. Patient satisfaction at our sites went?up with the implementation of our program in a clinical setting. ? 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) ? 3.? This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments.? ? I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. ? On 8/9/07, Julie McKinney wrote: Hi Everyone, There are so many good health literacy initiatives going on around the country, and I'm curious as to how their impact on communities and cities is being measured. Is anyone taking measures to see if the knowledge, access, and/or actual health outcomes improve in a community after exposure to health literacy interventions. I'd love to hear some ideas! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lisab at whattoexpect.org -- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to wendyhess03 at aol.com ________________________________________________________________________ AOL now offers free email to everyone. Find out more about what's free from AOL at AOL.com. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070810/4fb1ea97/attachment.html From jarnaud at balf.net Fri Aug 10 11:52:21 2007 From: jarnaud at balf.net (Joanne Appleton Arnaud) Date: Fri, 10 Aug 2007 11:52:21 -0400 Subject: [HealthLiteracy 1143] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives In-Reply-To: Message-ID: <001601c7db66$70c1e190$0a00a8c0@balf.net> Hi Lisa, I'd love to see the report. Thanks! Joanne Joanne Appleton Arnaud Executive Director Boston Adult Literacy Fund 617.482.3336 www.balf.net BOSTON ADULT LITERACY FUND.Read between the lives -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein Sent: Friday, August 10, 2007 9:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: > > Hi Everyone, > > There are so many good health literacy initiatives going on around the > country, and I'm curious as to how their impact on communities and > cities is being measured. Is anyone taking measures to see if the > knowledge, access, and/or actual health outcomes improve in a community > after exposure to health literacy interventions. > > I'd love to hear some ideas! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lisab at whattoexpect.org > -- From holly.fetters at sinclair.edu Fri Aug 10 12:41:38 2007 From: holly.fetters at sinclair.edu (Fetters, Holly) Date: Fri, 10 Aug 2007 12:41:38 -0400 Subject: [HealthLiteracy 1144] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives In-Reply-To: References: <46BAD4590200002D000033AE@mail.jsi.com> Message-ID: <0FDC65F3A8935943A4CA61D2D7CE6034014A32D7@SPRUCE.scc-nt.sinclair.edu> I would love to see it as well. Maybe you could sending it out as part of the list? Holly M. Fetters Literacy*AmeriCorps Service Member Project READ 444 W. Third Street Rm. 12-201 Dayton, OH 45406 (937) 512-3211 "If you concentrate on what unites you instead of what divides you, there's nearly no limit to what you can accomplish." Tony Hall, Changing the Face of Hunger Unite for Literacy by attending The Concert for Literacy, Project READ's only major fundraiser. August 11th, 7:30pm at the Fraze Pavilion! For tickets go to www.fraze.com . For Raffle & Concert information go to www.project-read.org . ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein Sent: Friday, August 10, 2007 9:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: Hi Everyone, There are so many good health literacy initiatives going on around the country, and I'm curious as to how their impact on communities and cities is being measured. Is anyone taking measures to see if the knowledge, access, and/or actual health outcomes improve in a community after exposure to health literacy interventions. I'd love to hear some ideas! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lisab at whattoexpect.org -- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070810/9e9e0392/attachment.html From tsticht at znet.com Fri Aug 10 14:15:32 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Fri, 10 Aug 2007 11:15:32 -0700 Subject: [HealthLiteracy 1145] Message for International Literacy Day Message-ID: <1186769732.46bcab4482deb@webmail.znet.net> A Message for International Literacy Day 2007 UNESCO Recognition for Industrialized Nations: >From Fighting Pockets of Illiteracy to Raising Levels of Literacy Tom Sticht International Consultant in Adult Education During 2007 I am presenting a series of workshops entitled Adult Literacy Education in Industrialized Nations. Earlier, I worked for 25 years (1979-2003) as a volunteer member of UNESCO's International Literacy Prize Jury. This Jury recommends to the Director General of UNESCO the winners of UNESCO's literacy awards each year on September 8, International Literacy Day. For most of the time that UNESCO has awarded literacy recognition the discourse was about "illiteracy" and most attention was, and still is, focussed on developing nations with large percentages of illiterate adults (age 15 and above). There were times, however, when recognition was given to industrialized nations where it was generally said that illiteracy was not a major problem but there were "pockets of illiteracy." This usually referred to socially marginalized groups of indigenous persons, immigrants, poverty stricken, incarcerated, and the like. Over time, the discourse of literacy has varied and has included "illiteracy," "functionally illiterate," "functionally literate," "literacy levels," and "multiple literacies." This listing moves from thinking about "illiteracy" as being almost totally unable to read and write, to thinking about literacy as a continuum from illiteracy through gradients of literacy from low to higher levels and to the idea of "multiple literacies" meaning the ability to use a variety of symbolic communication media (e.g, the internet) and graphic technologies such as maps, graphs, and the like. UNESCO may provide three types of recognition on International Literacy Day: Major Prizes with monetary awards, Honorable Mentions, and Recognition in the Palmares, the official document that proclaims the winners of each year's recognition. Of the six industrialized nations that are discussed in my workshop, five have received multiple recognition primarily before the shift in discourse in talking about "illiteracy" to "levels of literacy" or "multiple literacies." This UNESCO recognition has helped each of these five nations keep the need for literacy education in their nation in the awareness of policymakers and has provided a foundation for major activities that are underway to advance levels of literacy in these nations today. On September 8th of this year we should continue to press for international attention to the plight of hundreds of millions of illiterate adults around the world. But we should also recognize the need in all nations, both developing and developed, to raise the levels of literacy of thousands of millions of adults and promote the multiple literacies of adults who are at risk of losing such advances as they have made in their lives and the lives of their families in the face of a rapidly changing world. As a member of UNESCO's International Literacy Jury I was honored to participate in recognizing the work of nations that are part of my workshop on Adult Literacy in Industrialized Nations. Today I am pleased to once again recognize the outstanding adult literacy work that these nations have performed in the past, and to call attention to the continuing efforts of these and other industrialized nations which are today locked in a struggle to enhance the lives of millions of adults and their families through policies and practices aimed at improving literacy. Celebrate Adult Literacy Education on September 8th! UNESCO recognition of my workshop industrialized nations: 1. Australia 1969 HM Summer Institute of Education 1984 R Mr. Archibald Alexander Nelson 1989 R Workplace Education Project 1991 R News on Wheels 2. Canada 1977 HM Frontier College, Basic Education of the Canadian Frontier 1985 HM Canadian Organization for Development Through Education (CODE) 1988 HM Southam Incorporated 1995 Major Prize Community Academic Services Program (CASP), New Brunswick 2002 HM National Adult Literacy Database 3. New Zealand 1988 HM Mr. Michael Marquet 1995 HM Waitakera WEA Adult Literacy 1997 R National Association of ESOL Home Tutor Scheme 2000 HM Literacy Aotearoa, Inc. 2001 Major Prize Workbase, the National Center for Workplace Literacy & Language 4. United Kingdom 1981 HM "On the Move" Project of the British Broadcasting Corp. 1984 HM Adult Literacy and Basic Skills Unit (ALBSU) 1999 Major Prize Family Literacy Programme, Basic Skills Agency 5. United States 1968 HM International Reading Association 1971 HM National Affiliation for Literacy Advance 1972 HM Appalachian Adult Education Center 1978 HM Dr.Welthy Honziger Fisher 1980 R Mrs. Ruth Johnson Colvin 1981 R Laubach Literacy International 1992 R Beginning With Books Literacy Program 2007 Major Prize Reach out and Read Legend: HM-Honorable Mention; R-Recognition in the Palmares Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From boydhdavis at yahoo.com Fri Aug 10 15:51:24 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Fri, 10 Aug 2007 12:51:24 -0700 (PDT) Subject: [HealthLiteracy 1146] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives In-Reply-To: <001601c7db66$70c1e190$0a00a8c0@balf.net> Message-ID: <690599.18828.qm@web54604.mail.re2.yahoo.com> Me, too Boyd Davis UNC Charlotte Joanne Appleton Arnaud wrote: Hi Lisa, I'd love to see the report. Thanks! Joanne Joanne Appleton Arnaud Executive Director Boston Adult Literacy Fund 617.482.3336 www.balf.net BOSTON ADULT LITERACY FUND.Read between the lives -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein Sent: Friday, August 10, 2007 9:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: > > Hi Everyone, > > There are so many good health literacy initiatives going on around the > country, and I'm curious as to how their impact on communities and > cities is being measured. Is anyone taking measures to see if the > knowledge, access, and/or actual health outcomes improve in a community > after exposure to health literacy interventions. > > I'd love to hear some ideas! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lisab at whattoexpect.org > -- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070810/c1a4fc1d/attachment.html From MMaralit at NIFL.gov Mon Aug 13 09:44:48 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 13 Aug 2007 09:44:48 -0400 Subject: [HealthLiteracy 1147] Aug. 29 Webcast: Health Literacy of America's Adults Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C47C1@wdcrobe2m03.ed.gov> SAVE THE DATE for a LIVE webcast! Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time ** Registration information will be shared in a future posting, but for now, SAVE THE DATE for a LIVE webcast on Wednesday, August 29! ** For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ---------------------------------------------------------------------------- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070813/7c5ea5f5/attachment.html From JBaker3439 at aol.com Mon Aug 13 12:43:44 2007 From: JBaker3439 at aol.com (JBaker3439 at aol.com) Date: Mon, 13 Aug 2007 12:43:44 EDT Subject: [HealthLiteracy 1148] Accent Reduction Message-ID: I'm doing work in a large hospital where there are employees who speak English, but are very hard to understand, due to their heavy accents. I have decided to work with one employee who works with visitors and patients entering the hospital. He's a very bright man from Argentina who would like to move up the career ladder, but feels that this thick accent is holding him back. It is very difficult to understand him, even though he understands English perfectly. I told this employee that I wouldn't want him to fully lose his accent, but am willing to help him with certain sounds that will help him be more clearly understood. During my years in adult and workplace education, I have helped many with accent reduction on an informal basis. However, I've never had any formal training in that specific area and would appreciate any information others have in that area. Also, are there training materials available - both for the students and for training the trainer? Thank you , Julie Julie N. Baker Workforce Skills Development 13805 Shaker Blvd., Suite #4A Cleveland, Ohio 44120 216-561-1629 jbaker3439 at aol.com ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070813/bb859399/attachment.html From Mhrsemh at omh.state.ny.us Mon Aug 13 14:08:42 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Mon, 13 Aug 2007 14:08:42 -0400 Subject: [HealthLiteracy 1149] Re: Accent Reduction In-Reply-To: References: Message-ID: <46C065E9.43A9.0076.0@omh.state.ny.us> Does your facility have a speech pathologist on staff? In addition to working with children and stroke victims, speech pathologists are the experts at accent reduction. Perhaps they would be able to give you some tips, or share some vocal exercises with you. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-3171x3625 Fax 845-374-3171x4625 >>> 8/13/2007 12:43 pm >>> I'm doing work in a large hospital where there are employees who speak English, but are very hard to understand, due to their heavy accents. I have decided to work with one employee who works with visitors and patients entering the hospital. He's a very bright man from Argentina who would like to move up the career ladder, but feels that this thick accent is holding him back. It is very difficult to understand him, even though he understands English perfectly. I told this employee that I wouldn't want him to fully lose his accent, but am willing to help him with certain sounds that will help him be more clearly understood. During my years in adult and workplace education, I have helped many with accent reduction on an informal basis. However, I've never had any formal training in that specific area and would appreciate any information others have in that area. Also, are there training materials available - both for the students and for training the trainer? Thank you , Julie Julie N. Baker Workforce Skills Development 13805 Shaker Blvd., Suite #4A Cleveland, Ohio 44120 216-561-1629 jbaker3439 at aol.com ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From Betty.Merriman at cancer.org Mon Aug 13 15:17:21 2007 From: Betty.Merriman at cancer.org (Betty.Merriman at cancer.org) Date: Mon, 13 Aug 2007 15:17:21 -0400 Subject: [HealthLiteracy 1150] Resource for Accent Reduction In-Reply-To: Message-ID: You might be interested in the CD by Jane Wellborn who, I believe, has taught accent reduction here in Atlanta for many years. http://www.learnoutloud.com/Sale-Section/Languages/English-as-a-Second-Language/Accent-Reduction-Made-Easy/17587 Betty Merriman, Content Developer: Readability American Cancer Society, National Home Office betty.merriman at cancer.org (770) 934-0508 home/office (404) 441-7950 cell JBaker3439 at aol.co m Sent by: To healthliteracy-bo healthliteracy at nifl.gov unces at nifl.gov cc Subject 08/13/2007 01:48 [HealthLiteracy 1148] Accent PM Reduction Please respond to The Health and Literacy Discussion List I'm doing work in a large hospital where there are employees who speak English, but are very hard to understand, due to their heavy accents. I have decided to work with one employee who works with visitors and patients entering the hospital. He's a very bright man from Argentina who would like to move up the career ladder, but feels that this thick accent is holding him back. It is very difficult to understand him, even though he understands English perfectly. I told this employee that I wouldn't want him to fully lose his accent, but am willing to help him with certain sounds that will help him be more clearly understood. During my years in adult and workplace education, I have helped many with accent reduction on an informal basis. However, I've never had any formal training in that specific area and would appreciate any information others have in that area. Also, are there training materials available - both for the students and for training the trainer? Thank you , Julie Julie N. Baker Workforce Skills Development 13805 Shaker Blvd., Suite #4A Cleveland, Ohio 44120 216-561-1629 jbaker3439 at aol.com Get a sneak peek of the all-new AOL.com. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to betty.merriman at cancer.org From bba at nauticom.net Mon Aug 13 23:54:10 2007 From: bba at nauticom.net (Bonnie Anton) Date: Mon, 13 Aug 2007 23:54:10 -0400 Subject: [HealthLiteracy 1151] Re: Wednesday Question: Measuring impactofhealth literacy initiatives In-Reply-To: <690599.18828.qm@web54604.mail.re2.yahoo.com> Message-ID: <0d7901c7de26$c7e62220$2d01a8c0@Dell4600> I would also like to see the report Bonnie B. Anton UPMC -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis Sent: Friday, August 10, 2007 3:51 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1146] Re: Wednesday Question: Measuring impactofhealth literacy initiatives Me, too Boyd Davis UNC Charlotte Joanne Appleton Arnaud wrote: Hi Lisa, I'd love to see the report. Thanks! Joanne Joanne Appleton Arnaud Executive Director Boston Adult Literacy Fund 617.482.3336 www.balf.net BOSTON ADULT LITERACY FUND.Read between the lives -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein Sent: Friday, August 10, 2007 9:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: > > Hi Everyone, > > There are so many good health literacy initiatives going on around the > country, and I'm curious as to how their impact on communities and > cities is being measured. Is anyone taking measures to see if the > knowledge, access, and/or actual health outcomes improve in a community > after exposure to health literacy interventions. > > I'd love to hear some ideas! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lisab at whattoexpect.org > -- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070813/6a31cffd/attachment.html From cfairweather at misn-ny.org Tue Aug 14 13:25:35 2007 From: cfairweather at misn-ny.org (cfairweather at misn-ny.org) Date: Tue, 14 Aug 2007 10:25:35 -0700 Subject: [HealthLiteracy 1152] Re: Wednesday Question: Measuring impactofhealth literacy initiatives Message-ID: <20070814102535.8f9f3a3d8dd0cc8b9af6ac19783baa8b.52b6999be5.wbe@email.secureserver.net> An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070814/9f33a238/attachment.html From MNarvaez at doe.mass.edu Wed Aug 15 12:59:25 2007 From: MNarvaez at doe.mass.edu (Narvaez, Marie M) Date: Wed, 15 Aug 2007 12:59:25 -0400 Subject: [HealthLiteracy 1153] Re: Wednesday Question: Measuring impac tofhealth literacy initiatives Message-ID: <29CFEE83EDF92741BF0ED3F5D9BC7E87094347@exchange2.doe.mass.edu> We would also like to see the report. Thanks, Marie Narvaez and Janet Nicholas MA DOE/ACLS Marie M. Narvaez ACLS Education Specialist MADOE 781-338-3847 (ph) / 781-338-3394 (fax) "Reading is to the mind what exercise is to the body." -----Original Message----- From: Bonnie Anton [mailto:bba at nauticom.net] Sent: Monday, August 13, 2007 11:54 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1151] Re: Wednesday Question: Measuring impactofhealth literacy initiatives I would also like to see the report Bonnie B. Anton UPMC -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis Sent: Friday, August 10, 2007 3:51 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1146] Re: Wednesday Question: Measuring impactofhealth literacy initiatives Me, too Boyd Davis UNC Charlotte Joanne Appleton Arnaud wrote: Hi Lisa, I'd love to see the report. Thanks! Joanne Joanne Appleton Arnaud Executive Director Boston Adult Literacy Fund 617.482.3336 www.balf.net BOSTON ADULT LITERACY FUND.Read between the lives -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lisa Bernstein Sent: Friday, August 10, 2007 9:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1141] Re: Wednesday Question: Measuring impact ofhealth literacy initiatives We've made outcome measurement and evaluation an integral part of the Baby Basics Program and are working with Medical Health Research Associates in NYC to ensure that as our program grows we can look at health outcomes as well as behavior change. That said, we are slowly, slowly working our way towards a big controlled (hopefully NIH funded) research grant to see how the Baby Basics program affects birth outcomes. Until then we have done evaluation of behavior change (still pretty darn important!) that shows: 1. Patient satisfaction at our sites went up with the implementation of our program in a clinical setting. 2. Adherence to prenatal care went up at our programs in a clinical setting (people missed fewer appointments) 3. This is the big one in the world of maternal health: Our moms were more likely to show up at their post-partum appointments (6 weeks following delivery) at our clinical programs. (why? We asked and found that now moms understood for the first time WHY this apointment and indeed why prenatal care was important - it was for their health not so the doctor could muck about, check the baby and basically make moms waste their time) In our non-clinical (community based home visitation programs) we had some other great successes, but the best was that mothers who read Baby Basics and received health literacy skill instruction from their home visitors were also the moms who reported feeling very comfortable going to their doctors appointments. I have all of this written up in a lovely evaluation report, if anyone wants to see it drop me a line. Thanks Lisa Lisa Bernstein Executive Director The What To Expect Foundation 144 W. 80th Street New York, NY 10024 212-712-9764 www.whattoexpect.org Providing prenatal health and literacy support so that women in need know what to expect when expecting. On 8/9/07, Julie McKinney wrote: > > Hi Everyone, > > There are so many good health literacy initiatives going on around the > country, and I'm curious as to how their impact on communities and > cities is being measured. Is anyone taking measures to see if the > knowledge, access, and/or actual health outcomes improve in a community > after exposure to health literacy interventions. > > I'd love to hear some ideas! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lisab at whattoexpect.org > -- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070815/c5a83972/attachment.html From Jacqueline.Jeffrey at bannerhealth.com Wed Aug 15 18:54:40 2007 From: Jacqueline.Jeffrey at bannerhealth.com (Jeffrey, Jacqueline M) Date: Wed, 15 Aug 2007 15:54:40 -0700 Subject: [HealthLiteracy 1154] List of Consumer Websites with Literacy Levels listed? In-Reply-To: References: <46BAD4590200002D000033AE@mail.jsi.com> Message-ID: Hello, Does anyone have a list of consumer health websites that includes the literacy level of the site? Any help is appreciated. Thank you! ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070815/2da4ffb4/attachment.html From sgeorg at workforcestrategy.org Fri Aug 10 17:17:15 2007 From: sgeorg at workforcestrategy.org (Stacey Georg) Date: Fri, 10 Aug 2007 17:17:15 -0400 Subject: [HealthLiteracy 1155] ABE Career Connections: REVISED APPLICATION FORM Message-ID: <3F8DCAF0A829634390956689075BF5E50101A793@ms06.mse1.mailstreet.com> The ABE Career Connections project application has been revised as of August 10, 2007. Applicants must use the new version currently posted at www.workforcestrategy.org . The revisions are on page 1 of the application and state that applicants must now also submit the following attachments: a letter supporting the ABE program applicant's participation in the project from the State Director of Adult Education , and a copy of the ABE program applicant's federal AEFLA grant award from the current year If applicants are unable to send the attachments by email, fax them to Melissa Goldberg at (646) 205-3241. Be sure to include the name of the ABE program applicant in the subject line, exactly as it appears in question 4 of the application. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070810/0e8f1036/attachment.html From LaFerlazzo at aol.com Thu Aug 16 14:42:30 2007 From: LaFerlazzo at aol.com (LaFerlazzo at aol.com) Date: Thu, 16 Aug 2007 14:42:30 EDT Subject: [HealthLiteracy 1156] Re: List of Consumer Websites with Literacy Levels list... Message-ID: The sites listed in the Health section of my website are all accessible to Beginning English Language Learners: _http://www.bayworld.net/ferlazzo/englishbeg.html#health_ (http://www.bayworld.net/ferlazzo/englishbeg.html#health) Larry Ferlazzo _http://larryferlazzo.edublogs.org/_ (http://larryferlazzo.edublogs.org/) ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070816/5f82d1f5/attachment.html From drcalderon at sbcglobal.net Fri Aug 17 10:30:57 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Fri, 17 Aug 2007 07:30:57 -0700 (PDT) Subject: [HealthLiteracy 1157] Re: List of Consumer Websites with Literacy Levels listed? Message-ID: <892486.23998.qm@web81205.mail.mud.yahoo.com> Much needed but don't know of any sites. There is a modest body of literature on the subject in medical journals. By the way, I believe you mean health websites that indicate the readability of their site. It is not uncommon for some to refer to literacy levels of text. There is even one publication in the ophtalmic literature that refers to the 'literacy level of ophthalmic information'! However, literacy as a measurable phenomenon is people related. Peace. Jos? Luis Calder?n, MD Assistant Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: "Jeffrey, Jacqueline M" To: The Health and Literacy Discussion List Sent: Wednesday, August 15, 2007 5:54:40 PM Subject: [HealthLiteracy 1154] List of Consumer Websites with Literacy Levels listed? Hello, Does anyone have a list of consumer health websites that includes the literacy level of the site? Any help is appreciated. Thank you! ******************************************************************* Jacqueline M. Jeffrey, M.A. (602) 239-4970 Health Educator Librarian Banner Good Samaritan Medical Center Grace Middlebrook Family Learning Center 1111 E. McDowell Rd, Ancillary 1, RM 1177 Phoenix, AZ 85006 ____________________________________________________________________________________ Take the Internet to Go: Yahoo!Go puts the Internet in your pocket: mail, news, photos & more. http://mobile.yahoo.com/go?refer=1GNXIC -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070817/ffb04bf9/attachment.html From MMaralit at NIFL.gov Mon Aug 20 17:38:13 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 20 Aug 2007 17:38:13 -0400 Subject: [HealthLiteracy 1158] REGISTER for the August 29 Health Literacy Webcast Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382DCF@wdcrobe2m03.ed.gov> REGISTER for the August 29 Webcast: Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time *To Register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * Be sure to mark your calendar for Wednesday, August 29. Once you have registered, you will receive a confirmation email that gives you more information on how to tune in for the webcast on August 29. (Please note, you will need either Windows Media Player or Real Player to view the webcast. More instructions will be provided, once you have registered.) For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ---------------------------------------------------------------------------- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. * The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. From joan at ipns.com Tue Aug 21 15:11:20 2007 From: joan at ipns.com (Joan Medlen) Date: Tue, 21 Aug 2007 12:11:20 -0700 Subject: [HealthLiteracy 1159] Pretty basic citation request In-Reply-To: References: <46BAD4590200002D000033AE@mail.jsi.com> Message-ID: <6.0.0.22.2.20070821120911.04f49bf0@mail.ipns.com> Dear LIstmates: Managing my citations for references is not something I have yet mastered. I was wondering if anyone has a citation or two handy that illustrates the effectiveness (or lack thereof) of using negative information to teach or promote behavior change? That is, "X and Y do all these bad things for you (insert long list). Therefore don't do it." As compared to. "your body works best when you do XYZ." Thanks! Joan ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 503.443.2258 503.443.4211 (fax) From julie_mcKinney at worlded.org Thu Aug 23 15:13:16 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 23 Aug 2007 15:13:16 -0400 Subject: [HealthLiteracy 1160] From Sandra Smith, Re: validating for payors Message-ID: <46CDA40C0200002D0000359C@bostongwia.jsi.com> Hi All, I'm forwarding this from Sandra Smith. She sent it with attachments, but we are not allowed to send them anymore because they clog up some subscribers' e-mails. So here is her informative message without the attachments. Thanks so much for sharing this, Sandra! Please keep us informed about how this goes! Julie ******************************************* Greetings List: I am Principal Investigator on a research projected titled "Does home visitation promote maternal health literacy?" We are one year into the 2-yr study period. The study is jointly funded by NIH - National Institute for Child Health & Human Development and Office of Behavioral and Social Science Research and HRSA's Agency for Health Care Research & Quality. We have 8 sites around the country ? home visitation programs in various national models. One of the sites is an insurance company program, another is a hospital based program associated with a health plan. At its own expense, the health plan is doing a cost-effectiveness study NIH's program for research on Health Literacy began in 2004 with the first studies funded in 2005. The program was renewed in 2007. In 2004 NIH published a report saying that conventional tests of health literacy are in fact reading tests, and do not measure health literacy. This calls into question the validity of findings based on those measures. The current health literacy research program announcement seeks studies that increase understanding of health literacy beyond the current focus on reading skill. NIH wants to know: What is a meaningful measure of health literacy? and What is an effective channel for promoting health literacy? Our operational definition of health literacy comes from Ian Bennett: HL is the capacity to function in the health arena ? the healthcare system and health contexts at home. The theoretical framework is from Lee who suggests that social support buffers the negative impacts of low literacy and low health literacy ? so level of social support (rather than reading skill) may determine a person?s functional health literacy. I proposed that we need to measure the function in functional health literacy. My study aims to validate a measure of functional healthcare literacy reflecting level of functioning in the healthcare system-ability to access and benefit by health services, and a measure of functional personal health literacy ? ability to maintain personal and family health. The instrument, the Life Skills Progression (Wollesen 2005) is completed by home visitors at intake, every 6 months and at closure. It creates a snapshot of family functioning over the most recent 6 months. Taken together, sequential measures show progress in 38 aspects of family function related to health. Function is measured on a scale of 1 to 5 where 1 is dysfunctional and 5 is as good as it gets. We aim to demonstrate that home visitors serving disadvantaged families with children aged 0 to 3 are an effective channel for promoting literacy and functional health literacy. Home visitors establish relationships with pregnant women and mothers of young children in extended (usually 1 to 2 hours) frequent visits (usually 1 to 4x month) over a long period of time (6 mo to 5 years). They provide social support, health education and links to resources. They are trained observers and typically share the language and culture of their client families. This positions them perfectly to promote both literacy and health literacy and to monitor progress toward higher levels of functioning ? especially during pregnancy and early parenting when mother show a high readiness to learn and effects benefit mother, child & family. I will present early findings at the ZERO To THREE National Training Institute Nov 30-Dec 3 in Orlando. The health plan in this study is doing a cost-effectiveness analysis at its own expense and initiative. They hope to be able to document that moving a family to a higher level of functioning is cost-effective ? or said another way- They want to be able to say, for exaving a mother from functional level 2 to level 4 on the scale called ?use of information? costs $X and saves $Y. Attached find a briefing on the project (choose PowerPoint or Word). Background & Significance: http://www.beginningsguides.net/content/index.php?option=com_content&task=view&id=99&Itemid=180 Research Plan: http://www.beginningsguides.net/content/index.php?option=com_content&task=view&id=100&Itemid=181 Further Reading: http://www.beginningsguides.net/content/index.php?option=com_content&task=view&id=88&Itemid=169 Life Skills Progression Instrument: http://www.beginningsguides.net/content/index.php?option=com_content&task=view&id=92&Itemid=172 Sandra Smith MPH CHES 33% PhD Author, Beginnings Guides Health Education Specialist, Principal Investigaton U of WA Center for Health Education & Research Zero To Three Graduate Fellow, National Center for Infants Toddlers & Families 800-444-8806 206-441-7046 www.BeginningsGuides.net sandras at u.washington.edu Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu Aug 23 15:23:54 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 23 Aug 2007 15:23:54 -0400 Subject: [HealthLiteracy 1161] Wednesday Question: August 29 Health Literacy Webcast Message-ID: <46CDA68A0200002D000035A4@bostongwia.jsi.com> Hi Everyone, I want to use today's Wednesday question to encourage everyone to register fot the Health Literacy Webcasat on august 29, and ask everyone: What questions, comments or ideas do you have about this report and its findings? You don't have to answer now, but I encourage you to read the summary of the report (available at the link when you register), listen tot he webcast, and send in questions afterwards. We will be having a discussion on this list about the results two weeks after the webcast to discuss your further questions and comments. I hope you all are having a nice summer! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Maralit, Mary Jo" 08/20/07 5:38 PM >>> REGISTER for the August 29 Webcast: Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time *To Register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * Be sure to mark your calendar for Wednesday, August 29. Once you have registered, you will receive a confirmation email that gives you more information on how to tune in for the webcast on August 29. (Please note, you will need either Windows Media Player or Real Player to view the webcast. More instructions will be provided, once you have registered.) For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ---------------------------------------------------------------------------- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. * The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From Lendoak at aol.com Wed Aug 22 19:47:37 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 22 Aug 2007 19:47:37 EDT Subject: [HealthLiteracy 1162] Re: Pretty basic citation request -reply Message-ID: Dear Joan, We're sure there are citations in the literature on negative teaching and its impact on learning and motivation. But we have found there is another problem: Those with limited literacy skills may miss or skip over the admonition word such as "Avoid", or they may mix up the "OK" column from the "Not OK" as they go down the list. This is easy to do when one isn't really sure of the words. For example, some years ago Ceci and I tested the behavior meaning of the word avoid with 11 patients at a large US city hospital. One of 11 got it right. A few more expressed comments indicating the word was somewhat negative, but most were not at all sure. Best wishes, Ceci and Len Doak Patient Learning Assoc. Inc. ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070822/49118303/attachment.html From kbeall at onlyinternet.net Thu Aug 23 09:45:06 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Thu, 23 Aug 2007 09:45:06 -0400 Subject: [HealthLiteracy 1163] Survey on Professional Development Needs/National Institute for Literacy Message-ID: <005c01c7e58b$d0e06450$020ba8c0@your4105e587b6> Adult education teachers and administrators: Have you ever wished you could have some input into decisions that are being made nationally on professional development opportunities? If so, here is your chance to express your opinion and share your thoughts. The National Institute for Literacy is conducting a survey on the professional development needs of adult education practitioners across the country. We need your help to gather information that reflects your own needs in the area of professional development as well as how you think professional development should be offered. We are asking for only 10-15 minutes of your time. Follow this link to take the survey at http://www.nifl.gov/lincs/needssurvey/. Information collected from the professional development needs survey will be used by the Institute and the LINCS Regional Resource Centers to (1) give us insights on how Institute-produced materials and training can be disseminated and (2) identify areas where the Institute might want to develop additional materials and trainings. The Regional Resource Centers will use the data to develop a regional dissemination plan that will include how to best disseminate and present Institute-sponsored resources and training in partnership with the state organizations. The National Institute for Literacy, a federal agency, provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. The National Institute for Literacy is committed to the dissemination of high-quality resources to help practitioners use evidence-based instructional practices that improve outcomes in adult learners' literacy skills. LINCS is the backbone of the Institute's dissemination system, providing information on a wide variety of literacy relevant topics, issues, and resources through regional resource centers, collections of resources, and discussion lists. For more information about the National Institute for Literacy and LINCS visit http://www.nifl.gov . NOTE: The valid OMB control number for this information collection is 1800-0011 v. 86. National Institute for Literacy Regional Resource Centers Kaye Beall, Co-Director Region 1 Resource Center World Education, Inc./U.S. Division kaye_beall at worlded.org 765.717.3942 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070823/16940889/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 4101 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070823/16940889/attachment.jpe From mhodge-penn at dtae.org Thu Aug 23 15:57:01 2007 From: mhodge-penn at dtae.org (Hodge-Penn, Melissa) Date: Thu, 23 Aug 2007 15:57:01 -0400 Subject: [HealthLiteracy 1164] Question: Calendar of Conferences In-Reply-To: <46CDA68A0200002D000035A4@bostongwia.jsi.com> References: <46CDA68A0200002D000035A4@bostongwia.jsi.com> Message-ID: Good Afternoon Julie and Others, Is there a resource available listing upcoming medical and/or healthcare conferences? Melissa Hodge-Penn, MA DTAE/Office of Adult Literacy Health Literacy/Workplace Education Coordinator 1800 Century Place Suite 300 Atlanta, GA 30345 (404)679-5269 Mhhodge-penn at dtae.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, August 23, 2007 3:24 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1161] Wednesday Question: August 29 Health LiteracyWebcast Hi Everyone, I want to use today's Wednesday question to encourage everyone to register fot the Health Literacy Webcasat on august 29, and ask everyone: What questions, comments or ideas do you have about this report and its findings? You don't have to answer now, but I encourage you to read the summary of the report (available at the link when you register), listen tot he webcast, and send in questions afterwards. We will be having a discussion on this list about the results two weeks after the webcast to discuss your further questions and comments. I hope you all are having a nice summer! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Maralit, Mary Jo" 08/20/07 5:38 PM >>> REGISTER for the August 29 Webcast: Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time *To Register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * Be sure to mark your calendar for Wednesday, August 29. Once you have registered, you will receive a confirmation email that gives you more information on how to tune in for the webcast on August 29. (Please note, you will need either Windows Media Player or Real Player to view the webcast. More instructions will be provided, once you have registered.) For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ------------------------------------------------------------------------ ---- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. * The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mhodge-penn at dtae.org From mvillaire at iha4health.org Fri Aug 24 13:58:13 2007 From: mvillaire at iha4health.org (Michael Villaire) Date: Fri, 24 Aug 2007 10:58:13 -0700 Subject: [HealthLiteracy 1165] Call for Presentations issued for Health Literacy Conference Message-ID: <9F8831D6F89CC14897300484F62E17BE106BF9@ihaex01.iha4health.pri> The Institute for Healthcare Advancement (IHA) is making preparations for its Seventh Annual Health Literacy Conference, set for May 1-2, 2008 at the Hyatt Regency Irvine, California. A *Call for Presentations* has been issued. The theme for the 2008 conference is, "Health Literacy in Primary Care: Best Practices and Skill-Building." The Conference Planning Committee is looking for both plenary and breakout session presentation abstracts for consideration. Plenary sessions are approximately 50 minutes (which includes Q&A) and should address the theme of the conference. Breakout sessions are interactive, hands-on, skill-teaching sessions of 90 minutes' duration, delivered twice on one day of the conference. Those who are interested may visit the IHA website at www.iha4health.org and submit a presentation. A Call for Research Posters will be issued soon, and Health Literacy Award nominations will be posted later in the year on the website as well. Questions may be directed to me at the phone number or email address listed below. Thank you for your time. -- Michael Villaire, MSLM Director, Programs & Operations Institute for Healthcare Advancement 501 S. Idaho St., Suite 300 La Habra, CA 90631 (562) 690-4001 ext. 202 (562) 690-8988 fax mvillaire at iha4health.org www.iha4health.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070824/3b545d3c/attachment.html From cantlin at rose-marycenter.com Mon Aug 27 13:41:39 2007 From: cantlin at rose-marycenter.com (Donna Cantlin) Date: Mon, 27 Aug 2007 13:41:39 -0400 Subject: [HealthLiteracy 1166] Health literacy for children & adults diagnosed with MR/DD Message-ID: Hi, there. I am looking for information and/or research results on providing training to pre-hospital care professionals, such as EMS, who provide medical services to children and/or adults with mental retardation/developmental disabilities. Specifically best practices to use in communication to reduce stress in the child/adult for positive outcomes. Donna K. Cantlin Director of Development Rose-Mary Center 19350 Euclid Avenue Euclid, OH 44117 216-481-4823 X 105 fax: 216-481-4154 cantlin at rose-marycenter.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070827/bd3da82b/attachment.html From jataylor at utk.edu Tue Aug 28 15:41:42 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Tue, 28 Aug 2007 15:41:42 -0400 Subject: [HealthLiteracy 1167] Upcoming Discussion: Project-Based Learning as Professional Development Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFECCF2048@KFSVS2.utk.tennessee.edu> Dear Colleagues: The Adult Literacy Professional Development Discussion List is pleased to host a guest discussion next week on Project-Based Learning as Professional Development (http://tinyurl.com/2eum64). Please see below for details. - Sound interesting? We're happy to have you join us! Visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment Best wishes, Jackie Taylor ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Title: Project-Based Learning as Professional Development Date: September 4 - 11, 2007 Guest: Heide Spruck Wrigley, Senior Researcher, LiteracyWork International Resources for Discussion: http://tinyurl.com/2eum64 To participate, subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To submit questions for discussion, email: jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I. Description: Join the Adult Literacy Professional Development List to explore and share innovative practices in Project-Based Learning (PBL) as Professional Development. Guest participant Heide Spruck Wrigley will share her experiences with successful professional development models focused on PBL. A team of teachers who have facilitated student-projects in their classes will actively participate, share their professional development experiences, and offer practical advice on implementing projects. We hope you will join us and share your work. Discussion topics include: * Essential elements of project-based learning * Exploring the value added of project-based learning in ESOL and ABE * Examples of successful professional development models focused on project-based learning * Myths and realities: Is project-based learning time well-spent? * Evidence from research and practice * Assessments in project-based learning and student performance * How to get started in project-based learning This discussion introduces the PD List's Topic-of-the-Month: Keys to Communities of Practice. II. Guest Discussion Biography Heide Spruck Wrigley has been involved in all aspects of adult literacy, including family literacy, workplace literacy, adult ESL, EL civic and transition to higher education. Her work focuses on the intersection of policy, research, professional development, and classroom practice. She is currently a (non-resident) fellow with the Migration Policy Institute, a non-partisan Think Tank in Washington, D.C. and is finishing up a research and materials development project for Youth-at-Risk outside of Vancouver, British Columbia. Her staff development work around project-based learning includes a 3 year consultancy with Project IDEA, a Texas state wide Master Teacher project focused on PBL and a five year ongoing professional development project with teachers in Socorro, Texas. Her PBL work includes an emphasis on putting low and high end technology in the hands of learners (tape recorders, PowerPoint, digital cameras, video cameras) and creating learner showcases for the demonstration of these projects to a wider community of parents, teachers, and learners. Heide has been key in a number of U.S. national research studies focused on ESL literacy, but she has also been involved with ABE programs, youth literacy programs and with the Adult Literacy Media Alliance (TV 411). Her international work includes evaluations of teacher training programs in Poland and in Egypt, staff development in China, and presentations in Canada, Ireland, New Zealand and in the UK. When she's home, Heide lives in Mesilla, a small town in Southern New Mexico, an hour from the US Mexico border. III. Preparation for Discussion Project-Based Learning and Professional Development Practical Ideas Research to Practice (a) ; (d) (c); (f); (e) (a); (b); (g); (h) (a) Research in Action: Teachers, Projects, and Technology http://www-tcall.tamu.edu/newsletr/june04/june04a.htm -- Project-Based Learning and Professional Development (b) Knowledge in Action: The Promise of Project-Based Learning http://www.ncsall.net/?id=384 Focus on Basics, v.2 Issue D -- From Research to Practice (c) Border Program Develops Model for State Socorro Independent School District implements three-year demonstration project www.bordercivics.org -- Examples of lesson plans and projects from Socorro, TX (d) From Low-Tech to High-Tech: Promising Practices in Integrating New Media into Adult Literacy and ESL http://www.literacynewyork.org/publications/LNYPract_June04.pdf -- Examples of Projects that Integrate Technology (e) Teachers Writing about Their Experience with PBL Project-Based Learning: Don't Dictate, Collaborate! http://www-tcall.tamu.edu/newsletr/sum00/sum00a.htm Lights, Camera, Active Learning! Enhancing ESL Instruction Through Video Projects http://www-tcall.tamu.edu/newsletr/june04/june04b.htm (f) Less Teaching and More Learning: Turning from traditional methods to project-based instruction, the author found that her students learned more -- Susan Gaer's article and the terrific website for both interactive computer-based learning and student web projects * Article http://www.ncsall.net/?id=385 * Website for E-Mail Projects http://www.otan.dni.us/webfarm/emailproject/email.htm (g) Problem-Based or Project-Based: Is there a big difference and what's appropriate for my class? Project-Based and Problem-Based: The same or different? http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Problem-based Learning and Adult English Language Learners http://www.cal.org/caela/esl_resources/briefs/Problem-based.pdf (h) Project-Based Learning http://wiki.literacytent.org/index.php/Project_Based_Learning -- A Compendium of Ideas and Reports on the Adult Literacy Education Wiki -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070828/57f74a33/attachment.html From julie_mcKinney at worlded.org Wed Aug 29 15:05:02 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 29 Aug 2007 15:05:02 -0400 Subject: [HealthLiteracy 1168] Wednesday Question: The Health Literacy Webcast Message-ID: <46D58B1E0200002D0000363D@bostongwia.jsi.com> Hi Everyone, I hope many of you were abe to view the Helath Literacy Webcast from the National Institute for Literacy about the NAAL Helath Literacy Data. If not, it will be archived in the next two weeks or so. We will have a diwscussion on this list in Sept. to further discuss these relutls, so I just want to ask if people have questions about the data, or questions that the webcast brought up. One viewer asked something that I think is interesting: "How can this data be used to educate the medical field?" Anyway, think about it for next month's discussion. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From ekocher at state.pa.us Tue Aug 28 15:48:39 2007 From: ekocher at state.pa.us (Kocher, Eileen) Date: Tue, 28 Aug 2007 15:48:39 -0400 Subject: [HealthLiteracy 1169] PAACE Request for Proposals Message-ID: <4D4E531F4AA25841BE7BC07B478F574008FA1F9E@enhbgpri06.backup> The 43rd Annual PAACE Midwinter Conference on Adult Education, the largest gathering of adult educators in Pennsylvania, will be held at the Hershey Lodge, February 6-8, 2008. Adult educators and those from related areas will convene for the premier professional development and networking opportunity for all aspects of adult education in the Pennsylvania. The theme, ?Opening Windows,? will provide a focal point for exploring educational opportunities for all types of adult students, more efficient delivery systems, transition to postsecondary education and training, new research, professional development, workforce development, public policy supporting adult education, and an optimistic eye to the future. Keynote speaker will be Dr. Cheryl D. King, study director for the new National Commission on Adult Literacy. Honorary conference chair is the Pennsylvania Workforce Investment Board (PA WIB). PAACE (Pennsylvania Association for Adult Continuing Education) invites you and your colleagues to submit a proposal for a concurrent session, or a more informal roundtable. Proposals are being accepted NOW and fall into the following 11 categories: Aligned with PAACE Divisions: Adult Basic and Secondary Education (ABSE) Adult Literacy Continuing Higher Education (CHE) Corrections Education English as a Second Language (ESL) Family Literacy Workforce Development Special Categories: Administration Public Policy Research Or: General - of interest to a broad adult education audience and/or does not fit neatly into one of the above categories. We are requesting that all workshop proposals be submitted online. Please note under Format and Technique the option for Roundtable Discussion. We are providing space for facilitated discussions and networking on topics of interest. The Roundtables will convene at round tables accommodating 10 people and as many others who can pull up a chair. If your proposal has been solicited, please be sure to fill in the "Requested by" field. This is not a guarantee of acceptance but will give your proposal special attention. We hope you will consider taking the time to share your work in adult education. Proposal deadline is October 1, 2007. Here is the link to the online proposal form: http://www.smartwebsitesolutions.net/paace_rfp_2008.htm We hope to hear from you! Tana Reiff TIU Community Education Services First Vice-President Pennsylvania Association for Adult Continuing Education (PAACE) www.paacesite.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070828/ab9426fd/attachment.html From bethhill55 at hotmail.com Wed Aug 29 15:32:52 2007 From: bethhill55 at hotmail.com (Beth Hill) Date: Wed, 29 Aug 2007 12:32:52 -0700 Subject: [HealthLiteracy 1170] Re: Question: Calendar of Conferences In-Reply-To: Message-ID: Hello Melissa and others, I put together the calendar of upcoming conferences for MLA News, the newsletter of the Medical Library Association, and I often use this website for ideas: http://homepage.usask.ca/~mad204/CONF.HTM Beth Hill, BSW, MLIS, AHIP Library Manager Kootenai Medical Center 2003 Lincoln Way Coeur d'Alene, Idaho 83814 208.666.2483 bhill at kmc.org bethhill55 at hotmail.com ----Original Message Follows---- From: "Hodge-Penn, Melissa" Reply-To: The Health and Literacy Discussion List To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1164] Question: Calendar of Conferences Date: Thu, 23 Aug 2007 15:57:01 -0400 Good Afternoon Julie and Others, Is there a resource available listing upcoming medical and/or healthcare conferences? Melissa Hodge-Penn, MA DTAE/Office of Adult Literacy Health Literacy/Workplace Education Coordinator 1800 Century Place Suite 300 Atlanta, GA 30345 (404)679-5269 Mhhodge-penn at dtae.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, August 23, 2007 3:24 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1161] Wednesday Question: August 29 Health LiteracyWebcast Hi Everyone, I want to use today's Wednesday question to encourage everyone to register fot the Health Literacy Webcasat on august 29, and ask everyone: What questions, comments or ideas do you have about this report and its findings? You don't have to answer now, but I encourage you to read the summary of the report (available at the link when you register), listen tot he webcast, and send in questions afterwards. We will be having a discussion on this list about the results two weeks after the webcast to discuss your further questions and comments. I hope you all are having a nice summer! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Maralit, Mary Jo" 08/20/07 5:38 PM >>> REGISTER for the August 29 Webcast: Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy WHEN: August 29, 2007 1:30 PM - 3:00 PM Eastern Time 12:30 PM - 2:00 PM Central Time 11:30 AM - 1:00 PM Mountain Time 10:30 AM - 12:00 AM Pacific Time *To Register, go to: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html * Be sure to mark your calendar for Wednesday, August 29. Once you have registered, you will receive a confirmation email that gives you more information on how to tune in for the webcast on August 29. (Please note, you will need either Windows Media Player or Real Player to view the webcast. More instructions will be provided, once you have registered.) For more information about this webcast or The National Institute for Literacy, go to: http://www.nifl.gov. ------------------------------------------------------------------------ ---- The August 29 webcast will focus on the Health Literacy of America's Adults: Results of the National Assessment of Adult Literacy (NAAL) 2003. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). Her doctoral degree is in linguistics from Georgetown University. After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Dr. White has taught non-native English speaking adults. She created a guided reading program to address the reading comprehension needs of slow readers. Her articles have appeared in journals such as "Language in Society" and "Reading Research Quarterly". * Other panelists: TBA. * The webcast will be moderated by Dr. Sandra L. Baxter, Director of the National Institute for Literacy. -------------------------- The National Institute for Literacy has hosted a number of web casts presenting information, findings and results from the National Assessment of Adult Literacy (NAAL), for more information on these webcast, please go to: http://www.nifl.gov/nifl/NAAL2003.html. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mhodge-penn at dtae.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bethhill55 at hotmail.com _________________________________________________________________ A new home for Mom, no cleanup required. All starts here. http://www.reallivemoms.com?ocid=TXT_TAGHM&loc=us From drcalderon at sbcglobal.net Wed Aug 29 15:52:49 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Wed, 29 Aug 2007 12:52:49 -0700 (PDT) Subject: [HealthLiteracy 1171] Re: Wednesday Question: The Health Literacy Webcast Message-ID: <452112.77151.qm@web81212.mail.mud.yahoo.com> Good day, I look forward to accessing the web cast in the future. Will the data be accessible for secondary analysis? Is there data available for Spanish speakers. Also, the medical field is more aware of literacy issues and it's impact on health literacy and health outcomes but it has a long way to go toward doing something about it despite laws governing the provision of comprehensible information in medicine and research. These new data should help move that agenda forward. Thanks. Jos? Luis Calder?n, MD Adjunct Associate Professor Director, Center for Cross-cultural Epidemiologic Studies Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Wednesday, August 29, 2007 12:05:02 PM Subject: [HealthLiteracy 1168] Wednesday Question: The Health Literacy Webcast Hi Everyone, I hope many of you were abe to view the Helath Literacy Webcast from the National Institute for Literacy about the NAAL Helath Literacy Data. If not, it will be archived in the next two weeks or so. We will have a diwscussion on this list in Sept. to further discuss these relutls, so I just want to ask if people have questions about the data, or questions that the webcast brought up. One viewer asked something that I think is interesting: "How can this data be used to educate the medical field?" Anyway, think about it for next month's discussion. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net ____________________________________________________________________________________ Be a better Heartthrob. Get better relationship answers from someone who knows. Yahoo! Answers - Check it out. http://answers.yahoo.com/dir/?link=list&sid=396545433 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070829/ecb2ff33/attachment.html From cas22 at health.state.ny.us Wed Aug 29 16:01:19 2007 From: cas22 at health.state.ny.us (Catherine A. Scala) Date: Wed, 29 Aug 2007 16:01:19 -0400 Subject: [HealthLiteracy 1172] (no subject) Message-ID: I will be out of the office starting 08/28/2007 and will not return until 08/30/2007. I will respond to your message when I return. IMPORTANT NOTICE: This e-mail and any attachments may contain confidential or sensitive information which is, or may be, legally privileged or otherwise protected by law from further disclosure. It is intended only for the addressee. If you received this in error or from someone who was not authorized to send it to you, please do not distribute, copy or use it or any attachments. Please notify the sender immediately by reply e-mail and delete this from your system. Thank you for your cooperation. From schecri at CLEARHEALTHTALK.com Wed Aug 29 17:30:01 2007 From: schecri at CLEARHEALTHTALK.com (Sandra Checri) Date: Wed, 29 Aug 2007 16:30:01 -0500 Subject: [HealthLiteracy 1173] Re: FYI- Research Projects Website In-Reply-To: <46D58B1E0200002D0000363D@bostongwia.jsi.com> References: <46D58B1E0200002D0000363D@bostongwia.jsi.com> Message-ID: <003f01c7ea83$c25e6510$6601a8c0@Sandra> Just ran across this website and thought it was pretty useful: http://www.academyhealth.org/hsrproj/ The HSRProj (Health Services Research Projects) in Progress is a free database containing more than 6,000 descriptions of ongoing health services research projects funded by government and state agencies, foundations, and private organizations. Use HSRProj to identify: Individuals conducting cutting-edge health services research; Colleagues who may be interested in collaborating or discussing the policy implications of a given area of research; Government agencies, private organizations, and foundations funding health services research; and, Specific ongoing health services research projects, such as racial disparities in health care, medical errors/patient safety, small area analysis, etc. The database is also accessible as part of the "Other Collections" category of resources in the National Library of Medicine (NLM) Internet Gateway. The National Information Center on Health Services Research and Health Care Technology (NICHSR) coordinates its continued development for NLM. Sandra E. Checri, RPh President Clear Health Talk, Inc. Phone 847.382.8847 Cell 312.504.7219 http://www.clearhealthtalk.com/ From djrosen at comcast.net Thu Aug 30 07:02:45 2007 From: djrosen at comcast.net (David J. Rosen) Date: Thu, 30 Aug 2007 07:02:45 -0400 Subject: [HealthLiteracy 1174] What International Literacy Programs Offer Programs in the U.S. Message-ID: <3CB4A95D-2A04-4E06-8F68-D6E541DFBFF5@comcast.net> Colleagues, I hope you will join us on September 7th -14th, 2007 for the Special Topics discussion What International Literacy Programs Offer Programs in the U.S. You or your colleagues who may wish to join this discussion can subscribe by going to http://www.nifl.gov/mailman/listinfo/specialtopics After you complete the simple registration form (30 seconds) you will receive an email asking you to confirm that you wish to subscribe. Immediately reply to the email to complete your subscription. After the discussion ends you can unsubscribe from the same Web address, or stay on for the next discussion. We will talk with adult literacy educator experts who have experience with programs in the U.S. and in other countries. We will discuss with them what they have learned in other countries that may be useful to programs in the U.S. As the theme of this year?s International Literacy Day, on September 8th, is health literacy, we will also explore the intersection in their work of health and literacy. Guest Biographies and Guests' Suggested Readings for this Discussion Dr. Erik Jacobson Erik Jacobson is an Assistant Professor at Montclair State University in New Jersey, where he works in the Early Childhood, Elementary and Literacy Education Department. One of his research interests is the goals that teachers and students set for themselves in Japanese adult basic education classes (literacy and Japanese as a Second Language). He has been looking at this topic for almost 10 years, and he recently returned from visiting programs in Osaka and Nara. Erik is also the co-area leader of the Adult Literacy Education Wiki section on World Literacy and Nonformal Education, and he maintains a page on world literacy news. Suggested Web sites: Sample Story http://home.kyodo.co.jp/modules/fstStory/index.php?storyid=305624 Context for Japanese ABE ?Multicultural? http://search.japantimes.co.jp/cgi-bin/fl20070327zg.html Buraku Discrimination http://blhrri.org/blhrri_e/blhrri/buraku.htm Organization Japan Society for the Study of Adult and Community Education http://wwwsoc.nii.ac.jp/jssace/index-e.html Dr. John Comings John is a senior research associate and lecturer on education at Harvard's Graduate School of Education and was director of the National Center for the Study of Adult Learning and Literacy (NCSALL) from 1996 to 2007. Before HGSE and NCSALL, He spent 12 years as vice president of World Education in Boston. He has worked in Asia, Africa, and the Caribbean, and he lived for 6 years in Nepal and 2 years in Indonesia. In his international work, he has helped design, implement and evaluate adult literacy programs and skill training programs. Suggested Reading: http://www.worlded.org/docs/Publications/ teaching_adults_to_read.pdf Dr. Ujwala Samant Ujwala Samant is director of Learning for Life UK, a small NGo working in India, Pakistan, Afghanistan and the UK. Under her leadership, LfL has stabilized financially and added new, larger projects and more than tripled their annual income. She was a senior researcher at the National Center for the Study of Adult Learning and Literacy at Rutgers University, USA. Her research foci include gender, immigrant education, ESOL, learner engagement and voice. She has taught at the International Literacy Institute at the University of Pennsylvania, and been a consultant in the field of development, education and gender. Her doctoral research examined the links between literacy and social change amongst women in Mumbai slums. She received The UK Asian Woman of Achievement 2007 award for Social and Humanitarian work Barbara Garner Known on NIFL?s discussion lists as the editor of ?Focus on Basics?, Barbara Garner led the development of non-profit World Education?s adult literacy efforts in Africa from 1998 through 2004, providing technical assistance around teacher training and curriculum development as well as leadership and program design. Her work took her to Guinea, Mali, Benin, and more recently Egypt, where she consulted on their national adult literacy assessment system. Earlier in her career she worked on non-formal education programs and refugee education programs in Indonesia, Thailand, and Nepal. Suggested Reading: to get a feel for adult literacy in West Africa read "Creating Curricula for Challenging Circumstances" from Focus on Basics http://www.ncsall.net/index.php?id=199 Pamela Civins Pamela Civins has worked in the field of nonprofit management, formal and nonformal education for over 15 years internationally and in Boston, Massachusetts. Currently, she is the Executive Director of Boston Partners in Education, an organization that enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support. Pamela has been working exclusively in the US for the past three years. Prior to her work being focused on K-12 urban education, she provided coordination and managerial oversight of nonformal education and literacy programs for girls and women in Nepal, India and Pakistan. For eight years, she worked with the nonprofit, World Education, Inc., both in the US and abroad. She coordinated a women's literacy program and was based in Kathmandu, Nepal for two yeas. Pamela worked extensively in India supporting a collaboration with World Education and the Indian-based nongovernmental organization, PRIA, on a the Women's Empowerment Through Literacy and Livelihoods Development Project, an integrated literacy and livelihoods development program that took place in the Indian states of Madhya Pradesh and Andhra Pradesh. She also provided support to a women's literacy program in Pakistan. Pamela received her BA from the University of Colorado, a MIIM (Masters in Intercultural & International Management) from the School for International Training, and an M.Ed. with a focus on International Education Policy from Harvard University. Recommended readings. http://www.worlded.org/docs/Publications/teaching_adults_to_read.pdf http://www.iiz-dvv.de/englisch/Publikationen/Weltbank/inhalt.htm http://unesdoc.unesco.org/images/0012/001200/120067Eo.pdf http://www.globalhealth.org/publications/contents.php3?id=2&issue=116 Brenda Bell Brenda Bell, for many years Associate Director of the Center for Literacy Studies, University of Tennessee and Coordinator of the EFF National Center, is currently an education advisor with the Global Learning Group of the Education Development Center (EDC). In 2004 and 2005, she provided support to EDC?s Afghanistan Literacy and Community Empowerment Project which links literacy with governance and economic development activities in 200 rural villages. For the past year, she has been technical advisor to EQuALLS, an education quality and livelihood skills program in over 900 barangays in the western Mindanao area of the Philippines. Additionally, Brenda assists with program assessment, design and development activities in other countries. With many years of experience in nonformal and adult education in the U.S., Brenda (a former Peace Corps volunteer) is enjoying the opportunities and challenges of working outside of the U.S. She lives in Maryville, TN. Suggested Reading: Developing Adult Literacy: Approaches to planning, implementing and delivering literacy initiatives by Juliet Merrifield Juliet McCaffrey Juliet Millican Oxfam, September 30, 2007 [For this discussion this book will be available free online] Juliet Merrifield Juliet Merrifield is Principal of the Friends Centre, an independent adult education centre in Brighton, England. She has worked as an adult educator and researcher for the last 25 years, in the USA, England and Ireland. She was Director of the Learning from Experience Trust in London, and of the Center for Literacy Studies at the University of Tennessee, USA. David J. Rosen Special Topics Discussion Moderator djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070830/9ab8b56f/attachment.html From magillispie at healthyroadsmedia.org Thu Aug 30 11:17:22 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Thu, 30 Aug 2007 09:17:22 -0600 Subject: [HealthLiteracy 1175] New multilingual information Message-ID: <6.2.5.6.2.20070830091627.03a27100@healthyroadsmedia.org> Hello, Healthy Roads Media has added a number of new materials, new topics and new languages. This includes heart health materials in Hmong; emergency topics in English, Bosnian, Kurdish, Somali and Spanish; MMR and Polio vaccine materials in Amharic, Arabic, Farci, French, Russian and Somali; PTSD materials in Kirundi and Burmese; and a new housing topic in English. Everything is free and most materials are in multiple formats. We are slowly expanding our mobile video (iPod) materials. Any comments and/or suggestions are always appreciated. Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 From cfairweather at misn-ny.org Fri Aug 31 10:57:03 2007 From: cfairweather at misn-ny.org (cfairweather at misn-ny.org) Date: Fri, 31 Aug 2007 07:57:03 -0700 Subject: [HealthLiteracy 1176] Re: Wednesday Question: The Health Literacy Webcast Message-ID: <20070831075703.8f9f3a3d8dd0cc8b9af6ac19783baa8b.ab644ddefe.wbe@email.secureserver.net> An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070831/a121e580/attachment.html From mcook at lvcv.org Tue Sep 4 10:06:08 2007 From: mcook at lvcv.org (Margarete Cook) Date: Tue, 4 Sep 2007 09:06:08 -0500 Subject: [HealthLiteracy 1177] Re: Call for Presentations issued for HealthLiteracy Conference In-Reply-To: <9F8831D6F89CC14897300484F62E17BE106BF9@ihaex01.iha4health.pri> References: <9F8831D6F89CC14897300484F62E17BE106BF9@ihaex01.iha4health.pri> Message-ID: <004301c7eefc$bdf97500$6701a8c0@Notebook3> As an attendee at last year's conference, I found it extremely interesting. My suggestion for this year is to think about more inclusion of the importance of collaboration with the adult literacy community in addressing interventions to the health literacy issue. Wisconsin is actively pursuing this collaborative approach through Wisconsin Literacy's Regional Health Literacy committees that are a partnership of a large variety of stakeholders that meet regionally to plan interventions to health literacy. Thank you for the information. Margarete Cook Northwest Regional Literacy Consultant Wisconsin Literacy http:wisconsinliteracy.org 715-933-0101 _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Michael Villaire Sent: Friday, August 24, 2007 12:58 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1165] Call for Presentations issued for HealthLiteracy Conference The Institute for Healthcare Advancement (IHA) is making preparations for its Seventh Annual Health Literacy Conference, set for May 1-2, 2008 at the Hyatt Regency Irvine, California. A *Call for Presentations* has been issued. The theme for the 2008 conference is, "Health Literacy in Primary Care: Best Practices and Skill-Building." The Conference Planning Committee is looking for both plenary and breakout session presentation abstracts for consideration. Plenary sessions are approximately 50 minutes (which includes Q&A) and should address the theme of the conference. Breakout sessions are interactive, hands-on, skill-teaching sessions of 90 minutes' duration, delivered twice on one day of the conference. Those who are interested may visit the IHA website at www.iha4health.org and submit a presentation. A Call for Research Posters will be issued soon, and Health Literacy Award nominations will be posted later in the year on the website as well. Questions may be directed to me at the phone number or email address listed below. Thank you for your time. -- Michael Villaire, MSLM Director, Programs & Operations Institute for Healthcare Advancement 501 S. Idaho St., Suite 300 La Habra, CA 90631 (562) 690-4001 ext. 202 (562) 690-8988 fax mvillaire at iha4health.org www.iha4health.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070904/0b53e90c/attachment.html From julie_mcKinney at worlded.org Tue Sep 4 10:10:57 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 04 Sep 2007 10:10:57 -0400 Subject: [HealthLiteracy 1178] The Health Literacy Webcast is Archived! Message-ID: <46DD2F310200002D000036C3@bostongwia.jsi.com> Hi Everyone, The webcast is archived already for those who didn't see it or want to review. You can find it at this link: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From kellra at cox.net Tue Sep 4 11:51:59 2007 From: kellra at cox.net (kellra at cox.net) Date: Tue, 4 Sep 2007 8:51:59 -0700 Subject: [HealthLiteracy 1179] Re: Call for Presentations issued for HealthLiteracy Conference Message-ID: <4086582.1188921119701.JavaMail.root@fed1wml22> The San Diego Council on Literacy is working on this collaboratively with the San Diego Medical Community as well. I agree, I think it would be an interesting topic. Kelli Sandman Health, Education and Literacy Consulting ---- Margarete Cook wrote: > As an attendee at last year's conference, I found it extremely interesting. > My suggestion for this year is to think about more inclusion of the > importance of collaboration with the adult literacy community in addressing > interventions to the health literacy issue. Wisconsin is actively pursuing > this collaborative approach through Wisconsin Literacy's Regional Health > Literacy committees that are a partnership of a large variety of > stakeholders that meet regionally to plan interventions to health literacy. > > Thank you for the information. > > Margarete Cook > Northwest Regional Literacy Consultant > Wisconsin Literacy > http:wisconsinliteracy.org > 715-933-0101 > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Michael Villaire > Sent: Friday, August 24, 2007 12:58 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1165] Call for Presentations issued for > HealthLiteracy Conference > > > > The Institute for Healthcare Advancement (IHA) is making preparations for > its Seventh Annual Health Literacy Conference, set for May 1-2, 2008 at the > Hyatt Regency Irvine, California. A *Call for Presentations* has been > issued. The theme for the 2008 conference is, "Health Literacy in Primary > Care: Best Practices and Skill-Building." > > > > The Conference Planning Committee is looking for both plenary and breakout > session presentation abstracts for consideration. Plenary sessions are > approximately 50 minutes (which includes Q&A) and should address the theme > of the conference. Breakout sessions are interactive, hands-on, > skill-teaching sessions of 90 minutes' duration, delivered twice on one day > of the conference. > > > > Those who are interested may visit the IHA website at www.iha4health.org > and submit a presentation. A Call for Research > Posters will be issued soon, and Health Literacy Award nominations will be > posted later in the year on the website as well. Questions may be directed > to me at the phone number or email address listed below. Thank you for your > time. > > > > -- Michael Villaire, MSLM > > Director, Programs & Operations > > Institute for Healthcare Advancement > > 501 S. Idaho St., Suite 300 > > La Habra, CA 90631 > > (562) 690-4001 ext. 202 > > (562) 690-8988 fax > > mvillaire at iha4health.org > > www.iha4health.org > > > > > From kljacob at sph.emory.edu Tue Sep 4 11:52:52 2007 From: kljacob at sph.emory.edu (Kara Jacobson) Date: Tue, 4 Sep 2007 11:52:52 -0400 Subject: [HealthLiteracy 1180] Georgia Health Literacy Conference - registration is now open! Message-ID: <00c101c7ef0b$a70fd5a0$37078caa@sphnt.sph.emory.edu> Registration is now open! Visit our website at http://cfusion.sph.emory.edu/HLC/ for more information and to register. For more information, please contact Karen McMorris at 404-727-9506 or kmcmorr at sph.emory.edu. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070904/8dd434d7/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/jpeg Size: 27811 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070904/8dd434d7/attachment.jpe From mmaralit at nifl.gov Thu Sep 6 08:34:16 2007 From: mmaralit at nifl.gov (Mary Jo Maralit) Date: Thu, 6 Sep 2007 08:34:16 -0400 (EDT) Subject: [HealthLiteracy 1181] September 28 Webcast: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Message-ID: <20070906123416.C1DBC11B48@mail.nifl.gov> TOPIC: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults WHEN: Friday, September 28, 2007 TIME: 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time The National Institute for Literacy will host a webcast titled From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults on Friday, September 28, 2007. This webcast will present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruideiner, Dr. Rosalind Davidson, and Ms. Susan McShane will use two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants will learn about the direct link between research and evidence-based practice. The presenters also will explain how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improve students' reading. For more information, please contact info at nifl.gov or call 202-233-2025 or visit us online at http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html. Please note: This webcast will be archived on the Institute's website about two weeks after the event. From joesaling at comcast.net Thu Sep 6 10:03:02 2007 From: joesaling at comcast.net (Joseph Saling) Date: Thu, 6 Sep 2007 10:03:02 -0400 Subject: [HealthLiteracy 1182] Health Literacy in South Africa explored In-Reply-To: <20070906123416.C1DBC11B48@mail.nifl.gov> References: <20070906123416.C1DBC11B48@mail.nifl.gov> Message-ID: <002c01c7f08e$a393e770$6101a8c0@Sandy> There is a "Perspective" essay in this month's On Call magazine by Helen Osborne, that members of this list might find interesting. Helen Osborne, founder of Health Literacy Month, is a regular contributor to On Call (an online magazine for healthcare professionals published by the BostonWorks, a division of the Boston Globe), writing a monthly column that focuses on literacy issues as they relate to health communication. This past summer, Helen had an opportunity to visit South Africa and to go with healthcare workers as they visited Indermark, a small rural village in the northern part of the country. There she was able to observe as healthcare professionals worked with members of multigenerational households with multiple health issues ranging from diabetes to HIV/AIDS. Not only did the experience confirm how universal communication and health education issues related to literacy and culture are, but it also demonstrated the universal commitment of healthcare professionals to get beyond the barriers those issues create. You can access her impressions at On Call's Web site: http://www.boston.com/jobs/healthcare/oncall/ Joseph Saling Joseph Saling Clarity Associates Managing Editor, On Call 508-222-9509 joesaling at comcast.net www.clearpros.com From kbeall at onlyinternet.net Thu Sep 6 15:33:50 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Thu, 6 Sep 2007 15:33:50 -0400 Subject: [HealthLiteracy 1183] New from NCSALL Message-ID: <00d801c7f0bc$da8a67d0$020ba8c0@your4105e587b6> Research Utilization in the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy, and Research By Cristine Smith, Beth Bingman, and Kaye Beall This occasional paper is a summary of what the staff of the NCSALL Dissemination Initiative learned about how to connect research, policy and practice in ways that promote evidence-based practice in the field of adult learning and literacy. Go to http://www.ncsall.net/?id=26#utilization to download the paper. **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070906/6cf89258/attachment.html From tsticht at znet.com Thu Sep 6 21:50:29 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Thu, 06 Sep 2007 18:50:29 -0700 Subject: [HealthLiteracy 1184] International Literacy Day and Health Message-ID: <1189129829.46e0ae65b38ab@webmail.znet.net> September 6, 2007 International Literacy Day and Health Tom Sticht International Consultant in Adult Education The theme for International Literacy Day September 8, 2007 is literacy and health. This is a theme that brings together two great scourges of the world today: illiteracy and ill health. But these are not new threats, nor is this the first time that illiteracy and ill health have been paired. Too often it is thought that literacy is something that one must first get before it can be applied to solving important problems like ill health. But that is a myth. The fact is that one can be developing literacy while also working towards better health. One can learn literacy and health information at the same time. Teaching Literacy in Health Contexts in Kentucky Teaching literacy and health together was clearly illustrated in the early part of the 20th century by Cora Wilson Stewart. She founded the Moonlight Schools of Kentucky to bring literacy to the illiterate country folk of Rowan County. In her Country Life Readers, First Book, Stewart (1915) taught reading using what today we would call a "whole language" approach integrated into a variety of functional contexts for the hill and hollow people of her county. One such functional context was health. In one lesson, she taught basic sight word reading using a lesson about the health problems caused by flies. The reading for the lesson went as follows: "Here you are, Mister Fly. I know where you have been. You have been in all kinds of places. You have been to the pig pen and to the cattle pen. You have been to the slops from the sick man. You have been feeding on a dead dog. Now you have come to bring the filth from all of these things to my table. I know what you will do with all this filth. You will drop it into my soup. You will put it in the baby's milk. You will put it on my bread. You will put it on my butter. You will drop it on the meat that I have cooked for dinner. If I let you live you will spoil our food. And if we eat it, we may all be sick. What shall I do? I will kill you, Mister Fly." Teaching Literacy in Health Contexts in India One of the greatest literacy educators of all times was Frank Laubach. Unlike Stewart, Laubach was a very strong proponent of phonics. However, like Stewart, Laubach engaged in teaching literacy in functional contexts, including the integrated teaching of reading and health information. Like Stewart's focus on diseases spread by flies, in one of his lessons for adults in India, Laubach dealt with diseases spread by mosquitoes (Laubach,& Laubach, 1960, p. 257). He called this Fiction with a Lesson. The reading accompanying the reading lesson read as follows: "Stop Mosquitoes! Mosquitoes carry malaria. Malaria makes many people very sick. Malaria may make you sick. It may make your child very sick. The best way to stop malaria is to kill the mosquitoes. Mosquitoes grow in still water. In the little streams and in the lakes the mosquitoes make their home. They like to live in the swamps too. They grow in wells that have no covers on them . Here are four ways that you can kill mosquitoes: 1. Drain the swamps . 2. If you can't drain swamps, pour oil on them . 3. Cover the wells . 4. Get fish for your lake . If you do these four things, soon the mosquitoes will die. You will not get sick with malaria. You will have good health. You will find that the work in killing mosquitoes will be worth the trouble. " [note: this is an abridged version of the reading passage for this lesson.] Teaching Literacy in Health Contexts in World War II During World War II, Paul Witty, a professor of reading instruction, was called upon to develop literacy programs for tunctionally illiterate soldiers. Using a whole word or whole language approach, Witty developed a number of innovations for teaching adult literacy, including the first comic strip for adults learning to read. In a special newspaper for soldiers learning to read, the September 1945 issue included a comic strip entitled Pvt. Pete Keeps Healthy. In this strip, the fictional soldier Private Pete and his sidekick, Daffy, discuss what to do after a long march: Daffy says: I'm glad that march is over, Pete. Pete: So am I. But if we keep fit, marches won't be hard for us. The first thing is to look for blisters. Another soldier says: That's right, Smith. Blisters can cripple any soldier unless he takes care of them. Every man is taught how to care for his feet That's part of first aid. After Daffy and Pete take off their clothes to take a shower, Daffy says: When do we use this foot powder, Pete? Pete says: We should use it after the shower, Daffy. It will keep us from getting athlete's foot. Waking up the next morning, Daffy says: Pete, I think I could lick the world this morning. Pete replies: It is all a matter of keeping fit. I feel the same way. This International Literacy Day, with its theme of literacy and health, adult literacy teachers are urged not to wait until adults have reached some arbitrary level of literacy before teaching them important health information. Instead, teach adults to read and write while they are also learning about health. This way, more adults can stop diseases spread by flies and mosquitoes, they can understand how to keep themselves and their families healthy, and both parents and children can wake up like Daffy and say, "I think I could lick the world this morning!" As Private Pete says, "Its all a matter of keeping fit!" Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, Ca 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From helen at healthliteracy.com Fri Sep 7 14:08:53 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Fri, 7 Sep 2007 14:08:53 -0400 Subject: [HealthLiteracy 1185] October is Health Literacy Month Message-ID: <025801c7f17a$2725a0b0$6401a8c0@HLC> Hi all, Just want to remind everyone that Health Literacy Month is fast approaching. Now is the time to put the finishing touches on your upcoming October event. Health Literacy Month is all abuzz yet few events are listed on our website. I encourage you to add yours to this searchable database so that advocates everywhere can learn from one another. Also, if you are planning to order Health Literacy Month buttons you need to do so by September 12, 2007. The button shipment that arrived earlier this week is already sold out. You can find these and other resources including a free downloadable logo at the Health Literacy Month website, www.healthliteracymonth.org Thanks for being a health literacy advocate, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" From julie_mcKinney at worlded.org Mon Sep 10 11:00:28 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 10 Sep 2007 11:00:28 -0400 Subject: [HealthLiteracy 1186] Discussion next week on NAAL Health Literacy Data Message-ID: <46E523CC0200002D000037BB@bostongwia.jsi.com> Hi Everyone, I know that many of you saw the webcast in August from the National Institute for Literacy about the results of the 2003 National Assessment of Adult Literacy (NAAL) Health Literacy section. (See below for the link to view it now if you missed it.) With that as an introduction to these results, we will have a more detailed discussion next week on this list about them and their implications for our field. The study took great care to look at how the different levels of health literacy skills fit into other categories such as educational level, age, race, and self-assessment of health. It also looked at how people get their health information. There is a lot that we can learn from these results, and I think that discussing them could be very useful both in guiding our efforts, and in garnering supoort for health literacy. Please go to this link (or see below) for all the information about the discussion, and I hope you will join us and participate! http://www.nifl.gov/lincs/discussions/healthliteracy/07healthNAAL.html Also, please pass on this announcement to colleagues who may be interested in joining this discussion. Anyone can join the list for free at this link: http://www.nifl.gov/mailman/listinfo/healthliteracy All the best, Julie ************************************************** September 17-21, 2007: Health Literacy Results from the 2003 NAAL In this discussion we will look at the results of the health literacy data from the 2003 NAAL. Our guests will be Cynthia Baur from CDC, who was in charge of the health literacy component of the NAAL, and Mark Kutner from AIR, who was directly involved in the implementation of the study. Using the Institute?s recent webcast as an introduction to these results, we will look at the main trends in the status and demographics of health literacy skills in the U.S., and identify objectives for the field based on these results. Guest Bios: Cynthia Baur, Ph.D., is the Director, Division of Health Communication and Marketing, National Center for Health Marketing, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (HHS). The Division is responsible for a wide variety of health communication and marketing activities and projects, including promoting health literacy improvement. Prior to her current position, Dr. Baur was the senior health communication advisor in the Office of Disease Prevention and Health Promotion (ODPHP), HHS. In ODPHP, she led the Healthy People 2010 Health Communication Focus Area that includes the national objective to improve health literacy. She is the co-chair of the HHS workgroup on health literacy. She was the HHS lead on the 2003 National Assessment of Adult Literacy (NAAL), managed the development of the national health literacy action plan in Communicating Health: Priorities and Strategies for Progress (2003) and organized the Surgeon General?s Workshop on Improving Health Literacy. Dr. Baur holds a Ph.D. in Communication from the University of California, San Diego. Mark Kutner, AIR (bio on the way) Discussion Preparation: See the report: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 View the National Institute for Literacy?s recent webcast asbout the NAAL Health Literacy Results: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Tue Sep 11 14:22:56 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 11 Sep 2007 14:22:56 -0400 Subject: [HealthLiteracy 1186] Correction: Announcement for NAAL Health Literacy Discussion Message-ID: <46E6A4C10200002D00003858@bostongwia.jsi.com> Hi Everyone, I'm sorry, there's a small correction on the announcement of our discussion next week. Please read below for the corrected version, with the proper role description for Cynthia Baur. So sorry! Julie *************************** September 17-21, 2007: Health Literacy Results from the 2003 NAAL In this discussion we will look at the results of the health literacy data from the 2003 NAAL. Our guests will be Cynthia Baur from CDC, who was the HHS liaison to the U.S. Department of Education for the development of the health literacy component of the NAAL, and Mark Kutner from AIR, who was directly involved in the implementation of the study. Using the Institute's recent webcast as an introduction to these results, we will look at the main trends in the status and demographics of health literacy skills in the U.S., and identify objectives for the field based on these results. ***************************** You can see the full (correct) announcement at this link: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthNAAL.html Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Wed Sep 12 10:41:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 12 Sep 2007 10:41:59 -0400 Subject: [HealthLiteracy 1187] Patient Safety Monograph from AMA Foundation Message-ID: <46E7C2770200002D000038BA@bostongwia.jsi.com> Hi Everyone, I just got word about this new resource from the AMA Foundation. If anyone out there has used this or knows someone who has, PLEASE write in to the list and let us know what you think! It will be tremendously helpful to share information (and evaluation) about these types of resources and interventions that could help us to address health literacy challenges. Thanks, Julie ********************************************** The AMA Foundation is pleased to announce the release of its new patient safety monograph "Reducing the risk by designing a safer, shame-free health care environment". This 68-page monograph offers new supporting research, explores how ineffective communication and low health literacy combine to affect patient safety, provides tools to decrease communication-related adverse events at a systemwide level, and helps physicians initiate changes toward a safer and shame-free practice environment. As a bonus, one Safe Communication Universal Precautions tip card, is included. The card serves as a take-away reminder of the tips featured within the monograph. Also included is Continuing Medical Education credit for physicians. The patient safety monograph can be purchased for $15 through the AMA Bookstore by visiting www.amabookstore.com, or calling (800) 621-8335 and asking for Item #OP424907. "Reducing the risk by designing a safer, shame-free health care environment" is supported in part by an educational grant from Pfizer Inc. Accreditation statement: The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Designation statement: The American Medical Association designates this educational activity for a maximum of 2.5 AMA PRA Category 1 Credits?. Physicians should only claim credit commensurate with the extent of their participation in the activity. * * * * * * * * * * * * * Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Wed Sep 12 18:55:39 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 12 Sep 2007 18:55:39 -0400 Subject: [HealthLiteracy 1188] Wednesday Question: Think about NAAL data Message-ID: <46E8362B0200002D000038DC@bostongwia.jsi.com> Hi Everyone, Next week we will have two expert guests, Cynthia Baur and Mark Kutner, who will discuss the results from the health literacy section of the National Assessment of Adult Literacy (NAAL). This will be a good opportunity to be sure that we understand what the results mean and how we can use this information in our work. It will also be a good opportunity to share our own views about certain findings, why they are the case and what we should do to correct the situation. For today's Wednesday Question, I ask you to look carefully at the results, send in questions, and prepare to discuss the picture of the state of health literacy in America that this report gives us. For example, why do Hispanic Americans have such greater health literacy challenges than other ethnic minorities? Why are health literacy skills so much lower in elderly adults? Why do 44% of our high school graduates have below basic or basic health literacy skills? How do we target these needs? I encourage you all to view the webcast if you haven't already, and also to read at least the overview of the report. You can find links to both, along with information about our guests at this link: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthNAAL.html Thanks everyone! Send in questions you have and we will try to address them during the discussion. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Thu Sep 13 10:24:17 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 13 Sep 2007 08:24:17 -0600 Subject: [HealthLiteracy 1189] Health Literacy Month In-Reply-To: <46E8362B0200002D000038DC@bostongwia.jsi.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04458@DTHREXCL1.dthr.ab.ca> As you are all probably aware, October is Health Literacy, and for the first time, our region will be celebrating it through the Wellness Centres. I have a few activities planned for the Wellness Centres to provide tangible evidence of problems people with low health literacy have. These activities are aimed at staff (front line). One activity includes using a pill box and some "pills" and having staff distribute the pills according to written instructions. I am planning on having several types of instructions: one where the print is too small to read, one where common words are replaced with jumbled words, one where the instructions do not line up with your activities (missed lunch, extra snack, etc). Does anybody have any similar activities going on at their site, or any suggestions for other events? The countdown is on! Nicola From cjackson at humana.com Thu Sep 13 11:24:05 2007 From: cjackson at humana.com (Charles Jackson) Date: Thu, 13 Sep 2007 11:24:05 -0400 Subject: [HealthLiteracy 1190] New health literacy project launches in Atlanta Message-ID: Hello. I've had the pleasure of being part of the health literacy discussion group for over a year. It has proven very helpful. I wanted to share the good news about our project. Money online: http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1.htm Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070913/03fb7ed9/attachment.html From helen at healthliteracy.com Thu Sep 13 12:54:00 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Thu, 13 Sep 2007 12:54:00 -0400 Subject: [HealthLiteracy 1191] Re: Health Literacy Month References: <521441A4F164E1418DCAC093C9EE6D9502F04458@DTHREXCL1.dthr.ab.ca> Message-ID: <00a901c7f626$af9de820$6401a8c0@HLC> Hi Nicola and all, Thanks so much for sharing the news about your upcoming Health Literacy Month event. It sounds great -- a participatory and creative way to highlight this important point. I encourage you to add this event to our growing list at http://www.healthliteracymonth.org. This list is designed as a searchable database where advocates everywhere can exchange ideas and learn from one another -- just like the type of information you are looking for. You can find events by going to "search events" and then entering the year. So far, 8 events are listed for 2007. Happy almost Health Literacy Month (October), ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Davies, Nicola" To: "The Health and Literacy Discussion List" Sent: Thursday, September 13, 2007 10:24 AM Subject: [HealthLiteracy 1189] Health Literacy Month > > As you are all probably aware, October is Health Literacy, and for the > first time, our region will be celebrating it through the Wellness > Centres. I have a few activities planned for the Wellness Centres to > provide tangible evidence of problems people with low health literacy > have. These activities are aimed at staff (front line). One activity > includes using a pill box and some "pills" and having staff distribute the > pills according to written instructions. I am planning on having several > types of instructions: one where the print is too small to read, one where > common words are replaced with jumbled words, one where the instructions > do not line up with your activities (missed lunch, extra snack, etc). > > Does anybody have any similar activities going on at their site, or any > suggestions for other events? > > The countdown is on! > Nicola > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com From julie_mcKinney at worlded.org Fri Sep 14 10:37:17 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 14 Sep 2007 10:37:17 -0400 Subject: [HealthLiteracy 1192] This list's Health Literacy Month event Message-ID: <46EA645D0200002D00003938@bostongwia.jsi.com> Thanks, Nicola and Helen for reminding us about next month! For this year's Health Literacy Month, we will have a panel discussion on this list about communication between patients and health care providers. (I have just submitted it on www.healthliteracymonth.org ) October 8-12 This panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. I hope you'll all join us! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Helen Osborne" 09/13/07 12:54 PM >>> Hi Nicola and all, Thanks so much for sharing the news about your upcoming Health Literacy Month event. It sounds great -- a participatory and creative way to highlight this important point. I encourage you to add this event to our growing list at http://www.healthliteracymonth.org. This list is designed as a searchable database where advocates everywhere can exchange ideas and learn from one another -- just like the type of information you are looking for. You can find events by going to "search events" and then entering the year. So far, 8 events are listed for 2007. Happy almost Health Literacy Month (October), ~Helen From julie_mcKinney at worlded.org Mon Sep 17 09:29:24 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 17 Sep 2007 09:29:24 -0400 Subject: [HealthLiteracy 1193] Welcome to our discussion: the NAAL Health Literacy Results Message-ID: <46EE48F40200002D0000396D@bostongwia.jsi.com> Hi Everyone, Welcome to our discussion on the results of the NAAL health literacy assessment! In this discussion we will look at the results of the health literacy data from the 2003 NAAL. Our guests will be Cynthia Baur from CDC, who was the HHS liaison to the U.S. Department of Education for the development of the health literacy component of the NAAL, and Mark Kutner from AIR, who directed the NAAL and was lead author in the report on the health literacy of America's adults. We will draw on the expertise of our guests as well as our own collective knowledge from the field to look at the main trends in the status and demographics of health literacy skills in the U.S., and identify objectives for the field based on these results. I invite questions, thoughts and ideas from you all! All the best, Julie ****************************************** Discussion Preparation See the report: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483 View the National Institute for Literacy?s recent webcast asbout the NAAL Health Literacy Results: http://www.nifl.gov/nifl/webcasts/NAALhealth/webcast0829.html Remember you can download the slides from this presentation! Guest Biographies Cynthia Baur, Ph.D., is the Director, Division of Health Communication and Marketing, National Center for Health Marketing, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (HHS). The Division is responsible for a wide variety of health communication and marketing activities and projects, including promoting health literacy improvement. Prior to her current position, Dr. Baur was the senior health communication advisor in the Office of Disease Prevention and Health Promotion (ODPHP), HHS. In ODPHP, she led the Healthy People 2010 Health Communication Focus Area that includes the national objective to improve health literacy. She is the co-chair of the HHS workgroup on health literacy. She was the HHS lead on the 2003 National Assessment of Adult Literacy (NAAL), managed the development of the national health literacy action plan in Communicating Health: Priorities and Strategies for Progress (2003) and organized the Surgeon General's Workshop on Improving Health Literacy. Dr. Baur holds a Ph.D. in Communication from the University of California, San Diego. Dr. Mark Kutner directed the recently completed National Assessment of Adult Literacy, including the health literacy component. In that role he was the lead author of the NAAL report, "The Health Literacy of America's Adults, Results from the 2003 National Assessment of Adult Literacy," and also was among the authors of the other study reports. Dr. Kutner has been working in the adult education and literacy field for the past 20 years, including in projects related to professional development and the design of effective programs. He is also Vice President for Workforce Research and Analysis at the American Institutes for Research (AIR). AIR is currently conducting additional reanalyzes of NAAL data for the Departments of Labor and Education, and recently completed an issue brief for AHRQ using NAAL data. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From anniedharris at gmail.com Fri Sep 14 15:42:39 2007 From: anniedharris at gmail.com (Doris Harris) Date: Fri, 14 Sep 2007 14:42:39 -0500 Subject: [HealthLiteracy 1194] Re: New health literacy project launches in Atlanta In-Reply-To: References: Message-ID: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> Charles, Thanks for sharing this with us. Please keep us posted on the success of this project. I did want to ask you, however, if the monthly feature will be the only content (other than links) provided on this site? Or did you guys feel providing access to other trusted resources was enough? Doris Harris Georgia State University On 9/13/07, Charles Jackson wrote: > > *Hello.* > > *I've had the pleasure of being part of the health literacy discussion > group for over a year. It has proven very helpful.* > > *I wanted to share the good news about our project.* > > Money online: > * > http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1.htm > * > > Charles Jackson > Project Manager > Humana Foundation, 500 W. Main St., Louisville, KY 40202 > 502-580-1245 telephone\voice-mail > 502-580-1256 fax > > The information transmitted is intended only for the person or entity to > which it is addressed and may contain CONFIDENTIAL material. If you receive > this material/information in error, please contact the sender and delete or > destroy the material/information. > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to anniedharris at gmail.com > -- ~ Ancora Imparo ~ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070914/3ce10ea6/attachment.html From cjackson at humana.com Mon Sep 17 10:29:35 2007 From: cjackson at humana.com (Charles Jackson) Date: Mon, 17 Sep 2007 10:29:35 -0400 Subject: [HealthLiteracy 1195] Re: New health literacy project launches in Atlanta In-Reply-To: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> Message-ID: Hi, Doris. There is also a link to current project events. The website is a work in progress. For example, we hope to offer features like a talking video guide to welcome low-literacy folks to the site. The website has gone through two major re-designs and we expect further upgrades before year's end. It is finding that balance--offering fresh, new, varied content without overwhelming the viewer or sacrificing simple, easy navigation. Charles "Doris Harris" To Sent by: "The Health and Literacy Discussion healthliteracy-bo List" unces at nifl.gov cc Subject 09/14/2007 03:42 [HealthLiteracy 1194] Re: New PM health literacy project launches in Atlanta Please respond to The Health and Literacy Discussion List Charles, Thanks for sharing this with us. Please keep us posted on the success of this project. I did want to ask you, however, if the monthly feature will be the only content (other than links) provided on this site? Or did you guys feel providing access to other trusted resources was enough? Doris Harris Georgia State University On 9/13/07, Charles Jackson wrote: Hello. I've had the pleasure of being part of the health literacy discussion group for over a year. It has proven very helpful. I wanted to share the good news about our project. Money online: http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1.htm Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to anniedharris at gmail.com -- ~ Ancora Imparo ~ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjackson at humana.com The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/5ad385fc/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: graycol.gif Type: image/gif Size: 105 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/5ad385fc/attachment.gif -------------- next part -------------- A non-text attachment was scrubbed... Name: pic25313.gif Type: image/gif Size: 1255 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/5ad385fc/attachment-0001.gif -------------- next part -------------- A non-text attachment was scrubbed... Name: ecblank.gif Type: image/gif Size: 45 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/5ad385fc/attachment-0002.gif From NDavies at dthr.ab.ca Mon Sep 17 11:06:29 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 17 Sep 2007 09:06:29 -0600 Subject: [HealthLiteracy 1196] Re: New health literacy project launchesin Atlanta In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04495@DTHREXCL1.dthr.ab.ca> Have you thought about having audio readings of the webpages for people who can't read at all?? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Charles Jackson Sent: Monday, September 17, 2007 8:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1195] Re: New health literacy project launchesin Atlanta Hi, Doris. There is also a link to current project events. The website is a work in progress. For example, we hope to offer features like a talking video guide to welcome low-literacy folks to the site. The website has gone through two major re-designs and we expect further upgrades before year's end. It is finding that balance--offering fresh, new, varied content without overwhelming the viewer or sacrificing simple, easy navigation. Charles Inactive hide details for "Doris Harris" ' src="cid:417040615 at 17092007-22c9" width=16>"Doris Harris" "Doris Harris" Sent by: healthliteracy-bounces at nifl.gov 09/14/2007 03:42 PM Please respond to The Health and Literacy Discussion List To "The Health and Literacy Discussion List" cc Subject [HealthLiteracy 1194] Re: New health literacy project launches in Atlanta Charles, Thanks for sharing this with us. Please keep us posted on the success of this project. I did want to ask you, however, if the monthly feature will be the only content (other than links) provided on this site? Or did you guys feel providing access to other trusted resources was enough? Doris Harris Georgia State University On 9/13/07, Charles Jackson < cjackson at humana.com> wrote: Hello. I've had the pleasure of being part of the health literacy discussion group for over a year. It has proven very helpful. I wanted to share the good news about our project. Money online: http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1.htm Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to anniedharris at gmail.com -- ~ Ancora Imparo ~ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjackson at humana.com *** eSafe scanned this email for malicious content *** *** IMPORTANT: Do not open attachments from unrecognized senders *** The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/f7a78550/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 105 bytes Desc: graycol.gif Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/f7a78550/attachment.gif -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 45 bytes Desc: ecblank.gif Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/f7a78550/attachment-0001.gif From cjackson at humana.com Mon Sep 17 11:11:52 2007 From: cjackson at humana.com (Charles Jackson) Date: Mon, 17 Sep 2007 11:11:52 -0400 Subject: [HealthLiteracy 1197] Re: New health literacy project launchesin Atlanta In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04495@DTHREXCL1.dthr.ab.ca> Message-ID: Yes, Nicola, and we need to add a choice of fonts for the visually impaired as well. Charles "Davies, Nicola" To Sent by: "The Health and Literacy Discussion healthliteracy-bo List" unces at nifl.gov cc Subject 09/17/2007 11:06 [HealthLiteracy 1196] Re: New AM health literacy project launchesin Atlanta Please respond to The Health and Literacy Discussion List Have you thought about having audio readings of the webpages for people who can't read at all?? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Charles Jackson Sent: Monday, September 17, 2007 8:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1195] Re: New health literacy project launchesin Atlanta Hi, Doris. There is also a link to current project events. The website is a work in progress. For example, we hope to offer features like a talking video guide to welcome low-literacy folks to the site. The website has gone through two major re-designs and we expect further upgrades before year's end. It is finding that balance--offering fresh, new, varied content without overwhelming the viewer or sacrificing simple, easy navigation. Charles Inactive hide details for "Doris Harris" "Doris Harris" "Doris Harris" To Sent by: healthlitera "The Health and Literacy cy-bounces at n Discussion List" ifl.gov cc 09/14/2007 03:42 PM Subject Please respond to [HealthLiteracy 1194] Re: The Health and Literacy Discussion New health literacy project List launches in Atlanta Charles, Thanks for sharing this with us. Please keep us posted on the success of this project. I did want to ask you, however, if the monthly feature will be the only content (other than links) provided on this site? Or did you guys feel providing access to other trusted resources was enough? Doris Harris Georgia State University On 9/13/07, Charles Jackson wrote: Hello. I've had the pleasure of being part of the health literacy discussion group for over a year. It has proven very helpful. I wanted to share the good news about our project. Money online: http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1.htm Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to anniedharris at gmail.com -- ~ Ancora Imparo ~ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjackson at humana.com *** eSafe scanned this email for malicious content *** *** IMPORTANT: Do not open attachments from unrecognized senders *** The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjackson at humana.com The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/bf30d16a/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... 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Name: C4596026.gif Type: image/gif Size: 45 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/bf30d16a/attachment-0011.gif From MKutner at air.org Mon Sep 17 12:05:48 2007 From: MKutner at air.org (Kutner, Mark) Date: Mon, 17 Sep 2007 12:05:48 -0400 Subject: [HealthLiteracy 1198] (no subject) In-Reply-To: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/6e2b590a/attachment.html From julie_mcKinney at worlded.org Mon Sep 17 13:49:35 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 17 Sep 2007 13:49:35 -0400 Subject: [HealthLiteracy 1199] Intro from Cynthia Baur Message-ID: <46EE85F00200002D000039B1@bostongwia.jsi.com> Hi Everyone, I'm sending this in for Cynthia Baur: ************************** Hello, I am Cynthia Baur, Director, Division of Health Communication and Marketing, National Center for Health Marketing, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (HHS) in Atlanta, GA. Until November 2006, I worked in the Office of Disease Prevention and Health Promotion (ODPHP), HHS, in Washington, D.C. In ODPHP, I managed the Healthy People 2010 health literacy improvement objective and was the HHS liaison to the U.S. Department of Education for the development of the health literacy component in the 2003 NAAL. With the HHS Health Literacy Workgroup, I led the development of the 2006 Surgeon General's Workshop on Improving Health Literacy. We are following up this workshop with a series of local/regional meetings on health literacy improvement activities in 4 areas of the U.S. The health literacy results from the 2003 NAAL were groundbreaking because they represent the first prevalence data we have on the general English-speaking adult population's ability to understand and use print health materials as they currently are designed and written. The data provided a quantifiable basis for making the argument that had already been underway for several years: health literacy is a major public health issue for almost the entire adult population. Many people have one of two reactions to the data. Either they draw the conclusion that limited health literacy is a property of individuals, primarily of individuals who can't read English very well, OR they dismiss or diminish the importance of the data because the data can be used to blame individuals instead of health systems or poorly designed health information. Both reactions miss the point that health literacy as a public health problem results from the interaction of individuals' capacities and complex systems, and we need solutions that address all three - individuals, systems and their interaction. >From my perspective, the main point that came to light with the NAAL health literacy data is how few people scored in the proficient category. It amounts to about 1 in 10 adults. Because the labels for the performance categories were developed for the overall NAAL study and not specifically for the health literacy component, there are certainly some issues with using them to characterize the data. For example, many of us think that it is a critical patient safety issue if people cannot understand the documents in the intermediate category. So, from a health perspective, should people be considered basic or below basic? When using the data to report on the Healthy People 2010 objective, we decided to go both directions: point out how few people were in proficient and how many in below basic and ask for improvement on both ends. We want more people to move toward proficient, even those in intermediate, and we want fewer in the below basic, even if that means we only see some movement toward basic. That said, we know that any improvement we see will not come solely or perhaps even primarily from improvement in people's literacy skills. I have advocated, along with many of my colleagues, for a focus on changing the ways we design and deliver health information, as well as a focus on the ways health systems -public and private- deliver their services. There is much work to be done to improve all the patient education materials, forms, signage, communication with health care providers, self-care instructions, and public health alerts and recommendations that flow out of our health systems on a daily basis. The NAAL isn't designed to capture these types of changes, and there is still much work to be done to find ways to measure and track system improvements. One thing I would like to discuss this week and hear ideas about is how can we begin to measure the changes you all work on every day and connect them to the overarching health literacy improvement effort? Regards, Cynthia Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From sbj0 at CDC.GOV Mon Sep 17 13:24:35 2007 From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP)) Date: Mon, 17 Sep 2007 13:24:35 -0400 Subject: [HealthLiteracy 1200] Re: (no subject) In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <69435CDE699472449E40995EFBDBEA190113F766@LTA3VS002.ees.hhs.gov> Thanks for the opportunity to ask questions: Please see my note below: The sample from the NAAL starts at age I believe 16 and up. With so many children and adolescents managing their health care (asthma, diabetes, obesity)....plus many children receive their health care in school-based health clinics....and the reading levels of many youth is behind...and yet I don't see much on adolescents and health literacy...this is a neglected group....are their studies or articles you can point to which address health literacy and youth? I believe there is the assumption that health education is perhaps addressing health literacy...when in point of fact health education is not a requirement in many schools. Thanks, Sandra ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/1e8fd2c3/attachment.html From andreawilder at comcast.net Mon Sep 17 13:29:02 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 17 Sep 2007 13:29:02 -0400 Subject: [HealthLiteracy 1201] Re: (no subject) In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> Hi Mark, first, I apologize for not ahvng at my fingertips more information about the NAAL, but here goes: 1) is there a relationship between health and literacy? 2) If so, what is it? 3) What is the relationship between health literacy and literacy? (A distinction without a difference?) Thanks. Andrea On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: > Good morning all.? Cynthia Baur and I are very much looking forward to > answering any questions or issues that you might have related to the > health literacy component and report of the National Assessment of > Adult Literacy (NAAL).? Just as way of introduction, from 1999 through > last December I was the project director for the design, analysis, and > reporting component of NAAL.? In that role, I worked with Cynthia in > developing the health literacy component of NAAL.? The health literacy > items also had to be prose, document, and quantitative items so that > they could also be placed on the NAAL scale.? The health literacy > items were field tested before being included on the national study.? > As we discuss the health literacy component, it is important to > remember that the NAAL was administered in the homes of individuals, > not?in a doctor's office or emergency room. > ? > In case folks are shy, I want to pose a couple of questions to all of > you:? > ? > 1. As an individual who has been involved in adult literacy and > assessment for almost 20 years, I am curious to hear you perspectives > about the difference between measuring literacy and health literacy, > especially when the definition of health literacy (which we used from > HHS) does not indicate any prior substantive knowledge of > health-related issues (such as I take aspirin for headaches).? > ? > 2. Also, NAAL highlights the challenges of improving health literacy > for adults whose first language is not English.??What evidence do we > have about successful approaches to ensure that the health literacy > for these adults improves? > ? > ? > As we begin these discussions, I want to clearly acknowledge that > there would never have been a health literacy component of NAAL if it > was not for the hard work, perseverance,? stubbornness of Cynthia > Baur.?For me, working with Cynthia on the health literacy component > has been a real joy.? The field is quite fortunate to be able to > benefit from her leadership!. > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3042 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/e93d572e/attachment.bin From sbj0 at CDC.GOV Mon Sep 17 11:04:40 2007 From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP)) Date: Mon, 17 Sep 2007 11:04:40 -0400 Subject: [HealthLiteracy 1202] Re: New health literacy project launches in Atlanta In-Reply-To: References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> Message-ID: <69435CDE699472449E40995EFBDBEA190113F761@LTA3VS002.ees.hhs.gov> Will you have a kick off event for this and if so do you have the schedule for Atlanta? Thanks, Sandra ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson Sent: Monday, September 17, 2007 10:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1195] Re: New health literacy project launches in Atlanta Hi, Doris. There is also a link to current project events. The website is a work in progress. For example, we hope to offer features like a talking video guide to welcome low-literacy folks to the site. The website has gone through two major re-designs and we expect further upgrades before year's end. It is finding that balance--offering fresh, new, varied content without overwhelming the viewer or sacrificing simple, easy navigation. Charles "Doris Harris" "Doris Harris" Sent by: healthliteracy-bounces at nifl.gov 09/14/2007 03:42 PM Please respond to The Health and Literacy Discussion List To "The Health and Literacy Discussion List" cc Subject [HealthLiteracy 1194] Re: New health literacy project launches in Atlanta Charles, Thanks for sharing this with us. Please keep us posted on the success of this project. I did want to ask you, however, if the monthly feature will be the only content (other than links) provided on this site? Or did you guys feel providing access to other trusted resources was enough? Doris Harris Georgia State University On 9/13/07, Charles Jackson > wrote: Hello. I've had the pleasure of being part of the health literacy discussion group for over a year. It has proven very helpful. I wanted to share the good news about our project. Money online: http://money.cnn.com/news/newsfeeds/articles/prnewswire/LAW08012092007-1 .htm Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to anniedharris at gmail.com -- ~ Ancora Imparo ~ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjackson at humana.com The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/2c395810/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 105 bytes Desc: graycol.gif Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/2c395810/attachment.gif -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 45 bytes Desc: ecblank.gif Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/2c395810/attachment-0001.gif From Ian.Bennett at uphs.upenn.edu Mon Sep 17 13:59:51 2007 From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian) Date: Mon, 17 Sep 2007 13:59:51 -0400 Subject: [HealthLiteracy 1203] Re: (no subject) References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <59AED94B4FEF114C8A23987301A208930206D9BC@uphsmbx7.UPHS.PENNHEALTH.PRV> Hello Dr. Kutner, Thanks for your hard work along with the other folks in developing the NAAL and shepherding it to its current state. With regard to your first question I am very interested in what your take is on the difference between general literacy and health literacy given the results of the NAAL itself. My understanding is the results on the two scales are highly correlated which is consistent with my long standing skepticism that there is a measurable difference between the two at least as can be identified by the instruments that have been used thus far. Do you think there is evidence from the NAAL that there are distinct domains between general literacy and health literacy? Thanks, Ian Bennett ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Kutner, Mark Sent: Mon 9/17/2007 12:05 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. From cjliu604 at bu.edu Mon Sep 17 14:12:17 2007 From: cjliu604 at bu.edu (Liu, Chiung-Ju) Date: Mon, 17 Sep 2007 14:12:17 -0400 Subject: [HealthLiteracy 1204] Re: (no subject) In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <6BE3EC472981FB43ADD7DEB00A67ED5701A3B427@bumc-xbe.ad.bu.edu> Hi! Mark, I am curious how did you decide what kind of health information (such as what disease, print format...) to put in the health literacy component? I remember that there is one literacy task in 2003 NAAL is to read a pamphlet of colon caner. Can you describe more specifically about information written in that pamphlet? Thanks. Chiung-ju (CJ) Liu, Ph.D. NIDRR postdoctoral fellow Health and Disability Research Institute School of Public Health Boston University Medical Campus 580 Harrison Ave., 4th FL Boston MA 02118-2639 Phone: 617/638-1990 Fax: 617/638-1999 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/c648724e/attachment.html From NDavies at dthr.ab.ca Mon Sep 17 16:01:26 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 17 Sep 2007 14:01:26 -0600 Subject: [HealthLiteracy 1205] Re: (no subject) In-Reply-To: <6BE3EC472981FB43ADD7DEB00A67ED5701A3B427@bumc-xbe.ad.bu.edu> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F044A0@DTHREXCL1.dthr.ab.ca> Or even better, is there a link? Seeing the information patients had to see will allow us to perhaps design our information a little better. Another question would be what component of readability for the material is "words (vocabulary, mechanics, sentence structure, etc)" and what component is "layout" (font, typeset), and "images" (diagrams, tables, figures). My apologies if this was covered in the material - I have read several reports this week ? What can we learn from this report that we can also apply to health literacy month? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Liu, Chiung-Ju Sent: Monday, September 17, 2007 12:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1204] Re: (no subject) Hi! Mark, I am curious how did you decide what kind of health information (such as what disease, print format...) to put in the health literacy component? I remember that there is one literacy task in 2003 NAAL is to read a pamphlet of colon caner. Can you describe more specifically about information written in that pamphlet? Thanks. Chiung-ju (CJ) Liu, Ph.D. NIDRR postdoctoral fellow Health and Disability Research Institute School of Public Health Boston University Medical Campus 580 Harrison Ave., 4th FL Boston MA 02118-2639 Phone: 617/638-1990 Fax: 617/638-1999 _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/820fa903/attachment.html From duffyb at cfl.rr.com Mon Sep 17 21:35:51 2007 From: duffyb at cfl.rr.com (Barbara Duffy) Date: Mon, 17 Sep 2007 21:35:51 -0400 Subject: [HealthLiteracy 1206] Re: (no subject) In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <20070918013552.OSNV3980.cdptpa-omta04.mail.rr.com@BarbarasDell> I study health literacy and teach it --- but I never personally felt what it must be like to be 'illiterate' until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me.. And like much of the written materials we give to our patients to 'go home and read - it explains everything' there was no one I could ask questions of - no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070917/efcf891e/attachment.html From jagazma at sph.emory.edu Mon Sep 17 22:17:51 2007 From: jagazma at sph.emory.edu (Julie Gazmararian) Date: Mon, 17 Sep 2007 22:17:51 -0400 Subject: [HealthLiteracy 1207] health literacy - NAAL questions References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <59AED94B4FEF114C8A23987301A208930206D9BC@uphsmbx7.UPHS.PENNHEALTH.PRV> Message-ID: <03bb01c7f99a$1ff3ce20$0300000a@JULIEG> An additional thanks for all of your work on the NAAL - and continuing to highlight the importance of health literacy. I agree with Ian's comments about your first question -- I have had a long-standing interest in looking at the relationship between general literacy and health literacy. When I give presentations on health literacy - I almost always start out talking about general literacy and then focus on health literacy. I typically will state something about how we *think* that health literacy is more prevalent than general literacy (citing Paasche-Orlow's review article suggesting about 30% of Americans have low health literacy skills) and that we can safely assume that those that struggle with general literacy also struggle with health literacy. I wish we could tease out these differences with NAAL since it is the first survey that has both general literacy and health literacy measures - but I have concern that the measurement of health literacy may not be reflective of other health literacy measures that are currently available (despite their limitations). Re: your 2nd question - I am very interested in any responses too! Thanks for having this dialogue -- Julie Gazmararian ----- Original Message ----- From: "Bennett, Ian" To: "The Health and Literacy Discussion List" ; "The Health and Literacy Discussion List" Sent: Monday, September 17, 2007 1:59 PM Subject: [HealthLiteracy 1203] Re: (no subject) > Hello Dr. Kutner, > Thanks for your hard work along with the other folks in developing the > NAAL and shepherding it to its current state. > With regard to your first question I am very interested in what your take > is on the difference between general literacy and health literacy given > the results of the NAAL itself. My understanding is the results on the two > scales are highly correlated which is consistent with my long standing > skepticism that there is a measurable difference between the two at least > as can be identified by the instruments that have been used thus far. Do > you think there is evidence from the NAAL that there are distinct domains > between general literacy and health literacy? > Thanks, > Ian Bennett > > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Kutner, Mark > Sent: Mon 9/17/2007 12:05 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1198] (no subject) > > > Good morning all. Cynthia Baur and I are very much looking forward to > answering any questions or issues that you might have related to the > health literacy component and report of the National Assessment of Adult > Literacy (NAAL). Just as way of introduction, from 1999 through last > December I was the project director for the design, analysis, and > reporting component of NAAL. In that role, I worked with Cynthia in > developing the health literacy component of NAAL. The health literacy > items also had to be prose, document, and quantitative items so that they > could also be placed on the NAAL scale. The health literacy items were > field tested before being included on the national study. As we discuss > the health literacy component, it is important to remember that the NAAL > was administered in the homes of individuals, not in a doctor's office or > emergency room. > > In case folks are shy, I want to pose a couple of questions to all of you: > > 1. As an individual who has been involved in adult literacy and assessment > for almost 20 years, I am curious to hear you perspectives about the > difference between measuring literacy and health literacy, especially when > the definition of health literacy (which we used from HHS) does not > indicate any prior substantive knowledge of health-related issues (such as > I take aspirin for headaches). > > 2. Also, NAAL highlights the challenges of improving health literacy for > adults whose first language is not English. What evidence do we have > about successful approaches to ensure that the health literacy for these > adults improves? > > > As we begin these discussions, I want to clearly acknowledge that there > would never have been a health literacy component of NAAL if it was not > for the hard work, perseverance, stubbornness of Cynthia Baur. For me, > working with Cynthia on the health literacy component has been a real joy. > The field is quite fortunate to be able to benefit from her leadership!. > > > > The information contained in this e-mail message is intended only for the > personal and confidential use of the recipient(s) named above. If the > reader of this message is not the intended recipient or an agent > responsible for delivering it to the intended recipient, you are hereby > notified that you have received this document in error and that any > review, dissemination, distribution, or copying of this message is > strictly prohibited. If you have received this communication in error, > please notify us immediately by e-mail, and delete the original message. > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jagazma at sph.emory.edu > From djrosen at comcast.net Tue Sep 18 07:51:33 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 18 Sep 2007 07:51:33 -0400 Subject: [HealthLiteracy 1208] The difference between measuring literacy and health literacy In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> Message-ID: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net> Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health- contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/8e56ba39/attachment.html From vlewis at suffolk.lib.ny.us Tue Sep 18 08:59:18 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 18 Sep 2007 08:59:18 -0400 Subject: [HealthLiteracy 1209] Re: Intro from Cynthia Baur In-Reply-To: <46EE85F00200002D000039B1@bostongwia.jsi.com> Message-ID: <00a501c7f9f3$b920c450$aa6310ac@enigma.suffolk.lib.ny.us> Good morning all, I would like to follow up on the comments by Cynthia with a reminder of the problem of health information only being available in a printed written format. This format excludes a huge portion of the population. People with learning, physical and visual disabilities also have literacy skills issues. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Monday, September 17, 2007 1:50 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1199] Intro from Cynthia Baur Hi Everyone, I'm sending this in for Cynthia Baur: ************************** Hello, I am Cynthia Baur, Director, Division of Health Communication and Marketing, National Center for Health Marketing, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (HHS) in Atlanta, GA. Until November 2006, I worked in the Office of Disease Prevention and Health Promotion (ODPHP), HHS, in Washington, D.C. In ODPHP, I managed the Healthy People 2010 health literacy improvement objective and was the HHS liaison to the U.S. Department of Education for the development of the health literacy component in the 2003 NAAL. With the HHS Health Literacy Workgroup, I led the development of the 2006 Surgeon General's Workshop on Improving Health Literacy. We are following up this workshop with a series of local/regional meetings on health literacy improvement activities in 4 areas of the U.S. The health literacy results from the 2003 NAAL were groundbreaking because they represent the first prevalence data we have on the general English-speaking adult population's ability to understand and use print health materials as they currently are designed and written. The data provided a quantifiable basis for making the argument that had already been underway for several years: health literacy is a major public health issue for almost the entire adult population. Many people have one of two reactions to the data. Either they draw the conclusion that limited health literacy is a property of individuals, primarily of individuals who can't read English very well, OR they dismiss or diminish the importance of the data because the data can be used to blame individuals instead of health systems or poorly designed health information. Both reactions miss the point that health literacy as a public health problem results from the interaction of individuals' capacities and complex systems, and we need solutions that address all three - individuals, systems and their interaction. >From my perspective, the main point that came to light with the NAAL health literacy data is how few people scored in the proficient category. It amounts to about 1 in 10 adults. Because the labels for the performance categories were developed for the overall NAAL study and not specifically for the health literacy component, there are certainly some issues with using them to characterize the data. For example, many of us think that it is a critical patient safety issue if people cannot understand the documents in the intermediate category. So, from a health perspective, should people be considered basic or below basic? When using the data to report on the Healthy People 2010 objective, we decided to go both directions: point out how few people were in proficient and how many in below basic and ask for improvement on both ends. We want more people to move toward proficient, even those in intermediate, and we want fewer in the below basic, even if that means we only see some movement toward basic. That said, we know that any improvement we see will not come solely or perhaps even primarily from improvement in people's literacy skills. I have advocated, along with many of my colleagues, for a focus on changing the ways we design and deliver health information, as well as a focus on the ways health systems -public and private- deliver their services. There is much work to be done to improve all the patient education materials, forms, signage, communication with health care providers, self-care instructions, and public health alerts and recommendations that flow out of our health systems on a daily basis. The NAAL isn't designed to capture these types of changes, and there is still much work to be done to find ways to measure and track system improvements. One thing I would like to discuss this week and hear ideas about is how can we begin to measure the changes you all work on every day and connect them to the overarching health literacy improvement effort? Regards, Cynthia Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From MKutner at air.org Tue Sep 18 09:36:50 2007 From: MKutner at air.org (Kutner, Mark) Date: Tue, 18 Sep 2007 09:36:50 -0400 Subject: [HealthLiteracy 1210] Re: (no subject) In-Reply-To: <69435CDE699472449E40995EFBDBEA190113F766@LTA3VS002.ees.hhs.gov> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <69435CDE699472449E40995EFBDBEA190113F766@LTA3VS002.ees.hhs.gov> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F838@dc1ex01.air.org> I personally am not aware of any such articles, perhaps Cynthia knows of some. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jones, Sandra (CDC/CCHP/NCCDPHP) Sent: Monday, September 17, 2007 1:25 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1200] Re: (no subject) Thanks for the opportunity to ask questions: Please see my note below: The sample from the NAAL starts at age I believe 16 and up. With so many children and adolescents managing their health care (asthma, diabetes, obesity)....plus many children receive their health care in school-based health clinics....and the reading levels of many youth is behind...and yet I don't see much on adolescents and health literacy...this is a neglected group....are their studies or articles you can point to which address health literacy and youth? I believe there is the assumption that health education is perhaps addressing health literacy...when in point of fact health education is not a requirement in many schools. Thanks, Sandra ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/f4d3d6cf/attachment.html From MKutner at air.org Tue Sep 18 09:41:20 2007 From: MKutner at air.org (Kutner, Mark) Date: Tue, 18 Sep 2007 09:41:20 -0400 Subject: [HealthLiteracy 1211] Re: (no subject) In-Reply-To: <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> There is a close relationship between health and literacy, just as there is a close relationship between literacy and income, which I imagine does not surprise any of us. I very much enjoyed your characterization of the relationship between health and literacy as a "distinction without a difference." To me this distinction without a difference underscores the need to incorporate health literacy-related materials within our adult education and literacy programs, especially in ESL programs. The NAAL data really documents the challenges faced by adults whose first language is not English. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Monday, September 17, 2007 1:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1201] Re: (no subject) Hi Mark, first, I apologize for not ahvng at my fingertips more information about the NAAL, but here goes: 1) is there a relationship between health and literacy? 2) If so, what is it? 3) What is the relationship between health literacy and literacy? (A distinction without a difference?) Thanks. Andrea On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/a433823c/attachment.html From NDavies at dthr.ab.ca Tue Sep 18 10:47:00 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 18 Sep 2007 08:47:00 -0600 Subject: [HealthLiteracy 1212] Re: The difference between measuring literacy andhealth literacy In-Reply-To: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F044AF@DTHREXCL1.dthr.ab.ca> David, thanks for your tangible definitions of health literacy. Perhaps there IS a difference between the materials/media that people access literacy/health literacy wise, but I have to posit that there is a real difference between literacy and health literacy. When someone doesn't understand a computer manual, it can be frustrating. When someone doesn't understand the information about the pain in their stomach, or that telling the doctor that the pain is "shooting", "coming on", "dull" can possibly mean a difference between the diagnosis, that is very different to not knowing what a USB does. I would suggest that people are more willing to suggest that they don't know how to set-up speed dial on their cellphones, than they don't know why they have blood in their stools. The results of having low health literacy are much more tangible than having low literacy (although having low literacy can hamper your efforts to learn more about health). Technology and pop culture change much faster than the issues surrounding health, and while the struggle to keep up with technology can affect the health literacy of a population, health literacy is something completely outside of that because of the possibe outcomes. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:52 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1208] The difference between measuring literacy andhealth literacy Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health-contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen djrosen at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/d365d401/attachment.html From a.rathbun at morehead-st.edu Tue Sep 18 11:05:56 2007 From: a.rathbun at morehead-st.edu (Ann Rathbun, Ph.D.) Date: Tue, 18 Sep 2007 11:05:56 -0400 Subject: [HealthLiteracy 1213] Citations: Kids and Health Lit. In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F838@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <69435CDE699472449E40995EFBDBEA190113F766@LTA3VS002.ees.hhs.gov> <2323A6D37908A847A7C32F1E3662C80E99F838@dc1ex01.air.org> Message-ID: <20070918110556.mmqwvysgtcgoogg0@webmail.moreheadstate.edu> I am happy to add to the discussion by sharing 2 recent citations: Author: Marx, Eva Title: Promoting Health Literacy Through the Health Education Assessment Project Source: The Journal of School Health, Volume 77, no.4 April 2007 (pp. 157-163) Authors: Brown, S., Teufel, J., & Birch, D. Title: Early Adolescents' Perception of Health and Health Literacy Source: The Journal of School Health, Vol. 77, no.1, January 2007 (pp.7-15) I have these on my desk but have not yet had a chance to read them. Hope this is helpful, Ann Quoting "Kutner, Mark" : > I personally am not aware of any such articles, perhaps Cynthia knows of > some. > > ________________________________ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Jones, Sandra > (CDC/CCHP/NCCDPHP) > Sent: Monday, September 17, 2007 1:25 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1200] Re: (no subject) > > > Thanks for the opportunity to ask questions: Please see my note below: > > The sample from the NAAL starts at age I believe 16 and up. With so many > children and adolescents managing their health care (asthma, diabetes, > obesity)....plus many children receive their health care in school-based > health clinics....and the reading levels of many youth is behind...and > yet I don't see much on adolescents and health literacy...this is a > neglected group....are their studies or articles you can point to which > address health literacy and youth? > > I believe there is the assumption that health education is perhaps > addressing health literacy...when in point of fact health education is > not a requirement in many schools. > > Thanks, > > Sandra > > > ________________________________ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark > Sent: Monday, September 17, 2007 12:06 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1198] (no subject) > > > Good morning all. Cynthia Baur and I are very much looking forward to > answering any questions or issues that you might have related to the > health literacy component and report of the National Assessment of Adult > Literacy (NAAL). Just as way of introduction, from 1999 through last > December I was the project director for the design, analysis, and > reporting component of NAAL. In that role, I worked with Cynthia in > developing the health literacy component of NAAL. The health literacy > items also had to be prose, document, and quantitative items so that > they could also be placed on the NAAL scale. The health literacy items > were field tested before being included on the national study. As we > discuss the health literacy component, it is important to remember that > the NAAL was administered in the homes of individuals, not in a doctor's > office or emergency room. > > In case folks are shy, I want to pose a couple of questions to all of > you: > > 1. As an individual who has been involved in adult literacy and > assessment for almost 20 years, I am curious to hear you perspectives > about the difference between measuring literacy and health literacy, > especially when the definition of health literacy (which we used from > HHS) does not indicate any prior substantive knowledge of health-related > issues (such as I take aspirin for headaches). > > 2. Also, NAAL highlights the challenges of improving health literacy for > adults whose first language is not English. What evidence do we have > about successful approaches to ensure that the health literacy for these > adults improves? > > > As we begin these discussions, I want to clearly acknowledge that there > would never have been a health literacy component of NAAL if it was not > for the hard work, perseverance, stubbornness of Cynthia Baur. For me, > working with Cynthia on the health literacy component has been a real > joy. The field is quite fortunate to be able to benefit from her > leadership!. > > Ann Rathbun, Ph.D. Department of HPES 200G Laughlin Health Bld. Morehead State University 606-783-2464 www.arathbunblog.blogspot.com ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From julie_mcKinney at worlded.org Tue Sep 18 11:30:47 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 18 Sep 2007 11:30:47 -0400 Subject: [HealthLiteracy 1214] Please remember the subject line! Message-ID: <46EFB6E70200002D000039E7@bostongwia.jsi.com> Hi Folks, Just a quick reminder to use a subject line that reflects your message. For those answering Mark's original message, please add in a subject line! This will make it easier to create a more easily searchable archived discussion. Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From MMaralit at NIFL.gov Tue Sep 18 11:09:00 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Tue, 18 Sep 2007 11:09:00 -0400 Subject: [HealthLiteracy 1215] Sept. 28 Webcast: Registration OPEN References: <0122B345-3693-4B80-99C2-AE93BDC64E31@comcast.net> Message-ID: <4062487BDB6029428A763CAEF4E1FE5B15382EB7@wdcrobe2m03.ed.gov> >From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Webcast to be held Friday September 28, 2007 1:30 PM - 2:45 PM Eastern Time 12:30 PM - 1:45 PM Central Time 11:30 AM - 12:45 PM Mountain Time 10:30 AM - 11:45 AM Pacific Time To register, go to: http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html The National Institute for Literacy is pleased to host a webcast titled From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults on Friday, September 28, 2007. Join Dr. John Kruidenier, Dr. Rosalind Davidson, and Ms. Susan McShane as they present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Viewers can participate by submitting questions to panelist after the presentations. Please feel free to pass along to others who may be interested in viewing this webcast. For more information on the National Institute for Literacy, go to : http://www.nifl.gov or call 202-233-2025. Regards, Jo Maralit mmaralit at nifl.gov From amuro5 at epcc.edu Tue Sep 18 11:50:24 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Tue, 18 Sep 2007 09:50:24 -0600 Subject: [HealthLiteracy 1216] Re: (no subject) In-Reply-To: <20070918013552.OSNV3980.cdptpa-omta04.mail.rr.com@BarbarasDell> References: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <20070918013552.OSNV3980.cdptpa-omta04.mail.rr.com@BarbarasDell> Message-ID: Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my "anthropological" observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don't want to stand out. They don't want to hold the line and they don't want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the "unfamiliar" literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don't have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be 'illiterate' until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me.... And like much of the written materials we give to our patients to 'go home and read - it explains everything' there was no one I could ask questions of - no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/ac4284f6/attachment.html From sbj0 at CDC.GOV Tue Sep 18 13:03:49 2007 From: sbj0 at CDC.GOV (Jones, Sandra (CDC/CCHP/NCCDPHP)) Date: Tue, 18 Sep 2007 13:03:49 -0400 Subject: [HealthLiteracy 1217] Re: (no subject) In-Reply-To: References: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <20070918013552.OSNV3980.cdptpa-omta04.mail.rr.com@BarbarasDell> Message-ID: <69435CDE699472449E40995EFBDBEA190113F77C@LTA3VS002.ees.hhs.gov> Great story...here is another one to add: I was inside the Post Office and a Russian couple was standing in front of one of the dispensers where you drop off letters. They stood there looking at the drop off box and waiting....and waiting.... After awhile the postal worker...looked around the corner and ask them what is the matter. The couple replied...you told us to get stamps at the machine around the corner....we dropped our money into the drop off dispenser and waiting for some stamps. I went over and showed them the correct stamp machine to buy stamps, help make the selection of the amount of stamps to buy, where to put the money in the machine, collect the stamps, and place on their letters. Then I showed them where to drop the letters. They said thank you and they needed the letters to pay bills. Is this perhaps a cultural issue, literacy, or combination of both? ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Tuesday, September 18, 2007 11:50 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1216] Re: (no subject) Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my "anthropological" observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don't want to stand out. They don't want to hold the line and they don't want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the "unfamiliar" literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don't have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be 'illiterate' until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me.... And like much of the written materials we give to our patients to 'go home and read - it explains everything' there was no one I could ask questions of - no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/82d219c7/attachment.html From drcalderon at sbcglobal.net Tue Sep 18 14:03:35 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Tue, 18 Sep 2007 11:03:35 -0700 (PDT) Subject: [HealthLiteracy 1218] Re: (no subject) Message-ID: <521887.63975.qm@web81201.mail.mud.yahoo.com> Well said, Andres. Jos? Luis Calder?n, MD Drew University Center for Cross-cultural Epidemiologic Studies Biomedical Research Center & Center for Health Services Research The Charles R. Drew University of Medicine & Science 2594 Industry Way Lynwood, CA 90262 Voice 310 761 4729 Fax 310 631-1495 ----- Original Message ---- From: "Muro, Andres" To: The Health and Literacy Discussion List Sent: Tuesday, September 18, 2007 10:50:24 AM Subject: [HealthLiteracy 1216] Re: (no subject) Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my ?anthropological? observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don?t want to stand out. They don?t want to hold the line and they don?t want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the ?unfamiliar? literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don?t have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: ' The Health and Literacy Discussion List ' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be ?illiterate? until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me?. And like much of the written materials we give to our patients to ?go home and read ? it explains everything? there was no one I could ask questions of ? no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/28e72622/attachment.html From julie_mcKinney at worlded.org Tue Sep 18 14:08:37 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 18 Sep 2007 14:08:37 -0400 Subject: [HealthLiteracy 1219] Re: The difference between measuring literacy and health literacy Message-ID: <46EFDBE50200002D000039F3@bostongwia.jsi.com> Thanks, Mark, for making us think about these questions, and thanks, David, for some concrete examples of how health literacy goes beyond literacy. I think what David captures nicely is the piece of health literacy that goes beyond "obtaining, processing, and understanding basic health information and services", and addressess another piece: acting on this information in order to make informed choices and improve our health and behaviors. (This action piece is included in some definitions of health literacy.) Once you get past the understanding part, there are many barriers to taking action that also need to be addressed in our work. I agree with Cynthia's emphasis on addressing individuals, systems and their interaction. I believe we have to go out of our way to avoid the perception that "health literacy" is something that patients themselves either have or don't have, and must improve. But rather, it is something that the stystems and their interaction with individuals must improve as well. So we should also include examples like: Health literacy is when a health provider ensures that a patient leaves their office able to explain in their own words their issue, treatment regimen and medication schedule... Health literacy is when a clinic provides a system of one-on-one coaching outside of a provider appointment where a patient can talk at more length to clarify their needs and get further information in appropriate formats (not just low literacy and picture-based, but also large print, audio or video if necessary)... Health literacy is when payors compensate health systems to provide effective communication practices so that health outcomes improve and costs decrease... Cynthia and Mark, what pieces of the NAAL data can we use to support the need to address systems and their interaction with individuals? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "David J. Rosen" 09/18/07 7:51 AM >>> Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health- contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen djrosen at comcast.net From frx4 at cdc.gov Tue Sep 18 14:26:02 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Tue, 18 Sep 2007 14:26:02 -0400 Subject: [HealthLiteracy 1220] Inquiries about NAAL health literacy materials Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C084F@LTA3VS003.ees.hhs.gov> There have been 2 questions posted to the list about the NAAL health literacy stimulus materials (those materials given to the survey respondents). The directive for all NAAL materials was that they be everyday materials. We did not alter the materials, i.e. redesign them to make them easier to read or eliminate jargon, because the intent was to find how people could deal with materials they are likely to encounter today. But, we did not exclude easier materials, and Mark may be able to address the grading system used to score the materials in terms of level of difficulty. It was important to select a range of health materials representing different types of information. We developed a scheme that identified the materials as one of the 3 types: prevention, clinical or navigation. We did this so we wouldn't end up with all the materials focused on healthcare settings or conversely all materials focused on public health messages. One final criteria we used was that materials had to be relevant to a wide age range and both genders, so, for example, we wouldn't choose a piece about breast cancer, which would have possibly introduced a knowledge bias in favor of women. Cynthia -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/66fd0f5c/attachment.html From Ian.Bennett at uphs.upenn.edu Tue Sep 18 15:12:32 2007 From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian) Date: Tue, 18 Sep 2007 15:12:32 -0400 Subject: [HealthLiteracy 1221] Re: (no subject) In-Reply-To: Message-ID: <59AED94B4FEF114C8A23987301A2089303387945@uphsmbx7.UPHS.PENNHEALTH.PRV> Great point Andres - I think this is an excellent way to get to the question that I have had regarding the measurement of health literacy versus general literacy. I fully agree that contextual literacy is a powerful component of navigating a "context" and that health literacy is an example of contextual literacy. What I wonder about is simply whether we have ever come up with a measure of health literacy skill that is distinguishable from general literacy. I am not even sure how you would do it actually and I'm not sure we want to. I know I am personally more interested in how general literacy relates to health through direct and indirect ways but I would be interested to hear anyone's thoughts about why it would be important to have a measure of health literacy that covered a distinct domain form the general case. I wonder if Dr. Kutner has more to say on the subject? Thanks, Ian Bennett -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Tuesday, September 18, 2007 11:50 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1216] Re: (no subject) Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my "anthropological" observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don't want to stand out. They don't want to hold the line and they don't want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the "unfamiliar" literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don't have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be 'illiterate' until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me.... And like much of the written materials we give to our patients to 'go home and read - it explains everything' there was no one I could ask questions of - no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/4eb4d73f/attachment.html From sandras at u.washington.edu Tue Sep 18 16:09:45 2007 From: sandras at u.washington.edu (Sandra Smith) Date: Tue, 18 Sep 2007 13:09:45 -0700 Subject: [HealthLiteracy 1222] Re: The difference between measuring literacy andhealth literacy In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F044AF@DTHREXCL1.dthr.ab.ca> References: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net> <521441A4F164E1418DCAC093C9EE6D9502F044AF@DTHREXCL1.dthr.ab.ca> Message-ID: Greetings All: I am looking at health literacy as Mark has described it ? as a ?type? of functional literacy. It is not so much about skills (reading, listening, writing, etc) but rather about what those skills enable a person to do (seek information, use age-appropriate discipline with a child, establish a medical home & a dental home, utilize preventive services (make a post-natal visit, get the kids? immunizations). To measure functional health literacy, it is necessary to measure functioning. In a study titled Does home visitation promote maternal health literacy?, we are in process of validating the Life Skills Progression Instrument ?LSP (Wollesen, 2005) as a measure of functional health literacy (and demonstrating home visitors are an effective channel to promote health literacy). The LSP is designed as a measure of progress toward optimal family functioning on 35 independent scales in 6 areas: relationships, education & employment, parent & child health, mental health & substance abuse, basic essentials. Plus, the instrument tracks 8 aspects of child development, attachment and regulation. Each scale indicates a level of functioning on a scale of 1 to 5 where 1 is dysfunctional and 5 is as good as it gets. Home visitors complete the LSP on a parent-child dyad once every 6 months. This creates (in about 5 min) a verbal and visual snapshot of functioning over the most recent 6 month period. Taken together repeated measures show progress. We have created two combinations of LSP scales to measure ?Healthcare Literacy? ? capacity to access and benefit by health services, and ?Personal Health Literacy? ? capacity to maintain personal and family health. Here are the scales: LSP Healthcare Literacy Scale Use of information Prenatal care Parent sick care Family planning Child preventive care Child sick care Child dental care Child immunizations LSP Personal Health Literacy (for parents of young children) Attitudes toward pregnancy Support of development Safety Use of resources Drug use & abuse Tobacco use Child care Breastfeeding Seven programs across the country in various home visitation models are providing data for the analysis. Stay tuned. We must have a way to measure the function in functional health literacy. I believe this process of defining the steps from dysfunctional to optimal and tracking progress toward higher level functioning (that is- higher levels of health literacy) is viable for most conditions . For example, how does a person typically function when first diagnosed with diabetes (that?s a 1)? What does it look like when that person exhibits sufficient knowledge, skills, utilization of services, and self-care (that?s 5)? What are the steps along the way (that?s 2-4). For more info on the LSP instrument click here: HYPERLINK "http://www.beginningsguides.net/content/index.php?option=com_content&task=v iew&id=93&Itemid=173"http://www.beginningsguides.net/content/index.php?optio n=com_content&task=view&id=93&Itemid=173 Sandra Smith, MPH CHES 38% PhD Health Education Specialist & Principal Investigator University of Washington, Center for Health Education & Research 800-444-8806 206-276-3127 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Tuesday, September 18, 2007 7:47 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1212] Re: The difference between measuring literacy andhealth literacy David, thanks for your tangible definitions of health literacy. Perhaps there IS a difference between the materials/media that people access literacy/health literacy wise, but I have to posit that there is a real difference between literacy and health literacy. When someone doesn't understand a computer manual, it can be frustrating. When someone doesn't understand the information about the pain in their stomach, or that telling the doctor that the pain is "shooting", "coming on", "dull" can possibly mean a difference between the diagnosis, that is very different to not knowing what a USB does. I would suggest that people are more willing to suggest that they don't know how to set-up speed dial on their cellphones, than they don't know why they have blood in their stools. The results of having low health literacy are much more tangible than having low literacy (although having low literacy can hamper your efforts to learn more about health). Technology and pop culture change much faster than the issues surrounding health, and while the struggle to keep up with technology can affect the health literacy of a population, health literacy is something completely outside of that because of the possibe outcomes. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:52 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1208] The difference between measuring literacy andhealth literacy Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health-contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen HYPERLINK "mailto:djrosen at comcast.net"djrosen at comcast.net No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1013 - Release Date: 9/17/2007 1:29 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/a4f47cfe/attachment.html From Jsorensen at afmc.org Tue Sep 18 16:25:25 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 18 Sep 2007 15:25:25 -0500 Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local> I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/66292ae1/attachment.html From andreawilder at comcast.net Tue Sep 18 17:17:53 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 18 Sep 2007 17:17:53 -0400 Subject: [HealthLiteracy 1224] Re: (no subject) In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> <2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> Message-ID: Hi again, Mark, What about low literate adults whose first language is English? How are increases in literacy related to their health? Why I ask--in some cultures there has been measured a direct (causal) relationship between literacy in women and lower fertility, that is, fewer children and more of them survive to adulthood. In this country, do you see any direct relationships such as this between literacy and health? I am thinking of "health" in a public health manner--health outcomes which affect the whole community. If there is not a direct relationship, is there a literacy variable that would plug into a regression equation, as one factor among several, that leads to socially desired outcomes? --as: fewer children, healthier children, higher income, and so on. Thanks very much. Andrea On Sep 18, 2007, at 9:41 AM, Kutner, Mark wrote: > There is a close relationship between health and literacy, just as > there is a close relationship between literacy and income, which I > imagine does not surprise any of us. > ? > I very much enjoyed your characterization of the relationship between > health and literacy as a "distinction without a difference."? To me > this distinction without a difference underscores the need to > incorporate health literacy-related materials within our adult > education and literacy programs, especially in ESL programs.? The NAAL > data really documents the challenges faced by adults whose first > language is not English. > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Monday, September 17, 2007 1:29 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1201] Re: (no subject) > > Hi Mark, > > first, I apologize for not ahvng at my fingertips more information > about the NAAL, but here goes: > > 1) is there a relationship between health and literacy? > 2) If so, what is it? > > 3) What is the relationship between health literacy and literacy? (A > distinction without a difference?) > > Thanks. > > Andrea > > > On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: > >> Good morning all.? Cynthia Baur and I are very much looking forward >> to answering any questions or issues that you might have related to >> the health literacy component and report of the National Assessment >> of Adult Literacy (NAAL).? Just as way of introduction, from 1999 >> through last December I was the project director for the design, >> analysis, and reporting component of NAAL.? In that role, I worked >> with Cynthia in developing the health literacy component of NAAL.? >> The health literacy items also had to be prose, document, and >> quantitative items so that they could also be placed on the NAAL >> scale.? The health literacy items were field tested before being >> included on the national study.? As we discuss the health literacy >> component, it is important to remember that the NAAL was administered >> in the homes of individuals, not?in a doctor's office or emergency >> room. >> In case folks are shy, I want to pose a couple of questions to all of >> you:? >> 1. As an individual who has been involved in adult literacy and >> assessment for almost 20 years, I am curious to hear you perspectives >> about the difference between measuring literacy and health literacy, >> especially when the definition of health literacy (which we used from >> HHS) does not indicate any prior substantive knowledge of >> health-related issues (such as I take aspirin for headaches).? >> 2. Also, NAAL highlights the challenges of improving health literacy >> for adults whose first language is not English.??What evidence do we >> have about successful approaches to ensure that the health literacy >> for these adults improves? >> As we begin these discussions, I want to clearly acknowledge that >> there would never have been a health literacy component of NAAL if it >> was not for the hard work, perseverance,? stubbornness of Cynthia >> Baur.?For me, working with Cynthia on the health literacy component >> has been a real joy.? The field is quite fortunate to be able to >> benefit from her leadership!. >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to >> andreawilder at comcast.net---------------------------------------------- >> ------ > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5625 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/d720d715/attachment.bin From djrosen at comcast.net Tue Sep 18 17:29:25 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 18 Sep 2007 17:29:25 -0400 Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur In-Reply-To: <46EE85F00200002D000039B1@bostongwia.jsi.com> References: <46EE85F00200002D000039B1@bostongwia.jsi.com> Message-ID: <1B2A948E-4F9E-4FF9-8B77-14EF2A53D704@comcast.net> Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net From amuro5 at epcc.edu Tue Sep 18 21:38:38 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Tue, 18 Sep 2007 19:38:38 -0600 Subject: [HealthLiteracy 1226] Re: Intro from Cynthia Baur References: <46EE85F00200002D000039B1@bostongwia.jsi.com> <1B2A948E-4F9E-4FF9-8B77-14EF2A53D704@comcast.net> Message-ID: David: Just a note that the Institute of Medicine Health Literacy Report cited research addressing your question. It talks about several ways to present information. But, as I recall, what was most significant was that two different interventions were necessary to see changes in literacy behaviors. So for example, if a patient had to take a certain medication, they had to see a video and they needed an additional sheet with directions. Or they had to get a sheet with directions and a follow-up call from a health provider. The research found that with only one intervention there was no significant behavior change. I read the report a while back, but I thought that that point was pretty significant. Andres From: healthliteracy-bounces at nifl.gov on behalf of David J. Rosen Sent: Tue 9/18/2007 3:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/a530b80f/attachment.html From andreawilder at comcast.net Tue Sep 18 21:50:34 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 18 Sep 2007 21:50:34 -0400 Subject: [HealthLiteracy 1227] Re: (no subject) In-Reply-To: References: <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <20070918013552.OSNV3980.cdptpa-omta04.mail.rr.com@BarbarasDell> Message-ID: <9fc8a254077cd36919c902980f8b7d32@comcast.net> Andres-- A 100% fabulous example. Boston has gone the way of DC, still haven't really figured out the system, and I always want to cry in frustration. I can envision the meltdown of people whose language isn't English when confronting our health institutions. Cambridge hospital has translators available in several languages, fortunately.. However, the buildings themselves are an additional puzzle. Andrea On Sep 18, 2007, at 11:50 AM, Muro, Andres wrote: > > Here is a little anecdote that I always share when I do health > literacy workshops. > ? > I often travel to DC with colleagues to do workshops, attend > conferences, etc. Most of my colleagues have post graduate degrees. In > other words, we are on top of the food chain when it comes to > educational achievement. Upon descending from the plane we head to the > subway station were I always perform my ?anthropological? observation > of contextual literacy practices. Many of my colleagues go into a > panic when they have to interact with the ticket purchasing and > dispensing machine. They don?t want to stand out. They don?t want to > hold the line and they don?t want to be left behind. In fact, it is > common for people traveling alone to get the much more expensive and > inconvenient taxis to avoid the ?unfamiliar? literacy encounter. > ? > Fortunately, subway stations have a person that helps travelers > interact with these machines and explain maps and routes. In fact, > these helpers prefer to give oral directions to passengers rather than > just refer them to the written instructions. See, while I doubt that > any of them studied anthropology, they have figured out that we are > still basically an oral society when it comes to getting directions. > Even the most literate people prefer oral instructions when it comes > to encounters with new forms of literacy. Once they master the > context, then they perform fine within the print realm. ?? > ? > We don?t have to go to DC to experience this. Airplane tickets are now > dispensed by machines. Most grocery stores have electronic cash > registers. While most of us are proficient with these and realize that > they require basic literacy skills to operate, we can probably > remember our first encounters with this type of technology. > Businesses, like subway helpers know that we are still an oral society > and always have a person ready to verbally assist shoppers navigate > these literacy environments. Unfortunately, the much more > sophisticated medical establishment is catching on a little too late. > At Walmart the airport and the subway station, if you hesitate with > the literacy task, an aid shows up to assist you. Or, you have the > option to go through the human cash register. > ? > If we, highly educated people have difficulty getting a subway ticket, > and reading a subway map, you can imagine what a less educated person > must feel when they have to navigate through insurance documents, > patient intake forms, medication information, etc. > ? > Andres > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy > Sent: Monday, September 17, 2007 7:36 PM > To: 'The Health and Literacy Discussion List' > Subject: [HealthLiteracy 1206] Re: (no subject) > ? > I study health literacy and teach it? --- but I never personally felt > what it must be like to be ?illiterate? until yesterday when I tried > to read a computer manual. I can only assume the parallels with health > literacy must be similar. Way too many assumptions were made by the > authors of the computer manual for it to have much meaning for me?. > And like much of the written materials we give to our patients to ?go > home and read ? it explains everything? ?there was no one I could ask > questions of ? no one I felt had the time or patience for my stupid > inquiries, so I just muddle through and hope for the best. > ? > Literacy issues are not confined to health care --- I have a feeling > it is epidemic and contagious. English may be but one language that we > speak with many, very foreign words. > ? > Barbara Duffy > ? > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark > Sent: Monday, September 17, 2007 12:06 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1198] (no subject) > ? > Good morning all.? Cynthia Baur and I are very much looking forward to > answering any questions or issues that you might have related to the > health literacy component and report of the National Assessment of > Adult Literacy (NAAL).? Just as way of introduction, from 1999 through > last December I was the project director for the design, analysis, and > reporting component of NAAL.? In that role, I worked with Cynthia in > developing the health literacy component of NAAL.? The health literacy > items also had to be prose, document, and quantitative items so that > they could also be placed on the NAAL scale.? The health literacy > items were field tested before being included on the national study.? > As we discuss the health literacy component, it is important to > remember that the NAAL was administered in the homes of individuals, > not?in a doctor's office or emergency room. > ? > In case folks are shy, I want to pose a couple of questions to all of > you:? > ? > 1. As an individual who has been involved in adult literacy and > assessment for almost 20 years, I am curious to hear you perspectives > about the difference between measuring literacy and health literacy, > especially when the definition of health literacy (which we used from > HHS) does not indicate any prior substantive knowledge of > health-related issues (such as I take aspirin for headaches).? > ? > 2. Also, NAAL highlights the challenges of improving health literacy > for adults whose first language is not English.??What evidence do we > have about successful approaches to ensure that the health literacy > for these adults improves? > ? > ? > As we begin these discussions, I want to clearly acknowledge that > there would never have been a health literacy component of NAAL if it > was not for the hard work, perseverance,? stubbornness of Cynthia > Baur.?For me, working with Cynthia on the health literacy component > has been a real joy.? The field is quite fortunate to be able to > benefit from her leadership!. > ? > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 10397 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/a54da6a9/attachment.bin From amuro5 at epcc.edu Tue Sep 18 22:10:38 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Tue, 18 Sep 2007 20:10:38 -0600 Subject: [HealthLiteracy 1228] Re: (no subject) References: <59AED94B4FEF114C8A23987301A2089303387945@uphsmbx7.UPHS.PENNHEALTH.PRV> Message-ID: Hi Ian, your question is a tough one to answer because it has multiple dimensions, and they deal with also, with class, knowledge and skills. Let me see if I can articulate what I mean. first, in terms of the relationship between health and health literacy, there is a strong connection. A person with high literacy levels will probably score high in traditional health literacy tasks. However, performing well in the NAALs does not necessarily mean that the person with high health literacy marks will engage in healthier behaviors than a person with lower literacy. Health literacy behaviors depend a lot on context. So, a rocket scientist or an endocrinologist, may know that s/he needs to eat lots whole grains and veggies and less meat and saturated fats. Yet, s/he may not have the skills to do this. So, if someone doesn't cook for him/her, she may be eating pepperoni pizza. OTOH, many of my students who are homemakers are barely taking the GED, but they already cook fairly healthy. Yet, they don't know much about the food pyramid, nutritional content, etc. Class, together with context are very influential on healthy behaviors. In "Nickeled and dimmed" Barbara E. describes this woman that lives in a poor neighborhood. She wakes up very early to get to the bus stop. On the way to the bus station she buys 4 Twinkies 2 for breakfast and two for lunch. she eats two in the bus on the way to work. she eats two at lunch-time and she gets two more for the way back home. Barbara E. argues that many poor people don't have access to whole food stores and sometimes even supermarkets. So, for some, nutrition comes from 7-11. It doesn't matter if it is Twinkies or Twix. There are reports that Latin immigrants start eating worse when they come into the US. This is not because they became less health literate, but because their contexts may have changed. So, while many of my students who live in El Paso may have access to supermarkets, can buy veggies and prepare nutritious meals. Many are having less and less access to spaces for practicing healthy behaviors. So, in exploring the relationship between health and literacy, we need to add culture, social class and context. There is a big high school a few blocks from my house. With the increase in popularity of health literacy the schools are developing programs that address nutrition, pe, etc. But, around the school there is a Krispy-Cream doughnuts, a McDonalds, Burger King, Applebee's, Taco Bell, sonic, as well as tons of convenience stores. There is also one salad place, but I've never seen HS kids eating there. I hope that this makes sense, Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Bennett, Ian Sent: Tue 9/18/2007 1:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1221] Re: (no subject) Great point Andres - I think this is an excellent way to get to the question that I have had regarding the measurement of health literacy versus general literacy. I fully agree that contextual literacy is a powerful component of navigating a "context" and that health literacy is an example of contextual literacy. What I wonder about is simply whether we have ever come up with a measure of health literacy skill that is distinguishable from general literacy. I am not even sure how you would do it actually and I'm not sure we want to. I know I am personally more interested in how general literacy relates to health through direct and indirect ways but I would be interested to hear anyone's thoughts about why it would be important to have a measure of health literacy that covered a distinct domain form the general case. I wonder if Dr. Kutner has more to say on the subject? Thanks, Ian Bennett -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Muro, Andres Sent: Tuesday, September 18, 2007 11:50 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1216] Re: (no subject) Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my "anthropological" observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don't want to stand out. They don't want to hold the line and they don't want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the "unfamiliar" literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don't have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be 'illiterate' until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me.... And like much of the written materials we give to our patients to 'go home and read - it explains everything' there was no one I could ask questions of - no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 14551 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/6bcf29c4/attachment.bin From izenberg at kidshealth.org Tue Sep 18 22:41:28 2007 From: izenberg at kidshealth.org (Neil Izenberg) Date: Tue, 18 Sep 2007 22:41:28 -0400 Subject: [HealthLiteracy 1229] Re: Children's Health Literacy References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org><8e0b2e1d895e3e097ef293cb902eec3e@comcast.net><2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> Message-ID: <00bb01c7fa66$949ace50$3d1e8d45@VAIO> May I add another dimension to this interesting discussion? We at the Nemours Foundation Center for Children's Health Media have been pondering the concept of health literacy as it applies to children and adolescents for some time. Although we're part of an academic pediatric clinical program (based at the Alfred I. duPont Hospital for Children], we tend to take a practical approach, looking at the issue of health literacy more as a matter of health (and science) comprehension rather than as a strict "literacy" issue. It's really an understandability issue - and that can be complex. [As backgrounder, for the past 15 years, we create KidsHealth.org, which has separate areas for adults, adolescents, and kids. Much of the English-language site's content is also in Spanish at the three levels, as well. The site gets about 120 million visits/year and is the most visited site about children's health and one of the top dozen health sites online. To date we've had over a half billion visits]. >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. Add into the mix that explanations need ideally to take into account age-related developmental, emotional, and experential issues of children and you really have a nice challenge. Neil Izenberg Neil Izenberg, M.D. Chief Executive Nemours Center for Children's Health Media Nemours Foundation Editor-in-Chief, KidsHealth.org Pediatrician, Alfred I. duPont Hospital for Children, Wilmington, DE Professor, Pediatrics Jefferson Medical School, Philadelphia ----- Original Message ----- From: Andrea Wilder To: The Health and Literacy Discussion List Sent: Tuesday, September 18, 2007 5:17 PM Subject: [HealthLiteracy 1224] Re: (no subject) Hi again, Mark, What about low literate adults whose first language is English? How are increases in literacy related to their health? Why I ask--in some cultures there has been measured a direct (causal) relationship between literacy in women and lower fertility, that is, fewer children and more of them survive to adulthood. In this country, do you see any direct relationships such as this between literacy and health? I am thinking of "health" in a public health manner--health outcomes which affect the whole community. If there is not a direct relationship, is there a literacy variable that would plug into a regression equation, as one factor among several, that leads to socially desired outcomes? --as: fewer children, healthier children, higher income, and so on. Thanks very much. Andrea On Sep 18, 2007, at 9:41 AM, Kutner, Mark wrote: There is a close relationship between health and literacy, just as there is a close relationship between literacy and income, which I imagine does not surprise any of us. I very much enjoyed your characterization of the relationship between health and literacy as a "distinction without a difference." To me this distinction without a difference underscores the need to incorporate health literacy-related materials within our adult education and literacy programs, especially in ESL programs. The NAAL data really documents the challenges faced by adults whose first language is not English. From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Monday, September 17, 2007 1:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1201] Re: (no subject) Hi Mark, first, I apologize for not ahvng at my fingertips more information about the NAAL, but here goes: 1) is there a relationship between health and literacy? 2) If so, what is it? 3) What is the relationship between health literacy and literacy? (A distinction without a difference?) Thanks. Andrea On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report!of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to izenberg at kidshealth.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070918/8b616c85/attachment.html From BSMITH at smtp.aed.org Wed Sep 19 06:17:33 2007 From: BSMITH at smtp.aed.org (William Smith) Date: Wed, 19 Sep 2007 06:17:33 -0400 Subject: [HealthLiteracy 1230] Re: Inquiries about NAAL health literacy materials In-Reply-To: <715B6C8F8DF5AA43A1C95001E31FB2FA032C084F@LTA3VS003.ees.hhs.gov> References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C084F@LTA3VS003.ees.hhs.gov> Message-ID: <46F0BEF9.F39A.0028.0@smtp.aed.org> Incidentally- this is great stuff for folks. It is n important contribution. Wm. Smith Executive Vice President Academy for Educational Development 1825 Connecticut Ave., NW Washington, D.C. 20009 Organize policy until self-interest does what justice requires. Phone: 202-884-8750 Fax: 202-884-8752 e-mail: bsmith at aed.org >>> "Baur, Cynthia (CDC/CCHIS/NCHM)" 9/18/2007 2:26 PM >>> There have been 2 questions posted to the list about the NAAL health literacy stimulus materials (those materials given to the survey respondents). The directive for all NAAL materials was that they be everyday materials. We did not alter the materials, i.e. redesign them to make them easier to read or eliminate jargon, because the intent was to find how people could deal with materials they are likely to encounter today. But, we did not exclude easier materials, and Mark may be able to address the grading system used to score the materials in terms of level of difficulty. It was important to select a range of health materials representing different types of information. We developed a scheme that identified the materials as one of the 3 types: prevention, clinical or navigation. We did this so we wouldn't end up with all the materials focused on healthcare settings or conversely all materials focused on public health messages. One final criteria we used was that materials had to be relevant to a wide age range and both genders, so, for example, we wouldn't choose a piece about breast cancer, which would have possibly introduced a knowledge bias in favor of women. Cynthia -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/0efda54e/attachment.html From andreawilder at comcast.net Wed Sep 19 08:57:11 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 19 Sep 2007 08:57:11 -0400 Subject: [HealthLiteracy 1231] Re: Children's Health Literacy In-Reply-To: <00bb01c7fa66$949ace50$3d1e8d45@VAIO> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com><2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org><8e0b2e1d895e3e097ef293cb902eec3e@comcast.net><2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> <00bb01c7fa66$949ace50$3d1e8d45@VAIO> Message-ID: Andres, Neil-- I want to pick up on both your comments. The unit of analysis it seems to me can be the community, or in rural areas, the region. We are talking about complex public health issues. An example, which some of you doubtless know about--at the Boston Medical Center, help to the health of the family goes through the child, first by giving the child a story book at each visit, then by having on the team doctors and lawyers who can judge whether or not the child's apartment is itself healthy--does it meet code standards. If it doesn't, then legal pressure is applied. Andrea On Sep 18, 2007, at 10:41 PM, Neil Izenberg wrote: > May I add another dimension to this interesting discussion? > ? > We at the Nemours Foundation Center for Children's Health Media have > been pondering the concept of health literacy as it applies to > children and adolescents for some time. Although we're part of an > academic pediatric clinical program (based at the Alfred I. duPont > Hospital for Children], we tend to?take?a practical approach, looking > at the issue of health literacy?more as a matter of health (and > science) comprehension rather than as a strict "literacy" issue. It's > really an understandability issue - and that can be complex. > ? > [As backgrounder, for the past 15 years, we?create KidsHealth.org, > which has separate areas for adults, adolescents, and kids. Much of > the English-language site's content is also in Spanish at the three > levels, as well. The site gets about 120 million visits/year and is > the most visited site about children's health and one of the top dozen > health sites online. To date we've had over a half billion visits]. > ? > From time to time we're asked about the "literacy levels" of the site > (by which the questioner?usually means what "grade level"?score would > pop up were the site to be analyzed with the various rapid tools > available that emphasize such things as sentence length, number of > polysyllabic words, etc). Such measurements, though satisfyingly > simple, can be somewhat deceptive, since part of the?goal of the > content can be to include, define, and explain such polysyllabic words > - putting them into context. Good content development might take > something seeminly complex and explain?in a systematic way. ?In > addition, lower grade level content does not necessarily mean that the > process is well explained - or even accurate for that matter. > ? > Add into the mix that explanations need ideally to take into account > age-related developmental, emotional,?and experential issues of > children and you really have a nice challenge. > ? > Neil Izenberg > ? > Neil Izenberg, M.D. > Chief Executive > Nemours Center for Children's Health Media > Nemours Foundation > Editor-in-Chief, KidsHealth.org > Pediatrician, Alfred I. duPont Hospital for Children, Wilmington, DE > Professor, Pediatrics > Jefferson Medical School, Philadelphia > ? > ? > ? > ? > ? > > ? >> ----- Original Message ----- >> From: Andrea Wilder >> To: The Health and Literacy Discussion List >> Sent: Tuesday, September 18, 2007 5:17 PM >> Subject: [HealthLiteracy 1224] Re: (no subject) >> >> Hi again, Mark, >> >> What about low literate adults whose first language is English? How >> are increases in literacy related to their health? Why I ask--in some >> cultures there has been measured a direct (causal) relationship >> between literacy in women and lower fertility, that is, fewer >> children and more of them survive to adulthood. >> >> In this country, do you see any direct relationships such as this >> between literacy and health? I am thinking of "health" in a public >> health manner--health outcomes which affect the whole community. If >> there is not a direct relationship, is there a literacy variable that >> would plug into a regression equation, as one factor among several, >> that leads to socially desired outcomes? --as: fewer children, >> healthier children, higher income, and so on. >> >> Thanks very much. >> >> Andrea >> >> >> >> On Sep 18, 2007, at 9:41 AM, Kutner, Mark wrote: >> >> >>> There is a close relationship between health and literacy, just as >>> there is a close relationship between literacy and income, which I >>> imagine does not surprise any of us. >>> ? >>> >>> I very much enjoyed your characterization of the relationship >>> between health and literacy as a "distinction without a >>> difference."? To me this distinction without a difference >>> underscores the need to incorporate health literacy-related >>> materials within our adult education and literacy programs, >>> especially in ESL programs.? The NAAL data really documents the >>> challenges faced by adults whose first language is not English. >>> >>> From: healthliteracy-bounces at nifl.gov >>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Monday, September 17, 2007 1:29 PM >>> To: The Health and Literacy Discussion List >>> Subject: [HealthLiteracy 1201] Re: (no subject) >>> >>> Hi Mark, >>> >>> first, I apologize for not ahvng at my fingertips more information >>> about the NAAL, but here goes: >>> >>> 1) is there a relationship between health and literacy? >>> 2) If so, what is it? >>> >>> 3) What is the relationship between health literacy and literacy? (A >>> distinction without a difference?) >>> >>> Thanks. >>> >>> Andrea >>> >>> >>> On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: >>> >>>> Good morning all.? Cynthia Baur and I are very much looking forward >>>> to answering any questions or issues that you might have related to >>>> the health literacy component and report!of the National Assessment >>>> of Adult Literacy (NAAL).? Just as way of introduction, from 1999 >>>> through last December I was the project director for the design, >>>> analysis, and reporting component of NAAL.? In that role, I worked >>>> with Cynthia in developing the health literacy component of NAAL.? >>>> The health literacy items also had to be prose, document, and >>>> quantitative items so that they could also be placed on the NAAL >>>> scale.? The health literacy items were field tested before being >>>> included on the national study.? As we discuss the health literacy >>>> component, it is important to remember that the NAAL was >>>> administered in the homes of individuals, not?in a doctor's office >>>> or emergency room. >>>> In case folks are shy, I want to pose a couple of questions to all >>>> of you:? >>>> 1. As an individual who has been involved in adult literacy and >>>> assessment for almost 20 years, I am curious to hear you >>>> perspectives about the difference between measuring literacy and >>>> health literacy, especially when the definition of health literacy >>>> (which we used from HHS) does not indicate any prior substantive >>>> knowledge of health-related issues (such as I take aspirin for >>>> headaches).? >>>> 2. Also, NAAL highlights the challenges of improving health >>>> literacy for adults whose first language is not English.??What >>>> evidence do we have about successful approaches to ensure that the >>>> health literacy for these adults improves? >>>> >>>> As we begin these discussions, I want to clearly acknowledge that >>>> there would never have been a health literacy component of NAAL if >>>> it was not for the hard work, perseverance,? stubbornness of >>>> Cynthia Baur.?For me, working with Cynthia on the health literacy >>>> component has been a real joy.? The field is quite fortunate to be >>>> able to benefit from her leadership!. >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Health and Literacy mailing list >>>> HealthLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>>> Email delivered to >>>> andreawilder at comcast.net-------------------------------------------- >>>> -------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to >>> andreawilder at comcast.net--------------------------------------------- >>> ------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to >> izenberg at kidshealth.org----------------------------------------------- >> ----- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 11996 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/953ab85e/attachment.bin From ElyseR at lacnyc.org Wed Sep 19 09:57:01 2007 From: ElyseR at lacnyc.org (Elyse Rudolph) Date: Wed, 19 Sep 2007 09:57:01 -0400 Subject: [HealthLiteracy 1232] Re: Intro from Cynthia Baur In-Reply-To: <1B2A948E-4F9E-4FF9-8B77-14EF2A53D704@comcast.net> References: <46EE85F00200002D000039B1@bostongwia.jsi.com> <1B2A948E-4F9E-4FF9-8B77-14EF2A53D704@comcast.net> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB852A653@lac-exch.lacnyc.local> In New York City the Literacy Assistance Center has a number of ongoing projects that are attempting to do just as David suggests. We use the Study Circle Plus model developed by Rima Rudd at the Harvard School of Public Health. Over 200 adult literacy teachers have participated in the professional development program and we have two evaluations - one that shows significant NRS gains in students whose classes devote at least 20% of class time to health literacy content and another recently conducted by John Comings that shows meaningful change in teacher practice as a result of participating in the program. We believe substantive change requires input from all stakeholders so we also have programs running with the NYC Department of Health, where we are training 850 workers in the basics of health literacy and clear health communication. Additionally we are engaged in a number of professional development experiences (everyone from volunteers to docs to hospital administrators) with the New York City Health and Hospitals Corporation. When both providers and learners meet in the middle, we will be able to see real change in how our learners navigate and manage the myriad of health issues they face each day. Elyse Barbell Rudolph Executive Director Literacy Assistance Center 212.803.3302 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to elyser at lacnyc.org From NDavies at dthr.ab.ca Wed Sep 19 10:38:16 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 19 Sep 2007 08:38:16 -0600 Subject: [HealthLiteracy 1233] Re: (no subject) In-Reply-To: <9fc8a254077cd36919c902980f8b7d32@comcast.net> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F044BE@DTHREXCL1.dthr.ab.ca> I love both of these examples, but this seems like more of an example of 'culture shock', rather than health literacy. Let's all assume that universal health care is a basic right (heaven forfend!). This adds a new slant because it makes the elimination of systemic abuse of people with lower literacy a completely different issue to techno-culture shock. I know this detracts from the original discussion, but with all the talk about the difference between literacy/health literacy, and differences (or lack there of), we need to keep in mind that the right of a person to have access to a doctor, and health and wellness information is very different to the right to 'understand' all the functions and extras of a big screen TV (understanding technology), knowing how to catch a bus in another country (culture shock, Speaking Other Languages). Once we look at healthcare outside of the current systems of bureaucracy, we can then see where the communication breakdowns (betwen patient and healthcare worker) are, and where healthy behaviours are prevented. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrea Wilder Sent: Tuesday, September 18, 2007 7:51 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1227] Re: (no subject) Andres-- A 100% fabulous example. Boston has gone the way of DC, still haven't really figured out the system, and I always want to cry in frustration. I can envision the meltdown of people whose language isn't English when confronting our health institutions. Cambridge hospital has translators available in several languages, fortunately.. However, the buildings themselves are an additional puzzle. Andrea On Sep 18, 2007, at 11:50 AM, Muro, Andres wrote: Here is a little anecdote that I always share when I do health literacy workshops. I often travel to DC with colleagues to do workshops, attend conferences, etc. Most of my colleagues have post graduate degrees. In other words, we are on top of the food chain when it comes to educational achievement. Upon descending from the plane we head to the subway station were I always perform my ?anthropological? observation of contextual literacy practices. Many of my colleagues go into a panic when they have to interact with the ticket purchasing and dispensing machine. They don?t want to stand out. They don?t want to hold the line and they don?t want to be left behind. In fact, it is common for people traveling alone to get the much more expensive and inconvenient taxis to avoid the ?unfamiliar? literacy encounter. Fortunately, subway stations have a person that helps travelers interact with these machines and explain maps and routes. In fact, these helpers prefer to give oral directions to passengers rather than just refer them to the written instructions. See, while I doubt that any of them studied anthropology, they have figured out that we are still basically an oral society when it comes to getting directions. Even the most literate people prefer oral instructions when it comes to encounters with new forms of literacy. Once they master the context, then they perform fine within the print realm. We don?t have to go to DC to experience this. Airplane tickets are now dispensed by machines. Most grocery stores have electronic cash registers. While most of us are proficient with these and realize that they require basic literacy skills to operate, we can probably remember our first encounters with this type of technology. Businesses, like subway helpers know that we are still an oral society and always have a person ready to verbally assist shoppers navigate these literacy environments. Unfortunately, the much more sophisticated medical establishment is catching on a little too late. At Walmart the airport and the subway station, if you hesitate with the literacy task, an aid shows up to assist you. Or, you have the option to go through the human cash register. If we, highly educated people have difficulty getting a subway ticket, and reading a subway map, you can imagine what a less educated person must feel when they have to navigate through insurance documents, patient intake forms, medication information, etc. Andres From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy Sent: Monday, September 17, 2007 7:36 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1206] Re: (no subject) I study health literacy and teach it --- but I never personally felt what it must be like to be ?illiterate? until yesterday when I tried to read a computer manual. I can only assume the parallels with health literacy must be similar. Way too many assumptions were made by the authors of the computer manual for it to have much meaning for me?. And like much of the written materials we give to our patients to ?go home and read ? it explains everything? there was no one I could ask questions of ? no one I felt had the time or patience for my stupid inquiries, so I just muddle through and hope for the best. Literacy issues are not confined to health care --- I have a feeling it is epidemic and contagious. English may be but one language that we speak with many, very foreign words. Barbara Duffy From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Monday, September 17, 2007 12:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1198] (no subject) Good morning all. Cynthia Baur and I are very much looking forward to answering any questions or issues that you might have related to the health literacy component and report of the National Assessment of Adult Literacy (NAAL). Just as way of introduction, from 1999 through last December I was the project director for the design, analysis, and reporting component of NAAL. In that role, I worked with Cynthia in developing the health literacy component of NAAL. The health literacy items also had to be prose, document, and quantitative items so that they could also be placed on the NAAL scale. The health literacy items were field tested before being included on the national study. As we discuss the health literacy component, it is important to remember that the NAAL was administered in the homes of individuals, not in a doctor's office or emergency room. In case folks are shy, I want to pose a couple of questions to all of you: 1. As an individual who has been involved in adult literacy and assessment for almost 20 years, I am curious to hear you perspectives about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches). 2. Also, NAAL highlights the challenges of improving health literacy for adults whose first language is not English. What evidence do we have about successful approaches to ensure that the health literacy for these adults improves? As we begin these discussions, I want to clearly acknowledge that there would never have been a health literacy component of NAAL if it was not for the hard work, perseverance, stubbornness of Cynthia Baur. For me, working with Cynthia on the health literacy component has been a real joy. The field is quite fortunate to be able to benefit from her leadership!. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/e24b4b70/attachment.html From frx4 at cdc.gov Wed Sep 19 10:45:02 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Wed, 19 Sep 2007 10:45:02 -0400 Subject: [HealthLiteracy 1234] Materials design Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C085E@LTA3VS003.ees.hhs.gov> Andres is correct that communication research tells us repetiton is important for recall and eventual understanding. Multiple formats help appeal to different senses and ways of learning as well. There are many guides out there for information design, many of which have been discussed on this list in the past. It depends if people are looking for principles or explicit "do this and don't do that" type of instructions. We did do an inventory of U.S. Department of Health and Human Services' guidance on plain language and information design, and found several. A couple examples are CDC's Simply Put, which is under revision; the National Cancer Institute's Clear and Simple, which also is under revision. CMS has been revising its information design manual but its publication is still pending. The general principle I promote is to know your audience/customer. Your friend's experience is an illustration of why it is an important principle. Embedded in your question is the issue of dissemination. Creating informational pieces in multiple formats is important; making sure we can disseminate them is just as important. If people have ways to play CDs and DVDs and find audiovisual presentation useful to them, then that would be a good option to offer. On the other hand, I have been in situations where information was provided on a DVD and it was not a good choice of format. I couldn't watch the DVD and perform the behavior at the same time. I really needed a print version to lay on the counter so I could refer to that while I was doing the behavior. So the question of which format and presentation is the right or best one usually if not always comes back to a matter of usefulness for that situation. Cynthia -------------------------- Sent from my BlackBerry Wireless Device -----Original Message----- From: healthliteracy-bounces at nifl.gov To: The Health and Literacy Discussion List ; The Health and Literacy Discussion List Sent: Tue Sep 18 21:38:38 2007 Subject: [HealthLiteracy 1226] Re: Intro from Cynthia Baur David: Just a note that the Institute of Medicine Health Literacy Report cited research addressing your question. It talks about several ways to present information. But, as I recall, what was most significant was that two different interventions were necessary to see changes in literacy behaviors. So for example, if a patient had to take a certain medication, they had to see a video and they needed an additional sheet with directions. Or they had to get a sheet with directions and a follow-up call from a health provider. The research found that with only one intervention there was no significant behavior change. I read the report a while back, but I thought that that point was pretty significant. Andres From: healthliteracy-bounces at nifl.gov on behalf of David J. Rosen Sent: Tue 9/18/2007 3:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/39b78870/attachment.html From andreawilder at comcast.net Wed Sep 19 10:47:07 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 19 Sep 2007 10:47:07 -0400 Subject: [HealthLiteracy 1235] Re: The difference between measuring literacy and health literacy In-Reply-To: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net> Message-ID: Hello Mark, Here's another--health literacy is also when a potential patient interviews different doctors in order to get the best care. This is also where health literacy is at--the choice of the best doctor, assuming there is more than one doctor available. Thanks for taking this topic on-- Andrea On Sep 18, 2007, at 7:51 AM, David J. Rosen wrote: > Hello Mark, > > You have asked?to hear our perspectives "about the difference between > measuring literacy and health literacy, especially when the definition > of health literacy (which we used from HHS) does not indicate any > prior substantive knowledge of health-related issues (such as I take > aspirin for headaches)."? > > Health literacy is reading, of course, but -- especially for adults -- > it is also the ability to get, understand and use the information one > needs from text, images, video and film, symbols, and others' speech > and body language for one's one health, and for the health of one's > family, friends and community. It is also the ability to communicate > orally and in writing with health practitioners in a way that they can > effectively understand -- and treat -- illness. > > Reading and correctly responding to de-contextualized > health-contextualized questions is not, in my view, health literacy. I > am not convinced that it is a good measure of health literacy either > -- but I would be interested to hear your view about this.? > > Health literacy is when someone -- including a person who has > difficulty reading -- goes to the library to find a book or article, > to use the Web, to learn about a condition or disease because it > directly affects them or their family members. It is when -- through > careful reading, and asking questions of health practitioners -- they > understand and can act on a plan for treatment, or they change their > habits or behaviors to prevent the condition from getting worse, or > they stop a behavior that will inevitably lead to illness or early > death. > > Health literacy is when someone who does not have health insurance, > through reading and asking questions, gets the best health coverage > available to them.? For me, it is also when they join with others to > take political action to improve health coverage for themselves and > everyone in this country. > > Health literacy is when they learn to "read" their health environment, > when they have learned how to figure out the geographical layout of > services in a hospital or clinic or long-term care facility, when they > have a better understanding of how institutions do/do not deliver > health care services, when, for example, they understand why their > hospital attendant care deteriorates during the hour before and after > shift change in the morning -- and they can identify the person who > can improve their care in the hospital and get that person to do > something about it.? (Does this involve reading? Maybe or maybe not, > but it's still at the heart of health literacy.) > > Health literacy is when they meet with their doctor, knowing that she > may have only 20 minutes for the visit, and they prepare their > questions in advance and write them down, and have a friend or > relative nearby to support and remind them of what they need to ask -- > no how matter how emotionally difficult the questions might be.? It is > when they know to ask their doctor the questions that convey that they > are a partner in the solution of their medical problem, questions like > "What is the worst possible diagnosis for these symptoms?" or "What > body parts are near my?symptoms that might be the cause or affected by > the problem?" (These questions are suggested by Jerome Koopman in his > wonderful book How Doctors Think.) In my view, it is also when they > become politically active in changing a health care system that puts > such constraints on doctors' time that they cannot really listen to > their patients. > > Health literacy is also when, given a text -- an article or brochure, > for example -- ?or a video, a person knows to ask questions like: Who > wrote this? What are her/his credentials? Is this backed up by an > organization? What confidence should I have in this organization -- > what is its purpose or mission, who are its supporters and clients? Is > this the whole story? Is there a version of this in plain English? > Does it provide suggestions for where I can turn to learn more about > the disease??? > > Does this definition of health literacy push the boundaries of > literacy? Yes, absolutely. But, ultimately the purpose of health > literacy is not reading, is it?? It's better health. > > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4943 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/e5968dc9/attachment.bin From edkeer at gmail.com Wed Sep 19 10:55:55 2007 From: edkeer at gmail.com (Edward Keer) Date: Wed, 19 Sep 2007 10:55:55 -0400 Subject: [HealthLiteracy 1236] Re: Children's Health Literacy In-Reply-To: <00bb01c7fa66$949ace50$3d1e8d45@VAIO> References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> <2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> <00bb01c7fa66$949ace50$3d1e8d45@VAIO> Message-ID: Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/f54432ac/attachment.html From hzeitz at uic.edu Wed Sep 19 11:37:00 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Wed, 19 Sep 2007 10:37:00 -0500 (CDT) Subject: [HealthLiteracy 1237] Re: Intro from Cynthia Baur In-Reply-To: References: <46EE85F00200002D000039B1@bostongwia.jsi.com> <1B2A948E-4F9E-4FF9-8B77-14EF2A53D704@comcast.net> Message-ID: <1250.64.107.204.128.1190216220.squirrel@webmail.uic.edu> Andres: For new learning of any type, multiple repetitions are required for entry level mastery. I do not know how researchers in the field would define the word "multiple" in the preceding sentence. From many years of practical experience working with adult learners, I have concluded that the most common definition of the word "multiple" in the sentence above is 3-5. That definition might be quite different for children. I would be very much interested in responses from others. Howard Zeitz hzeitz at uic.edu =========================================================================== On Tue, September 18, 2007 8:38 pm, Muro, Andres wrote: > David: > > Just a note that the Institute of Medicine Health Literacy Report cited > research addressing your question. It talks about several ways to present > information. But, as I recall, what was most significant was that two > different interventions were necessary to see changes in literacy > behaviors. > > So for example, if a patient had to take a certain medication, they had to > see a video and they needed an additional sheet with directions. Or they > had to get a sheet with directions and a follow-up call from a health > provider. The research found that with only one intervention there was no > significant behavior change. > > I read the report a while back, but I thought that that point was pretty > significant. > > Andres > > From: healthliteracy-bounces at nifl.gov on behalf of David J. Rosen > Sent: Tue 9/18/2007 3:29 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur > > > > Hello Cynthia, > > On Sep 17, 2007, at 1:49 PM, you wrote: > >> That said, we know that any improvement we see will not come solely or >> perhaps even primarily from improvement in people's literacy skills. I >> have advocated, along with many of my colleagues, for a focus on >> changing the ways we design and deliver health information, as well >> as a >> focus on the ways health systems -public and private- deliver their >> services. There is much work to be done to improve all the patient >> education materials, forms, signage, communication with health care >> providers, self-care instructions, and public health alerts and >> recommendations that flow out of our health systems on a daily basis. > > > I would be interested to know more about how you think health > information should be designed and delivered. > > Several years ago a colleague was in the hospital with an acute > disease that he had to learn about. His well-being depended on his > getting the information. A hospital social worker asked him: "How > would you like to learn, to get information about this disease? > Would you prefer reading? Would you prefer videos? Would you prefer > talking with someone? Do you want to do this on your own, or join a > group?" Both he and I were impressed with this choices approach. > The hospital (rightly) did not think it was their business whether or > not someone was literate, but it was their business to see that the > right mode of learning for the patient was available. With this > approach the focus is rightly on getting needed health information, > not on whether or not someone can read, and the approach allows > someone who cannot read well to choose the best way of learning > without disclosing information about their literacy. > > Do you like that approach? Are there other approaches that you > like? Are their other modes that should be available, for example, > Web pages, take-home CD-ROMS or DVDS, podcasts, and others? > > David J. Rosen > djrosen at comcast.net > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to amuro5 at epcc.edu > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From jehuffer at cinci.rr.com Wed Sep 19 11:50:05 2007 From: jehuffer at cinci.rr.com (Joyce E. Huffer) Date: Wed, 19 Sep 2007 11:50:05 -0400 Subject: [HealthLiteracy 1238] Re: Children's Health Literacy In-Reply-To: References: <930c395b0709141242o5317b320le4e35c973b99b440@mail.gmail.com> <2323A6D37908A847A7C32F1E3662C80E99F81B@dc1ex01.air.org> <8e0b2e1d895e3e097ef293cb902eec3e@comcast.net> <2323A6D37908A847A7C32F1E3662C80E99F839@dc1ex01.air.org> <00bb01c7fa66$949ace50$3d1e8d45@VAIO> Message-ID: More specifically the program at Boston Medical Center is called Reach Out and Read which encourages parents to begin reading to their children at very early ages. There are currently 3,300 sites participating in this program. Children who participate are found to be more likely to have literacy development that is considered normal. Take a look at their website. www.reachoutandread.org Joyce Huffer C-FNP > Andres, Neil-- > > I want to pick up on both your comments. > > The unit of analysis it seems to me can be the community, or in > rural areas, the region. We are talking about complex public health > issues. An example, which some of you doubtless know about--at the > Boston Medical Center, help to the health of the family goes > through the child, first by giving the child a story book at each > visit, then by having on the team doctors and lawyers who can judge > whether or not the child's apartment is itself healthy--does it > meet code standards. If it doesn't, then legal pressure is applied. > > > Andrea > > > > > On Sep 18, 2007, at 10:41 PM, Neil Izenberg wrote: > >> May I add another dimension to this interesting discussion? >> > >> >> We at the Nemours Foundation Center for Children's Health Media >> have been pondering the concept of health literacy as it applies >> to children and adolescents for some time. Although we're part of >> an academic pediatric clinical program (based at the Alfred I. >> duPont Hospital for Children], we tend to take a practical >> approach, looking at the issue of health literacy more as a matter >> of health (and science) comprehension rather than as a strict >> "literacy" issue. It's really an understandability issue - and >> that can be complex. >> > >> >> [As backgrounder, for the past 15 years, we create KidsHealth.org, >> which has separate areas for adults, adolescents, and kids. Much >> of the English-language site's content is also in Spanish at the >> three levels, as well. The site gets about 120 million visits/year >> and is the most visited site about children's health and one of >> the top dozen health sites online. To date we've had over a half >> billion visits]. >> > >> >> From time to time we're asked about the "literacy levels" of the >> site (by which the questioner usually means what "grade level" >> score would pop up were the site to be analyzed with the various >> rapid tools available that emphasize such things as sentence >> length, number of polysyllabic words, etc). Such measurements, >> though satisfyingly simple, can be somewhat deceptive, since part >> of the goal of the content can be to include, define, and explain >> such polysyllabic words - putting them into context. Good content >> development might take something seeminly complex and explain in a >> systematic way. In addition, lower grade level content does not >> necessarily mean that the process is well explained - or even >> accurate for that matter. >> > >> >> Add into the mix that explanations need ideally to take into >> account age-related developmental, emotional, and experential >> issues of children and you really have a nice challenge. >> > >> >> Neil Izenberg >> > >> >> Neil Izenberg, M.D. > >> >> Chief Executive > >> >> Nemours Center for Children's Health Media > >> >> Nemours Foundation > >> >> Editor-in-Chief, KidsHealth.org > >> >> Pediatrician, Alfred I. duPont Hospital for Children, Wilmington, DE > >> >> Professor, Pediatrics > >> >> Jefferson Medical School, Philadelphia > >> >> > >> >> > >> >> > >> >> > >> >> > >> >> >> > >> >>> ----- Original Message ----- >>> From: Andrea Wilder >>> To: The Health and Literacy Discussion List >>> Sent: Tuesday, September 18, 2007 5:17 PM >>> Subject: [HealthLiteracy 1224] Re: (no subject) >>> >>> Hi again, Mark, >>> >>> What about low literate adults whose first language is English? >>> How are increases in literacy related to their health? Why I ask-- >>> in some cultures there has been measured a direct (causal) >>> relationship between literacy in women and lower fertility, that >>> is, fewer children and more of them survive to adulthood. >>> >>> In this country, do you see any direct relationships such as this >>> between literacy and health? I am thinking of "health" in a >>> public health manner--health outcomes which affect the whole >>> community. If there is not a direct relationship, is there a >>> literacy variable that would plug into a regression equation, as >>> one factor among several, that leads to socially desired >>> outcomes? --as: fewer children, healthier children, higher >>> income, and so on. >>> >>> Thanks very much. >>> >>> Andrea >>> >>> >>> >>> On Sep 18, 2007, at 9:41 AM, Kutner, Mark wrote: >>> >>> >>>> There is a close relationship between health and literacy, just >>>> as there is a close relationship between literacy and income, >>>> which I imagine does not surprise any of us. >>>> >>>> >>>> I very much enjoyed your characterization of the relationship >>>> between health and literacy as a "distinction without a >>>> difference." To me this distinction without a difference >>>> underscores the need to incorporate health literacy-related >>>> materials within our adult education and literacy programs, >>>> especially in ESL programs. The NAAL data really documents the >>>> challenges faced by adults whose first language is not English. >>>> >>>> From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy- >>>> bounces at nifl.gov] On Behalf Of Andrea Wilder >>>> Sent: Monday, September 17, 2007 1:29 PM >>>> To: The Health and Literacy Discussion List >>>> Subject: [HealthLiteracy 1201] Re: (no subject) >>>> >>>> Hi Mark, >>>> >>>> first, I apologize for not ahvng at my fingertips more >>>> information about the NAAL, but here goes: >>>> >>>> 1) is there a relationship between health and literacy? >>>> 2) If so, what is it? >>>> >>>> 3) What is the relationship between health literacy and >>>> literacy? (A distinction without a difference?) >>>> >>>> Thanks. >>>> >>>> Andrea >>>> >>>> >>>> On Sep 17, 2007, at 12:05 PM, Kutner, Mark wrote: >>>> >>>>> Good morning all. Cynthia Baur and I are very much looking >>>>> forward to answering any questions or issues that you might >>>>> have related to the health literacy component and report!of the >>>>> National Assessment of Adult Literacy (NAAL). Just as way of >>>>> introduction, from 1999 through last December I was the project >>>>> director for the design, analysis, and reporting component of >>>>> NAAL. In that role, I worked with Cynthia in developing the >>>>> health literacy component of NAAL. The health literacy items >>>>> also had to be prose, document, and quantitative items so that >>>>> they could also be placed on the NAAL scale. The health >>>>> literacy items were field tested before being included on the >>>>> national study. As we discuss the health literacy component, >>>>> it is important to remember that the NAAL was administered in >>>>> the homes of individuals, not in a doctor's office or emergency >>>>> room. >>>>> In case folks are shy, I want to pose a couple of questions to >>>>> all of you: >>>>> 1. As an individual who has been involved in adult literacy and >>>>> assessment for almost 20 years, I am curious to hear you >>>>> perspectives about the difference between measuring literacy >>>>> and health literacy, especially when the definition of health >>>>> literacy (which we used from HHS) does not indicate any prior >>>>> substantive knowledge of health-related issues (such as I take >>>>> aspirin for headaches). >>>>> 2. Also, NAAL highlights the challenges of improving health >>>>> literacy for adults whose first language is not English. What >>>>> evidence do we have about successful approaches to ensure that >>>>> the health literacy for these adults improves? >>>>> >>>>> As we begin these discussions, I want to clearly acknowledge >>>>> that there would never have been a health literacy component of >>>>> NAAL if it was not for the hard work, perseverance, >>>>> stubbornness of Cynthia Baur. For me, working with Cynthia on >>>>> the health literacy component has been a real joy. The field >>>>> is quite fortunate to be able to benefit from her leadership!. >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Health and Literacy mailing list >>>>> HealthLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go >>>>> to http://www.nifl.gov/mailman/listinfo/healthliteracy >>>>> Email delivered to >>>>> andreawilder at comcast.net------------------------------------------ >>>>> ---------- >>>> National Institute for Literacy >>>> Health and Literacy mailing list >>>> HealthLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go >>>> to http://www.nifl.gov/mailman/listinfo/healthliteracy >>>> Email delivered to >>>> andreawilder at comcast.net------------------------------------------- >>>> --------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to >>> izenberg at kidshealth.org--------------------------------------------- >>> ------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to andreawilder at comcast.net > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jehuffer at cinci.rr.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/ae7afd3a/attachment.html From andreawilder at comcast.net Wed Sep 19 12:13:29 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 19 Sep 2007 12:13:29 -0400 Subject: [HealthLiteracy 1239] Re: (no subject) In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F044BE@DTHREXCL1.dthr.ab.ca> References: <521441A4F164E1418DCAC093C9EE6D9502F044BE@DTHREXCL1.dthr.ab.ca> Message-ID: I am sympathetic, but no, this is not culture shock. I have cried in a hospital waiting room in order to get attention. I have also wandered the halls of hospitals wondering where the elevators were, restrooms, entrances/exits even. I often "test out" health buildings to see how they guide a person from space to space, architecturally. I play this game in other buildings, too--the public library, the supermarket. I have long term tenants in my home, and I have designed my kitchen so ANYONE from ANYWHERE who knows ANYTHING about cooking can find their way around and make a meal for themselves. Kitchen shelves and pantry are zoned for different guests. I watch how people move in constructed spaces, all the time, everywhere. This is just observation skill. I also listen to language--"consumers" of health care? Grotesque. How about "users?" Last summer, while lying on a hospital bed i had a conversation with a nurse about her use of the word "consumer." I don't "eat" anything, and I usually don't have much of a choice, either. We should use language that reflects what is ACTUALLY GOING ON, rather than mush words like "consumer." In a hospital, lying on a hospital bed, I am a patient, and it is the doctor or nurse who usually has the power--usually, because I could get up and leave. Sorry, Nicola, if I am rude and cotnradictory, I get carried away by this topic--thanks for your positive remarks. Of course health care should be a right, it is now a commodity. Andrea On Sep 19, 2007, at 10:38 AM, Davies, Nicola wrote: > I love both of these examples, but this seems like more of an example > of 'culture shock', rather than health literacy. Let's all assume that > universal health care is a basic right (heaven forfend!). This adds a > new slant because it makes the elimination of systemic abuse of people > with lower literacy a completely different issue to techno-culture > shock. > I know this detracts from the original discussion, but with all the > talk about the difference between literacy/health literacy, and > differences (or lack there of), we need to keep in mind that the right > of a person to have access to a doctor, and health and wellness > information is very different to the right to 'understand' all the > functions and extras of a big screen TV (understanding technology), > knowing how to catch a bus in another country (culture shock, Speaking > Other Languages).? > Once we look at healthcare outside of?the?current systems of > bureaucracy, we can then see?where the communication breakdowns > (betwen patient and healthcare worker)?are, and where?healthy > behaviours are?prevented. > ? > ? > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrea Wilder > Sent: Tuesday, September 18, 2007 7:51 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1227] Re: (no subject) > > Andres-- > > A 100% fabulous example. Boston has gone the way of DC, still haven't > really figured out the system, and I always want to cry in > frustration. I can envision the meltdown of people whose language > isn't English when confronting our health institutions. Cambridge > hospital has translators available in several languages, fortunately.. > However, the buildings themselves are an additional puzzle. > > Andrea > > On Sep 18, 2007, at 11:50 AM, Muro, Andres wrote: > >> Here is a little anecdote that I always share when I do health >> literacy workshops. >> >> I often travel to DC with colleagues to do workshops, attend >> conferences, etc. Most of my colleagues have post graduate degrees. >> In other words, we are on top of the food chain when it comes to >> educational achievement. Upon descending from the plane we head to >> the subway station were I always perform my ?anthropological? >> observation of contextual literacy practices. Many of my colleagues >> go into a panic when they have to interact with the ticket purchasing >> and dispensing machine. They don?t want to stand out. They don?t want >> to hold the line and they don?t want to be left behind. In fact, it >> is common for people traveling alone to get the much more expensive >> and inconvenient taxis to avoid the ?unfamiliar? literacy encounter. >> >> Fortunately, subway stations have a person that helps travelers >> interact with these machines and explain maps and routes. In fact, >> these helpers prefer to give oral directions to passengers rather >> than just refer them to the written instructions. See, while I doubt >> that any of them studied anthropology, they have figured out that we >> are still basically an oral society when it comes to getting >> directions. Even the most literate people prefer oral instructions >> when it comes to encounters with new forms of literacy. Once they >> master the context, then they perform fine within the print realm. ?? >> >> We don?t have to go to DC to experience this. Airplane tickets are >> now dispensed by machines. Most grocery stores have electronic cash >> registers. While most of us are proficient with these and realize >> that they require basic literacy skills to operate, we can probably >> remember our first encounters with this type of technology. >> Businesses, like subway helpers know that we are still an oral >> society and always have a person ready to verbally assist shoppers >> navigate these literacy environments. Unfortunately, the much more >> sophisticated medical establishment is catching on a little too late. >> At Walmart the airport and the subway station, if you hesitate with >> the literacy task, an aid shows up to assist you. Or, you have the >> option to go through the human cash register. >> >> If we, highly educated people have difficulty getting a subway >> ticket, and reading a subway map, you can imagine what a less >> educated person must feel when they have to navigate through >> insurance documents, patient intake forms, medication information, >> etc. >> >> Andres >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Barbara Duffy >> Sent: Monday, September 17, 2007 7:36 PM >> To: 'The Health and Literacy Discussion List' >> Subject: [HealthLiteracy 1206] Re: (no subject) >> >> I study health literacy and teach it? --- but I never personally felt >> what it must be like to be ?illiterate? until yesterday when I tried >> to read a computer manual. I can only assume the parallels with >> health literacy must be similar. Way too many assumptions were made >> by the authors of the computer manual for it to have much meaning for >> me?. And like much of the written materials we give to our patients >> to ?go home and read ? it explains everything? ?there was no one I >> could ask questions of ? no one I felt had the time or patience for >> my stupid inquiries, so I just muddle through and hope for the best. >> >> Literacy issues are not confined to health care --- I have a feeling >> it is epidemic and contagious. English may be but one language that >> we speak with many, very foreign words. >> >> Barbara Duffy >> >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark >> Sent: Monday, September 17, 2007 12:06 PM >> To: The Health and Literacy Discussion List >> Subject: [HealthLiteracy 1198] (no subject) >> >> Good morning all.? Cynthia Baur and I are very much looking forward >> to answering any questions or issues that you might have related to >> the health literacy component and report of the National Assessment >> of Adult Literacy (NAAL).? Just as way of introduction, from 1999 >> through last December I was the project director for the design, >> analysis, and reporting component of NAAL.? In that role, I worked >> with Cynthia in developing the health literacy component of NAAL.? >> The health literacy items also had to be prose, document, and >> quantitative items so that they could also be placed on the NAAL >> scale.? The health literacy items were field tested before being >> included on the national study.? As we discuss the health literacy >> component, it is important to remember that the NAAL was administered >> in the homes of individuals, not?in a doctor's office or emergency >> room. >> >> In case folks are shy, I want to pose a couple of questions to all of >> you:? >> >> 1. As an individual who has been involved in adult literacy and >> assessment for almost 20 years, I am curious to hear you perspectives >> about the difference between measuring literacy and health literacy, >> especially when the definition of health literacy (which we used from >> HHS) does not indicate any prior substantive knowledge of >> health-related issues (such as I take aspirin for headaches).? >> >> 2. Also, NAAL highlights the challenges of improving health literacy >> for adults whose first language is not English.??What evidence do we >> have about successful approaches to ensure that the health literacy >> for these adults improves? >> >> >> As we begin these discussions, I want to clearly acknowledge that >> there would never have been a health literacy component of NAAL if it >> was not for the hard work, perseverance,? stubbornness of Cynthia >> Baur.?For me, working with Cynthia on the health literacy component >> has been a real joy.? The field is quite fortunate to be able to >> benefit from her leadership!. >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to >> andreawilder at comcast.net---------------------------------------------- >> ------ > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 11523 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/cbbe8b96/attachment.bin From julie_mcKinney at worlded.org Wed Sep 19 12:18:20 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 19 Sep 2007 12:18:20 -0400 Subject: [HealthLiteracy 1240] Re: Children's Health Literacy Message-ID: <46F1138C0200002D00003A52@bostongwia.jsi.com> I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. From cjackson at humana.com Wed Sep 19 12:35:36 2007 From: cjackson at humana.com (Charles Jackson) Date: Wed, 19 Sep 2007 12:35:36 -0400 Subject: [HealthLiteracy 1241] Rating navigation of public buildings Message-ID: Has anyone tried this as an event for health-literacy month? Get a literacy to rank the top ten hospitals in your city according to ease of navigation. Get the media involved. Photos of best and worst practices. This could be a real way to draw attention to the problem. Then next year rank top ten government buildings. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/3989a13c/attachment.html From MKutner at air.org Wed Sep 19 12:38:16 2007 From: MKutner at air.org (Kutner, Mark) Date: Wed, 19 Sep 2007 12:38:16 -0400 Subject: [HealthLiteracy 1242] Re: The difference between measuring literacyandhealth literacy In-Reply-To: References: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net><521441A4F164E1418DCAC093C9EE6D9502F044AF@DTHREXCL1.dthr.ab.ca> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F876@dc1ex01.air.org> And then the trick is for programs to be able to develop materials and instruction targeted at those at the lowest levels. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Tuesday, September 18, 2007 4:10 PM To: 'The Health and Literacy Discussion List' Cc: stillmtn2 at aol.com Subject: [HealthLiteracy 1222] Re: The difference between measuring literacyandhealth literacy Greetings All: I am looking at health literacy as Mark has described it - as a "type" of functional literacy. It is not so much about skills (reading, listening, writing, etc) but rather about what those skills enable a person to do (seek information, use age-appropriate discipline with a child, establish a medical home & a dental home, utilize preventive services (make a post-natal visit, get the kids' immunizations). To measure functional health literacy, it is necessary to measure functioning. In a study titled Does home visitation promote maternal health literacy?, we are in process of validating the Life Skills Progression Instrument -LSP (Wollesen, 2005) as a measure of functional health literacy (and demonstrating home visitors are an effective channel to promote health literacy). The LSP is designed as a measure of progress toward optimal family functioning on 35 independent scales in 6 areas: relationships, education & employment, parent & child health, mental health & substance abuse, basic essentials. Plus, the instrument tracks 8 aspects of child development, attachment and regulation. Each scale indicates a level of functioning on a scale of 1 to 5 where 1 is dysfunctional and 5 is as good as it gets. Home visitors complete the LSP on a parent-child dyad once every 6 months. This creates (in about 5 min) a verbal and visual snapshot of functioning over the most recent 6 month period. Taken together repeated measures show progress. We have created two combinations of LSP scales to measure "Healthcare Literacy" - capacity to access and benefit by health services, and "Personal Health Literacy" - capacity to maintain personal and family health. Here are the scales: LSP Healthcare Literacy Scale Use of information Prenatal care Parent sick care Family planning Child preventive care Child sick care Child dental care Child immunizations LSP Personal Health Literacy (for parents of young children) Attitudes toward pregnancy Support of development Safety Use of resources Drug use & abuse Tobacco use Child care Breastfeeding Seven programs across the country in various home visitation models are providing data for the analysis. Stay tuned. We must have a way to measure the function in functional health literacy. I believe this process of defining the steps from dysfunctional to optimal and tracking progress toward higher level functioning (that is- higher levels of health literacy) is viable for most conditions . For example, how does a person typically function when first diagnosed with diabetes (that's a 1)? What does it look like when that person exhibits sufficient knowledge, skills, utilization of services, and self-care (that's 5)? What are the steps along the way (that's 2-4). For more info on the LSP instrument click here: http://www.beginningsguides.net/content/index.php?option=com_content&tas k=view&id=93&Itemid=173 Sandra Smith, MPH CHES 38% PhD Health Education Specialist & Principal Investigator University of Washington, Center for Health Education & Research 800-444-8806 206-276-3127 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Tuesday, September 18, 2007 7:47 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1212] Re: The difference between measuring literacy andhealth literacy David, thanks for your tangible definitions of health literacy. Perhaps there IS a difference between the materials/media that people access literacy/health literacy wise, but I have to posit that there is a real difference between literacy and health literacy. When someone doesn't understand a computer manual, it can be frustrating. When someone doesn't understand the information about the pain in their stomach, or that telling the doctor that the pain is "shooting", "coming on", "dull" can possibly mean a difference between the diagnosis, that is very different to not knowing what a USB does. I would suggest that people are more willing to suggest that they don't know how to set-up speed dial on their cellphones, than they don't know why they have blood in their stools. The results of having low health literacy are much more tangible than having low literacy (although having low literacy can hamper your efforts to learn more about health). Technology and pop culture change much faster than the issues surrounding health, and while the struggle to keep up with technology can affect the health literacy of a population, health literacy is something completely outside of that because of the possibe outcomes. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:52 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1208] The difference between measuring literacy andhealth literacy Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health-contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen djrosen at comcast.net No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1013 - Release Date: 9/17/2007 1:29 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/b7d4260b/attachment.html From MKutner at air.org Wed Sep 19 12:39:41 2007 From: MKutner at air.org (Kutner, Mark) Date: Wed, 19 Sep 2007 12:39:41 -0400 Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local> References: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F877@dc1ex01.air.org> NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/d8871c0b/attachment.html From sandras at u.washington.edu Wed Sep 19 13:19:51 2007 From: sandras at u.washington.edu (Sandra Smith) Date: Wed, 19 Sep 2007 10:19:51 -0700 Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F877@dc1ex01.air.org> References: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local> <2323A6D37908A847A7C32F1E3662C80E99F877@dc1ex01.air.org> Message-ID: How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/f33be58a/attachment.html From sandras at u.washington.edu Wed Sep 19 13:20:20 2007 From: sandras at u.washington.edu (Sandra Smith) Date: Wed, 19 Sep 2007 10:20:20 -0700 Subject: [HealthLiteracy 1245] Re: The difference between measuring literacyandhealth literacy In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F876@dc1ex01.air.org> References: <8E304512-6820-42FE-8821-3EE17C6CB37D@comcast.net><521441A4F164E1418DCAC093C9EE6D9502F044AF@DTHREXCL1.dthr.ab.ca> <2323A6D37908A847A7C32F1E3662C80E99F876@dc1ex01.air.org> Message-ID: Yes, we need info useful to those with low skills, which if well crafted, will be useful to and appreciated by all. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:38 AM To: sandras at u.washington.edu; The Health and Literacy Discussion List Cc: stillmtn2 at aol.com Subject: [HealthLiteracy 1242] Re: The difference between measuring literacyandhealth literacy And then the trick is for programs to be able to develop materials and instruction targeted at those at the lowest levels. _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Tuesday, September 18, 2007 4:10 PM To: 'The Health and Literacy Discussion List' Cc: stillmtn2 at aol.com Subject: [HealthLiteracy 1222] Re: The difference between measuring literacyandhealth literacy Greetings All: I am looking at health literacy as Mark has described it ? as a ?type? of functional literacy. It is not so much about skills (reading, listening, writing, etc) but rather about what those skills enable a person to do (seek information, use age-appropriate discipline with a child, establish a medical home & a dental home, utilize preventive services (make a post-natal visit, get the kids? immunizations). To measure functional health literacy, it is necessary to measure functioning. In a study titled Does home visitation promote maternal health literacy?, we are in process of validating the Life Skills Progression Instrument ?LSP (Wollesen, 2005) as a measure of functional health literacy (and demonstrating home visitors are an effective channel to promote health literacy). The LSP is designed as a measure of progress toward optimal family functioning on 35 independent scales in 6 areas: relationships, education & employment, parent & child health, mental health & substance abuse, basic essentials. Plus, the instrument tracks 8 aspects of child development, attachment and regulation. Each scale indicates a level of functioning on a scale of 1 to 5 where 1 is dysfunctional and 5 is as good as it gets. Home visitors complete the LSP on a parent-child dyad once every 6 months. This creates (in about 5 min) a verbal and visual snapshot of functioning over the most recent 6 month period. Taken together repeated measures show progress. We have created two combinations of LSP scales to measure ?Healthcare Literacy? ? capacity to access and benefit by health services, and ?Personal Health Literacy? ? capacity to maintain personal and family health. Here are the scales: LSP Healthcare Literacy Scale Use of information Prenatal care Parent sick care Family planning Child preventive care Child sick care Child dental care Child immunizations LSP Personal Health Literacy (for parents of young children) Attitudes toward pregnancy Support of development Safety Use of resources Drug use & abuse Tobacco use Child care Breastfeeding Seven programs across the country in various home visitation models are providing data for the analysis. Stay tuned. We must have a way to measure the function in functional health literacy. I believe this process of defining the steps from dysfunctional to optimal and tracking progress toward higher level functioning (that is- higher levels of health literacy) is viable for most conditions . For example, how does a person typically function when first diagnosed with diabetes (that?s a 1)? What does it look like when that person exhibits sufficient knowledge, skills, utilization of services, and self-care (that?s 5)? What are the steps along the way (that?s 2-4). For more info on the LSP instrument click here: HYPERLINK "http://www.beginningsguides.net/content/index.php?option=com_content&task=v iew&id=93&Itemid=173"http://www.beginningsguides.net/content/index.php?optio n=com_content&task=view&id=93&Itemid=173 Sandra Smith, MPH CHES 38% PhD Health Education Specialist & Principal Investigator University of Washington, Center for Health Education & Research 800-444-8806 206-276-3127 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Tuesday, September 18, 2007 7:47 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1212] Re: The difference between measuring literacy andhealth literacy David, thanks for your tangible definitions of health literacy. Perhaps there IS a difference between the materials/media that people access literacy/health literacy wise, but I have to posit that there is a real difference between literacy and health literacy. When someone doesn't understand a computer manual, it can be frustrating. When someone doesn't understand the information about the pain in their stomach, or that telling the doctor that the pain is "shooting", "coming on", "dull" can possibly mean a difference between the diagnosis, that is very different to not knowing what a USB does. I would suggest that people are more willing to suggest that they don't know how to set-up speed dial on their cellphones, than they don't know why they have blood in their stools. The results of having low health literacy are much more tangible than having low literacy (although having low literacy can hamper your efforts to learn more about health). Technology and pop culture change much faster than the issues surrounding health, and while the struggle to keep up with technology can affect the health literacy of a population, health literacy is something completely outside of that because of the possibe outcomes. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:52 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1208] The difference between measuring literacy andhealth literacy Hello Mark, You have asked to hear our perspectives "about the difference between measuring literacy and health literacy, especially when the definition of health literacy (which we used from HHS) does not indicate any prior substantive knowledge of health-related issues (such as I take aspirin for headaches)." Health literacy is reading, of course, but -- especially for adults -- it is also the ability to get, understand and use the information one needs from text, images, video and film, symbols, and others' speech and body language for one's one health, and for the health of one's family, friends and community. It is also the ability to communicate orally and in writing with health practitioners in a way that they can effectively understand -- and treat -- illness. Reading and correctly responding to de-contextualized health-contextualized questions is not, in my view, health literacy. I am not convinced that it is a good measure of health literacy either -- but I would be interested to hear your view about this. Health literacy is when someone -- including a person who has difficulty reading -- goes to the library to find a book or article, to use the Web, to learn about a condition or disease because it directly affects them or their family members. It is when -- through careful reading, and asking questions of health practitioners -- they understand and can act on a plan for treatment, or they change their habits or behaviors to prevent the condition from getting worse, or they stop a behavior that will inevitably lead to illness or early death. Health literacy is when someone who does not have health insurance, through reading and asking questions, gets the best health coverage available to them. For me, it is also when they join with others to take political action to improve health coverage for themselves and everyone in this country. Health literacy is when they learn to "read" their health environment, when they have learned how to figure out the geographical layout of services in a hospital or clinic or long-term care facility, when they have a better understanding of how institutions do/do not deliver health care services, when, for example, they understand why their hospital attendant care deteriorates during the hour before and after shift change in the morning -- and they can identify the person who can improve their care in the hospital and get that person to do something about it. (Does this involve reading? Maybe or maybe not, but it's still at the heart of health literacy.) Health literacy is when they meet with their doctor, knowing that she may have only 20 minutes for the visit, and they prepare their questions in advance and write them down, and have a friend or relative nearby to support and remind them of what they need to ask -- no how matter how emotionally difficult the questions might be. It is when they know to ask their doctor the questions that convey that they are a partner in the solution of their medical problem, questions like "What is the worst possible diagnosis for these symptoms?" or "What body parts are near my symptoms that might be the cause or affected by the problem?" (These questions are suggested by Jerome Koopman in his wonderful book How Doctors Think.) In my view, it is also when they become politically active in changing a health care system that puts such constraints on doctors' time that they cannot really listen to their patients. Health literacy is also when, given a text -- an article or brochure, for example -- or a video, a person knows to ask questions like: Who wrote this? What are her/his credentials? Is this backed up by an organization? What confidence should I have in this organization -- what is its purpose or mission, who are its supporters and clients? Is this the whole story? Is there a version of this in plain English? Does it provide suggestions for where I can turn to learn more about the disease? Does this definition of health literacy push the boundaries of literacy? Yes, absolutely. But, ultimately the purpose of health literacy is not reading, is it? It's better health. David J. Rosen HYPERLINK "mailto:djrosen at comcast.net"djrosen at comcast.net No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1013 - Release Date: 9/17/2007 1:29 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/bca083ce/attachment.html From Lendoak at aol.com Wed Sep 19 13:53:21 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 19 Sep 2007 13:53:21 EDT Subject: [HealthLiteracy 1246] A prescription for health lteracy Message-ID: Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/ce65c2ce/attachment.html From darren_dewalt at med.unc.edu Wed Sep 19 14:03:07 2007 From: darren_dewalt at med.unc.edu (DeWalt, Darren) Date: Wed, 19 Sep 2007 14:03:07 -0400 Subject: [HealthLiteracy 1247] NAAL interpretation question In-Reply-To: <46F1138C0200002D00003A52@bostongwia.jsi.com> References: <46F1138C0200002D00003A52@bostongwia.jsi.com> Message-ID: I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu From magillispie at healthyroadsmedia.org Wed Sep 19 15:31:28 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Wed, 19 Sep 2007 13:31:28 -0600 Subject: [HealthLiteracy 1248] Re: languages spoken by Medicaid populations In-Reply-To: References: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local> <2323A6D37908A847A7C32F1E3662C80E99F877@dc1ex01.air.org> Message-ID: <6.2.5.6.2.20070919132658.048aa760@healthyroadsmedia.org> You can get a state level language spoken estimates from the Census. If you go to www.factfinder.census.gov , then go to the search box at the top and type "language spoken at home" into the space, you will get a listing with each state. This is data from the year 2000 census so a little old. - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 11:19 AM 9/19/2007, you wrote: >Content-Type: multipart/alternative; > boundary="----=_NextPart_000_0261_01C7FAA6.9F3E8BE0" >Content-Language: en-us > >How do I find this state representative data, particularly for MO? >Thanks ahead. SS > >Sandra Smith, MPH CHES >800-444-8806 206 -441-7046 >www.BeginningsGuides.net >sandras at u.washington.edu > >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark >Sent: Wednesday, September 19, 2007 9:40 AM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations > >NAAL asks folks about their first language, and other languages >spoken. Their are state representative data in the NAAL sample of >the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri > > >---------- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen >Sent: Tuesday, September 18, 2007 4:25 PM >To: healthliteracy at nifl.gov >Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations >I'm trying to find some information about primary languages spoken >by the Medicaid population in various states. We need to know what >percentage of the Medicaid population speaks various languages, >including Spanish, Chinese, Japanese, Russian, etc., as their >primary language. Does anyone know of a central source for this >information by state? Thanks for any help you can provide. > >Janet Sorensen >Senior Technical Writer >Arkansas Foundation for Medical Care >501-212-8644 > > >*************************************************************************** >CONFIDENTIALITY NOTICE: The information in this E-mail is >confidential and may be privileged. This E-mail is intended solely >for the named recipient or recipients. If you are not the intended >recipient, any use, disclosure, copying or distribution of this >E-mail is prohibited. If you are not the intended recipient, please >inform us by replying with the subject line marked >"Wrong Address" and then deleting this E-mail and any >attachments. Arkansas Foundation for Medical Care, Inc. >(AFMC) uses regularly updated anti-virus software in an attempt >to reduce the possibility of transmitting computer viruses. We do >not guarantee, however, that any attachments to this E-mail are >virus-free. >*************************************************************************** > >No virus found in this incoming message. >Checked by AVG Free Edition. >Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: >9/18/2007 11:53 AM > >No virus found in this outgoing message. >Checked by AVG Free Edition. >Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: >9/18/2007 11:53 AM >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/014619aa/attachment.html From andreawilder at comcast.net Wed Sep 19 15:40:03 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 19 Sep 2007 15:40:03 -0400 Subject: [HealthLiteracy 1249] Re: A prescription for health lteracy In-Reply-To: References: Message-ID: <18aaf46ef2e81926a4b5e9accf08eff7@comcast.net> Hi Len and Ceci, I agree with your last point 100% When a person is really sick, they go to a doctor or hospital, they don't learn how to read better. Sick people are sick, they are less able, maybe not able at all, to take care of themselves. Nurses, doctors, administrators, architects must design services so everyone who is sick can be taken care of. This means educating and training (2 different functions). As for people who will eventually be patients--I have thought that field trips to hospitals would be in order. Literacy lessons could grow out of that--very FCE (Functional Context Education). As I write this, I think there must be a meeting of minds (and bodies) between literacy teachers and doctors, nurses, etc. I am ignorant about what is being done--does this already happen? Thanks. Andrea On Sep 19, 2007, at 1:53 PM, Lendoak at aol.com wrote: > Dear Cynthia and list, > ? > Thank you for your comments on the 2003 NAAL data on literacy and > health literacy.? And we agree with your suggested action to address > the individuals, the (healthcare) systems, and their? interaction.? > However, we suggest that the majority of effort be focused on the > latter two, for the following reasons: > ? > 1. Large improvement in the literacy skills of the adult US population > will take many decades if it is practical at all.? We see little or no > improvement when comparing the NAAL data of 1993 with the recent NAAL > data. Our tutoring experience, and that of others, shows that > "success" is helping the adult student advance about two grade levels > after a year of hard study - if you can motivate them to hang in there > for a year.? > ? > Future decades may be brighter for children who may be helped by > federal and state education initiatives. > ? > 2. Methodologies are well researched and documented on ways to make > written (and other) forms of communication easier to understand, and > more motivating. But these methods are barely used, most likely > because those producing the written health care instructions are not > trained in these methods.? For example, a few years ago after one of > our workshops a health? educator said to us:"I've graduated with an > MPH from one of the best universities in the country, and I never > heard of readability formulas, or the many other ways you've presented > on how to make instructions more understandable." > ? > Such training needs to be a part of every curriculum for health care > professionals. It would not be enough to train just state and federal > agency health workers because hospitals and clinics produce most of > the written health care instructions. (Over the years Ceci and I > analyzed the suitability of over 2,000 such instructions from a very > broad range of sources and noticed that over two thirds of the written > materials were produced by hospitals and clinics rather than > government and private agencies.) > ? > 3. Awareness of the benefits of patient-with-provider interaction > seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is > a hopeful start.? The health care systems are not likely to give > doctors more time to interact with patients, so less costly, and > trained,? health personnel need to be added to do this. A few clinics > already do.? > ? > CDC, HHS and AHRQ and others could do a lot to improve interaction by > sponsoring research to show the huge payoffs that would accrue in both > costs and patient wellness.? Social marketing programs could use the > benefits data to promote change. > > ? > In summary, NAAL data show where the people are in terms of literacy > and health literacy.? So much effort goes into measuring the skills of > the population.? History shows us that the people aren't going to > change much.? > Isn't it time to give equal effort to measure the health communication > skills of our health care systems; and then train our professionals to > do better?? > ? > Does anyone have a list of current programs to do this training? > ? > Len and Ceci Doak > > > > See what's new at AOL.com and Make AOL Your > Homepage.---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to andreawilder at comcast.net -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6739 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/dc98debb/attachment.bin From cjliu604 at bu.edu Wed Sep 19 16:49:22 2007 From: cjliu604 at bu.edu (Liu, Chiung-Ju) Date: Wed, 19 Sep 2007 16:49:22 -0400 Subject: [HealthLiteracy 1250] Re: NAAL interpretation question In-Reply-To: References: <46F1138C0200002D00003A52@bostongwia.jsi.com> Message-ID: <6BE3EC472981FB43ADD7DEB00A67ED5701A93C7D@bumc-xbe.ad.bu.edu> Hi! All, I also enjoy the discussion this week a lot. Thank you for sharing your experience and ideas. I participated in a NCES NAAL Data Set Training workshop earlier this August and had a chance to know more about the underlying methodology of the 2003 NAAL and hope my statement below is right. >From my understanding, all the literacy scores in the NAAL are estimated scores based on the Item Response Theory. The questions used to estimated health literacy scores are also included in the estimation for prose, documentary, or numeracy literacy scores. Therefore, it could result in that the health literacy scores and literacy scores share a lot variance, which means they are correlated, from the statistical point of view. During the workshop, I did a regression analysis to look at factors related to comprehension of one pamphlet. These factors include demographic information (such as gender, age, education, and race), English reading behaviors (habit of reading newspaper, books...), health information receiving behaviors (receiving health information from media, by talking to doctors...), and basic reading skills (measured with word reading fluency and word decoding). Among these factors, interestingly, basic reading skills account for the most variance of comprehension of the pamphlet. This result suggests that basic reading skills are the foundation of understanding health-related written materials. Although health literacy is context specific, certain level of basic reading skills are required, which is just like general literacy. Chiung-ju (CJ) Liu, Ph.D. NIDRR postdoctoral fellow Health and Disability Research Institute School of Public Health Boston University Medical Campus 580 Harrison Ave., 4th FL Boston MA 02118-2639 Phone: 617/638-1990 Fax: 617/638-1999 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of DeWalt, Darren Sent: Wednesday, September 19, 2007 2:03 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1247] NAAL interpretation question I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjliu604 at bu.edu From frx4 at cdc.gov Wed Sep 19 23:28:15 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Wed, 19 Sep 2007 23:28:15 -0400 Subject: [HealthLiteracy 1251] Re: NAAL interpretation question Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C086C@LTA3VS003.ees.hhs.gov> Darren Yes you are correct the results are surprising in light of our assumptions. Almost everyone I talked to pre-results did expect the health literacy levels to be lower than general literacy. Many of the arguments for health literacy's importance were based on statements re: the inherent difficulties of healthcare, especially in comparison to other situations. So you pose a fundamental question - were we wrong and if so why? I will go on record (and out on a limb) that I don't think we were wrong. What I think happened is we got results that reflect the sensitivity of our instrument. To the extent that literacy skills are a component of health literacy skills, we got an answer about that. They are closely linked but not exactly the same. The NAAL is not designed, however, to account for, let alone assess many of the factors identified in the discussion so far. Because the NAAL requires respondents to demonstrate skills, we can say we have accounted for some aspect of decision-making and performance, but certainly not under the same type of confusion and duress people experience in critical health situations. So I would not say the NAAL health materials or items were easier than any other on the instrument. They all had to meet the same standard. But many of the worst examples such as patient discharge instructions and informed consent forms were excluded because of level of difficulty and too specific a focus on a narrow health problem. Even the materials included though may not have been as difficult as they would have been in live healthcare settings, which is where the qualitative and anecdotal information we had before NAAL came from. Also the qualitative and anecdotal information includes a lot of examples of oral communication, limited English speakers, and lack of experience with healthcare systems, none of which are captured by the NAAL. This may not answer your question completely though. Rima Rudd often refers to the mismatch between skills and demand. In this case I think the mismatch was between service providers' experience on the ground which in large part informed our pre NAAL expertations and this particular set of materials and the specific tasks respondents had to complete. Experience of people's frustrations with the system were more complex than we could measure with the NAAL. Mark, any thoughts? Cynthia -------------------------- Sent from my BlackBerry Wireless Device -----Original Message----- From: healthliteracy-bounces at nifl.gov To: The Health and Literacy Discussion List Sent: Wed Sep 19 14:03:07 2007 Subject: [HealthLiteracy 1247] NAAL interpretation question I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to frx4 at cdc.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070919/42e342d3/attachment.html From pleasant at aesop.rutgers.edu Thu Sep 20 00:33:48 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Thu, 20 Sep 2007 00:33:48 -0400 Subject: [HealthLiteracy 1252] A few somewhat technical NAAL questions Message-ID: If these have been asked previously, apologies for the redundancy ... but when going through a quick overview of the NAAL publications with students in my health literacy class, they (and I generally concur) raised a number of questions/ themes ... so since the opportunity to ask has luckily been provided by Julie on the listserv, here is a not complete list of the concerns that emerged ... I'd love to be able to share the official responses with the class. thanks. Why a 67% success rate as a decision rule? Wouldn't you want people to always read a medication label correctly versus 2 out of 3 times? How different would the NAAL profile of health literacy in the U.S. be if that bar were raised to say 80% or even 100% correct responses? Why those specific categorical labels - e.g. 'below basic', 'basic', etc.? Were other options considered? What is the basis for these choices? Why the emphasis on categories versus treating health literacy as a continuous variable in analysis? Why is the data generally depicted with below basic set off against the other three categories? Is there a statistical basis for that? It doesn't always appear to be the appropriate grouping of health literacy levels as it may diminish the problem by making it appear 'basic' is good enough. For example, in the charts of health literacy by self-reported health and health literacy by health insurance, Basic and Below Basic seem to exhibit the same trend (negative correlation) while intermediate and proficient levels seem to exhibit the opposite (and normatively more desirable) trend. Is there an overall trend in terms of these relationships between the NAAL health literacy levels and the variables of interest they were cross-tabbed with? How do the questions in the sets of domains, in essence separate measurement scales, hold together statistically (e.g. Cronbach's alpha or other) for both the health literacy component (navigation/ prevention/ clinical) and the larger NAAL (document/ prose/ numeracy). Finally, have factor analytic procedures been applied to the NAAL or NAAL health literacy data? If so, are those analyses available ? (e.g. any relationship between race/ ethnicity status and such an analysis)? And as I just read in a message here that the health literacy questions were also included in the three NAAL domain scores, how were the health literacy foci of navigation, prevention, and clinical mapped onto NAAL areas of document, prose, and numeracy. What do the health literacy item/ NAAL total correlations for the individual statements look like? Do they all reflect the correlation between the health literacy methodology and the overall NAAL methodology? Best and thanks ... Andrew Pleasant and fyi, you can find the course syllabus at http://www.aesop.rutgers.edu/~healthlit -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 It is from numberless diverse acts of courage and belief that human history is shaped. Each time an individual stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, they send forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance. Robert F. Kennedy, South Africa, 1966 From jmcgee at pacifier.com Thu Sep 20 00:34:22 2007 From: jmcgee at pacifier.com (Jeanne McGee) Date: Wed, 19 Sep 2007 21:34:22 -0700 Subject: [HealthLiteracy 1253] CMS Toolkit on writing and design - revised and expanded Message-ID: <46F1F84E.9050208@pacifier.com> In her posting on ?materials design,? Cynthia Baur mentions that ?CMS has been revising its information design manual but its publication is still pending.? I can tell you more, since I?m the author. As a contractor to CMS, I created an 11-part ?Toolkit for Making Written Material Clear and Effective.? This Toolkit is a set of PDF files to be distributed online. (It is the updated and expanded version of the manual I wrote for CMS in 1999 called ?Writing and Designing Print Materials for Beneficiaries.?) Following the principle of ?know your audience? that Cynthia Baur emphasized in her posting, this newly revised Toolkit takes a reader-centered approach to making written material easier for people to understand and use. It offers friendly, practical, field-tested advice, together with detailed guidelines for writing, graphic design, and culturally appropriate language translation. Putting evidence about effective communication into practice, this Toolkit gives the details on how to implement each guideline. It is filled with examples of writing and graphic design, including ?before and after? makeovers. It also addresses some special topics, including things to know if you are writing for older adults and cautionary notes on the use and misuse of readability formulas. As many of you have noted in NIFL health literacy discussions, feedback from readers is the ultimate test of whether written material is clear and effective. However, many people don?t test their materials with readers because they don?t know how or they think it will take too long or cost too much. To encourage more widespread testing, I added a new section on methods of testing to the Toolkit. This section emphasizes quick and low cost ways to get feedback directly from readers and use it to make improvements. Written for people without a research background, it provides step-by-step guidance on how to collect the most meaningful and useful feedback from readers. I wrote this newly revised Toolkit with much help from many of you who participate on this discussion list. Thanks to all for your enthusiastic support, the insights and examples you shared from your own work, and the helpful suggestions you made on early drafts. Many, many people are eager to have this new Toolkit, and I get inquiries all the time asking when it will be available. Here is what I can tell you: I turned this Toolkit in to CMS a year ago, and it is still going through the government clearance process. I don?t know when it will be released by CMS; I hope it will be soon. If you?d like to be notified when it is released, let me know and I?ll add your name to the list. Jeanne McGee Jeanne McGee, PhD McGee & Evers Consulting, Inc. 1924 NW 111th Street Vancouver, WA 98685 360 574-4744 From SParis at city.cleveland.oh.us Thu Sep 20 08:46:41 2007 From: SParis at city.cleveland.oh.us (Paris, Summer) Date: Thu, 20 Sep 2007 08:46:41 -0400 Subject: [HealthLiteracy 1254] Re: Intro from Cynthia Baur Message-ID: <5C8BD4CCEC82CE4DB463F6D21076D8930424ADFA@exch3> Elyse--Can you share a bit more about the training of NYC Department of Health workers in the basics of health literacy and clear health communication? How does it work, what's the curriculum, who leads the training, etc.? Thanks, Summer Summer Paris Project Director - Communications Cleveland Department of Public Health Steps to a Healthier Cleveland 1925 St. Clair Avenue NE | Cleveland, Ohio 44114 (office) 216-664-3076 | (cell) 216-857-5760 | (fax) 216-664-2197 sparis at city.cleveland.oh.us| www.clevelandhealth.org/steps -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Elyse Rudolph Sent: Wednesday, September 19, 2007 9:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1232] Re: Intro from Cynthia Baur In New York City the Literacy Assistance Center has a number of ongoing projects that are attempting to do just as David suggests. We use the Study Circle Plus model developed by Rima Rudd at the Harvard School of Public Health. Over 200 adult literacy teachers have participated in the professional development program and we have two evaluations - one that shows significant NRS gains in students whose classes devote at least 20% of class time to health literacy content and another recently conducted by John Comings that shows meaningful change in teacher practice as a result of participating in the program. We believe substantive change requires input from all stakeholders so we also have programs running with the NYC Department of Health, where we are training 850 workers in the basics of health literacy and clear health communication. Additionally we are engaged in a number of professional development experiences (everyone from volunteers to docs to hospital administrators) with the New York City Health and Hospitals Corporation. When both providers and learners meet in the middle, we will be able to see real change in how our learners navigate and manage the myriad of health issues they face each day. Elyse Barbell Rudolph Executive Director Literacy Assistance Center 212.803.3302 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to elyser at lacnyc.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sparis at city.cleveland.oh.us From BSMITH at smtp.aed.org Thu Sep 20 09:40:32 2007 From: BSMITH at smtp.aed.org (William Smith) Date: Thu, 20 Sep 2007 09:40:32 -0400 Subject: [HealthLiteracy 1255] Re: Intro from Cynthia Baur In-Reply-To: <5C8BD4CCEC82CE4DB463F6D21076D8930424ADFA@exch3> References: <5C8BD4CCEC82CE4DB463F6D21076D8930424ADFA@exch3> Message-ID: <46F2400A.F39A.0028.0@smtp.aed.org> A Plain Language Bill has been introduced intothe House by Congressman Braley of Iowa.The bill number is 3548. Unfortunately it specifically excludes regulations, but it provides a national basis for what we al believe is essential. I also wanted to thank the moderators for a terrific job. The NAAL data can be tough to sort through and this was terrific discussion. I thought I would mention a resource available to those of interested in health literacy. It the www.centerforplainlanguage.org ( http://www.centerforplainlanguage.org/ ). While there are many things that make health literacy special, there is also a set of core writing skills that underpin all our work. The Center started out with a mission to improve government communication, but today it has become the major national advocate for plain language in business, government and non-profits. I am pleased to be a member of the Board and thought you would want to know that through the Center's education efforts there is... As part of our mission to educate the public on plain language issues I wanted to share the following news. A Plain Language Bill has been introduced intothe House by Congressman Braley of Iowa.The bill number is 3548. Unfortunately it specifically excludes regulations, but it provides a national basis for what we al believe is essential. There are currently 4 co-sponsors. Todd Akin, MO, R. He co-sponsored last year. Dan Burton, IN, R. Nancy Boyda, KS, D, freshman James McGovern, MA, D For any of you interested see the attached Bill. As you all know support from organizations is critical. Several major non-profits have already become supporters. A letter of support from the Health literacy community would be very valuable if you think such a Bill would be valuable to support our work on HL. The particiapation of vets, education, health literacy groups, chambers of commerce, trade associations, state bar associations, public interest groups, business associations of any type and the ABAwould be highly productive. Many people on the Hill are skeptical about the importance of such legislate, and the more letters they get from groups saying it's important and overdue the better. If you decide to support such a Bill, your letter should be address to Congressman Bruce Braley, but the envelope should say Todd Wolf 1408 Longworth H.O.B. Washington, DC 20515 A typical representative gets hundreds of letters, and letters that go to his name directly will get mixed in with general mail, so it needs to go to the specific staff person working on the issue. Regarding the regulations issue. We would love to get that back in, but we must support the Braley bill. Letters of SUPPORT might say something like "all too often, government letters, notices, regulations, and other documents are too difficult for citizen to understand. At the Center, we see plain language as a civil right for all Americans. Co-sponsors for a Bill are also useful. If you believe the Bill is important, you have the opportunity to visit them and make your views clear. Wm. Smith Executive Vice President Academy for Educational Development 1825 Connecticut Ave., NW Washington, D.C. 20009 Organize policy until self-interest does what justice requires. Phone: 202-884-8750 Fax: 202-884-8752 e-mail: bsmith at aed.org >>> "Paris, Summer" 9/20/2007 8:46 AM >>> Elyse--Can you share a bit more about the training of NYC Department of Health workers in the basics of health literacy and clear health communication? How does it work, what's the curriculum, who leads the training, etc.? Thanks, Summer Summer Paris Project Director - Communications Cleveland Department of Public Health Steps to a Healthier Cleveland 1925 St. Clair Avenue NE | Cleveland, Ohio 44114 (office) 216-664-3076 | (cell) 216-857-5760 | (fax) 216-664-2197 sparis at city.cleveland.oh.us| www.clevelandhealth.org/steps -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Elyse Rudolph Sent: Wednesday, September 19, 2007 9:57 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1232] Re: Intro from Cynthia Baur In New York City the Literacy Assistance Center has a number of ongoing projects that are attempting to do just as David suggests. We use the Study Circle Plus model developed by Rima Rudd at the Harvard School of Public Health. Over 200 adult literacy teachers have participated in the professional development program and we have two evaluations - one that shows significant NRS gains in students whose classes devote at least 20% of class time to health literacy content and another recently conducted by John Comings that shows meaningful change in teacher practice as a result of participating in the program. We believe substantive change requires input from all stakeholders so we also have programs running with the NYC Department of Health, where we are training 850 workers in the basics of health literacy and clear health communication. Additionally we are engaged in a number of professional development experiences (everyone from volunteers to docs to hospital administrators) with the New York City Health and Hospitals Corporation. When both providers and learners meet in the middle, we will be able to see real change in how our learners navigate and manage the myriad of health issues they face each day. Elyse Barbell Rudolph Executive Director Literacy Assistance Center 212.803.3302 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Tuesday, September 18, 2007 5:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1225] Re: Intro from Cynthia Baur Hello Cynthia, On Sep 17, 2007, at 1:49 PM, you wrote: > That said, we know that any improvement we see will not come solely or > perhaps even primarily from improvement in people's literacy skills. I > have advocated, along with many of my colleagues, for a focus on > changing the ways we design and deliver health information, as well > as a > focus on the ways health systems -public and private- deliver their > services. There is much work to be done to improve all the patient > education materials, forms, signage, communication with health care > providers, self-care instructions, and public health alerts and > recommendations that flow out of our health systems on a daily basis. I would be interested to know more about how you think health information should be designed and delivered. Several years ago a colleague was in the hospital with an acute disease that he had to learn about. His well-being depended on his getting the information. A hospital social worker asked him: "How would you like to learn, to get information about this disease? Would you prefer reading? Would you prefer videos? Would you prefer talking with someone? Do you want to do this on your own, or join a group?" Both he and I were impressed with this choices approach. The hospital (rightly) did not think it was their business whether or not someone was literate, but it was their business to see that the right mode of learning for the patient was available. With this approach the focus is rightly on getting needed health information, not on whether or not someone can read, and the approach allows someone who cannot read well to choose the best way of learning without disclosing information about their literacy. Do you like that approach? Are there other approaches that you like? Are their other modes that should be available, for example, Web pages, take-home CD-ROMS or DVDS, podcasts, and others? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to elyser at lacnyc.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sparis at city.cleveland.oh.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bsmith at smtp.aed.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/e583eaa8/attachment.html From SiobhanChamp-Blackwell at creighton.edu Thu Sep 20 10:10:44 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Thu, 20 Sep 2007 09:10:44 -0500 Subject: [HealthLiteracy 1256] Emergency Room Kiosks Message-ID: I just read that Emergency Room Departments are considering installing kiosks! This is not the article I read, but here's one I found online this morning http://www.delawareonline.com/apps/pbcs.dll/article?AID=/20070916/BUSINE SS/709160326/1003/RSS01 (or try http://tinyurl.com/3xq75l ) Siobhan Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) From julie_mcKinney at worlded.org Thu Sep 20 10:56:06 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 20 Sep 2007 10:56:06 -0400 Subject: [HealthLiteracy 1257] Re: CMS Toolkit on writing and design - revised and expanded Message-ID: <46F251C70200002D00003A8B@bostongwia.jsi.com> Jeanne, Thanks for the details about the toolkit, and for all your effort on this resource! Can you put this list on the list? In other words, can you notify all of us by sending a message to this list when the toolkit is available? Also, when it is available, will it be free online, or will there be a cost? Thanks again, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Jeanne McGee 09/20/07 12:34 AM >>> In her posting on ?materials design,? Cynthia Baur mentions that ?CMS has been revising its information design manual but its publication is still pending.? I can tell you more, since I?m the author. As a contractor to CMS, I created an 11-part ?Toolkit for Making Written Material Clear and Effective.? This Toolkit is a set of PDF files to be distributed online. (It is the updated and expanded version of the manual I wrote for CMS in 1999 called ?Writing and Designing Print Materials for Beneficiaries.?) Following the principle of ?know your audience? that Cynthia Baur emphasized in her posting, this newly revised Toolkit takes a reader-centered approach to making written material easier for people to understand and use. It offers friendly, practical, field-tested advice, together with detailed guidelines for writing, graphic design, and culturally appropriate language translation. Putting evidence about effective communication into practice, this Toolkit gives the details on how to implement each guideline. It is filled with examples of writing and graphic design, including ?before and after? makeovers. It also addresses some special topics, including things to know if you are writing for older adults and cautionary notes on the use and misuse of readability formulas. As many of you have noted in NIFL health literacy discussions, feedback from readers is the ultimate test of whether written material is clear and effective. However, many people don?t test their materials with readers because they don?t know how or they think it will take too long or cost too much. To encourage more widespread testing, I added a new section on methods of testing to the Toolkit. This section emphasizes quick and low cost ways to get feedback directly from readers and use it to make improvements. Written for people without a research background, it provides step-by-step guidance on how to collect the most meaningful and useful feedback from readers. I wrote this newly revised Toolkit with much help from many of you who participate on this discussion list. Thanks to all for your enthusiastic support, the insights and examples you shared from your own work, and the helpful suggestions you made on early drafts. Many, many people are eager to have this new Toolkit, and I get inquiries all the time asking when it will be available. Here is what I can tell you: I turned this Toolkit in to CMS a year ago, and it is still going through the government clearance process. I don?t know when it will be released by CMS; I hope it will be soon. If you?d like to be notified when it is released, let me know and I?ll add your name to the list. Jeanne McGee Jeanne McGee, PhD McGee & Evers Consulting, Inc. 1924 NW 111th Street Vancouver, WA 98685 360 574-4744 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From MKutner at air.org Thu Sep 20 11:12:23 2007 From: MKutner at air.org (Kutner, Mark) Date: Thu, 20 Sep 2007 11:12:23 -0400 Subject: [HealthLiteracy 1258] Re: languages spoken by Medicaid populations In-Reply-To: References: <6EE40CD48836434BBF299E57FBBB2AD30223A4BB@AFMCFS6.NT_AFMC.local><2323A6D37908A847A7C32F1E3662C80E99F877@dc1ex01.air.org> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F889@dc1ex01.air.org> The state reports are available on AIR's website, and includes the contact names from each state. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Wednesday, September 19, 2007 1:20 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** No virus found in this incoming message. 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/ac6148e3/attachment.html From MKutner at air.org Thu Sep 20 11:13:54 2007 From: MKutner at air.org (Kutner, Mark) Date: Thu, 20 Sep 2007 11:13:54 -0400 Subject: [HealthLiteracy 1259] Re: A prescription for health lteracy In-Reply-To: References: Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F88A@dc1ex01.air.org> NAAL can also provide some insights into how materials can be better developed for lower level populations. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Lendoak at aol.com Sent: Wednesday, September 19, 2007 1:53 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1246] A prescription for health lteracy Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak ________________________________ See what's new at AOL.com and Make AOL Your Homepage . -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/5dc4246f/attachment.html From julie_mcKinney at worlded.org Thu Sep 20 11:19:10 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 20 Sep 2007 11:19:10 -0400 Subject: [HealthLiteracy 1260] How many have inadequate skills? Message-ID: <46F2572F0200002D00003A93@bostongwia.jsi.com> Hi Mark and Cynthia, I know you already have a lot of questions to answer, but I have two more: 1. How can we interpret the different levels to assess overall how limited Americans are in their health literacy skills? With the four domains, four levels, and statistics for each, how do we answer the question ?How many Americans have inadequate skills to care properly for their families? health needs?? (I know that this requires answering the question of how adequate is the intermediate level.) 2. What were the most significant discoveries about how health literacy skills relate to ? demographic characteristics? ? overall health? ? health insurance coverage? ? sources of health information? Thanks for all your time this week! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From boydhdavis at yahoo.com Thu Sep 20 12:08:51 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Thu, 20 Sep 2007 09:08:51 -0700 (PDT) Subject: [HealthLiteracy 1261] Re: languages spoken by Medicaid populations In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F889@dc1ex01.air.org> Message-ID: <941618.65892.qm@web54606.mail.re2.yahoo.com> Which AIR site? (googled and turned up far too many) Boyd Davis "Kutner, Mark" wrote: v\:* { BEHAVIOR: url(#default#VML) } o\:* { BEHAVIOR: url(#default#VML) } w\:* { BEHAVIOR: url(#default#VML) } .shape { BEHAVIOR: url(#default#VML) } @font-face { font-family: Cambria Math; } @font-face { font-family: Calibri; } @font-face { font-family: Tahoma; } @font-face { font-family: Consolas; } @font-face { font-family: Script MT Bold; } @page Section1 {size: 8.5in 11.0in; margin: 1.0in 1.0in 1.0in 1.0in; } P.MsoNormal { FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman","serif" } LI.MsoNormal { FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman","serif" } DIV.MsoNormal { FONT-SIZE: 12pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Times New Roman","serif" } A:link { COLOR: blue; TEXT-DECORATION: underline; mso-style-priority: 99 } SPAN.MsoHyperlink { COLOR: blue; TEXT-DECORATION: underline; mso-style-priority: 99 } A:visited { COLOR: purple; TEXT-DECORATION: underline; mso-style-priority: 99 } SPAN.MsoHyperlinkFollowed { COLOR: purple; TEXT-DECORATION: underline; mso-style-priority: 99 } P { FONT-SIZE: 12pt; MARGIN-LEFT: 0in; MARGIN-RIGHT: 0in; FONT-FAMILY: "Times New Roman","serif"; mso-style-priority: 99; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto } PRE { FONT-SIZE: 10pt; MARGIN: 0in 0in 0pt; FONT-FAMILY: "Courier New"; mso-style-priority: 99; mso-style-link: "HTML Preformatted Char" } SPAN.HTMLPreformattedChar { FONT-FAMILY: Consolas; mso-style-priority: 99; mso-style-link: "HTML Preformatted"; mso-style-name: "HTML Preformatted Char" } SPAN.EmailStyle20 { COLOR: navy; FONT-FAMILY: "Arial","sans-serif"; mso-style-type: personal-reply } .MsoChpDefault { FONT-SIZE: 10pt; mso-style-type: export-only } DIV.Section1 { page: Section1 } The state reports are available on AIR's website, and includes the contact names from each state. --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Wednesday, September 19, 2007 1:20 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri --------------------------------- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/47e84f70/attachment.html From jmcgee at pacifier.com Thu Sep 20 12:33:03 2007 From: jmcgee at pacifier.com (Jeanne McGee) Date: Thu, 20 Sep 2007 09:33:03 -0700 Subject: [HealthLiteracy 1262] Re: CMS Toolkit on writing and design - revised and expanded In-Reply-To: <46F251C70200002D00003A8B@bostongwia.jsi.com> References: <46F251C70200002D00003A8B@bostongwia.jsi.com> Message-ID: <46F2A0BF.5060302@pacifier.com> I will be happy to send a message to the list when the Toolkit is available. I expect that it will be free online -- that's what has been discussed. Thanks to all for your interest and support! Jeanne Jeanne McGee, PhD McGee & Evers Consulting, Inc. 1924 NW 111th Street Vancouver, WA 98685 360 574-4744 Julie McKinney wrote: > Jeanne, > > Thanks for the details about the toolkit, and for all your effort on > this resource! Can you put this list on the list? In other words, can > you notify all of us by sending a message to this list when the toolkit > is available? Also, when it is available, will it be free online, or > will there be a cost? > > Thanks again, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>>> Jeanne McGee 09/20/07 12:34 AM >>> >>>> > In her posting on ?materials design,? Cynthia Baur mentions that ?CMS > has been revising its information design manual but its publication is > still pending.? I can tell you more, since I?m the author. As a > contractor to CMS, I created an 11-part ?Toolkit for Making Written > Material Clear and Effective.? This Toolkit is a set of PDF files to be > distributed online. (It is the updated and expanded version of the > manual I wrote for CMS in 1999 called ?Writing and Designing Print > Materials for Beneficiaries.?) > > Following the principle of ?know your audience? that Cynthia Baur > emphasized in her posting, this newly revised Toolkit takes a > reader-centered approach to making written material easier for people to > understand and use. It offers friendly, practical, field-tested advice, > together with detailed guidelines for writing, graphic design, and > culturally appropriate language translation. > > Putting evidence about effective communication into practice, this > Toolkit gives the details on how to implement each guideline. It is > filled with examples of writing and graphic design, including ?before > and after? makeovers. It also addresses some special topics, including > things to know if you are writing for older adults and cautionary notes > on the use and misuse of readability formulas. > > As many of you have noted in NIFL health literacy discussions, feedback > from readers is the ultimate test of whether written material is clear > and effective. However, many people don?t test their materials with > readers because they don?t know how or they think it will take too long > or cost too much. To encourage more widespread testing, I added a new > section on methods of testing to the Toolkit. This section emphasizes > quick and low cost ways to get feedback directly from readers and use it > > to make improvements. Written for people without a research background, > it provides step-by-step guidance on how to collect the most meaningful > and useful feedback from readers. > > I wrote this newly revised Toolkit with much help from many of you who > participate on this discussion list. Thanks to all for your enthusiastic > support, the insights and examples you shared from your own work, and > the helpful suggestions you made on early drafts. > > Many, many people are eager to have this new Toolkit, and I get > inquiries all the time asking when it will be available. Here is what I > can tell you: I turned this Toolkit in to CMS a year ago, and it is > still going through the government clearance process. I don?t know when > it will be released by CMS; I hope it will be soon. > > If you?d like to be notified when it is released, let me know and I?ll > add your name to the list. > > Jeanne McGee > > Jeanne McGee, PhD > McGee & Evers Consulting, Inc. > 1924 NW 111th Street > Vancouver, WA 98685 > 360 574-4744 > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jmcgee at pacifier.com From frx4 at cdc.gov Thu Sep 20 12:53:37 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Thu, 20 Sep 2007 12:53:37 -0400 Subject: [HealthLiteracy 1263] Re: NAAL interpretation question Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> Darren Yes you are correct the results are surprising in light of our assumptions. Almost everyone I talked to pre-results did expect the health literacy levels to be lower than general literacy. Many of the arguments for health literacy's importance were based on statements re: the inherent difficulties of healthcare, especially in comparison to other situations. So you pose a fundamental question - were we wrong and if so why? I will go on record (and out on a limb) that I don't think we were wrong. What I think happened is we got results that reflect the sensitivity of our instrument. To the extent that literacy skills are a component of health literacy skills, we got an answer about that. They are closely linked but not exactly the same. The NAAL is not designed, however, to account for, let alone assess many of the factors identified in the discussion so far. Because the NAAL requires respondents to demonstrate skills, we can say we have accounted for some aspect of decision-making and performance, but certainly not under the same type of confusion and duress people experience in critical health situations. So I would not say the NAAL health materials or items were easier than any other on the instrument. They all had to meet the same standard. But many of the worst examples such as patient discharge instructions and informed consent forms were excluded because of level of difficulty and too specific a focus on a narrow health problem. Even the materials included though may not have been as difficult as they would have been in live healthcare settings, which is where the qualitative and anecdotal information we had before NAAL came from. Also the qualitative and anecdotal information includes a lot of examples of oral communication, limited English speakers, and lack of experience with healthcare systems, none of which are captured by the NAAL. This may not answer your question completely though. Rima Rudd often refers to the mismatch between skills and demand. In this case I think the mismatch was between service providers' experience on the ground which in large part informed our pre NAAL expectations and this particular set of materials and the specific tasks respondents had to complete. Experience of people's frustrations with the system were more complex than we could measure with the NAAL. Mark, any thoughts? Cynthia -------------------------- Sent from my BlackBerry Wireless Device -----Original Message----- From: healthliteracy-bounces at nifl.gov To: The Health and Literacy Discussion List Sent: Wed Sep 19 14:03:07 2007 Subject: [HealthLiteracy 1247] NAAL interpretation question I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to frx4 at cdc.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/bff9059d/attachment.html From amuro5 at epcc.edu Thu Sep 20 12:28:50 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 20 Sep 2007 10:28:50 -0600 Subject: [HealthLiteracy 1262] NAAL-health literacy and leadership In-Reply-To: <715B6C8F8DF5AA43A1C95001E31FB2FA032C086C@LTA3VS003.ees.hhs.gov> References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C086C@LTA3VS003.ees.hhs.gov> Message-ID: Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/b174cb09/attachment.html From Jsorensen at afmc.org Thu Sep 20 14:17:03 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 20 Sep 2007 13:17:03 -0500 Subject: [HealthLiteracy 1263] Re: languages spoken by Medicaid populations In-Reply-To: <941618.65892.qm@web54606.mail.re2.yahoo.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30223A6BD@AFMCFS6.NT_AFMC.local> I think I found the site at www.air.org but don't know where to look for the information. (Could this be a literacy issue?...) ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis Sent: Thursday, September 20, 2007 11:09 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1261] Re: languages spoken by Medicaid populations Which AIR site? (googled and turned up far too many) Boyd Davis "Kutner, Mark" wrote: The state reports are available on AIR's website, and includes the contact names from each state. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Wednesday, September 19, 2007 1:20 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/edb32e83/attachment.html From TPITTMAN at PARTNERS.ORG Thu Sep 20 14:37:58 2007 From: TPITTMAN at PARTNERS.ORG (Pittman, Taryn J, R.N.) Date: Thu, 20 Sep 2007 14:37:58 -0400 Subject: [HealthLiteracy 1264] Re: languages spoken by Medicaid populations In-Reply-To: <6EE40CD48836434BBF299E57FBBB2AD30223A6BD@AFMCFS6.NT_AFMC.local> Message-ID: <30A5D5C0F8C31B46AB1B8A7A3E18F93A84A985@PHSXMB6.partners.org> http://www.air.org/naal/ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Janet Sorensen Sent: Thursday, September 20, 2007 2:17 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1263] Re: languages spoken by Medicaid populations I think I found the site at www.air.org but don't know where to look for the information. (Could this be a literacy issue?...) _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis Sent: Thursday, September 20, 2007 11:09 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1261] Re: languages spoken by Medicaid populations Which AIR site? (googled and turned up far too many) Boyd Davis "Kutner, Mark" wrote: The state reports are available on AIR's website, and includes the contact names from each state. _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Wednesday, September 19, 2007 1:20 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** The information transmitted in this electronic communication is intended only for the person or entity to whom it is addressed and may contain confidential and/or privileged material. Any review, retransmission, dissemination or other use of or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited. If you received this information in error, please contact the Compliance HelpLine at 800-856-1983 and properly dispose of this information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/206ce910/attachment.html From Jsorensen at afmc.org Thu Sep 20 15:08:03 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Thu, 20 Sep 2007 14:08:03 -0500 Subject: [HealthLiteracy 1265] Re: languages spoken by Medicaid populations In-Reply-To: <941618.65892.qm@web54606.mail.re2.yahoo.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30223A6DF@AFMCFS6.NT_AFMC.local> http://www.air.org/naal Thank you to Val Gigliotti. I'm sending it to the list because a couple of others were asking about it. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of boyd davis Sent: Thursday, September 20, 2007 11:09 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1261] Re: languages spoken by Medicaid populations Which AIR site? (googled and turned up far too many) Boyd Davis "Kutner, Mark" wrote: The state reports are available on AIR's website, and includes the contact names from each state. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra Smith Sent: Wednesday, September 19, 2007 1:20 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1244] Re: languages spoken by Medicaid populations How do I find this state representative data, particularly for MO? Thanks ahead. SS Sandra Smith, MPH CHES 800-444-8806 206 -441-7046 www.BeginningsGuides.net sandras at u.washington.edu From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, September 19, 2007 9:40 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1243] Re: languages spoken by Medicaid populations NAAL asks folks about their first language, and other languages spoken. Their are state representative data in the NAAL sample of the six states: Maryland, Masachusetts, New York, Kentucky, Oklahoma, Missouri ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Janet Sorensen Sent: Tuesday, September 18, 2007 4:25 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1223] languages spoken by Medicaid populations I'm trying to find some information about primary languages spoken by the Medicaid population in various states. We need to know what percentage of the Medicaid population speaks various languages, including Spanish, Chinese, Japanese, Russian, etc., as their primary language. Does anyone know of a central source for this information by state? Thanks for any help you can provide. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.487 / Virus Database: 269.13.22/1015 - Release Date: 9/18/2007 11:53 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070920/9fba5d60/attachment.html From frx4 at cdc.gov Thu Sep 20 15:56:42 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Thu, 20 Sep 2007 15:56:42 -0400 Subject: [HealthLiteracy 1266] A few somewhat technical NAAL questions Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C088D@LTA3VS003.ees.hhs.gov> I can answer a few of these, and think Mark is the better person on the others. First, it should be recalled that the NAAL was a study by the National Center for Education Statistics (NCES), U.S. Department of Education (ED). The U.S. Department of Health and Human Services (HHS) was a partner in developing the health literacy component, but the NAAL is an ED product, as well as all the reports published so far. So, all the questions you raise about reporting were made with HHS input, but final decisions belonged to NCES. I can provide some specifics on a few of the issues. The first set of performance categories were developed as a result of a National Academies panel that was convened at the request of NCES. Rima Rudd was one of the panel members. The panel made recommendations to NCES, which reviewed and chose the ones used in the NAAL reporting. Because everything about the health literacy component was consistent with the overall NAAL study and there had been no separate effort to consider categories for the health section, NCES made the decision to report the health data with those categories. The decision to set the zero line between below basic and basic was also a NCES decision. It is consistent with the way the general literacy data are reported. At the time they made the decision, we had not yet come to consensus in the Healthy People 2010 Health Communication Workgroup on how we would report the data for the 2010 health literacy objective, so NCES published the health literacy figures to be consistent with their other reports. Cynthia -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, September 20, 2007 12:34 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1252] A few somewhat technical NAAL questions If these have been asked previously, apologies for the redundancy ... but when going through a quick overview of the NAAL publications with students in my health literacy class, they (and I generally concur) raised a number of questions/ themes ... so since the opportunity to ask has luckily been provided by Julie on the listserv, here is a not complete list of the concerns that emerged ... I'd love to be able to share the official responses with the class. thanks. Why a 67% success rate as a decision rule? Wouldn't you want people to always read a medication label correctly versus 2 out of 3 times? How different would the NAAL profile of health literacy in the U.S. be if that bar were raised to say 80% or even 100% correct responses? Why those specific categorical labels - e.g. 'below basic', 'basic', etc.? Were other options considered? What is the basis for these choices? Why the emphasis on categories versus treating health literacy as a continuous variable in analysis? Why is the data generally depicted with below basic set off against the other three categories? Is there a statistical basis for that? It doesn't always appear to be the appropriate grouping of health literacy levels as it may diminish the problem by making it appear 'basic' is good enough. For example, in the charts of health literacy by self-reported health and health literacy by health insurance, Basic and Below Basic seem to exhibit the same trend (negative correlation) while intermediate and proficient levels seem to exhibit the opposite (and normatively more desirable) trend. Is there an overall trend in terms of these relationships between the NAAL health literacy levels and the variables of interest they were cross-tabbed with? How do the questions in the sets of domains, in essence separate measurement scales, hold together statistically (e.g. Cronbach's alpha or other) for both the health literacy component (navigation/ prevention/ clinical) and the larger NAAL (document/ prose/ numeracy). Finally, have factor analytic procedures been applied to the NAAL or NAAL health literacy data? If so, are those analyses available ? (e.g. any relationship between race/ ethnicity status and such an analysis)? And as I just read in a message here that the health literacy questions were also included in the three NAAL domain scores, how were the health literacy foci of navigation, prevention, and clinical mapped onto NAAL areas of document, prose, and numeracy. What do the health literacy item/ NAAL total correlations for the individual statements look like? Do they all reflect the correlation between the health literacy methodology and the overall NAAL methodology? Best and thanks ... Andrew Pleasant and fyi, you can find the course syllabus at http://www.aesop.rutgers.edu/~healthlit -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 It is from numberless diverse acts of courage and belief that human history is shaped. Each time an individual stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, they send forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance. Robert F. Kennedy, South Africa, 1966 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.baur at cdc.hhs.gov From julie_mcKinney at worlded.org Thu Sep 20 19:54:54 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 20 Sep 2007 19:54:54 -0400 Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Message-ID: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres From wmettger at mindspring.com Fri Sep 21 07:25:49 2007 From: wmettger at mindspring.com (Wendy Mettger) Date: Fri, 21 Sep 2007 07:25:49 -0400 Subject: [HealthLiteracy 1268] Re: NAAL - County Level Statistics Available? In-Reply-To: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Message-ID: <46F3AA3D.10003@mindspring.com> Cynthia and Mark, Thanks so much for your excellent responses to questions about the health literacy component of the NAAL this week. I'm working with several groups that serve very low-income and underserved communities. As part of the process of creating effective materials for their target audiences, I'd like to help them access county-level literacy statistics. Where can we find county-level literacy and/or health literacy statistics? Thanks. Wendy Wendy Mettger, M.A. President, Mettger Communications 129 Grant Avenue Takoma Park, MD 20912 Phone: (301)270-2774 Fax: (301)270-5267 E-mail: wmettger at mindspring.com Principal and Founding Member, The Clear Language Group www.clearlanguagegroup.com > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/8077224e/attachment.html From elyse.morelli at academyhealth.org Fri Sep 21 09:42:21 2007 From: elyse.morelli at academyhealth.org (Morelli, Elyse) Date: Fri, 21 Sep 2007 09:42:21 -0400 Subject: [HealthLiteracy 1269] NCHS/AcademyHealth Health Policy Fellowship - Call for Applications Message-ID: Dear colleagues, I want to share some information about a fellowship that may be of interest to you. The Centers for Disease Control (CDC) and Prevention's National Center for Health Statistics (NCHS) and AcademyHealth are seeking applications for their 2008 Health Policy Fellowship. The aim of the fellowship is to foster collaboration between NCHS staff and visiting scholars on a wide range of topics of mutual concern. The fellowship allows visiting scholars to conduct new and innovative analyses, participate in health policy activities related to the design and content of future NCHS surveys, and offers access to the data resources provided by the CDC. Applicants may be at any stage in their career from doctoral students to senior investigators. The duration of the full-time fellowship is 13-24 months, and salaries are commensurate with qualifications and experience. The application deadline is January 7, 2008. For more information on the fellowship and eligibility criteria, visit www.academyhealth.org/nchs/ or email me at nchs at academyhealth.org. 2008 Health Policy Fellowship Sponsoring Agency: National Center for Health Statistics (NCHS) Supporting Agency: AcademyHealth Location: NCHS - Hyattsville, MD Duration: 13-24 months Stipend: GS-9 - GS-15+ Application Deadline: January 7, 2008 Web Site: www.academyhealth.org/nchs/ Electronic Application: http://www.academyhealth.org/nchs/packet.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/8acdd5f7/attachment.html From Jmatthews at arlingtonva.us Fri Sep 21 07:39:10 2007 From: Jmatthews at arlingtonva.us (Jeanne Matthews) Date: Fri, 21 Sep 2007 07:39:10 -0400 Subject: [HealthLiteracy 1269] Re: NAAL-health literacy and leadership References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/22d9d657/attachment.html From BSMITH at smtp.aed.org Fri Sep 21 10:11:22 2007 From: BSMITH at smtp.aed.org (William Smith) Date: Fri, 21 Sep 2007 10:11:22 -0400 Subject: [HealthLiteracy 1270] Re: NAAL-health literacy and leadership In-Reply-To: References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Message-ID: <46F398C9.F39A.0028.0@smtp.aed.org> one of my favorite quotes of Thomas Pynchon is If they get you asking the wrong question, it doesn't matter how good the answers are. I think we need to stop asking ourselves - "How many health literate people tare there are in America", and ask instead, Is America a health literate society - a society where people can, as we say at the Center for Plain Language: find what they need understand what they find use it to accomplish their goals. Wm. Smith Executive Vice President Academy for Educational Development 1825 Connecticut Ave., NW Washington, D.C. 20009 Organize policy until self-interest does what justice requires. Phone: 202-884-8750 Fax: 202-884-8752 e-mail: bsmith at aed.org >>> "Jeanne Matthews" 9/21/2007 7:39 AM >>> While health literacy may be an individual characteristic, it is clear that it could also be a determinant of health in populations. Some good research exists to support the impact of low health literacy in individuals--but looked at for the impact in populations (diabetics, for example). Many of you have highlighted the important issues of health in the community that are key to understanding how communities do or don't support health. The IOM's 2003 report on the future of the public's health addressed the key issue of the public health system. All of the players in a community (business, media, politicians, consumers, health care, education) need to value health in its broadest sense and come together to create a community the produces health not just consumes health care. The MAPP process is just one way to facilitate this (http://mapp.naccho.org/mapp_introduction.asp). There is plenty in the literature on the NACCHO site to give you assistance. Each of you and your colleagues--in your own communities--can do something to help move this along so that some of the issues identified by Andres are turned around. Participate in boards, committees that work on health issues and encourage broad participation among community members and organizations. If you are not in a public health agency, encourage your organization to strengthen the connections that exist. For example, most organizations have a mechanism to report certain communicable diseases to the local public health agency--leverage that partnership to create others. While the process is a lot of work, the potential benefits are great. We need to encourage the larger system--that includes far more than health care organizations--to work like one. Issues like health literacy need to be in the forefront so that our communities are better able to create environments where people can be healthy. Thanks for a great discussion! Jeanne Jeanne A. Matthews, PhD, RN Public Health Program Specialist/Nurse Manager Arlington County Department of Human Services Public Health Division Administration 800 S. Walter Reed Drive Arlington, VA 22204 jmatthews at arlingtonva.us 703-228-5584 (phone) 703-228-5233 (fax) This e-mail may contain information that is protected by law. The use of this information by unauthorized persons is strictly prohibited. If you have received this e-mail in error, please notify the sender immediately by telephone or reply by e-mail and permanently delete this e-mail from your computer system. From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Thu 9/20/2007 7:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmatthews at arlingtonva.us -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/e47649a1/attachment.html From julie_mcKinney at worlded.org Fri Sep 21 10:17:23 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 21 Sep 2007 10:17:23 -0400 Subject: [HealthLiteracy 1271] Re: CMS Toolkit on writing and design - revised and expanded Message-ID: <46F39A330200002D00003ADA@bostongwia.jsi.com> Thanks, Jeanne for agreeing to announce it here. Everyone, keep your eyes out on the list for this! We look forward to seeing it. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Jeanne McGee 09/20/07 12:33 PM >>> I will be happy to send a message to the list when the Toolkit is available. I expect that it will be free online -- that's what has been discussed. Thanks to all for your interest and support! Jeanne Jeanne McGee, PhD McGee & Evers Consulting, Inc. 1924 NW 111th Street Vancouver, WA 98685 360 574-4744 Julie McKinney wrote: > Jeanne, > > Thanks for the details about the toolkit, and for all your effort on > this resource! Can you put this list on the list? In other words, can > you notify all of us by sending a message to this list when the toolkit > is available? Also, when it is available, will it be free online, or > will there be a cost? > > Thanks again, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>>> Jeanne McGee 09/20/07 12:34 AM >>> >>>> > In her posting on ?materials design,? Cynthia Baur mentions that ?CMS > has been revising its information design manual but its publication is > still pending.? I can tell you more, since I?m the author. As a > contractor to CMS, I created an 11-part ?Toolkit for Making Written > Material Clear and Effective.? This Toolkit is a set of PDF files to be > distributed online. (It is the updated and expanded version of the > manual I wrote for CMS in 1999 called ?Writing and Designing Print > Materials for Beneficiaries.?) > > Following the principle of ?know your audience? that Cynthia Baur > emphasized in her posting, this newly revised Toolkit takes a > reader-centered approach to making written material easier for people to > understand and use. It offers friendly, practical, field-tested advice, > together with detailed guidelines for writing, graphic design, and > culturally appropriate language translation. > > Putting evidence about effective communication into practice, this > Toolkit gives the details on how to implement each guideline. It is > filled with examples of writing and graphic design, including ?before > and after? makeovers. It also addresses some special topics, including > things to know if you are writing for older adults and cautionary notes > on the use and misuse of readability formulas. > > As many of you have noted in NIFL health literacy discussions, feedback > from readers is the ultimate test of whether written material is clear > and effective. However, many people don?t test their materials with > readers because they don?t know how or they think it will take too long > or cost too much. To encourage more widespread testing, I added a new > section on methods of testing to the Toolkit. This section emphasizes > quick and low cost ways to get feedback directly from readers and use it > > to make improvements. Written for people without a research background, > it provides step-by-step guidance on how to collect the most meaningful > and useful feedback from readers. > > I wrote this newly revised Toolkit with much help from many of you who > participate on this discussion list. Thanks to all for your enthusiastic > support, the insights and examples you shared from your own work, and > the helpful suggestions you made on early drafts. > > Many, many people are eager to have this new Toolkit, and I get > inquiries all the time asking when it will be available. Here is what I > can tell you: I turned this Toolkit in to CMS a year ago, and it is > still going through the government clearance process. I don?t know when > it will be released by CMS; I hope it will be soon. > > If you?d like to be notified when it is released, let me know and I?ll > add your name to the list. > > Jeanne McGee > > Jeanne McGee, PhD > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jmcgee at pacifier.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From julie_mcKinney at worlded.org Fri Sep 21 10:37:45 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 21 Sep 2007 10:37:45 -0400 Subject: [HealthLiteracy 1272] Re: Rating navigation of public buildings Message-ID: <46F39EF90200002D00003AE3@bostongwia.jsi.com> I think this is a good idea. Media involvement is something we rarely think to include, and for better or worse, it does have a lot of pull! I think it could be very effective to implement more ideas like this where we bring together different groups and advertise the issue of health literacy in its many forms. (Of course, we do have to take care not to embarrass health organizations and risk them viewing our cause as an irritant!) Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Charles Jackson 09/19/07 12:35 PM >>> Has anyone tried this as an event for health-literacy month? Get a literacy to rank the top ten hospitals in your city according to ease of navigation. Get the media involved. Photos of best and worst practices. This could be a real way to draw attention to the problem. Then next year rank top ten government buildings. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. From julie_mcKinney at worlded.org Fri Sep 21 11:43:51 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 21 Sep 2007 11:43:51 -0400 Subject: [HealthLiteracy 1272] Final thoughts? Direction and further analysis? Message-ID: <46F3AE770200002D00003AFD@bostongwia.jsi.com> Cynthia and Mark, You have been so gracious to share your thoughts and answer our questions this week, and we all appreciate it! I wonder if either of you have anything else about the NAAL data that you would like to ask or mention to the group before our discussion formally ends. Ultimately, I'm sure the hope of research like this is to identify areas that needs work and help guide our efforts to improve the situation, so I want to ask you both and others: How should this data guide the direction of our efforts and resources? Which areas show the greatest need? What kinds of interventions should we target? Also, they mentioned on the webcast that the data collected in this study is available for other researchers to use and analyze in new ways. What kinds of further analysis should and could be done with this data? Can you please remind us how to access it? Thanks so much! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From LJohnston-Lloyd at hrsa.gov Fri Sep 21 15:55:14 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Fri, 21 Sep 2007 15:55:14 -0400 Subject: [HealthLiteracy 1273] Re: A prescription for health lteracy In-Reply-To: <18aaf46ef2e81926a4b5e9accf08eff7@comcast.net> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178BC4B@NIHHRSAMLBX.nih.gov> HRSA will be rolling out a Unified Health Communications Training Course which includes a health literacy module, cultural competency module and Limited English Proficiency module which will be an online interactive 4-5 hour course. Linda Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Andrea Wilder [mailto:andreawilder at comcast.net] Sent: Wednesday, September 19, 2007 3:40 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1249] Re: A prescription for health lteracy Hi Len and Ceci, I agree with your last point 100% When a person is really sick, they go to a doctor or hospital, they don't learn how to read better. Sick people are sick, they are less able, maybe not able at all, to take care of themselves. Nurses, doctors, administrators, architects must design services so everyone who is sick can be taken care of. This means educating and training (2 different functions). As for people who will eventually be patients--I have thought that field trips to hospitals would be in order. Literacy lessons could grow out of that--very FCE (Functional Context Education). As I write this, I think there must be a meeting of minds (and bodies) between literacy teachers and doctors, nurses, etc. I am ignorant about what is being done--does this already happen? Thanks. Andrea On Sep 19, 2007, at 1:53 PM, Lendoak at aol.com wrote: Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak See what's new at AOL.com and Make AOL Your Homepage.---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net From bertiemo at yahoo.com Fri Sep 21 16:30:22 2007 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 21 Sep 2007 16:30:22 -0400 (EDT) Subject: [HealthLiteracy 1274] Re: NAAL-health literacy and leadership In-Reply-To: <46F398C9.F39A.0028.0@smtp.aed.org> Message-ID: <745974.15768.qm@web43140.mail.sp1.yahoo.com> Here is an interesting article from the 1848 List serve: 1848 Readers might be interested in the following article in the latest issue of Preventing Chronic Disease available at http://www.cdc. gov/pcd/issues/ 2007/oct/ 07_0063.htm Reframing School Dropout as a Public Health Issue Nicholas Freudenberg, DrPH, Jessica Ruglis Abstract Good education predicts good health, and disparities in health and in educational achievement are closely linked. Despite these connections, public health professionals rarely make reducing the number of students who drop out of school a priority, although nearly one-third of all students in the United States and half of black, Latino, and American Indian students do not graduate from high school on time. In this article, we summarize knowledge on the health benefits of high school graduation and discuss the pathways by which graduating from high school contributes to good health. We examine strategies for reducing school dropout rates with a focus on interventions that improve school completion rates by improving students' health. Finally, we recommend actions health professionals can take to reframe the school dropout rate as a public health issue and to improve school completion rates in the United States. Freudenberg N, Ruglis J. Reframing school dropout as a public health issue. Prev Chronic Dis 2007;4(4). http://www.cdc. gov/pcd/issues/ 2007/ oct/07_0063. htm. Bertie Mo William Smith wrote: one of my favorite quotes of Thomas Pynchon is If they get you asking the wrong question, it doesn't matter how good the answers are. I think we need to stop asking ourselves - "How many health literate people tare there are in America", and ask instead, Is America a health literate society - a society where people can, as we say at the Center for Plain Language: find what they need understand what they find use it to accomplish their goals. Wm. Smith Executive Vice President Academy for Educational Development 1825 Connecticut Ave., NW Washington, D.C. 20009 Organize policy until self-interest does what justice requires. Phone: 202-884-8750 Fax: 202-884-8752 e-mail: bsmith at aed.org >>> "Jeanne Matthews" 9/21/2007 7:39 AM >>> While health literacy may be an individual characteristic, it is clear that it could also be a determinant of health in populations. Some good research exists to support the impact of low health literacy in individuals--but looked at for the impact in populations (diabetics, for example). Many of you have highlighted the important issues of health in the community that are key to understanding how communities do or don't support health. The IOM's 2003 report on the future of the public's health addressed the key issue of the public health system. All of the players in a community (business, media, politicians, consumers, health care, education) need to value health in its broadest sense and come together to create a community the produces health not just consumes health care. The MAPP process is just one way to facilitate this (http://mapp.naccho.org/mapp_introduction.asp). There is plenty in the literature on the NACCHO site to give you assistance. Each of you and your colleagues--in your own communities--can do something to help move this along so that some of the issues identified by Andres are turned around. Participate in boards, committees that work on health issues and encourage broad participation among community members and organizations. If you are not in a public health agency, encourage your organization to strengthen the connections that exist. For example, most organizations have a mechanism to report certain communicable diseases to the local public health agency--leverage that partnership to create others. While the process is a lot of work, the potential benefits are great. We need to encourage the larger system--that includes far more than health care organizations--to work like one. Issues like health literacy need to be in the forefront so that our communities are better able to create environments where people can be healthy. Thanks for a great discussion! Jeanne Jeanne A. Matthews, PhD, RN Public Health Program Specialist/Nurse Manager Arlington County Department of Human Services Public Health Division Administration 800 S. Walter Reed Drive Arlington, VA 22204 jmatthews at arlingtonva.us 703-228-5584 (phone) 703-228-5233 (fax) This e-mail may contain information that is protected by law. The use of this information by unauthorized persons is strictly prohibited. If you have received this e-mail in error, please notify the sender immediately by telephone or reply by e-mail and permanently delete this e-mail from your computer system. --------------------------------- From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Thu 9/20/2007 7:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmatthews at arlingtonva.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/ce62c125/attachment.html From frx4 at cdc.gov Fri Sep 21 19:51:29 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Fri, 21 Sep 2007 19:51:29 -0400 Subject: [HealthLiteracy 1275] Re: NAAL-health literacy and leadership In-Reply-To: <745974.15768.qm@web43140.mail.sp1.yahoo.com> References: <46F398C9.F39A.0028.0@smtp.aed.org> <745974.15768.qm@web43140.mail.sp1.yahoo.com> Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A4@LTA3VS003.ees.hhs.gov> For everyone's reference, Healthy People 2010 includes not only the health literacy objective (11-2) but also the objective to increase high school completion rates (7-1). Cynthia ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Bertha Mo Sent: Friday, September 21, 2007 4:30 PM To: The Health and Literacy Discussion List Cc: Diane Downing Subject: [HealthLiteracy 1274] Re: NAAL-health literacy and leadership Here is an interesting article from the 1848 List serve: 1848 Readers might be interested in the following article in the latest issue of Preventing Chronic Disease available at http://www.cdc. gov/pcd/issues/ 2007/oct/ 07_0063.htm Reframing School Dropout as a Public Health Issue Nicholas Freudenberg, DrPH, Jessica Ruglis Abstract Good education predicts good health, and disparities in health and in educational achievement are closely linked. Despite these connections, public health professionals rarely make reducing the number of students who drop out of school a priority, although nearly one-third of all students in the United States and half of black, Latino, and American Indian students do not graduate from high school on time. In this article, we summarize knowledge on the health benefits of high school graduation and discuss the pathways by which graduating from high school contributes to good health. We examine strategies for reducing school dropout rates with a focus on interventions that improve school completion rates by improving students' health. Finally, we recommend actions health professionals can take to reframe the school dropout rate as a public health issue and to improve school completion rates in the United States. Freudenberg N, Ruglis J. Reframing school dropout as a public health issue. Prev Chronic Dis 2007;4(4). >http://www.cdc. gov/pcd/issues/ 2007/ oct/07_0063. htm. Bertie Mo William Smith wrote: one of my favorite quotes of Thomas Pynchon is If they get you asking the wrong question, it doesn't matter how good the answers are. I think we need to stop asking ourselves - "How many health literate people tare there are in America", and ask instead, Is America a health literate society - a society where people can, as we say at the Center for Plain Language: * find what they need * understand what they find * use it to accomplish their goals. Wm. Smith Executive Vice President Academy for Educational Development 1825 Connecticut Ave., NW Washington, D.C. 20009 Organize policy until self-interest does what justice requires. Phone: 202-884-8750 Fax: 202-884-8752 e-mail: bsmith at aed.org >>> "Jeanne Matthews" 9/21/2007 7:39 AM >>> While health literacy may be an individual characteristic, it is clear that it could also be a determinant of health in populations. Some good research exists to support the impact of low health literacy in individuals--but looked at for the impact in populations (diabetics, for example). Many of you have highlighted the important issues of health in the community that are key to understanding how communities do or don't support health. The IOM's 2003 report on the future of the public's health addressed the key issue of the public health system. All of the players in a community (business, media, politicians, consumers, health care, education) need to value health in its broadest sense and come together to create a community the produces health not just consumes health care. The MAPP process is just one way to facilitate this (http://mapp.naccho.org/mapp_introduction.asp). There is plenty in the literature on the NACCHO site to give you assistance. Each of you and your colleagues--in your own communities--can do something to help move this along so that some of the issues identified by Andres are turned around. Participate in boards, committees that work on health issues and encourage broad participation among community members and organizations. If you are not in a public health agency, encourage your organization to strengthen the connections that exist. For example, most organizations have a mechanism to report certain communicable diseases to the local public health agency--leverage that partnership to create others. While the process is a lot of work, the potential benefits are great. We need to encourage the larger system--that includes far more than health care organizations--to work like one. Issues like health literacy need to be in the forefront so that our communities are better able to create environments where people can be healthy. Thanks for a great discussion! Jeanne Jeanne A. Matthews, PhD, RN Public Health Program Specialist/Nurse Manager Arlington County Department of Human Services Public Health Division Administration 800 S. Walter Reed Drive Arlington, VA 22204 jmatthews at arlingtonva.us 703-228-5584 (phone) 703-228-5233 (fax) This e-mail may contain information that is protected by law. The use of this information by unauthorized persons is strictly prohibited. If you have received this e-mail in error, please notify the sender immediately by telephone or reply by e-mail and permanently delete this e-mail from your computer system. ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Thu 9/20/2007 7:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jmatthews at arlingtonva.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bertiemo at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/b30b9ed9/attachment.html From frx4 at cdc.gov Fri Sep 21 20:02:52 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Fri, 21 Sep 2007 20:02:52 -0400 Subject: [HealthLiteracy 1276] Re: NAAL - County Level Statistics Available? In-Reply-To: <46F3AA3D.10003@mindspring.com> References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> <46F3AA3D.10003@mindspring.com> Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A8@LTA3VS003.ees.hhs.gov> I am not aware of county level data on either literacy or health literacy. Mark? Cynthia ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wendy Mettger Sent: Friday, September 21, 2007 7:26 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1268] Re: NAAL - County Level Statistics Available? Cynthia and Mark, Thanks so much for your excellent responses to questions about the health literacy component of the NAAL this week. I'm working with several groups that serve very low-income and underserved communities. As part of the process of creating effective materials for their target audiences, I'd like to help them access county-level literacy statistics. Where can we find county-level literacy and/or health literacy statistics? Thanks. Wendy Wendy Mettger, M.A. President, Mettger Communications 129 Grant Avenue Takoma Park, MD 20912 Phone: (301)270-2774 Fax: (301)270-5267 E-mail: wmettger at mindspring.com Principal and Founding Member, The Clear Language Group www.clearlanguagegroup.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070921/9a734a44/attachment.html From frx4 at cdc.gov Fri Sep 21 20:52:17 2007 From: frx4 at cdc.gov (Baur, Cynthia (CDC/CCHIS/NCHM)) Date: Fri, 21 Sep 2007 20:52:17 -0400 Subject: [HealthLiteracy 1277] Re: NAAL-health literacy and leadership In-Reply-To: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Message-ID: <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A9@LTA3VS003.ees.hhs.gov> Julie asked Mark and me if we had any final thoughts after an active week of discussions. I do have a few, and Julie's response to Andres is a good place to start and end my final thoughts. First, there is always the possibility the NAAL data can be manipulated to support different agendas, but this study is not unique in that sense. All data can be manipulated unless the people who care about their accurate representation speak up and offer clear explanations of their significance and limitations. I appreciate Julie pointing out the tremendous amount of attention that has come to this issue in the last few years as a result of promoting even the limited data we had from 1992. Now we have the results from a study using a nationally representative sample that has produced results that can be defended in terms of their reliability and validity. That is a big step forward, despite the many aspects of health literacy we could not capture in a single study. Julie asked what we learned from the NAAL. We confirmed literacy and health literacy skills are related. We confirmed the findings from the smaller studies with more specialized and/or non-random samples. Age, race/ethnicity, education, insurance status, and use of health information all are associated with health literacy skills. We learned we will likely have a difference of opinion with the education community about what constitutes functional health literacy because we don't want the zero line to be drawn between below basic and basic. We also learned from the process of collecting materials for the NAAL, there are some health materials that are so difficult in terms of their content and presentation, almost no one could reliably use them. Proficient in NAAL terms may not even be good enough when actual conditions of health decision making are factored in, if only 12% can deal with the most difficult material in a non-critical situation. Those who know me personally know I tend to speak frankly when critical matters are at stake. I am going to do so now. I have sensed perhaps an undercurrent of disappointment in some of the posts this week because the NAAL didn't deliver one big, easy to understand set of findings. I want to caution against undermining ourselves because we don't have all the answers yet. I have a beloved colleague who recently retired from her 40-year government position in public health, many of those years spent advocating for health literacy improvement. She always reminds me we are on the long road, and we have taken only one of many major steps we need to find the answers and build the case. The conclusion that the NAAL didn't answer every question we have should be a stimulus to keep investing in the unanswered questions and expanding our knowledge, not repeat individual v. system canards. The gains of the last few years are real. Julie points out several of them. Others are a report from the most important and credible scientific research and policy organization - the Institute of Medicine - saying we have a real public health problem, and we need a multi-disciplinary approach to address it. They have also said it is one of the top 20 priorities for health system improvement. We have fresh funding from NIH to support research, and remember in a zero budget increase environment, this is a huge accomplishment. I think one of the real accomplishments of the discussion this week is to document agreement in this very diverse and far flung community that the problem and the solutions are about individuals AND systems and that no single approach will do. Everyone has a contribution to make, and these contributions will be additive and complementary. My hope is this week's discussion lays to rest some of the individual v. system debates, and has created a common understanding of the scope and nature of the health literacy problem. I have appreciated the chance to participate and want to thank everyone who has contributed. It has been my pleasure. Cynthia -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, September 20, 2007 7:55 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.baur at cdc.hhs.gov From Sheida.White at ed.gov Sat Sep 22 13:37:23 2007 From: Sheida.White at ed.gov (White, Sheida) Date: Sat, 22 Sep 2007 13:37:23 -0400 Subject: [HealthLiteracy 1278] Health literacy discussion list Message-ID: <9AD130C5A9C3AF4E819FF940E4319F9913C64665@wdcrobe2m02.ed.gov> Hello, I am Sheida White, Project Officer for the National Assessment of Adult Literacy (NAAL), and would like to briefly address a few questions about NAAL. To Andrew Pleasant: The 67% is a parameter in a statistical theory of item performance that must be understood in connection with all the other parameters Setting a goal of reading a label correctly makes perfect sense; it is just not the proper understanding of the 67% rule. Similarly, the baseline (0 line) drawn between Basic and Below Basic does not imply that Basic is necessarily an acceptable level of health literacy. The reason for drawing the baseline is this: for the Basic level (as well as the Intermediate and Proficient levels), cut scores were established on the basis of the judgment of the National Research Council committee. For the Below Basic level, however, no cut scores were established. In other words, the Below Basic level is a residual or default category. To Darren, DeWalt: The initial value of the mean score of health literacy was set at 250, while the initial value on the other 3 scales was set at about 275. There is no meaning to this 25-point difference. Similarly, the cut scores for the health literacy scale have no inherent meaning that is comparable to the cut scores on the other scales. There is no valid way to make comparisons of relative performance comparing one literacy scale with another, and we have no evidence to support the supposition that health literacy should be worse than general literacy. To Julie McKinney: The ???90 million functionally illiterate??? figure in 1992 included 40 million in Level 1. In 1992, Level 1 was very large. Some of those 40 million adults could read the newspaper, while others responded to few or none of the literacy tasks in the assessment. Combining these groups in the same level blurred the distinction among adults at the lower end and led to confusion and the headlines that you are talking about. These 40 million in 1992 (and certainly the 50 million in the higher levels) should never have been labeled ???functionally illiterate??? because of the diversity within these groups. This usage is not consistent with what was actually reported in 1992. Julie, regarding your next question on analyzing health literacy data, we expect to sponsor two additional training seminars on the use of the NAAL data files and tools for researchers in 2008. Notices about the training will be posted on the NAAL website and NIFL discussion lists. A few topics for research that were brought up during the August seminar were these: health literacy of ESL, older, or incarcerated adults and their relationship to the many background variables collected by the NAAL Background Questionnaire. To Wendy Mettger: As you may know, the NAAL sample size was not large enough to provide valid estimates for individual counties. However, we developed literacy estimates of adult literacy for all counties (and states) based on any NAAL data collected within those counties (or states) as well as demographics data from the Census. We plan to post these projections on the NAAL website in the very near future???hopefully before the year???s end. From amuro5 at epcc.edu Sun Sep 23 15:22:22 2007 From: amuro5 at epcc.edu (Muro, Andres) Date: Sun, 23 Sep 2007 13:22:22 -0600 Subject: [HealthLiteracy 1279] Re: NAAL-health literacy and leadership References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A9@LTA3VS003.ees.hhs.gov> Message-ID: Hi Cynthia, et al: Great response, but I think that all your responses are great. I am a big fan of yours. Just as a comment, I am not disappointed either in the limitations or the finding of the NAALS. I find them very useful and I have made presentations and use the information to inform my work. But the NAALS opens the door to critically explore difficulties, limitations, etc. I think that as you and Julie mentioned, there has been tremendous progress in the field over the past 20 years and that is great. But I don't think that being critical of the limitations and pushing some issues is detrimental. anyways, thanks for your participation and responses, Andres ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Fri 9/21/2007 6:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1277] Re: NAAL-health literacy and leadership Julie asked Mark and me if we had any final thoughts after an active week of discussions. I do have a few, and Julie's response to Andres is a good place to start and end my final thoughts. First, there is always the possibility the NAAL data can be manipulated to support different agendas, but this study is not unique in that sense. All data can be manipulated unless the people who care about their accurate representation speak up and offer clear explanations of their significance and limitations. I appreciate Julie pointing out the tremendous amount of attention that has come to this issue in the last few years as a result of promoting even the limited data we had from 1992. Now we have the results from a study using a nationally representative sample that has produced results that can be defended in terms of their reliability and validity. That is a big step forward, despite the many aspects of health literacy we could not capture in a single study. Julie asked what we learned from the NAAL. We confirmed literacy and health literacy skills are related. We confirmed the findings from the smaller studies with more specialized and/or non-random samples. Age, race/ethnicity, education, insurance status, and use of health information all are associated with health literacy skills. We learned we will likely have a difference of opinion with the education community about what constitutes functional health literacy because we don't want the zero line to be drawn between below basic and basic. We also learned from the process of collecting materials for the NAAL, there are some health materials that are so difficult in terms of their content and presentation, almost no one could reliably use them. Proficient in NAAL terms may not even be good enough when actual conditions of health decision making are factored in, if only 12% can deal with the most difficult material in a non-critical situation. Those who know me personally know I tend to speak frankly when critical matters are at stake. I am going to do so now. I have sensed perhaps an undercurrent of disappointment in some of the posts this week because the NAAL didn't deliver one big, easy to understand set of findings. I want to caution against undermining ourselves because we don't have all the answers yet. I have a beloved colleague who recently retired from her 40-year government position in public health, many of those years spent advocating for health literacy improvement. She always reminds me we are on the long road, and we have taken only one of many major steps we need to find the answers and build the case. The conclusion that the NAAL didn't answer every question we have should be a stimulus to keep investing in the unanswered questions and expanding our knowledge, not repeat individual v. system canards. The gains of the last few years are real. Julie points out several of them. Others are a report from the most important and credible scientific research and policy organization - the Institute of Medicine - saying we have a real public health problem, and we need a multi-disciplinary approach to address it. They have also said it is one of the top 20 priorities for health system improvement. We have fresh funding from NIH to support research, and remember in a zero budget increase environment, this is a huge accomplishment. I think one of the real accomplishments of the discussion this week is to document agreement in this very diverse and far flung community that the problem and the solutions are about individuals AND systems and that no single approach will do. Everyone has a contribution to make, and these contributions will be additive and complementary. My hope is this week's discussion lays to rest some of the individual v. system debates, and has created a common understanding of the scope and nature of the health literacy problem. I have appreciated the chance to participate and want to thank everyone who has contributed. It has been my pleasure. Cynthia -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, September 20, 2007 7:55 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.baur at cdc.hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to amuro5 at epcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070923/ac2156d5/attachment.html From Linda.Harris at hhs.gov Sun Sep 23 20:03:13 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Sun, 23 Sep 2007 20:03:13 -0400 Subject: [HealthLiteracy 1280] Re: NAAL-health literacy and leadership References: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A9@LTA3VS003.ees.hhs.gov> Message-ID: A very nice summary of the issues, Cynthia, Linda Harris ODPHP -----Original Message----- From: healthliteracy-bounces at nifl.gov on behalf of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Fri 9/21/2007 8:52 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1277] Re: NAAL-health literacy and leadership Julie asked Mark and me if we had any final thoughts after an active week of discussions. I do have a few, and Julie's response to Andres is a good place to start and end my final thoughts. First, there is always the possibility the NAAL data can be manipulated to support different agendas, but this study is not unique in that sense. All data can be manipulated unless the people who care about their accurate representation speak up and offer clear explanations of their significance and limitations. I appreciate Julie pointing out the tremendous amount of attention that has come to this issue in the last few years as a result of promoting even the limited data we had from 1992. Now we have the results from a study using a nationally representative sample that has produced results that can be defended in terms of their reliability and validity. That is a big step forward, despite the many aspects of health literacy we could not capture in a single study. Julie asked what we learned from the NAAL. We confirmed literacy and health literacy skills are related. We confirmed the findings from the smaller studies with more specialized and/or non-random samples. Age, race/ethnicity, education, insurance status, and use of health information all are associated with health literacy skills. We learned we will likely have a difference of opinion with the education community about what constitutes functional health literacy because we don't want the zero line to be drawn between below basic and basic. We also learned from the process of collecting materials for the NAAL, there are some health materials that are so difficult in terms of their content and presentation, almost no one could reliably use them. Proficient in NAAL terms may not even be good enough when actual conditions of health decision making are factored in, if only 12% can deal with the most difficult material in a non-critical situation. Those who know me personally know I tend to speak frankly when critical matters are at stake. I am going to do so now. I have sensed perhaps an undercurrent of disappointment in some of the posts this week because the NAAL didn't deliver one big, easy to understand set of findings. I want to caution against undermining ourselves because we don't have all the answers yet. I have a beloved colleague who recently retired from her 40-year government position in public health, many of those years spent advocating for health literacy improvement. She always reminds me we are on the long road, and we have taken only one of many major steps we need to find the answers and build the case. The conclusion that the NAAL didn't answer every question we have should be a stimulus to keep investing in the unanswered questions and expanding our knowledge, not repeat individual v. system canards. The gains of the last few years are real. Julie points out several of them. Others are a report from the most important and credible scientific research and policy organization - the Institute of Medicine - saying we have a real public health problem, and we need a multi-disciplinary approach to address it. They have also said it is one of the top 20 priorities for health system improvement. We have fresh funding from NIH to support research, and remember in a zero budget increase environment, this is a huge accomplishment. I think one of the real accomplishments of the discussion this week is to document agreement in this very diverse and far flung community that the problem and the solutions are about individuals AND systems and that no single approach will do. Everyone has a contribution to make, and these contributions will be additive and complementary. My hope is this week's discussion lays to rest some of the individual v. system debates, and has created a common understanding of the scope and nature of the health literacy problem. I have appreciated the chance to participate and want to thank everyone who has contributed. It has been my pleasure. Cynthia -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, September 20, 2007 7:55 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.baur at cdc.hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to linda.harris at hhs.gov -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8554 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070923/333afd9b/attachment.bin From MKutner at air.org Sun Sep 23 21:08:32 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:08:32 -0400 Subject: [HealthLiteracy 1281] Re: A few somewhat technical NAAL questions In-Reply-To: Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8A9@dc1ex01.air.org> The 67 percent was established by a committee from the National Academy of Sciences. It was established for the NAAL as a whole, and not specifically for the health literacy component. The establishment of this success rate is both a policy judgement, and also influence by statistics. In fact, the best statistical approach would be to establish a 50 percent success rate. To me, the fact that so many adults are at the lowest levels with a 67 percent success rate as you put it is in itself a loud call for action and should be the focus of the policy debate if you will. The specific categorical classifications were also established by a committee from the National Academy of Sciences, with some minor tinkering from the government. The labels are not meant to imply that a "basic" level is good enough--for health literacy, or literacy in general. The data is set off between the basic level and above because some sort of distinction needed to be used to present the data in a meaningful and somewhat comparative way. The data were presented this way because it is the same way that the data were presented for the other literacy reports, and the same way that data are presented for the National Assessment of Educational Progress (NAEP). The measures hold up very well as a separate health literacy domain. While the health literacy items measure navigation, clinical information, and prevention, there were not a sufficient number of items to enable there to be separate scores for each. The types of analyses provided in the report are consistent with the information presented in NCES report, i.e., mostly correlations. Please let me know if I can provide you with any additional information. Thanks -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, September 20, 2007 12:34 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1252] A few somewhat technical NAAL questions If these have been asked previously, apologies for the redundancy ... but when going through a quick overview of the NAAL publications with students in my health literacy class, they (and I generally concur) raised a number of questions/ themes ... so since the opportunity to ask has luckily been provided by Julie on the listserv, here is a not complete list of the concerns that emerged ... I'd love to be able to share the official responses with the class. thanks. Why a 67% success rate as a decision rule? Wouldn't you want people to always read a medication label correctly versus 2 out of 3 times? How different would the NAAL profile of health literacy in the U.S. be if that bar were raised to say 80% or even 100% correct responses? Why those specific categorical labels - e.g. 'below basic', 'basic', etc.? Were other options considered? What is the basis for these choices? Why the emphasis on categories versus treating health literacy as a continuous variable in analysis? Why is the data generally depicted with below basic set off against the other three categories? Is there a statistical basis for that? It doesn't always appear to be the appropriate grouping of health literacy levels as it may diminish the problem by making it appear 'basic' is good enough. For example, in the charts of health literacy by self-reported health and health literacy by health insurance, Basic and Below Basic seem to exhibit the same trend (negative correlation) while intermediate and proficient levels seem to exhibit the opposite (and normatively more desirable) trend. Is there an overall trend in terms of these relationships between the NAAL health literacy levels and the variables of interest they were cross-tabbed with? How do the questions in the sets of domains, in essence separate measurement scales, hold together statistically (e.g. Cronbach's alpha or other) for both the health literacy component (navigation/ prevention/ clinical) and the larger NAAL (document/ prose/ numeracy). Finally, have factor analytic procedures been applied to the NAAL or NAAL health literacy data? If so, are those analyses available ? (e.g. any relationship between race/ ethnicity status and such an analysis)? And as I just read in a message here that the health literacy questions were also included in the three NAAL domain scores, how were the health literacy foci of navigation, prevention, and clinical mapped onto NAAL areas of document, prose, and numeracy. What do the health literacy item/ NAAL total correlations for the individual statements look like? Do they all reflect the correlation between the health literacy methodology and the overall NAAL methodology? Best and thanks ... Andrew Pleasant and fyi, you can find the course syllabus at http://www.aesop.rutgers.edu/~healthlit -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 It is from numberless diverse acts of courage and belief that human history is shaped. Each time an individual stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, they send forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance. Robert F. Kennedy, South Africa, 1966 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mkutner at air.org From MKutner at air.org Sun Sep 23 21:15:03 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:15:03 -0400 Subject: [HealthLiteracy 1282] Re: How many have inadequate skills? In-Reply-To: <46F2572F0200002D00003A93@bostongwia.jsi.com> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8AA@dc1ex01.air.org> Folks with the lowest levels of health literacy are likely to be poorer, less educated, not have health insurance, and increasingly not native English speakers. There is a high correlation between health literacy and the other NAAL literacy domains (prose, document, quantitative) which is not surprising since the health literacy items are also prose, document and quantitative items. Also, the health literacy items as I mentioned previously are not intended to measure prior knowledge, just an individual's ability to navigate the health system, to obtain clinical information, and to obtain information about preventive activities. The largest surprise to me, and which is not limited to health literacy, is the impact of the digital divide on adults in this country. Better educated adults are much more likely to search for information on the internet, this is not the case with lower literate adults. There is a question of access to computers and the internet, and their ability to read information. When relying on the internet as a source of health information, one also has to be careful about the people left behind. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, September 20, 2007 11:19 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1260] How many have inadequate skills? Hi Mark and Cynthia, I know you already have a lot of questions to answer, but I have two more: 1. How can we interpret the different levels to assess overall how limited Americans are in their health literacy skills? With the four domains, four levels, and statistics for each, how do we answer the question "How many Americans have inadequate skills to care properly for their families' health needs?" (I know that this requires answering the question of how adequate is the intermediate level.) 2. What were the most significant discoveries about how health literacy skills relate to * demographic characteristics? * overall health? * health insurance coverage? * sources of health information? Thanks for all your time this week! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mkutner at air.org From MKutner at air.org Sun Sep 23 21:19:49 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:19:49 -0400 Subject: [HealthLiteracy 1283] Re: NAAL interpretation question In-Reply-To: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8AD@dc1ex01.air.org> I believe that another reason for this is that the materials were administered in the household, not an emergency room or a doctor's office, or a hospital in general. One can't under-estimate the influence of stress at these times I imagine. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Thursday, September 20, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1263] Re: NAAL interpretation question Darren Yes you are correct the results are surprising in light of our assumptions. Almost everyone I talked to pre-results did expect the health literacy levels to be lower than general literacy. Many of the arguments for health literacy's importance were based on statements re: the inherent difficulties of healthcare, especially in comparison to other situations. So you pose a fundamental question - were we wrong and if so why? I will go on record (and out on a limb) that I don't think we were wrong. What I think happened is we got results that reflect the sensitivity of our instrument. To the extent that literacy skills are a component of health literacy skills, we got an answer about that. They are closely linked but not exactly the same. The NAAL is not designed, however, to account for, let alone assess many of the factors identified in the discussion so far. Because the NAAL requires respondents to demonstrate skills, we can say we have accounted for some aspect of decision-making and performance, but certainly not under the same type of confusion and duress people experience in critical health situations. So I would not say the NAAL health materials or items were easier than any other on the instrument. They all had to meet the same standard. But many of the worst examples such as patient discharge instructions and informed consent forms were excluded because of level of difficulty and too specific a focus on a narrow health problem. Even the materials included though may not have been as difficult as they would have been in live healthcare settings, which is where the qualitative and anecdotal information we had before NAAL came from. Also the qualitative and anecdotal information includes a lot of examples of oral communication, limited English speakers, and lack of experience with healthcare systems, none of which are captured by the NAAL. This may not answer your question completely though. Rima Rudd often refers to the mismatch between skills and demand. In this case I think the mismatch was between service providers' experience on the ground which in large part informed our pre NAAL expectations and this particular set of materials and the specific tasks respondents had to complete. Experience of people's frustrations with the system were more complex than we could measure with the NAAL. Mark, any thoughts? Cynthia -------------------------- Sent from my BlackBerry Wireless Device -----Original Message----- From: healthliteracy-bounces at nifl.gov To: The Health and Literacy Discussion List Sent: Wed Sep 19 14:03:07 2007 Subject: [HealthLiteracy 1247] NAAL interpretation question I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to frx4 at cdc.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070923/e1336ac9/attachment.html From MKutner at air.org Sun Sep 23 21:27:48 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:27:48 -0400 Subject: [HealthLiteracy 1284] Re: Final thoughts? Direction and furtheranalysis? In-Reply-To: <46F3AE770200002D00003AFD@bostongwia.jsi.com> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8B0@dc1ex01.air.org> The data are available from NCES. I am aware of some analyses that are currently underway through the Department of Labor, and the Office of Vocational and Adult Education. There are also some additional analyses through AHRQ. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, September 21, 2007 11:44 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1272] Final thoughts? Direction and furtheranalysis? Cynthia and Mark, You have been so gracious to share your thoughts and answer our questions this week, and we all appreciate it! I wonder if either of you have anything else about the NAAL data that you would like to ask or mention to the group before our discussion formally ends. Ultimately, I'm sure the hope of research like this is to identify areas that needs work and help guide our efforts to improve the situation, so I want to ask you both and others: How should this data guide the direction of our efforts and resources? Which areas show the greatest need? What kinds of interventions should we target? Also, they mentioned on the webcast that the data collected in this study is available for other researchers to use and analyze in new ways. What kinds of further analysis should and could be done with this data? Can you please remind us how to access it? Thanks so much! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mkutner at air.org From MKutner at air.org Sun Sep 23 21:25:01 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:25:01 -0400 Subject: [HealthLiteracy 1286] Re: NAAL-health literacy and leadership In-Reply-To: <46F2D00F0200002D00003AB8@bostongwia.jsi.com> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8AF@dc1ex01.air.org> As a person who has lived with these data for years, I completely agree with Julie. The field has strong and empirically-reliable data upon which to document concerns about health literacy with members of Congress and others. This should be a strong wake up call.about the impact of literacy disparaties adversely affecting so many people. It only gets more frightening when we focus also on the challenges faced by elderly adults who must navigate the drug plan. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Thursday, September 20, 2007 7:55 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1267] Re: NAAL-health literacy and leadership Andres, I agree that we should keep pushing the definition of health literacy to apply to institutions, systems and communities and not just individuals. We have discussed the "blame" issue, and I think we all agree that we do need to work hard to counteract blaming patients for communication failures, and to hold systems, health care agencies, and communities more accountable. But I do not think that a focus on NAAL and these results will have a negative impact on our efforts. Quite the reverse, in fact. In the past decade, the results of the last literacy survey seems to have have had a tremendous effect on support for health literacy efforts, and funding for new initiatives. When the results of the 1993 NALS came out, (which only included literacy skills and did not even attempt to assess health literacy) the figure of 90 million Americans with marginal to poor literacy skills was cited in numerous medical and health reports and galvanized support for many new health literacy initiatives. We have seen more plain language information coming out of NIH and the National Library of Medicine, we have seen JCAHO requirements addressing health literacy, we have seen the American Medical Association supporting the cause, and health literacy resources developed by the U.S. Deptartment of Health and Human Services, among other things. I think that the "90 million" figure was instrumental in achieving this kind of progress. What do others think? So my question now is: what have we learned from this new data that can continue to support our efforts? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Muro, Andres" 09/20/07 12:28 PM >>> Ok, here I go with my rant, but I cannot take full responsibility for it. Dr. Ian Bennett got me thinking about this with his posts. I think that the focus on the NAAL and on how we define literacy could have a negative impact on what we hope to accomplish if we are not careful. Health literacy is often defined as something like individuals having the knowledge to be able to make informed decisions about health. The NAAL tells us that many don't have this knowledge. So the task for us becomes figuring out how to provide the lacking knowledge to individuals. Presumably, if we provide this knowledge, individuals will do better on the NAALS and also they will engage in healthier behaviors. I don't know if anyone sees a problem with this sort of thinking, but I find it to be individualistic and archaic thinking and contradictory to the idea that health is a community responsibility. We don't think like this by accident. We inherited this from 18 century British thinking pandering to special interest. But, while the Brits have gotten over this mentality, In America, this form of thinking has become very ingrained, particularly since the 1980s. So, let's suppose that we increase an individual's health literacy knowledge and the person knows that it is important to eat fruits, veggies and grain and exercise every day, get dental checkups, etc. That does not mean that the person will have the skill or ability to eat healthier and exercise, get dental checkups, mammograms, etc. If the person lives next to a smelting plan, near a polluted river in a neighborhood were there is taco bell, pizza hut and lots of convenience stores, the person will likely not go jogging every day and will not eat hydroponic lettuce salad with watercress, dried cranberries and olive oil. So, increasing an individual's knowledge does not guarantee healthier behaviors and lifestyles. As long as we define health literacy as an individual skill and measure it as such, we will be promoting this sort of thinking. I have been making the argument that health literacy should be defined not just as a person's knowledge, but at the community's ability to provide spaces for people to participate in healthy lifestyles and to provide opportunity for clear communication among all members. So, it is not just my responsibility to cook healthy and go running. It is also the community's responsibility to create inviting open spaces, to increase access to healthy stores, to provide places where people can get checkups, etc. Right wing groups are pretty good at developing agendas that create spaces that they favor. So, for example, in my community, they have managed to reduce healthy sex education in the public schools and increase sex abstention education. At the same time, they have driven away naked women bars to a certain distance from public schools and forced most stores to keep condoms behind counters. So, if communities have the ability to do this, why not force businesses to be required to only sell healthy foods near schools and force the creating of clean healthy spaces. If the definition of health literacy were modified as I propose, then HHS can come up with tools to measure the health literacy of a community and promote community health literacy. A way to measure this could be to develop health literacy indicators and promote policies that require communities to demonstrate this. For example, health literacy indicators could be a certain number of stores that only serve a certain type of menu within x many miles from a public school or the number of open spaces and health food stores that are accessible in each neighborhood. So, for example, Mc Donald's serves healthy stuff now. A community could say that near a school, Mc Donald's can only sell certain foods. We need more definitions that lead towards this, more tools to measure this and policies that lead to this, and less effort in trying to measure an individual's knowledge. What do you all think? Andres ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mkutner at air.org From MKutner at air.org Sun Sep 23 21:30:17 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:30:17 -0400 Subject: [HealthLiteracy 1285] Re: NAAL - County Level Statistics Available? In-Reply-To: <715B6C8F8DF5AA43A1C95001E31FB2FA032C08A8@LTA3VS003.ees.hhs.gov> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8B3@dc1ex01.air.org> NCES is supporting the development of county level estimates for the number of adults in each county with below basic prose literacy. These data are under NCES review. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Friday, September 21, 2007 8:03 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1276] Re: NAAL - County Level Statistics Available? I am not aware of county level data on either literacy or health literacy. Mark? Cynthia ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wendy Mettger Sent: Friday, September 21, 2007 7:26 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1268] Re: NAAL - County Level Statistics Available? Cynthia and Mark, Thanks so much for your excellent responses to questions about the health literacy component of the NAAL this week. I'm working with several groups that serve very low-income and underserved communities. As part of the process of creating effective materials for their target audiences, I'd like to help them access county-level literacy statistics. Where can we find county-level literacy and/or health literacy statistics? Thanks. Wendy Wendy Mettger, M.A. President, Mettger Communications 129 Grant Avenue Takoma Park, MD 20912 Phone: (301)270-2774 Fax: (301)270-5267 E-mail: wmettger at mindspring.com Principal and Founding Member, The Clear Language Group www.clearlanguagegroup.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070923/dbeba911/attachment.html From MKutner at air.org Sun Sep 23 21:21:36 2007 From: MKutner at air.org (Kutner, Mark) Date: Sun, 23 Sep 2007 21:21:36 -0400 Subject: [HealthLiteracy 1287] Re: A few somewhat technical NAAL questions In-Reply-To: <715B6C8F8DF5AA43A1C95001E31FB2FA032C088D@LTA3VS003.ees.hhs.gov> Message-ID: <2323A6D37908A847A7C32F1E3662C80E99F8AE@dc1ex01.air.org> I agree with Cynthia's characterization. NCES is not a policy agency, it is a statistical agency. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Thursday, September 20, 2007 3:57 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1266] A few somewhat technical NAAL questions I can answer a few of these, and think Mark is the better person on the others. First, it should be recalled that the NAAL was a study by the National Center for Education Statistics (NCES), U.S. Department of Education (ED). The U.S. Department of Health and Human Services (HHS) was a partner in developing the health literacy component, but the NAAL is an ED product, as well as all the reports published so far. So, all the questions you raise about reporting were made with HHS input, but final decisions belonged to NCES. I can provide some specifics on a few of the issues. The first set of performance categories were developed as a result of a National Academies panel that was convened at the request of NCES. Rima Rudd was one of the panel members. The panel made recommendations to NCES, which reviewed and chose the ones used in the NAAL reporting. Because everything about the health literacy component was consistent with the overall NAAL study and there had been no separate effort to consider categories for the health section, NCES made the decision to report the health data with those categories. The decision to set the zero line between below basic and basic was also a NCES decision. It is consistent with the way the general literacy data are reported. At the time they made the decision, we had not yet come to consensus in the Healthy People 2010 Health Communication Workgroup on how we would report the data for the 2010 health literacy objective, so NCES published the health literacy figures to be consistent with their other reports. Cynthia -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Thursday, September 20, 2007 12:34 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1252] A few somewhat technical NAAL questions If these have been asked previously, apologies for the redundancy ... but when going through a quick overview of the NAAL publications with students in my health literacy class, they (and I generally concur) raised a number of questions/ themes ... so since the opportunity to ask has luckily been provided by Julie on the listserv, here is a not complete list of the concerns that emerged ... I'd love to be able to share the official responses with the class. thanks. Why a 67% success rate as a decision rule? Wouldn't you want people to always read a medication label correctly versus 2 out of 3 times? How different would the NAAL profile of health literacy in the U.S. be if that bar were raised to say 80% or even 100% correct responses? Why those specific categorical labels - e.g. 'below basic', 'basic', etc.? Were other options considered? What is the basis for these choices? Why the emphasis on categories versus treating health literacy as a continuous variable in analysis? Why is the data generally depicted with below basic set off against the other three categories? Is there a statistical basis for that? It doesn't always appear to be the appropriate grouping of health literacy levels as it may diminish the problem by making it appear 'basic' is good enough. For example, in the charts of health literacy by self-reported health and health literacy by health insurance, Basic and Below Basic seem to exhibit the same trend (negative correlation) while intermediate and proficient levels seem to exhibit the opposite (and normatively more desirable) trend. Is there an overall trend in terms of these relationships between the NAAL health literacy levels and the variables of interest they were cross-tabbed with? How do the questions in the sets of domains, in essence separate measurement scales, hold together statistically (e.g. Cronbach's alpha or other) for both the health literacy component (navigation/ prevention/ clinical) and the larger NAAL (document/ prose/ numeracy). Finally, have factor analytic procedures been applied to the NAAL or NAAL health literacy data? If so, are those analyses available ? (e.g. any relationship between race/ ethnicity status and such an analysis)? And as I just read in a message here that the health literacy questions were also included in the three NAAL domain scores, how were the health literacy foci of navigation, prevention, and clinical mapped onto NAAL areas of document, prose, and numeracy. What do the health literacy item/ NAAL total correlations for the individual statements look like? Do they all reflect the correlation between the health literacy methodology and the overall NAAL methodology? Best and thanks ... Andrew Pleasant and fyi, you can find the course syllabus at http://www.aesop.rutgers.edu/~healthlit -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 It is from numberless diverse acts of courage and belief that human history is shaped. Each time an individual stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, they send forth a tiny ripple of hope, and crossing each other from a million different centers of energy and daring, those ripples build a current that can sweep down the mightiest walls of oppression and resistance. Robert F. Kennedy, South Africa, 1966 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cynthia.baur at cdc.hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mkutner at air.org From poledc at slu.edu Mon Sep 24 10:25:17 2007 From: poledc at slu.edu (David Pole) Date: Mon, 24 Sep 2007 09:25:17 -0500 Subject: [HealthLiteracy 1288] Re: A prescription for health literacy In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D20178BC4B@NIHHRSAMLBX.nih.gov> Message-ID: <20070924142628.4A9E811D2F@mail.nifl.gov> Linda, Do you have an idea/intended date when HRSA will have the on-line course in Health Communications ready for launch? David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu SLU Community and Family Medicine ~ Innovations in Education, Research, and Primary Care -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Johnston-Lloyd, Linda (HRSA) Sent: Friday, September 21, 2007 2:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1273] Re: A prescription for health lteracy HRSA will be rolling out a Unified Health Communications Training Course which includes a health literacy module, cultural competency module and Limited English Proficiency module which will be an online interactive 4-5 hour course. Linda Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Andrea Wilder [mailto:andreawilder at comcast.net] Sent: Wednesday, September 19, 2007 3:40 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1249] Re: A prescription for health lteracy Hi Len and Ceci, I agree with your last point 100% When a person is really sick, they go to a doctor or hospital, they don't learn how to read better. Sick people are sick, they are less able, maybe not able at all, to take care of themselves. Nurses, doctors, administrators, architects must design services so everyone who is sick can be taken care of. This means educating and training (2 different functions). As for people who will eventually be patients--I have thought that field trips to hospitals would be in order. Literacy lessons could grow out of that--very FCE (Functional Context Education). As I write this, I think there must be a meeting of minds (and bodies) between literacy teachers and doctors, nurses, etc. I am ignorant about what is being done--does this already happen? Thanks. Andrea On Sep 19, 2007, at 1:53 PM, Lendoak at aol.com wrote: Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak See what's new at AOL.com and Make AOL Your Homepage.---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to poledc at slu.edu From Ian.Bennett at uphs.upenn.edu Mon Sep 24 11:26:37 2007 From: Ian.Bennett at uphs.upenn.edu (Bennett, Ian) Date: Mon, 24 Sep 2007 11:26:37 -0400 Subject: [HealthLiteracy 1289] Re: NAAL interpretation question In-Reply-To: <2323A6D37908A847A7C32F1E3662C80E99F8AD@dc1ex01.air.org> Message-ID: <59AED94B4FEF114C8A23987301A20893034E4946@uphsmbx7.UPHS.PENNHEALTH.PRV> This has been a very interesting discussion and thanks to all from NCES again. I just wanted to push a bit more on my question regarding the value - from a research and intervention development point of view - of distinguishing health literacy from general literacy on an assessment like the NAAL. There is no doubt of the policy benefit because a health literacy "score" helps to convince policy makers of the benefit of funding work in the area of health literacy. What I am struggling with is whether there is a need to have separate measures of health literacy from general literacy when the domains/skills assessed are within the "print related health literacy" (from IOM and David Baker), or "Fundamental Literacy Skill" (Zarcadoulas et al) sub-domains of the health literacy construct. Maybe the most important lesson from the NAAL is that general and health literacy skills are overlapping (perhaps completely)? This is important to me for a number of reasons but in particular I feel that health literacy and health literacy scores that are divorced from general literacy may push the field from it's essential link to disparities in education which are directly connected with disparities in health. It is also potentially important to think about measures that would capture some of the other components of health literacy. Any comments on this from the NCES perspective are appreciated. Thanks, Ian Bennett -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Sunday, September 23, 2007 9:20 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1283] Re: NAAL interpretation question I believe that another reason for this is that the materials were administered in the household, not an emergency room or a doctor's office, or a hospital in general. One can't under-estimate the influence of stress at these times I imagine. _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Baur, Cynthia (CDC/CCHIS/NCHM) Sent: Thursday, September 20, 2007 12:54 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1263] Re: NAAL interpretation question Darren Yes you are correct the results are surprising in light of our assumptions. Almost everyone I talked to pre-results did expect the health literacy levels to be lower than general literacy. Many of the arguments for health literacy's importance were based on statements re: the inherent difficulties of healthcare, especially in comparison to other situations. So you pose a fundamental question - were we wrong and if so why? I will go on record (and out on a limb) that I don't think we were wrong. What I think happened is we got results that reflect the sensitivity of our instrument. To the extent that literacy skills are a component of health literacy skills, we got an answer about that. They are closely linked but not exactly the same. The NAAL is not designed, however, to account for, let alone assess many of the factors identified in the discussion so far. Because the NAAL requires respondents to demonstrate skills, we can say we have accounted for some aspect of decision-making and performance, but certainly not under the same type of confusion and duress people experience in critical health situations. So I would not say the NAAL health materials or items were easier than any other on the instrument. They all had to meet the same standard. But many of the worst examples such as patient discharge instructions and informed consent forms were excluded because of level of difficulty and too specific a focus on a narrow health problem. Even the materials included though may not have been as difficult as they would have been in live healthcare settings, which is where the qualitative and anecdotal information we had before NAAL came from. Also the qualitative and anecdotal information includes a lot of examples of oral communication, limited English speakers, and lack of experience with healthcare systems, none of which are captured by the NAAL. This may not answer your question completely though. Rima Rudd often refers to the mismatch between skills and demand. In this case I think the mismatch was between service providers' experience on the ground which in large part informed our pre NAAL expectations and this particular set of materials and the specific tasks respondents had to complete. Experience of people's frustrations with the system were more complex than we could measure with the NAAL. Mark, any thoughts? Cynthia -------------------------- Sent from my BlackBerry Wireless Device -----Original Message----- From: healthliteracy-bounces at nifl.gov To: The Health and Literacy Discussion List Sent: Wed Sep 19 14:03:07 2007 Subject: [HealthLiteracy 1247] NAAL interpretation question I have enjoyed the discussion this week. I think my question could be addressed by Mark or Cynthia or maybe others on this list. For years, we have assumed that individuals' health literacy was worse than their general literacy (as measured by current instruments that mostly measure reading ability). The rationale usually was that the health care context was different from usual contexts for most people. However, from the NAAL data, offers conflicting information on this question. When viewed in the categories of below basic to proficient, it appears that we score better on the health literacy items than on the other items. We have lower percentages of our population in the basic and below basic groups and more in the intermediate group. When analyzed as a continuous variable, the average health literacy score was around 245 and the average general literacy score somewhere around 270. Why is this? I'm interested in this question because it challenges some of our assumptions. Sincerely, Darren DeWalt Darren A. DeWalt, MD, MPH Assistant Professor of Medicine Division of General Internal Medicine 5039 Old Clinic Building, CB#7110 Chapel Hill, NC 27599 office: 919-966-2276, ext 245 fax: 919-966-2274 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, September 19, 2007 12:18 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1240] Re: Children's Health Literacy I just want to add two plugs about the process of creating materials: * the importance of field testing materials with your intended audience, and * using pictures According to a literature review that we discussed last year with Len and Ceci Doak and Dr. Peter Houts, there is strong evidence that pairing a simple picture with an oral or written message dramatically improves the recall of the message. See this link for the article: http://healthliteracy.worlded.org/doaks_houts_article.pdf And a slide presentation of the results by Dr. Houts: http://healthliteracy.worlded.org/visuals_in_health.pdf Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Edward Keer" 09/19/07 10:55 AM >>> Neil, You make a good point about the educational goal of the content. Let me also add that there are many conceptual problems with using these "grade level" analyses. For example, there is a great deal of research showing that a sense of coherence is an important factor in making something easily readable. Unfortunately many of the linguistic tricks that we use to heighten coherence, such as the use of connectives like "therefore", "because", etc., are considered optional in writing. And since these grade level algorithms value short words and short sentences, there is tremendous pressure to leave them out to make the grade. Therefore, it's important to take grade level numbers with a grain of salt. I also think there is a great opportunity to develop better algorithms based on the linguistic features we know to promote readability. Ed Keer On 9/18/07, Neil Izenberg wrote: >From time to time we're asked about the "literacy levels" of the site (by which the questioner usually means what "grade level" score would pop up were the site to be analyzed with the various rapid tools available that emphasize such things as sentence length, number of polysyllabic words, etc). Such measurements, though satisfyingly simple, can be somewhat deceptive, since part of the goal of the content can be to include, define, and explain such polysyllabic words - putting them into context. Good content development might take something seeminly complex and explain in a systematic way. In addition, lower grade level content does not necessarily mean that the process is well explained - or even accurate for that matter. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to dewaltd at med.unc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to frx4 at cdc.gov The information contained in this e-mail message is intended only for the personal and confidential use of the recipient(s) named above. If the reader of this message is not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, distribution, or copying of this message is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070924/a34687fb/attachment.html From julie_mcKinney at worlded.org Mon Sep 24 11:26:32 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 24 Sep 2007 11:26:32 -0400 Subject: [HealthLiteracy 1290] Thanks so much to Cynthia and Mark! Message-ID: <46F79EE90200002D00003B34@bostongwia.jsi.com> Hi Everyone, Thank you all for a lively and informative discussion this past week about the NAAL health literacy data. We heard from new people, asked good questions, and shared lots of information and frank opinions about our field and its use of the recent data. I appreciate Sheida White weighing in and answering some technical questions for us, and I thank the new list members and old for contributing. I especially want to thank Cynthia Baur and Mark Kutner for answering our questions tirelessly and conscientiously, and for offering a voice of reason in the wake of this new ground that we are covering which is hard, at times, to understand. As they both concluded, the data did show reliable evidence of a situation that needs the continued work of all of us from our various fields and roles. It also showed the need to continue to search for answers and evidence as our field of health literacy evolves and discovers its own needs and techniques for measuring its parameters. I hope we can all be energized and inspired by this to keep up the good work that we do! Thank you, Cynthia and Mark. "The field has strong and empirically-reliable data upon which to document concerns about health literacy with members of Congress and others. This should be a strong wake up call about the impact of literacy disparaties adversely affecting so many people." -Mark "...we are on the long road, and we have taken only one of many major steps we need to find the answers and build the case. The conclusion that the NAAL didn't answer every question we have should be a stimulus to keep investing in the unanswered questions and expanding our knowledge, not repeat individual v. system canards." -Cynthia All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From LJohnston-Lloyd at hrsa.gov Mon Sep 24 11:44:26 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Mon, 24 Sep 2007 11:44:26 -0400 Subject: [HealthLiteracy 1291] Re: A prescription for health literacy In-Reply-To: <20070924142628.4A9E811D2F@mail.nifl.gov> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178BC66@NIHHRSAMLBX.nih.gov> Dear Julie and David, Thanks for asking--I should have mentioned in my previous e-mail. HRSA plans to roll out our course towards the end of October. We are partnering with the Public Health Foundation to have the course available online on TRAIN.ORG There will be no charge for taking the course-there will be a charge if the participants want CMEs, CEs or CHES credits for completing the course. Otherwise, when one completes the course, they will receive a certificate of completion. Linda Johnston Lloyd, Senior Advisor ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: David Pole [mailto:poledc at slu.edu] Sent: Monday, September 24, 2007 10:25 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1288] Re: A prescription for health literacy Linda, Do you have an idea/intended date when HRSA will have the on-line course in Health Communications ready for launch? David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu SLU Community and Family Medicine ~ Innovations in Education, Research, and Primary Care -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Johnston-Lloyd, Linda (HRSA) Sent: Friday, September 21, 2007 2:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1273] Re: A prescription for health lteracy HRSA will be rolling out a Unified Health Communications Training Course which includes a health literacy module, cultural competency module and Limited English Proficiency module which will be an online interactive 4-5 hour course. Linda Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Andrea Wilder [mailto:andreawilder at comcast.net] Sent: Wednesday, September 19, 2007 3:40 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1249] Re: A prescription for health lteracy Hi Len and Ceci, I agree with your last point 100% When a person is really sick, they go to a doctor or hospital, they don't learn how to read better. Sick people are sick, they are less able, maybe not able at all, to take care of themselves. Nurses, doctors, administrators, architects must design services so everyone who is sick can be taken care of. This means educating and training (2 different functions). As for people who will eventually be patients--I have thought that field trips to hospitals would be in order. Literacy lessons could grow out of that--very FCE (Functional Context Education). As I write this, I think there must be a meeting of minds (and bodies) between literacy teachers and doctors, nurses, etc. I am ignorant about what is being done--does this already happen? Thanks. Andrea On Sep 19, 2007, at 1:53 PM, Lendoak at aol.com wrote: Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak See what's new at AOL.com and Make AOL Your Homepage.---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to poledc at slu.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ljohnston-lloyd at hrsa.gov From CHARTRH at azdhs.gov Tue Sep 25 10:51:50 2007 From: CHARTRH at azdhs.gov (Hong Chartrand) Date: Tue, 25 Sep 2007 07:51:50 -0700 Subject: [HealthLiteracy 1292] Re: A prescription for health lteracy In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D20178BC4B@NIHHRSAMLBX.nih.gov> Message-ID: <557CD983FA78E947BED8FDA4AC0D180F0AEDDCD2BE@HSPHXMEXMB01.hs.azdhs.gov> Hi, Linda, When the Unified Health Communications Training Course is online, can you let me know? I am very interested in it. Thanks, Have a great day, Hong Hong Chartrand, MPA Resource Liaison Arizona Health Disparities Center Arizona Department of Health Services 1740 W. Adams, #410 Phoenix, AZ 85007 (602) 542-2911; (602) 542-2011 (fax) chartrh at azdhs.gov www.azminorityhealth.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Johnston-Lloyd, Linda (HRSA) Sent: Friday, September 21, 2007 12:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1273] Re: A prescription for health lteracy HRSA will be rolling out a Unified Health Communications Training Course which includes a health literacy module, cultural competency module and Limited English Proficiency module which will be an online interactive 4-5 hour course. Linda Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Andrea Wilder [mailto:andreawilder at comcast.net] Sent: Wednesday, September 19, 2007 3:40 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1249] Re: A prescription for health lteracy Hi Len and Ceci, I agree with your last point 100% When a person is really sick, they go to a doctor or hospital, they don't learn how to read better. Sick people are sick, they are less able, maybe not able at all, to take care of themselves. Nurses, doctors, administrators, architects must design services so everyone who is sick can be taken care of. This means educating and training (2 different functions). As for people who will eventually be patients--I have thought that field trips to hospitals would be in order. Literacy lessons could grow out of that--very FCE (Functional Context Education). As I write this, I think there must be a meeting of minds (and bodies) between literacy teachers and doctors, nurses, etc. I am ignorant about what is being done--does this already happen? Thanks. Andrea On Sep 19, 2007, at 1:53 PM, Lendoak at aol.com wrote: Dear Cynthia and list, Thank you for your comments on the 2003 NAAL data on literacy and health literacy. And we agree with your suggested action to address the individuals, the (healthcare) systems, and their interaction. However, we suggest that the majority of effort be focused on the latter two, for the following reasons: 1. Large improvement in the literacy skills of the adult US population will take many decades if it is practical at all. We see little or no improvement when comparing the NAAL data of 1993 with the recent NAAL data. Our tutoring experience, and that of others, shows that "success" is helping the adult student advance about two grade levels after a year of hard study - if you can motivate them to hang in there for a year. Future decades may be brighter for children who may be helped by federal and state education initiatives. 2. Methodologies are well researched and documented on ways to make written (and other) forms of communication easier to understand, and more motivating. But these methods are barely used, most likely because those producing the written health care instructions are not trained in these methods. For example, a few years ago after one of our workshops a health educator said to us:"I've graduated with an MPH from one of the best universities in the country, and I never heard of readability formulas, or the many other ways you've presented on how to make instructions more understandable." Such training needs to be a part of every curriculum for health care professionals. It would not be enough to train just state and federal agency health workers because hospitals and clinics produce most of the written health care instructions. (Over the years Ceci and I analyzed the suitability of over 2,000 such instructions from a very broad range of sources and noticed that over two thirds of the written materials were produced by hospitals and clinics rather than government and private agencies.) 3. Awareness of the benefits of patient-with-provider interaction seems to be just beginning. The Pfizer sponsored "Ask Me 3" project is a hopeful start. The health care systems are not likely to give doctors more time to interact with patients, so less costly, and trained, health personnel need to be added to do this. A few clinics already do. CDC, HHS and AHRQ and others could do a lot to improve interaction by sponsoring research to show the huge payoffs that would accrue in both costs and patient wellness. Social marketing programs could use the benefits data to promote change. In summary, NAAL data show where the people are in terms of literacy and health literacy. So much effort goes into measuring the skills of the population. History shows us that the people aren't going to change much. Isn't it time to give equal effort to measure the health communication skills of our health care systems; and then train our professionals to do better? Does anyone have a list of current programs to do this training? Len and Ceci Doak See what's new at AOL.com and Make AOL Your Homepage.---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to andreawilder at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to chartrh at azdhs.gov CONFIDENTIALITY NOTICE NOTICE: This E-mail is the property of the Arizona Department of Health Services and contains information that may be PRIVILEGED, CONFIDENTIAL or otherwise exempt from disclosure by applicable law. It is intended only for the person(s) to whom it is addressed. If you receive this communication in error, please do not retain or distribute it. Please notify the sender immediately by E-mail at the address shown above and delete the original message. Thank you. From julie_mcKinney at worlded.org Tue Sep 25 11:45:47 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 25 Sep 2007 11:45:47 -0400 Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived on Wiki Health Page Message-ID: <46F8F4EB0200002D00003B82@bostongwia.jsi.com> Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Wed Sep 26 10:44:53 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 26 Sep 2007 10:44:53 -0400 Subject: [HealthLiteracy 1294] ACP Foundation National Health Communication Conference Message-ID: <46FA38250200002D00003BCA@bostongwia.jsi.com> Hi Everyone, Passing this on... Julie ************************ The American College of Physicians Foundation will host its Sixth Annual National Health Communication Conference, Advances in Health Literacy, on November 28, 2007 in Washington, DC. This year's conference will feature panel presentations that focus on successful models that improve health outcomes. For conference information and to register, visit: http://foundation.acponline.org/hl/hcc2007.htm Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From LWallace at mc.utmck.edu Wed Sep 26 12:27:49 2007 From: LWallace at mc.utmck.edu (Wallace, Lorraine S) Date: Wed, 26 Sep 2007 12:27:49 -0400 Subject: [HealthLiteracy 1295] talking with your doctor References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> Message-ID: <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/5a032520/attachment.html From julie_mcKinney at worlded.org Wed Sep 26 12:43:14 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 26 Sep 2007 12:43:14 -0400 Subject: [HealthLiteracy 1296] Wednesday Question: Talking with your doctor Message-ID: <46FA53E20200002D00003BE4@bostongwia.jsi.com> Hi Everyone, Thanks for a great discussion last week! I think the question just posed by Lorraine is a good Wednesday Question: What resources do you know that address "Talking with your doctor"? It just happens that we are having a discussion on this list next week about this very topic. See the information below. This is a good way for us to all start thinking about doctor-patient communication in preparation for this discussion. All the best, Julie ****************************** October 8-12, in honor of Health Literacy Month? Panel Discussion on the Health Literacy Discussion List: Communication Between Patients and Health Care Providers This panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. The learners can talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers can talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and talk about how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Anyone can join the list for free at: http://www.nifl.gov/mailman/listinfo/healthliteracy Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From lilian.hill at usm.edu Wed Sep 26 12:47:41 2007 From: lilian.hill at usm.edu (Lilian H. Hill) Date: Wed, 26 Sep 2007 11:47:41 -0500 Subject: [HealthLiteracy 1297] Re: talking with your doctor References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> Message-ID: <002e01c8005c$f43e1640$89ae5f83@lilianhill> Re: NAAL interpretation questionLorraine, you might check out the Ask Me 3 website http://www.askme3.org/ Lilian H. Hill, Ph.D. Assistant Professor of Adult Education Education Leadership and Research College of Education and Psychology University of Southern Mississippi #5027, 118 College Drive Hattiesburg MS 39406 601-266-4622 FAX 601-266-5141 ----- Original Message ----- From: Wallace, Lorraine S To: The Health and Literacy Discussion List ; healthliteracy at nifl.gov Sent: Wednesday, September 26, 2007 11:27 AM Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ------------------------------------------------------------------------------ ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lilian.hill at usm.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/98d2ed98/attachment.html From lsandstrom at hudsonhealthplan.org Wed Sep 26 13:44:43 2007 From: lsandstrom at hudsonhealthplan.org (Laurene Sandstrom) Date: Wed, 26 Sep 2007 13:44:43 -0400 Subject: [HealthLiteracy 1298] Re: talking with your doctor In-Reply-To: <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> Message-ID: <48D5DBDC3423D745975688F07D944291FDDB17@TTNEXCHSVR.hshhp.com> You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/302a97b6/attachment.html From KarpF at nia.nih.gov Wed Sep 26 13:56:23 2007 From: KarpF at nia.nih.gov (Karp, Freddi (NIH/NIA) [E]) Date: Wed, 26 Sep 2007 13:56:23 -0400 Subject: [HealthLiteracy 1299] Re: talking with your doctor In-Reply-To: <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> Message-ID: <774C0E17E48BA34190C8A7BE4ECE6D2F061DBE5D@NIHCESMLBX7.nih.gov> Lorraine, depending on your audience, the National Institute on Aging (NIA) has a publication you might find useful - it's called (appropriately enough), Talking With Your Doctor: A Guide for Older People. You can review it online at http://www.nia.nih.gov/HealthInformation/Publications/TalkingWithYourDoc tor/. You can order free, bulk copies online (http://www.niapublications.org/bulkorder1.asp) or call the NIA Information Center at 1-800-222-2225. I hope this resource is helpful! Freddi Karp Chief, Health Information & Outreach Branch Office of Communications and Public Liaison National Institute on Aging ________________________________ From: Wallace, Lorraine S [mailto:LWallace at mc.utmck.edu] Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/a4fc83b6/attachment.html From Lendoak at aol.com Wed Sep 26 14:18:37 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 26 Sep 2007 14:18:37 EDT Subject: [HealthLiteracy 1300] Re: talking with your doctor - some ideas... Message-ID: Lorraine, Here are some ideas - things the patient can say - and sources: - "Can you show me any pictures of this?" (Ref. Houts, Doak, Doak, Loscalzo, "Using pictures in health education: Patient Ed and Counseling, May, 2006.) Pictures help greatly in patient understanding and recall. - "In this brochure you've given me, could you show me (or highlite) the most important thing for me to do?" (Lorraine, if you will be presenting with slides, you could show an example of this.) - Bring a spouse or a family member with you who might remind you of qestions or concerns that you have - and who will also listen to the doctor's answers. - For procedures to be done by the patient, and for multiple medication taking, ask "Could you show me how to do that?" These are a few patient interactions ideas. See more starting on page 158 of "Teaching patients with low literacy skills, 2nd Ed." Does this help? best wishes, Len and Ceci Doak ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/78a5d990/attachment.html From zornm at mail.nlm.nih.gov Wed Sep 26 14:31:25 2007 From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E]) Date: Wed, 26 Sep 2007 14:31:25 -0400 Subject: [HealthLiteracy 1301] Re: talking with your doctor In-Reply-To: <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> References: <715B6C8F8DF5AA43A1C95001E31FB2FA032C087E@LTA3VS003.ees.hhs.gov> <4B2A684CDF93D24A814D0458D95C7C1A0367D49D@MSEXCH1.utmck.edu> Message-ID: <5C1E5F8ADE32A4458008B4D6787C70A403426082@NIHCESMLBX8.nih.gov> Lorraine, you may find the National Library of Medicine (part of the NIH) MedlinePlus page at http://www.nlm.nih.gov/medlineplus/talkingwithyourdoctor.html useful. The MedlinePlus pages are checked regularly for content, broken links, etc. Marcia ________________________________ From: Wallace, Lorraine S [mailto:LWallace at mc.utmck.edu] Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070926/c68da557/attachment.html From julie_mcKinney at worlded.org Wed Sep 26 15:33:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 26 Sep 2007 15:33:59 -0400 Subject: [HealthLiteracy 1302] Re: talking with your doctor Message-ID: <46FA7BE70200002D00003BFB@bostongwia.jsi.com> Hi Lorraine, Here's a few more: http://www.ahcpr.gov/consumer/quicktips/doctalk.htm http://www.nationaljewish.org/disease-info/symptoms/questions.aspx http://familydoctor.org/online/famdocen/home/pat-advocacy/healthcare/837.html Also, I hope you will join in our guest discussion on Oct. 8-12. This should give you more insight and you will be able to ask questions to adult literacy students. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Wallace, Lorraine S" 09/26/07 12:27 PM >>> Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ From Mhrsemh at omh.state.ny.us Wed Sep 26 16:18:00 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Wed, 26 Sep 2007 16:18:00 -0400 Subject: [HealthLiteracy 1303] Re: talking with your doctor In-Reply-To: <46FA7BE70200002D00003BFB@bostongwia.jsi.com> References: <46FA7BE70200002D00003BFB@bostongwia.jsi.com> Message-ID: <46FA8637.43A9.0076.0@omh.state.ny.us> And Another: http://www.ahrq.gov/questionsaretheanswer/index.html Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-8842 Fax 845-374-8853 >>> "Julie McKinney" 9/26/2007 3:33 pm >>> Hi Lorraine, Here's a few more: http://www.ahcpr.gov/consumer/quicktips/doctalk.htm http://www.nationaljewish.org/disease-info/symptoms/questions.aspx http://familydoctor.org/online/famdocen/home/pat-advocacy/healthcare/837.html Also, I hope you will join in our guest discussion on Oct. 8-12. This should give you more insight and you will be able to ask questions to adult literacy students. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Wallace, Lorraine S" 09/26/07 12:27 PM >>> Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mhrsemh at omh.state.ny.us IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From NDavies at dthr.ab.ca Thu Sep 27 10:31:59 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Thu, 27 Sep 2007 08:31:59 -0600 Subject: [HealthLiteracy 1304] Re: talking with your doctor In-Reply-To: <48D5DBDC3423D745975688F07D944291FDDB17@TTNEXCHSVR.hshhp.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F0450E@DTHREXCL1.dthr.ab.ca> Laurene, please can you post the exact link for this resource? Thanks Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Wednesday, September 26, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1298] Re: talking with your doctor You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace _____ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070927/174cbc3e/attachment.html From lsandstrom at hudsonhealthplan.org Fri Sep 28 09:10:04 2007 From: lsandstrom at hudsonhealthplan.org (Laurene Sandstrom) Date: Fri, 28 Sep 2007 09:10:04 -0400 Subject: [HealthLiteracy 1305] Re: talking with your doctor In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F0450E@DTHREXCL1.dthr.ab.ca> References: <48D5DBDC3423D745975688F07D944291FDDB17@TTNEXCHSVR.hshhp.com> <521441A4F164E1418DCAC093C9EE6D9502F0450E@DTHREXCL1.dthr.ab.ca> Message-ID: <48D5DBDC3423D745975688F07D944291FDDCC1@TTNEXCHSVR.hshhp.com> No problem - the exact link is www.4women.gov/Tools. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Thursday, September 27, 2007 10:32 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1304] Re: talking with your doctor Laurene, please can you post the exact link for this resource? Thanks Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Wednesday, September 26, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1298] Re: talking with your doctor You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20070928/740ef27f/attachment.html From scheppa.eva at marshfieldclinic.org Fri Sep 28 15:27:28 2007 From: scheppa.eva at marshfieldclinic.org (scheppa.eva at marshfieldclinic.org) Date: Fri, 28 Sep 2007 14:27:28 -0500 Subject: [HealthLiteracy 1306] Re: talking with your doctor Message-ID: <15ffb01c80205$9b3eb810$7205010a@mfldclinframe.org> Ask me three as well is a good resource http://www.askme3.org/ Eva Scheppa RN/BSN Family Health Center/Marshfield Clinic Quality Improvement/Care Management RL-5 389-4958 "Be kind, for everyone you speak to is fighting their own battles." ------Original Message------ From: "Laurene Sandstrom" Date: Fri Sep 28, 2007 -- 02:22:24 PM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1305] Re: talking with your doctor No problem - the exact link is www.4women.gov/Tools. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Thursday, September 27, 2007 10:32 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1304] Re: talking with your doctor Laurene, please can you post the exact link for this resource? Thanks Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Wednesday, September 26, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1298] Re: talking with your doctor You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ From andreawilder at comcast.net Fri Sep 28 15:46:59 2007 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 28 Sep 2007 15:46:59 -0400 Subject: [HealthLiteracy 1307] Field trips Message-ID: Hi all, I just want to ask--do any of you teachers do field trips to hospitals? A place for "in situ" learning. Thanks. Andrea From mdomb at hcsm.org Sat Sep 29 14:21:41 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Sat, 29 Sep 2007 14:21:41 -0400 Subject: [HealthLiteracy 1308] Re: talking with your doctor References: <15ffb01c80205$9b3eb810$7205010a@mfldclinframe.org> Message-ID: <528AEC61AB51B448A3EA86920F0A7E091085A6@MAIL2K3.HCSM.org> We have recently developed an all day training that we offer (on a fee for service basis) to a variety of health and human service providers entitled "Supporting Patient Communication Skills to Improve Doctor-Patient Communication: Strategies for Health & Human Service Providers". We've integrated many of the strategies mentioned on this list serve, including Ask Me 3. Our trainings include: a brief participant needs assessment, trainers, skill-building activities, CEUs, handouts, and evaluation -- trainings incorporate technical assistance to support application. The training description and objectives follow: Training Description Research has shown the importance of health literacy and the significance of patient-physician communication in health care and its impact on health outcomes. This training will review these issues as they establish our focus to support clients to improve their communication skills with physicians as an important strategy to achieving better health results. Many programs exist to enhance physician's communication skills. This training will approach this issue from a new and unique perspective, targeting patient/client communication skill building as an important strategy for increasing the success of health care encounters. The role of drug and alcohol treatment providers, as well as specific techniques and opportunities, in helping to build these skills will be explored. As a result of this training, participants will be able to: * Define health literacy and describe its importance; * Discuss the significance of patient-physician communication and its specific importance for medical issues like HIV and viral Hepatitis ; * Review efforts to improve patient-physician communication and techniques that can be employed by patients to improve communication with physicians; * Describe the provider's role in supporting client communication with health care providers; * Identify specific actions and opportunities that are available to drug and alcohol treatment providers to support client communication with health care providers; and * Support clients to be better patient communicators with their health care providers. For more information, please feel free to contact us. Mindy Domb Director, SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP) programs of Health Care of Southeastern Massachusetts, Inc. PO Box 285 Amherst, MA 01004 Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 Fax: (413)256-6371 E-Mail: mdomb at hcsm.org www.hcsm.org/sphere www.hcsm.org/shhip ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of scheppa.eva at marshfieldclinic.org Sent: Fri 9/28/2007 3:27 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1306] Re: talking with your doctor Ask me three as well is a good resource http://www.askme3.org/ Eva Scheppa RN/BSN Family Health Center/Marshfield Clinic Quality Improvement/Care Management RL-5 389-4958 "Be kind, for everyone you speak to is fighting their own battles." ------Original Message------ From: "Laurene Sandstrom" Date: Fri Sep 28, 2007 -- 02:22:24 PM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1305] Re: talking with your doctor No problem - the exact link is www.4women.gov/Tools. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Thursday, September 27, 2007 10:32 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1304] Re: talking with your doctor Laurene, please can you post the exact link for this resource? Thanks Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Wednesday, September 26, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1298] Re: talking with your doctor You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace ________________________________ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mdomb at hcsm.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8527 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20070929/5dc6df28/attachment.bin From NDavies at dthr.ab.ca Mon Oct 1 10:04:19 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Mon, 1 Oct 2007 08:04:19 -0600 Subject: [HealthLiteracy 1309] Re: talking with your doctor In-Reply-To: <48D5DBDC3423D745975688F07D944291FDDCC1@TTNEXCHSVR.hshhp.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F0451C@DTHREXCL1.dthr.ab.ca> Many thanks :) -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Friday, September 28, 2007 7:10 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1305] Re: talking with your doctor No problem - the exact link is www.4women.gov/Tools. _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Thursday, September 27, 2007 10:32 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1304] Re: talking with your doctor Laurene, please can you post the exact link for this resource? Thanks Nicola Davies -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Laurene Sandstrom Sent: Wednesday, September 26, 2007 11:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1298] Re: talking with your doctor You may also want to try www.4women.gov . The site has a pdf fact sheet regarding how to talk to your doctor or nurse. Laurene Sandstrom _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Wallace, Lorraine S Sent: Wednesday, September 26, 2007 12:28 PM To: The Health and Literacy Discussion List; healthliteracy at nifl.gov Subject: [HealthLiteracy 1295] talking with your doctor Hello, I have been asked to present a lecture for the general public regarding "talking with your doctor." I would appreciate any great resources related to this topic. Sincerely, Lorraine Wallace _____ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071001/5723820a/attachment.html From Mhrsemh at omh.state.ny.us Mon Oct 1 11:27:30 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Mon, 01 Oct 2007 11:27:30 -0400 Subject: [HealthLiteracy 1310] Re: talking with your doctor In-Reply-To: <528AEC61AB51B448A3EA86920F0A7E091085A6@MAIL2K3.HCSM.org> References: <15ffb01c80205$9b3eb810$7205010a@mfldclinframe.org> <528AEC61AB51B448A3EA86920F0A7E091085A6@MAIL2K3.HCSM.org> Message-ID: <4700D9A2.43A9.0076.0@omh.state.ny.us> If you get a Sunday Newspaper with Parade Magazine, take a look at their special topic on talking with your doctor. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-8700x3625 Fax 845-374-8853 IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From joan at ipns.com Mon Oct 1 12:44:23 2007 From: joan at ipns.com (Joan Medlen) Date: Mon, 01 Oct 2007 09:44:23 -0700 Subject: [HealthLiteracy 1311] Re: talking with your doctor In-Reply-To: <4700D9A2.43A9.0076.0@omh.state.ny.us> References: <15ffb01c80205$9b3eb810$7205010a@mfldclinframe.org> <528AEC61AB51B448A3EA86920F0A7E091085A6@MAIL2K3.HCSM.org> <4700D9A2.43A9.0076.0@omh.state.ny.us> Message-ID: <6.0.0.22.2.20071001094338.057217b0@mail.ipns.com> You can access the Parade articles on talking with your doctor online at www.parade.com ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotio At 08:27 AM 10/1/2007, you wrote: >If you get a Sunday Newspaper with Parade Magazine, take a look at their >special topic on talking with your doctor. > >Beti Horvath, MLS >Library Services >Mid-Hudson Forensic Psychiatric Center >New Hampton NY 10958 >mhrsemh at omh.state.ny.us >845-374-8700x3625 >Fax 845-374-8853 > > > > >IMPORTANT NOTICE: This e-mail is meant only for the use of the intended >recipient. It may contain confidential information which is legally >privileged or otherwise protected by law. If you received this e-mail >in error or from someone who was not authorized to send it to you, you >are strictly prohibited from reviewing, using, disseminating, >distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE >ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank >you for your cooperation. >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to joan at ipns.com From julie_mcKinney at worlded.org Mon Oct 1 12:38:27 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 01 Oct 2007 12:38:27 -0400 Subject: [HealthLiteracy 1312] Re: talking with your doctor: ESL Resource Message-ID: <4700EA430200002D00003CD7@bostongwia.jsi.com> This is a website with activities for ESL students and includes dialogs, readings puzzles and other activities for lower level students. I think it is a great model for addressing this quesiton with adult learners. Does anyone know of similar adult literacy activities? Check it out! Visiting the Doctor http://literacynet.org/vtd/ All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Elizabeth Horvath" 10/01/07 11:27 AM >>> If you get a Sunday Newspaper with Parade Magazine, take a look at their special topic on talking with your doctor. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-8700x3625 Fax 845-374-8853 IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From LWallace at mc.utmck.edu Mon Oct 1 13:33:03 2007 From: LWallace at mc.utmck.edu (Wallace, Lorraine S) Date: Mon, 1 Oct 2007 13:33:03 -0400 Subject: [HealthLiteracy 1313] Re: talking with your doctor In-Reply-To: <6.0.0.22.2.20071001094338.057217b0@mail.ipns.com> Message-ID: <4B2A684CDF93D24A814D0458D95C7C1A015D7A38@MSEXCH1.utmck.edu> Thanks! Lorraine S. Wallace, Ph.D., Associate Professor University of Tennessee Graduate School of Medicine Department of Family Medicine 1924 Alcoa Highway, U-67 Knoxville, TN 37920 Phone: 865-544-9352 FAX: 865-544-6532 Email:lwallace at mc.utmck.edu -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Joan Medlen Sent: Monday, October 01, 2007 12:44 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1311] Re: talking with your doctor You can access the Parade articles on talking with your doctor online at www.parade.com ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotio At 08:27 AM 10/1/2007, you wrote: >If you get a Sunday Newspaper with Parade Magazine, take a look at their >special topic on talking with your doctor. > >Beti Horvath, MLS >Library Services >Mid-Hudson Forensic Psychiatric Center >New Hampton NY 10958 >mhrsemh at omh.state.ny.us >845-374-8700x3625 >Fax 845-374-8853 > > > > >IMPORTANT NOTICE: This e-mail is meant only for the use of the intended >recipient. It may contain confidential information which is legally >privileged or otherwise protected by law. If you received this e-mail >in error or from someone who was not authorized to send it to you, you >are strictly prohibited from reviewing, using, disseminating, >distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE >ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank >you for your cooperation. >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to joan at ipns.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to lwallace at mc.utmck.edu From gspangenberg at caalusa.org Mon Oct 1 13:36:04 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 1 Oct 2007 13:36:04 -0400 Subject: [HealthLiteracy 1314] Commission paper by Julie Strawn released References: <29665244-BB3C-424E-9C9B-09C238726837@caalusa.org> Message-ID: Begin forwarded message: > From: Gail Spangenberg > Date: October 1, 2007 9:21:51 AM EDT > To: National Literacy Advocacy List sponsored by AAACE nla at lists.literacytent.org>, library-lit at ala.org, > assessment at nifl.gov, The Adult English Language Learners Discussion > List , familylliteracy at nifl.gov, > focusonbasics at nifl.gov, healthlitgeracy at nifl.gov, > learningdisabilitgies at nifl.gov, professionaldevelopment at nifl.gov, > povertyracewomen at nifl.gov, specialtopics at nifl.gov, > technology at nifl.gov, workplace at nifl.gov > > New York, NY 10-1-07 -- The Council for Advancement of Adult > Literacy (CAAL) has released a new Policy Brief by senior analyst > Julie Strawn of the Center for Law and Social Policy. This > publication, POLICIES TO PROMOTE ADULT EDUCATION AND POSTSECONDARY > ALIGNMENT, was prepared for the 3rd meeting of the National > Commission on Adult Literacy on August 20, 2007. As introduced by > its author, the publication focuses on "helping adults with lower > skills and/or limited English proficiency earn postsecondary > credentials that open doors to family-supporting jobs." It examines > obstacles to moving toward this goal -- with major attention to > lack of alignment between federal and state adult education > efforts, job training services, and postsecondary education > policies. It also draws attention to the financial, personal, and > family challenges that prevent adults from seeking and completing > programs. Numerous policy and action recommendations are given for > Commission consideration. The publication is available for download > from the website of the National Commission, at > www.nationalcommissiononadultliteracy.org/pandp.html It is also > available in bound version from CAAL (for pricing and ordering > instructions, bheitner at caalusa.org). > > Other materials developed for various meetings of the National > Commission are also available at the Commission's website. The > website, and publications and the activities of the National > Commission, are supported by grants and in-kind support from the > Dollar General Corporation, The McGraw-Hill Companies, the Ford > Foundation, and several individual donors including Harold W. > McGraw, Jr. > > > > > Council for Advancement of Adult Literacy > 1221 Avenue of the Americas - 46th Fl > New York, NY 10020 > 212-512-2362, F: 212-512-2610 > www.caalusa.org > > > Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071001/8920371c/attachment.html From julie_mcKinney at worlded.org Thu Oct 4 15:02:56 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 04 Oct 2007 15:02:56 -0400 Subject: [HealthLiteracy 1315] Happy Health Literacy Month! Message-ID: <470500A10200002D00003DE9@bostongwia.jsi.com> Hello Everyone, and a happy HL month to you all! This is a time to do one special thing to improve the quality of effective health communication, information exchange, understanding and access to information and services by all people. It could be as simple as inviting one colleague to join this list, or as involved as planning an event at your organization or in your community. Check out the Health Literacy Month website to see what events are planned around the country: www.healthliteracymonth.com As for this list, we are celebrating Health Literacy Month with a panel discussion on Communication Between Patients and Health Care Providers the week of October 15th-22nd. I'll send more information soon! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu Oct 4 15:21:19 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 04 Oct 2007 15:21:19 -0400 Subject: [HealthLiteracy 1316] Wednesday Question: talking with your patient Message-ID: <470504EF0200002D00003DED@bostongwia.jsi.com> Hi Folks, Last week, Lorraine started a nice thread about resources for "Talking with your doctor", and for this week's question, I'd like to ask for resources for health care providers on "Talking with your patient". In the spirit of sharing the onus for improving communication, I'd like to know what's out there to help doctors and other providers improve their communication with patients who may have literacy and/or language challenges? I look forward to hearing! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From kelly at gcflearnfree.org Fri Oct 5 11:06:21 2007 From: kelly at gcflearnfree.org (Kelly Potter Markham) Date: Fri, 5 Oct 2007 11:06:21 -0400 Subject: [HealthLiteracy 1317] Free Online Resource: GCFLearnFree.org Message-ID: <005301c80761$4ab299a0$e017cce0$@org> Good morning, My name is Kelly Potter Markham and I work for a free, online training website, GCFLearnFree.org. We are a free program because we are funded by Goodwill Industries of Eastern NC. I posted to several of the discussion lists yesterday, but people from other lists suggested I post here, as well. On Monday we launched a functional literacy program, which we call Everyday Life . It is geared toward learners that need to acquire functional literacy skills to succeed in daily life. Some of our initial lessons include how to use an ATM, complete a bank deposit slip, get a prescription filled, and complete a job application. Our interactive lessons are not intended to teach vocabulary and reading skills, but rather to provide learners with a safe environment where they can practice new skills without real-world consequences and the fear of failure. Our goal with these lessons was to create a realistic environment that learners would relate to. If you do take a look at this new program, I highly recommend you complete the Tutorial before you begin the Everyday Life lessons. Without it, the lessons can be confusing unless you really like to explore interactive games. Also, sound plays a key role, so be sure to turn it on! Additionally, we have a Computer Training section that covers topics such as Computer Basics, Internet Safety, Open Office, and Microsoft Word, PowerPoint, Excel, Publisher, and more. Most of our lessons are primarily text and screenshot-based; however, we are moving to a video-lesson format with supplemental text. Take a look at Publisher 2003 to get an idea of what all the lessons we develop in the future will look like. If you have a moment, please take a look at our Everyday Life curriculum and let me know what you think. You do have to create an account on our website to view the lessons; however, it is free and the only personal information we ask is your email address. We don't share your information with others and we'll only send you information about the site if you opt-in for the newsletter. Please post your thoughts to the list, or you can email me directly at kelly at gcflearnfree.org. I'm interested in any feedback you have about our Everyday Life project or specific lessons, and any suggestions you may have about additional topics for us to address. I hope that our site can be a resource for you and your learners. Thank you for your time. Kelly Potter Markham Instructional Designer, GCFLearnFree.org kelly at GCFLearnFree.org Visit www.GCFLearnFree.org today to learn the computer training and life skills you need to succeed! The freedom to learn what you want, when you want, absolutely free! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071005/2482bc8a/attachment.html From millard at goldfieldaccess.net Fri Oct 5 16:44:12 2007 From: millard at goldfieldaccess.net (Archie Willard) Date: Fri, 05 Oct 2007 15:44:12 -0500 Subject: [HealthLiteracy 1318] Re: Wednesday Question: talking with your patient In-Reply-To: <470504EF0200002D00003DED@bostongwia.jsi.com> References: <470504EF0200002D00003DED@bostongwia.jsi.com> Message-ID: <4706A21C.6010903@goldfieldaccess.net> Julie The question what's out there to help doctors and other providers to improve their communication with patients who may have literacy challenges? As a former adult literacy student I was part of the team that made the video ?Help Your Patients Understand?. This video has brought understanding to physicians that there are health literacy problems; it also brings understanding to the barriers faced by patients with low literacy, it can improve verbal and written communications and it can help incorporate possible strategies to create a shame-free environment. This video was made with the help of the Illinois new readers. I was also part of the Joint Commissions roundtable that provided experiences to develop their report, ?What Did the Doctor Say?:? Improving Health Literacy to Protect Patient Safety. In this report is information about improving communications. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Folks, > >Last week, Lorraine started a nice thread about resources for "Talking with your doctor", and for this week's question, I'd like to ask for resources for health care providers on "Talking with your patient". In the spirit of sharing the onus for improving communication, I'd like to know what's out there to help doctors and other providers improve their communication with patients who may have literacy and/or language challenges? > >I look forward to hearing! > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html From RuthR.Davis at ky.gov Tue Oct 9 11:04:45 2007 From: RuthR.Davis at ky.gov (Davis, Ruth R (LHD-Madison Co)) Date: Tue, 9 Oct 2007 11:04:45 -0400 Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion Archived onWiki Health Page In-Reply-To: <46F8F4EB0200002D00003B82@bostongwia.jsi.com> Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FBE@AGMBX02.eas.ds.ky.gov> Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov From connie at wisconsinliteracy.org Tue Oct 9 12:39:19 2007 From: connie at wisconsinliteracy.org (Connie Turbiville) Date: Tue, 9 Oct 2007 11:39:19 -0500 Subject: [HealthLiteracy 1320] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FBE@AGMBX02.eas.ds.ky.gov> Message-ID: <20071009163831.38A2511B7A@mail.nifl.gov> Try this link: http://www.air.org/naal/ The link to Kentucky's info is off to the right side. Connie Turbiville NE Regional Literacy Consultant Wisconsin Literacy 424 South Monroe Avenue Green Bay, WI 54301 (920) 435-2474 Ext. 20 www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 10:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to connie at wisconsinliteracy.org No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1059 - Release Date: 10/9/2007 8:44 AM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1059 - Release Date: 10/9/2007 8:44 AM From jbryant at email.uky.edu Tue Oct 9 12:54:20 2007 From: jbryant at email.uky.edu (Bryant, Jane B) Date: Tue, 9 Oct 2007 12:54:20 -0400 Subject: [HealthLiteracy 1321] Re: NAAL Health Literacy Discussion Archived onWiki Health Page In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FBE@AGMBX02.eas.ds.ky.gov> References: <46F8F4EB0200002D00003B82@bostongwia.jsi.com> <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FBE@AGMBX02.eas.ds.ky.gov> Message-ID: <151FDAC832DEC74D84F78CCB7C72E144EE092165@EX7FM02.ad.uky.edu> Ruth, Here is the link to the document on the state result: http://www.air.org/NAAL/ -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 11:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion Archived onWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jbryant at email.uky.edu From julie_mcKinney at worlded.org Tue Oct 9 13:03:36 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 09 Oct 2007 13:03:36 -0400 Subject: [HealthLiteracy 1322] Link to video: "Help Your Patients Understand" Message-ID: <470B7C280200002D00003EAD@bostongwia.jsi.com> Archie, Thanks for sharing this with the group! Here is a link where you can view the video. This would be a good way to prepare for our discussion next week with a panel ofadult learners, teachers, and health care providers and educators on Communication between Patients and Providers. Link to video: "Help Your Patients Understand": http://www.ama-assn.org/ama/pub/category/8035.html All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Archie Willard 10/05/07 4:44 PM >>> Julie The question what's out there to help doctors and other providers to improve their communication with patients who may have literacy challenges? As a former adult literacy student I was part of the team that made the video ?Help Your Patients Understand?. This video has brought understanding to physicians that there are health literacy problems; it also brings understanding to the barriers faced by patients with low literacy, it can improve verbal and written communications and it can help incorporate possible strategies to create a shame-free environment. This video was made with the help of the Illinois new readers. I was also part of the Joint Commissions roundtable that provided experiences to develop their report, ?What Did the Doctor Say?:? Improving Health Literacy to Protect Patient Safety. In this report is information about improving communications. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Folks, > >Last week, Lorraine started a nice thread about resources for "Talking with your doctor", and for this week's question, I'd like to ask for resources for health care providers on "Talking with your patient". In the spirit of sharing the onus for improving communication, I'd like to know what's out there to help doctors and other providers improve their communication with patients who may have literacy and/or language challenges? > >I look forward to hearing! > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From Sheida.White at ed.gov Tue Oct 9 17:00:02 2007 From: Sheida.White at ed.gov (White, Sheida) Date: Tue, 9 Oct 2007 17:00:02 -0400 Subject: [HealthLiteracy 1323] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Message-ID: <9AD130C5A9C3AF4E819FF940E4319F9913C64695@wdcrobe2m02.ed.gov> Ruth, there are no NAAL health literacy data for the participating states. Sheida -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 11:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sheida.white at ed.gov From sfallsliteracy at yahoo.com Tue Oct 9 17:31:32 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 9 Oct 2007 14:31:32 -0700 (PDT) Subject: [HealthLiteracy 1324] Re: Wednesday Question: talking with your patient In-Reply-To: <4706A21C.6010903@goldfieldaccess.net> Message-ID: <815412.67968.qm@web34702.mail.mud.yahoo.com> Hi Archie, Thank you so much for bringing this wonderful tool to everyone's awareness level again. I think it's incredibly professional in its approach and hits the nail on its proverbial head about effective communication between doctor and patient. It all seems like common sense to most of us, but the points that are made in that training package is shown on the doctors' faces as they react to the real live learner "appointments". Looked like genuine surprise to me. One last interesting comment -- At the next Iowa conference on health literacy, one of the learners featured in that video gave me a very interesting prospective: "Nancy," he explained with a serious look on his face, "It was the first time I understood what time it meant when it said '3 times a day' on the prescription label. I never knew what time a' day that meant," he said as he looked down at his watch. Never thought of it that way myself so it really opened even MY eyes! Thank you for your valuable input on this Wednesday Question. Nancy Hansen Exec. Director Sioux Falls Area Literacy Council Sioux Falls, SD Archie Willard wrote: Julie The question what's out there to help doctors and other providers to improve their communication with patients who may have literacy challenges? As a former adult literacy student I was part of the team that made the video ?Help Your Patients Understand?. This video has brought understanding to physicians that there are health literacy problems; it also brings understanding to the barriers faced by patients with low literacy, it can improve verbal and written communications and it can help incorporate possible strategies to create a shame-free environment. This video was made with the help of the Illinois new readers. I was also part of the Joint Commissions roundtable that provided experiences to develop their report, ?What Did the Doctor Say?:? Improving Health Literacy to Protect Patient Safety. In this report is information about improving communications. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Folks, > >Last week, Lorraine started a nice thread about resources for "Talking with your doctor", and for this week's question, I'd like to ask for resources for health care providers on "Talking with your patient". In the spirit of sharing the onus for improving communication, I'd like to know what's out there to help doctors and other providers improve their communication with patients who may have literacy and/or language challenges? > >I look forward to hearing! > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Looking for a deal? Find great prices on flights and hotels with Yahoo! FareChase. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071009/eb6b9849/attachment.html From RuthR.Davis at ky.gov Wed Oct 10 09:29:45 2007 From: RuthR.Davis at ky.gov (Davis, Ruth R (LHD-Madison Co)) Date: Wed, 10 Oct 2007 09:29:45 -0400 Subject: [HealthLiteracy 1325] Re: NAAL Health Literacy DiscussionArchivedonWiki Health Page In-Reply-To: <9AD130C5A9C3AF4E819FF940E4319F9913C64695@wdcrobe2m02.ed.gov> Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FC6@AGMBX02.eas.ds.ky.gov> Thanks. At some point in the past, I thought I had read that specific state health literacy data would be available. Ruth -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of White, Sheida Sent: Tuesday, October 09, 2007 5:00 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1323] Re: NAAL Health Literacy DiscussionArchivedonWiki Health Page Ruth, there are no NAAL health literacy data for the participating states. Sheida -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 11:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sheida.white at ed.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov From julie_mcKinney at worlded.org Wed Oct 10 09:59:28 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 10 Oct 2007 09:59:28 -0400 Subject: [HealthLiteracy 1326] Panel Discussion on Communication Between Patients and Providers: Oct 15-22 Message-ID: <470CA2800200002D00003EE7@bostongwia.jsi.com> Hi Everyone, I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Discussion Preparation: There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. For more infomration, including guest biographies, please go to: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From connie at wisconsinliteracy.org Wed Oct 10 11:03:58 2007 From: connie at wisconsinliteracy.org (Connie Turbiville) Date: Wed, 10 Oct 2007 10:03:58 -0500 Subject: [HealthLiteracy 1326] Re: NAAL Health LiteracyDiscussionArchivedonWiki Health Page In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FC6@AGMBX02.eas.ds.ky.gov> Message-ID: <20071010150358.A4F7D11C76@mail.nifl.gov> Ruth: Information is available. Report is titled: Highlights from the 2003 Kentucky State Assessment of Adult Literacy (SAAL). Available at the following link http://www.air.org/naal/. It is a pdf file...I had no trouble downloading a copy today. Link is on the right-hand side of page. Title of link is "Kentucky Assessment of Adult Literacy". The website is the American Institutes for Research. Good luck! Connie Turbiville NE Regional Literacy Consultant Wisconsin Literacy 424 South Monroe Avenue Green Bay, WI 54301 (920) 435-2474 Ext. 20 www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Wednesday, October 10, 2007 8:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1325] Re: NAAL Health LiteracyDiscussionArchivedonWiki Health Page Thanks. At some point in the past, I thought I had read that specific state health literacy data would be available. Ruth -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of White, Sheida Sent: Tuesday, October 09, 2007 5:00 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1323] Re: NAAL Health Literacy DiscussionArchivedonWiki Health Page Ruth, there are no NAAL health literacy data for the participating states. Sheida -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 11:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sheida.white at ed.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to connie at wisconsinliteracy.org No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1060 - Release Date: 10/9/2007 4:43 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1060 - Release Date: 10/9/2007 4:43 PM From RuthR.Davis at ky.gov Wed Oct 10 14:48:23 2007 From: RuthR.Davis at ky.gov (Davis, Ruth R (LHD-Madison Co)) Date: Wed, 10 Oct 2007 14:48:23 -0400 Subject: [HealthLiteracy 1327] Re: NAAL HealthLiteracyDiscussionArchivedonWiki Health Page In-Reply-To: <20071010150358.A4F7D11C76@mail.nifl.gov> Message-ID: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FCC@AGMBX02.eas.ds.ky.gov> Thanks -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Connie Turbiville Sent: Wednesday, October 10, 2007 11:04 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1326] Re: NAAL HealthLiteracyDiscussionArchivedonWiki Health Page Ruth: Information is available. Report is titled: Highlights from the 2003 Kentucky State Assessment of Adult Literacy (SAAL). Available at the following link http://www.air.org/naal/. It is a pdf file...I had no trouble downloading a copy today. Link is on the right-hand side of page. Title of link is "Kentucky Assessment of Adult Literacy". The website is the American Institutes for Research. Good luck! Connie Turbiville NE Regional Literacy Consultant Wisconsin Literacy 424 South Monroe Avenue Green Bay, WI 54301 (920) 435-2474 Ext. 20 www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Wednesday, October 10, 2007 8:30 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1325] Re: NAAL Health LiteracyDiscussionArchivedonWiki Health Page Thanks. At some point in the past, I thought I had read that specific state health literacy data would be available. Ruth -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of White, Sheida Sent: Tuesday, October 09, 2007 5:00 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1323] Re: NAAL Health Literacy DiscussionArchivedonWiki Health Page Ruth, there are no NAAL health literacy data for the participating states. Sheida -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R (LHD-Madison Co) Sent: Tuesday, October 09, 2007 11:05 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion ArchivedonWiki Health Page Thanks for all the recent interactive comments on health literacy resources. I appreciate Julie's work on the archived source to all this valuable information. I have made different attempts to located Kentucky specific results from the 2003 health literacy survey without success. Can someone assist me with obtaining the results, if available? Thanks, Ruth R. Davis, MSN, RN, CHES Health Education Director Center of Excellence in Public Health Education Madison County Health Department 1001 Ace Drive, P.O. Box 1047 Berea, KY 40403 859-228-2041 Website address: www.madison-co-ky-health.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney Sent: Tuesday, September 25, 2007 11:46 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion Archived onWiki Health Page Hi Everyone, I want to let you all know that the discussion from last week with Cynthia and Mark is now archived on the A.L.E. Wiki's Health Literacy page. Find this and other discussions, along with resources and more at: http://wiki.literacytent.org/index.php/Health_Literacy Please feel free to pass this on to other colleagues who may be interested. More topics related to adult literacy education (ALE) are available from the main page at: http://wiki.literacytent.org/index.php/Main_Page All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sheida.white at ed.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to connie at wisconsinliteracy.org No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1060 - Release Date: 10/9/2007 4:43 PM No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.5.488 / Virus Database: 269.14.6/1060 - Release Date: 10/9/2007 4:43 PM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ruthr.davis at ky.gov From millard at goldfieldaccess.net Wed Oct 10 15:48:01 2007 From: millard at goldfieldaccess.net (Archie Willard) Date: Wed, 10 Oct 2007 14:48:01 -0500 Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 In-Reply-To: <470CA2800200002D00003EE7@bostongwia.jsi.com> References: <470CA2800200002D00003EE7@bostongwia.jsi.com> Message-ID: <470D2C71.2010803@goldfieldaccess.net> Hi Julie The last four years the New Readers of Iowa have had four different health literacy conferences. We have partner with The Iowa Health system for the last three years we have had our health literacy conferences together. Each year the New Readers of Iowa have made a health literacy statement. Below is the statement from the New Readers of Iowa May 2007 Conference, I hope this is useful for you discussion. Representatives of the 17th Annual New Readers of Iowa Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes. 1 Integrate these concepts and materials into your practice. 2 Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 3 Use the ?Teach Back? method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and review risks of not following through with prescribed treatments. 4 Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3 program to encourage patient to understand the answers to three questions: What is my main problem? What do I need to do? Why is it important? 5 work with professional colleagues to further disseminate health literacy information and materials. 6 Where possible reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide sham-free opportunities to review verbally. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Everyone, > >I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. > >The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. > >Discussion Preparation: > >There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. > >For more infomration, including guest biographies, please go to: >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html > >Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html From aracely at plculture.org Wed Oct 10 18:19:34 2007 From: aracely at plculture.org (Aracely Rosales) Date: Wed, 10 Oct 2007 18:19:34 -0400 Subject: [HealthLiteracy 1329] Re: NAAL Health Literacy DiscussionArchivedonWiki Health Page In-Reply-To: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FC6@AGMBX02.eas.ds.ky.gov> References: <15CBF83EC1C4424EB39F1B3C9C0A29DE06C17FC6@AGMBX02.eas.ds.ky.gov> Message-ID: <2DEF02C2-7598-4C7F-85C4-621A5BB5E3CD@plculture.org> Dear NIFL community: Please see below a new resource. "National Survey of Medicaid Guidelines for Health Literacy" which has been released and available for free at http:// www.healthliteracyinnovations.com/information/HLI_Medicaid_Survey.pdf I hope you all find this report useful. Pass it along to those you think will benefit from having this data. Aracely Rosales, President, Plain Language and Culture, Inc. Chief Content Expert and Multilingual Director, Health Literacy Innovations -------------------------------- Peace Quote of the Week: "Respect for the rights of others is what peace is all about- El respeto al derecho ajeno es la paz" Benito Juarez On Oct 10, 2007, at 9:29 AM, Davis, Ruth R (LHD-Madison Co) wrote: > Thanks. At some point in the past, I thought I had read that > specific state health literacy data would be available. > > Ruth > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of White, Sheida > Sent: Tuesday, October 09, 2007 5:00 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1323] Re: NAAL Health Literacy > DiscussionArchivedonWiki Health Page > > > Ruth, there are no NAAL health literacy data for the participating > states. > Sheida > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davis, Ruth R > (LHD-Madison Co) > Sent: Tuesday, October 09, 2007 11:05 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1319] Re: NAAL Health Literacy Discussion > ArchivedonWiki Health Page > > Thanks for all the recent interactive comments on health literacy > resources. > I appreciate Julie's work on the archived source to all this valuable > information. > > I have made different attempts to located Kentucky specific results > from the > 2003 health literacy survey without success. Can someone assist me > with > obtaining the results, if available? > > Thanks, > Ruth R. Davis, MSN, RN, CHES > Health Education Director > Center of Excellence in Public Health > Education > Madison County Health Department > 1001 Ace Drive, P.O. Box 1047 > Berea, KY 40403 > 859-228-2041 > Website address: > www.madison-co-ky-health.org > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Julie McKinney > Sent: Tuesday, September 25, 2007 11:46 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1293] NAAL Health Literacy Discussion > Archived > onWiki Health Page > > > Hi Everyone, > > I want to let you all know that the discussion from last week with > Cynthia > and Mark is now archived on the A.L.E. Wiki's Health Literacy page. > Find > this and other discussions, along with resources and more at: > > http://wiki.literacytent.org/index.php/Health_Literacy > > Please feel free to pass this on to other colleagues who may be > interested. > > More topics related to adult literacy education (ALE) are available > from the > main page at: > http://wiki.literacytent.org/index.php/Main_Page > > All the best, > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ruthr.davis at ky.gov > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to sheida.white at ed.gov > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ruthr.davis at ky.gov > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to aracely at plculture.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071010/6ce7e824/attachment.html From helen at healthliteracy.com Wed Oct 10 18:49:21 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Wed, 10 Oct 2007 18:49:21 -0400 Subject: [HealthLiteracy 1330] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 References: <470CA2800200002D00003EE7@bostongwia.jsi.com> <470D2C71.2010803@goldfieldaccess.net> Message-ID: <011401c80b8f$cd0c66b0$6401a8c0@HLC> Thanks so much Archie, As always, this statement from Iowa's New Readers is just what we need to hear. Matter of fact, with your okay I'd like to quote you in a presentation I'm giving to health providers later this week. Happy Health Literacy Month, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Archie Willard" To: "The Health and Literacy Discussion List" Sent: Wednesday, October 10, 2007 3:48 PM Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 Hi Julie The last four years the New Readers of Iowa have had four different health literacy conferences. We have partner with The Iowa Health system for the last three years we have had our health literacy conferences together. Each year the New Readers of Iowa have made a health literacy statement. Below is the statement from the New Readers of Iowa May 2007 Conference, I hope this is useful for you discussion. Representatives of the 17th Annual New Readers of Iowa Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes. 1 Integrate these concepts and materials into your practice. 2 Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 3 Use the ?Teach Back? method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and review risks of not following through with prescribed treatments. 4 Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3 program to encourage patient to understand the answers to three questions: What is my main problem? What do I need to do? Why is it important? 5 work with professional colleagues to further disseminate health literacy information and materials. 6 Where possible reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide sham-free opportunities to review verbally. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Everyone, > >I am very pleased to announce a panel discussion next week on this list! In >honor of Health Literacy Month, we will host this discussion on >communication between patients and health care providers. The panel will >include adult learners, literacy teachers, health care providers, and a >health educator. They will discuss the challenges and supports to >communicating with health care providers for adults with lower literacy >skills. > >The learners will talk about their experiences communicating with health >care providers during appointments, and what kinds of things make it easier >or harder to learn the health information that is conveyed; teachers will >talk about how they might be able to support their students in preparing >them for confident and effective health communication; and health care >providers and educators can listen to this and discuss how they can adjust >their communication style to make it easier and more effective for their >lower literacy patients. In the course of this discussion, we will address >how literacy teachers and programs can collaborate with health care >providers and educators in order to support better communication. > >Discussion Preparation: > >There is no reading to prepare for this discussion, but I do want everyone >to think about their own personal experiences in communicating with their >doctor, or a technician or specialist. For health care providers and >educators, also think about your experiences communicating with patients >who may have lower literacy and English speaking skills. For teachers, >think about how you can play a role in helping students to communicate more >effectively. For administrative health people, think about the systems in >your center that can help or hinder effective communication of health >information. Please think about oral and written communication, what makes >them more effective, and what makes them fall flat. > >For more infomration, including guest biographies, please go to: >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html > >Please forward this message to colleagues who you think may be interested >in this discussion! (Subscription info is available at the link above.) > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to helen at healthliteracy.com From vlewis at suffolk.lib.ny.us Thu Oct 11 09:05:48 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Thu, 11 Oct 2007 09:05:48 -0400 Subject: [HealthLiteracy 1331] Re: Panel Discussion on Communication BetweenPatients and Providers: Oct 15-22 In-Reply-To: <470CA2800200002D00003EE7@bostongwia.jsi.com> Message-ID: <001b01c80c07$71314d60$aa6310ac@enigma.suffolk.lib.ny.us> Good morning to all, I hope this upcoming discussion will include and possibly introduce the notion of "accessible" health literacy skills. I have reviewed videos, pamphlets and other materials that are designed to provide valuable, life saving information, yet videos are not produced with captioning for people who have hearing loss. The pamphlets are not available in alternative formats and many of the websites are not designed in a way that is understandable to a person who may have a learning disability or a cognitive impairment. This upcoming discussion seems like it would be an ideal place to incorporate the importance of providing health information in formats that can be accessed by a person with a disability. It is imperative that we educate future professionals on communication skills that will enable them to interact with a person who not only has low literacy issues, but who may have a disability, as well. The patient may have not developed literacy skills and additionally may be visually impaired and unable to read the medication or symptom information. A person may have low literacy issues and not be able read the doctor's lips while the doctor is facing the wall while talking to the patient. The patient may have low literacy issues and not be able to unscramble the letters of their booklet that tells them all about breast cancer. People with disabilities have literacy issues, too. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, October 10, 2007 9:59 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1326] Panel Discussion on Communication BetweenPatients and Providers: Oct 15-22 Hi Everyone, I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Discussion Preparation: There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. For more infomration, including guest biographies, please go to: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.h tml Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us From julie_mcKinney at worlded.org Thu Oct 11 11:39:02 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 11 Oct 2007 11:39:02 -0400 Subject: [HealthLiteracy 1332] Iowa New Readers' Statement as prep for Panel Discussion Message-ID: <470E0B560200002D00003F42@bostongwia.jsi.com> Thank you, Archie, for reminding us of these recommendations from the New Readers of Iowa! They will definitely be helpful for our discussion next week. In fact, it was part of your statement from this conference that encouraged me to plan this discussion. The last part of the New Readers' Statement was: "Further, we ask for increased collaboration between new readers and health professionals, identifying additional ways to make health care more accessible and safer for all patients." That's exactly what we are trying to do with this discussion, so I give thanks to the New Readers of Iowa, and look forward to next week! You can find more info about the conference Archie mentioned on the ALE Wiki's health page, under "Promising Practices" Go to: http://wiki.literacytent.org/index.php/Health_Literacy All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Archie Willard 10/10/07 3:48 PM >>> Hi Julie The last four years the New Readers of Iowa have had four different health literacy conferences. We have partner with The Iowa Health system for the last three years we have had our health literacy conferences together. Each year the New Readers of Iowa have made a health literacy statement. Below is the statement from the New Readers of Iowa May 2007 Conference, I hope this is useful for you discussion. Representatives of the 17th Annual New Readers of Iowa Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes. 1 Integrate these concepts and materials into your practice. 2 Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 3 Use the ?Teach Back? method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and review risks of not following through with prescribed treatments. 4 Invite patients to ask providers questions to increase understanding. Use the ?Ask Me 3 program to encourage patient to understand the answers to three questions: What is my main problem? What do I need to do? Why is it important? 5 work with professional colleagues to further disseminate health literacy information and materials. 6 Where possible reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide sham-free opportunities to review verbally. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Everyone, > >I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. > >The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will addreorder to support better communication. > >Discussion Preparation: > >There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. > >For more infomration, including guest biographies, please go to: >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html > >Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From julie_mcKinney at worlded.org Thu Oct 11 12:44:56 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 11 Oct 2007 12:44:56 -0400 Subject: [HealthLiteracy 1333] ALE Wiki Health Page: Stories from Learners and Patients Message-ID: <470E1AC80200002D00003F57@bostongwia.jsi.com> Hi Everyone, In light of our discussion next week, I want to tell you about a section of the ALE Wiki's Health Page, that we have enhanced for Health Literacy Month. It is called "Stories From Learners and Patients". These are stories from adult literacy learners and others about communication or navigation experiences within the health system. What makes these interactions challenging? What makes them successful? There is a sub-section called "How Long-term Health Care Facilities Work", which includes stories by patients, their families and friends about an experience that taught them how the health organization works, how to get better service, or what questions to ask. I invite you to read these stories, and to consider sending one of your own, or asking your students or patients to contribute a story. This can be a very useful and meaningful activity for an adult literacy or ESOL class! You can find the ALE Wiki's Health Page at: http://wiki.literacytent.org/index.php/Health_Literacy All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu Oct 11 12:46:39 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 11 Oct 2007 12:46:39 -0400 Subject: [HealthLiteracy 1334] Accessible formats and Panel Discussion Message-ID: <470E1B300200002D00003F5B@bostongwia.jsi.com> Valerie and Everyone, Yes, I encourage anyone out there who relies on, or is familiar with, alternative formats for information exhange to add your input to the discussion next week! The point is to make communication more effective for everyone. Period. And as we always find, communication and information that is simpler and available in a wider variety of formats ends up being better for all of us anyway, not just those with low literacy skills or disabilities. Thanks for the reminder, Julie P.S. For more information about next week's discussion, please go to: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.h tml Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Valerie Lewis" 10/11/07 9:05 AM >>> Good morning to all, I hope this upcoming discussion will include and possibly introduce the notion of "accessible" health literacy skills. I have reviewed videos, pamphlets and other materials that are designed to provide valuable, life saving information, yet videos are not produced with captioning for people who have hearing loss. The pamphlets are not available in alternative formats and many of the websites are not designed in a way that is understandable to a person who may have a learning disability or a cognitive impairment. This upcoming discussion seems like it would be an ideal place to incorporate the importance of providing health information in formats that can be accessed by a person with a disability. It is imperative that we educate future professionals on communication skills that will enable them to interact with a person who not only has low literacy issues, but who may have a disability, as well. The patient may have not developed literacy skills and additionally may be visually impaired and unable to read the medication or symptom information. A person may have low literacy issues and not be able read the doctor's lips while the doctor is facing the wall while talking to the patient. The patient may have low literacy issues and not be able to unscramble the letters of their booklet that tells them all about breast cancer. People with disabilities have literacy issues, too. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, October 10, 2007 9:59 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1326] Panel Discussion on Communication BetweenPatients and Providers: Oct 15-22 Hi Everyone, I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Discussion Preparation: There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. For more infomration, including guest biographies, please go to: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.h tml Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to vlewis at suffolk.lib.ny.us ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From bcmrose at telus.net Fri Oct 12 04:14:37 2007 From: bcmrose at telus.net (Marg Rose) Date: Fri, 12 Oct 2007 01:14:37 -0700 Subject: [HealthLiteracy 1335] medical professionals adjusting teaching techniques In-Reply-To: Message-ID: I'd encourage you all to read about narrative medicine in the publications by Rita Charon. She presents amazing ideas to help medical professionals communicate in a story format; the way that most people retain information. Here are a few sources to check out: Charon, R. (2005). Narrative medicine: Attention, representation, affiliation (DIALOGUE). Narrative, 13(3), 261-271. Charon, R. (2006). Narrative medicine: Honouring the stories of illness. New York: Oxford University Press. Marg Rose, MAdEd Health Literacy Consulting Group Victoria, BC ********************************************* From gae at everestkc.net Fri Oct 12 16:44:57 2007 From: gae at everestkc.net (Gae) Date: Fri, 12 Oct 2007 15:44:57 -0500 Subject: [HealthLiteracy 1336] Need hel with teaching advocates & clients medication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple Message-ID: <002601c80d10$c047d4f0$0200a8c0@GE> I am located in a health service agency which is in a church & I am the only clinical component. My mission includes working with advocates, clients & safety net clinics. I will be working with several chronic diseases starting with diabetes & hypertension. 60% of the population speak Spanish & many can not read. Looking for very simple info on diabetes & hypertension, info on taking meds, use of chronic disease model in such an area and any experience on group brown bag clinics (to go over medications). The agency has no forms or anything; therefore, I am starting from scratch. I am seeing patients, setting up a clinical area and inservicing advocates. Do you have anything that would help me? Would appreciate your help! Thanks. George Ann Eaks ARNP, CDE, BC-ADM Riverview Health Services 722 Reynolds KC. Ks. 66101 E-mail: gae at everestkc.net George Ann Eaks ARNP, CDE, BC-ADM George Ann Eaks ARNP, CDE, BC-ADM -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071012/17ee0b01/attachment.html From barbarajgordon at yahoo.com Fri Oct 12 18:42:16 2007 From: barbarajgordon at yahoo.com (Barbara Gordon) Date: Fri, 12 Oct 2007 15:42:16 -0700 (PDT) Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates & clients medication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple In-Reply-To: <002601c80d10$c047d4f0$0200a8c0@GE> Message-ID: <76523.73303.qm@web33202.mail.mud.yahoo.com> For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1?800?860?8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in > a church & I am the only clinical component. My > mission includes working with advocates, clients & > safety net clinics. I will be working with several > chronic diseases starting with diabetes & > hypertension. 60% of the population speak Spanish & > many can not read. Looking for very simple info on > diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any > experience on group brown bag clinics (to go over > medications). The agency has no forms or anything; > therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing > advocates. Do you have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html From djrosen at comcast.net Sun Oct 14 03:45:14 2007 From: djrosen at comcast.net (David J. Rosen) Date: Sun, 14 Oct 2007 03:45:14 -0400 Subject: [HealthLiteracy 1337] Affordable Health Care for All Americans: A Matter of Literacy? Message-ID: <90CC9143-9B57-4A46-92CD-AAF6F17A5BF4@comcast.net> Health Literacy Colleagues, "Affordable Health Care for All Americans: A Matter of Literacy?" was published on Saturday, October 13th, on a Web site called Associated Content, the People's Media Company. The article, apparently based on a University of Connecticut press release, is about a health literacy report released from the University of Connecticut. The article's author states that "The report has experts discussing if improving health literacy is the real solution to providing affordable health care coverage for the nation's 47 million uninsured people." http://tinyurl.com/2slnzl I wonder what subscribers to this discussion list think of the article, and the report itself. (If you find a reference to the report, please let us know. The lead author of the report is John A. Vernon, PhD, Department of Finance, University of Connecticut.) David J. Rosen djrosen at comcast.net From julie_mcKinney at worlded.org Mon Oct 15 09:31:51 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 15 Oct 2007 09:31:51 -0400 Subject: [HealthLiteracy 1337] Welcome to our panel discussion: Communication Between Patients and Health Care Providers! Message-ID: <471333870200002D00003FCF@bostongwia.jsi.com> Hello Everyone, and welcome to our panel discussion: Communication Between Patients and Health Care Providers! We have a great team of panelists, including two adult learners, two literacy teachers, two physicians who have done a lot of good work with health literacy in their settings, and a health educator who has addressed literacy issues in her work as well. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. See below for more information about them and this discussion. I look forward to hearing from everyone! All the best, Julie ********************************************************* The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Discussion Preparation There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. Guest Biographies Lisa M. Jones, MD is a board certified Obstetrician Gynecologist with considerable experience working with the community health center patient populations. She holds a Masters degree in Education from the University of Michigan. This unique background gives her the tools necessary to develop, present and evaluate patient education. Dr. Jones? skill set includes a thorough understanding of preventative care, knowledge of adult educational theory and a familiarity with diverse patient populations. Additionally, Dr Jones is an experienced health education speaker having presented for the March of Dimes, YWCA, developed and taught adult health education programs and authored patient education materials. Anne Zettek-Sumner, RN, M.Ed. has worked for 30 + years as a Registered Nurse in a wide variety of health care settings - acute care, college health, community health, Internal Medicine and Cardiology practice - most recently as Clinical Program Coordinator in a non-profit health education and resource center in central Mass. She also has 10+ years as freelance medical writer and health education consultant. Her special skills and interests include video production and evaluation, instructional design, media evaluation, and large health fairs/events. Ms. Patricia Arnal is a Registered Nurse from Mexico, and for the past six years has been the Health Instructor for the El Paso Community College/Community Education Program. As a Health Instructor Ms. Arnal has had the opportunity to distribute vital information related to health and nutrition to the El Paso community and surrounding areas. Joanne Brown retired from Drake?s English Department four years ago. While at Drake, she taught courses in writing short fiction, business writing, American drama, and adolescent literature. She has also worked as a writing consultant; her articles andseveral journals, and she is the author three books of literary criticism about adolescent literature. For the past two years, she has served as a tutor at the Drake Adult Literacy Center. Before teaching college students, Joanne was Education Director at the Des Moines Playhouse, where she taught children?s drama classes and appeared in many plays. She and her husband Milt have three married children and six grandchildren. Barbara Bayldon, M.D. is an Assistant professor at Northwestern University and Head of the Section of Primary Care at Children's Memorial Hospital.in Chicago She has spent the past 20 years working with underserved populations and those with low health literacy. In the past 5 years she has been trained in the AMA Health Literacy Train the Trainer program, become involved both on the national level with the American Academy of Pediatrics Project Advisory Committee on Health Literacy, given multiple workshops at the state AAP level on Health Literacy and is working in her hospital and clinical setting on programs aimed at bridging the gap between medical care health literacy requiremnts and the health literacy level of her patient population. With a colleague she has created a volunteer program to aid patients and families and allow them to become partners in medical decision making and management of their children's health. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From lisamjones44 at hotmail.com Wed Oct 10 12:56:10 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Wed, 10 Oct 2007 16:56:10 +0000 Subject: [HealthLiteracy 1338] Health literacy discussion intro Message-ID: Hello all, I am thrilled to be a part of the discussion this week! I am an Ob-Gyn and have a background in education. I have worked in community health centers for many years and have seen first hand the impact of health literacy on the health of my patients. There is such wonderful literacy work going on, and I?ve seen so much passion and commitment on this list. The chance to learn from people working in health literacy from so many different angles is exciting. I hope I can provide some insight from my experiences on the doctor-side of things. I look forward to learning from you all and your experiences. There is a lot of discussion about what can go wrong in the communication between doctor and patient. I thought it might be interesting to flip that conversation on its head. What good or great things have you seen? What can we learn when things go well? Lisa Lisa Jones, MD OB Gyn, Greater New Bedford Community Health Center New Bedford, MA -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071010/3c1b4349/attachment.html From Mikal.Steinbacher at lwtc.edu Mon Oct 15 10:10:09 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 15 Oct 2007 07:10:09 -0700 Subject: [HealthLiteracy 1339] Re: Welcome to our panel discussion:Communication Between Patients and Health Care Providers! References: <471333870200002D00003FCF@bostongwia.jsi.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6DFF@LUXOR.campus.lwtc.edu> I'm really looking forward to participating in these discussions. I teach ESL students English skills and I also teach a health care "bridge" course that is designed to help ESL students move into the health care fields. I hope to glean some good ideas for both courses! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/15/2007 6:31 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1337] Welcome to our panel discussion:Communication Between Patients and Health Care Providers! Hello Everyone, and welcome to our panel discussion: Communication Between Patients and Health Care Providers! We have a great team of panelists, including two adult learners, two literacy teachers, two physicians who have done a lot of good work with health literacy in their settings, and a health educator who has addressed literacy issues in her work as well. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. See below for more information about them and this discussion. I look forward to hearing from everyone! All the best, Julie ********************************************************* The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. Discussion Preparation There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. Guest Biographies Lisa M. Jones, MD is a board certified Obstetrician Gynecologist with considerable experience working with the community health center patient populations. She holds a Masters degree in Education from the University of Michigan. This unique background gives her the tools necessary to develop, present and evaluate patient education. Dr. Jones' skill set includes a thorough understanding of preventative care, knowledge of adult educational theory and a familiarity with diverse patient populations. Additionally, Dr Jones is an experienced health education speaker having presented for the March of Dimes, YWCA, developed and taught adult health education programs and authored patient education materials. Anne Zettek-Sumner, RN, M.Ed. has worked for 30 + years as a Registered Nurse in a wide variety of health care settings - acute care, college health, community health, Internal Medicine and Cardiology practice - most recently as Clinical Program Coordinator in a non-profit health education and resource center in central Mass. She also has 10+ years as freelance medical writer and health education consultant. Her special skills and interests include video production and evaluation, instructional design, media evaluation, and large health fairs/events. Ms. Patricia Arnal is a Registered Nurse from Mexico, and for the past six years has been the Health Instructor for the El Paso Community College/Community Education Program. As a Health Instructor Ms. Arnal has had the opportunity to distribute vital information related to health and nutrition to the El Paso community and surrounding areas. Joanne Brown retired from Drake's English Department four years ago. While at Drake, she taught courses in writing short fiction, business writing, American drama, and adolescent literature. She has also worked as a writing consultant; her articles andseveral journals, and she is the author three books of literary criticism about adolescent literature. For the past two years, she has served as a tutor at the Drake Adult Literacy Center. Before teaching college students, Joanne was Education Director at the Des Moines Playhouse, where she taught children's drama classes and appeared in many plays. She and her husband Milt have three married children and six grandchildren. Barbara Bayldon, M.D. is an Assistant professor at Northwestern University and Head of the Section of Primary Care at Children's Memorial Hospital.in Chicago She has spent the past 20 years working with underserved populations and those with low health literacy. In the past 5 years she has been trained in the AMA Health Literacy Train the Trainer program, become involved both on the national level with the American Academy of Pediatrics Project Advisory Committee on Health Literacy, given multiple workshops at the state AAP level on Health Literacy and is working in her hospital and clinical setting on programs aimed at bridging the gap between medical care health literacy requiremnts and the health literacy level of her patient population. With a colleague she has created a volunteer program to aid patients and families and allow them to become partners in medical decision making and management of their children's health. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8316 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/e377cdbb/attachment.bin From Mikal.Steinbacher at lwtc.edu Mon Oct 15 10:26:09 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 15 Oct 2007 07:26:09 -0700 Subject: [HealthLiteracy 1340] Re: Affordable Health Care for All Americans: AMatter of Literacy? References: <90CC9143-9B57-4A46-92CD-AAF6F17A5BF4@comcast.net> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E00@LUXOR.campus.lwtc.edu> As an instructor of English for second language learners, I can tell you that many patients folks would see doctors. Providing basic, clear, and concise English pamphlets or information sheets which explain hypertension and diabetes and how to manage those conditions, would go a long way in educating that part of the population. It would probably help a lot of low level literacy Americans too! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of David J. Rosen Sent: Sun 10/14/2007 12:45 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1337] Affordable Health Care for All Americans: AMatter of Literacy? Health Literacy Colleagues, "Affordable Health Care for All Americans: A Matter of Literacy?" was published on Saturday, October 13th, on a Web site called Associated Content, the People's Media Company. The article, apparently based on a University of Connecticut press release, is about a health literacy report released from the University of Connecticut. The article's author states that "The report has experts discussing if improving health literacy is the real solution to providing affordable health care coverage for the nation's 47 million uninsured people." http://tinyurl.com/2slnzl I wonder what subscribers to this discussion list think of the article, and the report itself. (If you find a reference to the report, please let us know. The lead author of the report is John A. Vernon, PhD, Department of Finance, University of Connecticut.) David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5469 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/d7b79918/attachment.bin From Mikal.Steinbacher at lwtc.edu Mon Oct 15 10:40:01 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 15 Oct 2007 07:40:01 -0700 Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clients medication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple References: <76523.73303.qm@web33202.mail.mud.yahoo.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E02@LUXOR.campus.lwtc.edu> Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in > a church & I am the only clinical component. My > mission includes working with advocates, clients & > safety net clinics. I will be working with several > chronic diseases starting with diabetes & > hypertension. 60% of the population speak Spanish & > many can not read. Looking for very simple info on > diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any > experience on group brown bag clinics (to go over > medications). The agency has no forms or anything; > therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing > advocates. Do you have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7594 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/94a94915/attachment.bin From seubert.douglas at marshfieldclinic.org Mon Oct 15 12:22:58 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 15 Oct 2007 11:22:58 -0500 Subject: [HealthLiteracy 1342] simple information on diabetes and hypertension Message-ID: <2851401c80f47$a613cfb0$7205010a@mfldclinframe.org> I'm new to the list, but I've been reading a lot of the discussions and thought it was time I start contributing. I work for Marshfield Clinic (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main responsibility is working with a team of physicians and providers to write and publish clinical practice guidelines. I also help write patient education materials as companion pieces for our evidence-based guidelines. Marshfield Clinic is currently one of ten sites participating in a physician group practice CMS demonstration project. We developed extensive clinical practice guidelines for the management and treatment of chronic disease (hypertension, heart failure, diabetes, and dyslipidemia) within the primary care setting. Corresponding patient education resources were developed on these topics. Each is about a 30-page booklet, but they can also be printed as a series of individual handouts. Because this is part of a CMS demonstration project, we closely followed the recommendations in the CMS guide "Writing and Designing Print Materials for Beneficiaries." By now, most of us interested in health literacy are familiar with the recommendations for choosing fonts, writing shorter sentences, using plain language, etc. By following these recommendations, we were able to produce patient education books divided into 4 main areas: 1) an overview of the chronic condition (what is high blood pressure? how is it treated? what do my numbers mean?), 2) an extensive section of lifestyle modification (including DASH diet, tips for reducing sodium, and stressing the importance of physical activity), 3) a shorter section on pharmacologic therapy (overview of medicines to manage high blood pressure, safety tips for taking medicines, "my medicines" work sheet, etc.), and 4) self management tools and resources (how to take your blood pressure at home, tips for purchasing a blood! pressure monitor, home blood pressure monitoring log, etc.). Each of the four books follows this structure. We did use a lot of information from NIH, but rewrote much of it. Our final products average a Flesch-Kincaid reading grade level score of 7.7. We used the word "hypertension" in the beginning section because we feel it's important for patients to see and hear that word (because their doctors use it often), but we made sure it was clear to the patient that hypertension and high blood pressure mean the same thing. In our medication section, we explained the different classes of drugs (ACE1, ARBs, diuretics) and provided the generic names of drugs, again because we felt it was important for patients to have this information. We worked hard to write simple explanations of how each medication works. We print 1500-2000 copies at a time (we have our own in-house print shop and Graphic Arts department) and in between each printing, we work on each section and always find one or two sentences here and there that could be improved. My point is, you may never find that one perfect piece of patient education that includes all of the information you want to give to your patients, and be written at an appropriate reading grade level. The information from the NIH is a good place to look., but you may need to rewrite some of it. Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Steinbacher Mikal" Date: Mon Oct 15, 2007 -- 09:47:11 AM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication co Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in > a church & I am the only clinical component. My > mission includes working with advocates, clients & > safety net clinics. I will be working with several > chronic diseases starting with diabetes & > hypertension. 60% of the population speak Spanish & > many can not read. Looking for very simple info on > diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any > experience on group brown bag clinics (to go over > medications). The agency has no forms or anything; > therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing > advocates. Do you have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu From njmeyers at gmail.com Mon Oct 15 12:29:17 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Mon, 15 Oct 2007 11:29:17 -0500 Subject: [HealthLiteracy 1343] Deaf population Message-ID: <4045f5520710150929m197a5a2br79198622f2124d66@mail.gmail.com> I work in the areas of health education and health advocacy in the Deaf Community in Minnesota. I work with two Projects: Deaf Hospice Education and Volunteer Project, now in its 8th year and the Deaf Community Health Worker Project now in its 2nd year. Both projects are community-based --or all Deaf (I am hearing but bilingual). We have 10 Deaf people who are trained hospice volunteers/advocates. The Deaf Community Health Worker is the first Deaf person to serve in that role. This should give you some idea of how far behind this population is in terms of health knowledge. Conversations about health literacy usually do not include the Deaf Community, so I hope I can add a new dimension. For starters, most hearing people do not know that there is NO connection between American Sign Language and the English language. "American" refers to the language used by Deaf people in North America. English words mean nothing unless there is some past experience a Deaf person can "hook" the word too. English is their 2nd language and the average reading level remains at the 4th grade level. Though generally recognized as a cultural/linguistic minority, this population does not fit into the racial/ethnic classification used for funding and research (though Harlan Lane argues that the cultural anthropological definition does fit). There is no national nor state health data base, ASL is not included in the US Census. Community Health Workers are the "brightest light in the tunnel" for this population...plus increased awareness on the part of health professionals and people in the field of health literacy. The Deaf Community Health Worker has added volumes to our overall understanding of the background knowledge that is missing within the general population. In Minnesota, the Community Health Worker movement is growing fast. The potential for learning from people in this field should be tapped--for all linguistic minorities. Two articles that come out of our work in the hospice field might provide more insights into some of the challenges faced when working with this population in the health care setting. I look forward to being part of this panel and finding resources that can be adapted for the Deaf Community. 1. Barbara Allen, Nancy Meyers, John L. Sullivan, and Melissa Sullivan, *Disability and Health: Best Practices in Conducting Disability Surveys Volume 2*, 2005, Chapter 5, "Using American Sign Language in Assessing the End-of-Life-Care Educational Needs of Deaf Persons: Lessons on Language, Culture, and Research Practices," Nova Science Publishers in Hauppauge, New York 2. Barbara Allen, Nancy Meyers, John L. Sullivan, and Melissa Sullivan, "Sign Language and End-of-Life** Care: Research in the Deaf Community," *Healthcare Ethics Committee Forum: An Interprofessional* * Journal of HealthCare Institutions' Et**hical and Legal Issues." * 14:3 (September) 2002. 197-208 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/5aebda48/attachment.html From RS-Metternich at wiu.edu Mon Oct 15 13:05:37 2007 From: RS-Metternich at wiu.edu (Rebecca Metternich) Date: Mon, 15 Oct 2007 12:05:37 -0500 Subject: [HealthLiteracy 1344] Re: simple information on diabetes andhypertension In-Reply-To: <2851401c80f47$a613cfb0$7205010a@mfldclinframe.org> References: <2851401c80f47$a613cfb0$7205010a@mfldclinframe.org> Message-ID: <000001c80f4d$9efcdf90$51cb2b8f@ad.wiu.edu> Several years ago when I attended IHA's Health Literacy Conference, we were told that the Flesch-Kincaid in M/S Word is not reliable. The results are approximately two grade levels lower than the actual grade-level of the document. Since then, if I use it, I keep this in mind. Rebecca Metternich Central Illinois Adult Education Service Center Western Illinois University Horrabin Hall 5B Macomb, IL 61455 Phone: 800-572-9033 or 309-298-2285 Fax: 309-298-2288 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Monday, October 15, 2007 11:23 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1342] simple information on diabetes andhypertension I'm new to the list, but I've been reading a lot of the discussions and thought it was time I start contributing. I work for Marshfield Clinic (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main responsibility is working with a team of physicians and providers to write and publish clinical practice guidelines. I also help write patient education materials as companion pieces for our evidence-based guidelines. Marshfield Clinic is currently one of ten sites participating in a physician group practice CMS demonstration project. We developed extensive clinical practice guidelines for the management and treatment of chronic disease (hypertension, heart failure, diabetes, and dyslipidemia) within the primary care setting. Corresponding patient education resources were developed on these topics. Each is about a 30-page booklet, but they can also be printed as a series of individual handouts. Because this is part of a CMS demonstration project, we closely followed the recommendations in the CMS guide "Writing and Designing Print Materials for Beneficiaries." By now, most of us interested in health literacy are familiar with the recommendations for choosing fonts, writing shorter sentences, using plain language, etc. By following these recommendations, we were able to produce patient education books divided into 4 main areas: 1) an overview of the chronic condition (what is high blood pressure? how is it treated? what do my numbers mean?), 2) an extensive section of lifestyle modification (including DASH diet, tips for reducing sodium, and stressing the importance of physical activity), 3) a shorter section on pharmacologic therapy (overview of medicines to manage high blood pressure, safety tips for taking medicines, "my medicines" work sheet, etc.), and 4) self management tools and resources (how to take your blood pressure at home, tips for purchasing a blood! pressure monitor, home blood pressure monitoring log, etc.). Each of the four books follows this structure. We did use a lot of information from NIH, but rewrote much of it. Our final products average a Flesch-Kincaid reading grade level score of 7.7. We used the word "hypertension" in the beginning section because we feel it's important for patients to see and hear that word (because their doctors use it often), but we made sure it was clear to the patient that hypertension and high blood pressure mean the same thing. In our medication section, we explained the different classes of drugs (ACE1, ARBs, diuretics) and provided the generic names of drugs, again because we felt it was important for patients to have this information. We worked hard to write simple explanations of how each medication works. We print 1500-2000 copies at a time (we have our own in-house print shop and Graphic Arts department) and in between each printing, we work on each section and always find one or two sentences here and there that could be improved. My point is, you may never find that one perfect piece of patient education that includes all of the information you want to give to your patients, and be written at an appropriate reading grade level. The information from the NIH is a good place to look., but you may need to rewrite some of it. Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Steinbacher Mikal" Date: Mon Oct 15, 2007 -- 09:47:11 AM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication co Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in a church & I am > the only clinical component. My mission includes working with > advocates, clients & safety net clinics. I will be working with > several chronic diseases starting with diabetes & hypertension. 60% of > the population speak Spanish & many can not read. Looking for very > simple info on diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any experience on group > brown bag clinics (to go over medications). The agency has no forms or > anything; therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing advocates. Do you > have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________ ________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to rs-metternich at wiu.edu From Mikal.Steinbacher at lwtc.edu Mon Oct 15 13:12:33 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 15 Oct 2007 10:12:33 -0700 Subject: [HealthLiteracy 1345] Re: Deaf population References: <4045f5520710150929m197a5a2br79198622f2124d66@mail.gmail.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E03@LUXOR.campus.lwtc.edu> Nancy, it sounds like the average deaf person would also benefit greatly from easily read heath care/disease prevention information, just as ESL students would. I have to admit that I did not know that statistic, or the that English is a second language to the deaf as well! Thanks for the information! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers Sent: Mon 10/15/2007 9:29 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1343] Deaf population I work in the areas of health education and health advocacy in the Deaf Community in Minnesota. I work with two Projects: Deaf Hospice Education and Volunteer Project, now in its 8th year and the Deaf Community Health Worker Project now in its 2nd year. Both projects are community-based --or all Deaf (I am hearing but bilingual). We have 10 Deaf people who are trained hospice volunteers/advocates. The Deaf Community Health Worker is the first Deaf person to serve in that role. This should give you some idea of how far behind this population is in terms of health knowledge. Conversations about health literacy usually do not include the Deaf Community, so I hope I can add a new dimension. For starters, most hearing people do not know that there is NO connection between American Sign Language and the English language. "American" refers to the language used by Deaf people in North America. English words mean nothing unless there is some past experience a Deaf person can "hook" the word too. English is their 2nd language and the average reading level remains at the 4th grade level. Though generally recognized as a cultural/linguistic minority, this population does not fit into the racial/ethnic classification used for funding and research (though Harlan Lane argues that the cultural anthropological definition does fit). There is no national nor state health data base, ASL is not included in the US Census. Community Health Workers are the "brightest light in the tunnel" for this population...plus increased awareness on the part of health professionals and people in the field of health literacy. The Deaf Community Health Worker has added volumes to our overall understanding of the background knowledge that is missing within the general population. In Minnesota, the Community Health Worker movement is growing fast. The potential for learning from people in this field should be tapped--for all linguistic minorities. Two articles that come out of our work in the hospice field might provide more insights into some of the challenges faced when working with this population in the health care setting. I look forward to being part of this panel and finding resources that can be adapted for the Deaf Community. 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and Melissa Sullivan, Disability and Health: Best Practices in Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using American Sign Language in Assessing the End-of-Life-Care Educational Needs of Deaf Persons: Lessons on Language, Culture, and Research Practices," Nova Science Publishers in Hauppauge, New York 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and Melissa Sullivan, "Sign Language and End-of-Life Care: Research in the Deaf Community," Healthcare Ethics Committee Forum: An Interprofessional Journal of HealthCare Institutions' Ethical and Legal Issues." 14:3 (September) 2002. 197-208 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7367 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/0145b333/attachment.bin From Jsorensen at afmc.org Mon Oct 15 14:24:09 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Mon, 15 Oct 2007 13:24:09 -0500 Subject: [HealthLiteracy 1346] Re: simple information on diabetesandhypertension In-Reply-To: <000001c80f4d$9efcdf90$51cb2b8f@ad.wiu.edu> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD30232520D@AFMCFS6.NT_AFMC.local> I have heard this as well. More recently someone told me it's a little better now but I have not checked. But it's always a good idea to do some kind of formula the old-fashioned way when it really matters. It's not that hard. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rebecca Metternich Sent: Monday, October 15, 2007 12:06 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1344] Re: simple information on diabetesandhypertension Several years ago when I attended IHA's Health Literacy Conference, we were told that the Flesch-Kincaid in M/S Word is not reliable. The results are approximately two grade levels lower than the actual grade-level of the document. Since then, if I use it, I keep this in mind. Rebecca Metternich Central Illinois Adult Education Service Center Western Illinois University Horrabin Hall 5B Macomb, IL 61455 Phone: 800-572-9033 or 309-298-2285 Fax: 309-298-2288 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Monday, October 15, 2007 11:23 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1342] simple information on diabetes andhypertension I'm new to the list, but I've been reading a lot of the discussions and thought it was time I start contributing. I work for Marshfield Clinic (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main responsibility is working with a team of physicians and providers to write and publish clinical practice guidelines. I also help write patient education materials as companion pieces for our evidence-based guidelines. Marshfield Clinic is currently one of ten sites participating in a physician group practice CMS demonstration project. We developed extensive clinical practice guidelines for the management and treatment of chronic disease (hypertension, heart failure, diabetes, and dyslipidemia) within the primary care setting. Corresponding patient education resources were developed on these topics. Each is about a 30-page booklet, but they can also be printed as a series of individual handouts. Because this is part of a CMS demonstration project, we closely followed the recommendations in the CMS guide "Writing and Designing Print Materials for Beneficiaries." By now, most of us interested in health literacy are familiar with the recommendations for choosing fonts, writing shorter sentences, using plain language, etc. By following these recommendations, we were able to produce patient education books divided into 4 main areas: 1) an overview of the chronic condition (what is high blood pressure? how is it treated? what do my numbers mean?), 2) an extensive section of lifestyle modification (including DASH diet, tips for reducing sodium, and stressing the importance of physical activity), 3) a shorter section on pharmacologic therapy (overview of medicines to manage high blood pressure, safety tips for taking medicines, "my medicines" work sheet, etc.), and 4) self management tools and resources (how to take your blood pressure at home, tips for purchasing a blood! pressure monitor, home blood pressure monitoring log, etc.). Each of the four books follows this structure. We did use a lot of information from NIH, but rewrote much of it. Our final products average a Flesch-Kincaid reading grade level score of 7.7. We used the word "hypertension" in the beginning section because we feel it's important for patients to see and hear that word (because their doctors use it often), but we made sure it was clear to the patient that hypertension and high blood pressure mean the same thing. In our medication section, we explained the different classes of drugs (ACE1, ARBs, diuretics) and provided the generic names of drugs, again because we felt it was important for patients to have this information. We worked hard to write simple explanations of how each medication works. We print 1500-2000 copies at a time (we have our own in-house print shop and Graphic Arts department) and in between each printing, we work on each section and always find one or two sentences here and there that could be improved. My point is, you may never find that one perfect piece of patient education that includes all of the information you want to give to your patients, and be written at an appropriate reading grade level. The information from the NIH is a good place to look., but you may need to rewrite some of it. Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Steinbacher Mikal" Date: Mon Oct 15, 2007 -- 09:47:11 AM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication co Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in a church & I am > the only clinical component. My mission includes working with > advocates, clients & safety net clinics. I will be working with > several chronic diseases starting with diabetes & hypertension. 60% of > the population speak Spanish & many can not read. Looking for very > simple info on diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any experience on group > brown bag clinics (to go over medications). The agency has no forms or > anything; therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing advocates. Do you > have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ________________________________________________________________________ ____ ________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to rs-metternich at wiu.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From seubert.douglas at marshfieldclinic.org Mon Oct 15 15:05:43 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 15 Oct 2007 14:05:43 -0500 Subject: [HealthLiteracy 1347] Flesch-Kincaid in MS Word is not fool-proof, but still worth doing Message-ID: <2c11e01c80f5e$6273fc50$7205010a@mfldclinframe.org> YES. Even the CMS guide I referenced (Writing and Designing Print Materials for Beneficiaries) says that the Flesch-Kincaid reading grade level score in MS Word is usually 2 grades lower than the actual grade-level of the document. I usually do a SMOG (by hand)when I want a more accurate reading. But using Flesch-Kincaid in MS Word can still be helpful, in that it is a tool almost everyone has access to. Our organization is rather large, with nearly 750 physicians practicing in 41 (soon to be 47) clinics in the northern half of Wisconsin. Each center, each department can purchase or create patient education materials. Up until now, most of what was developed never went through any evaluation, except to make sure the logo was in the right place. Over the past 2 years, we have been working to standardize our patient education materials, creating them as companion pieces to our evidence-based clinical practice guidelines. While we work on standardizing patient education materials, there are still letters, brochures, newsletters and other print materials that are sent to patients that are not always classified as patient education, but should still be evaluated for health literacy. We're trying to raise awareness of health literacy and provide recommendations for improving how we communicate with patients. Even if I can show some of our staff how to use Flesch-Kincaid in MS Word, it's a step in the right direction, and it gets them thinking about how they write and how they can improve their writing. If you aim for a score between 4th and 6th grade, your piece will most likely be 2 grades above that. But as I said in my earlier post, it may be impossible to get a low score if you have any medical terms in your piece. You can rewrite "make modifications in your food choices" (11 syllables) to "change what you eat" (4 syllables) and get a better score and improve your piece. But there isn't a simpler word for triglycerides. And you actually need more words to define it and explain it, which can raise the score. As far as the accuracy of Flesch-Kincaid in MS Word, there are several things that can affect the score. Bulleted lists of information often cause trouble, especially if there is no punctuation. You can have a list of symptoms, for example, and Flesch-Kincaid in MS Word will read the entire list as one sentence, and include the next sentence as well, because it's looking for the next period and treats everything written between the periods as one sentence. As readers, we often put in the punctuation even when it is not there. When we read a bulleted list of words (symptoms, for example) or phrases (actions steps or safety tips, for example), we process them as separate sentences or thoughts, even if there is no punctuation (periods) after each item in the list. When you run Flesch-Kincaid in MS Word, put in the periods (you can always remove them) after each item in the list and you'll get a more accurate reading grade level score. This is just one of many tips for improving! the accuracy of Flesch-Kincaid in MS Word. We can't solely rely on a reading grade level score when we evaluate written patient education for health literacy. Flesch-Kincaid in MS Word, nonetheless, is often still worth doing. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Reply Message------ From: "Janet Sorensen" Date: Mon Oct 15, 2007 -- 01:45:04 PM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1346] Re: simple information ondiabetesandhypertension I have heard this as well. More recently someone told me it's a little better now but I have not checked. But it's always a good idea to do some kind of formula the old-fashioned way when it really matters. It's not that hard. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rebecca Metternich Sent: Monday, October 15, 2007 12:06 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1344] Re: simple information on diabetesandhypertension Several years ago when I attended IHA's Health Literacy Conference, we were told that the Flesch-Kincaid in M/S Word is not reliable. The results are approximately two grade levels lower than the actual grade-level of the document. Since then, if I use it, I keep this in mind. Rebecca Metternich Central Illinois Adult Education Service Center Western Illinois University Horrabin Hall 5B Macomb, IL 61455 Phone: 800-572-9033 or 309-298-2285 Fax: 309-298-2288 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Monday, October 15, 2007 11:23 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1342] simple information on diabetes andhypertension I'm new to the list, but I've been reading a lot of the discussions and thought it was time I start contributing. I work for Marshfield Clinic (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main responsibility is working with a team of physicians and providers to write and publish clinical practice guidelines. I also help write patient education materials as companion pieces for our evidence-based guidelines. Marshfield Clinic is currently one of ten sites participating in a physician group practice CMS demonstration project. We developed extensive clinical practice guidelines for the management and treatment of chronic disease (hypertension, heart failure, diabetes, and dyslipidemia) within the primary care setting. Corresponding patient education resources were developed on these topics. Each is about a 30-page booklet, but they can also be printed as a series of individual handouts. Because this is part of a CMS demonstration project, we closely followed the recommendations in the CMS guide "Writing and Designing Print Materials for Beneficiaries." By now, most of us interested in health literacy are familiar with the recommendations for choosing fonts, writing shorter sentences, using plain language, etc. By following these recommendations, we were able to produce patient education books divided into 4 main areas: 1) an overview of the chronic condition (what is high blood pressure? how is it treated? what do my numbers mean?), 2) an extensive section of lifestyle modification (including DASH diet, tips for reducing sodium, and stressing the importance of physical activity), 3) a shorter section on pharmacologic therapy (overview of medicines to manage high blood pressure, safety tips for taking medicines, "my medicines" work sheet, etc.), and 4) self management tools and resources (how to take your blood pressure at home, tips for purchasing a blood! pressure monitor, home blood pressure monitoring log, etc.). Each of the four books follows this structure. We did use a lot of information from NIH, but rewrote much of it. Our final products average a Flesch-Kincaid reading grade level score of 7.7. We used the word "hypertension" in the beginning section because we feel it's important for patients to see and hear that word (because their doctors use it often), but we made sure it was clear to the patient that hypertension and high blood pressure mean the same thing. In our medication section, we explained the different classes of drugs (ACE1, ARBs, diuretics) and provided the generic names of drugs, again because we felt it was important for patients to have this information. We worked hard to write simple explanations of how each medication works. We print 1500-2000 copies at a time (we have our own in-house print shop and Graphic Arts department) and in between each printing, we work on each section and always find one or two sentences here and there that could be improved. My point is, you may never find that one perfect piece of patient education that includes all of the information you want to give to your patients, and be written at an appropriate reading grade level. The information from the NIH is a good place to look., but you may need to rewrite some of it. Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Steinbacher Mikal" Date: Mon Oct 15, 2007 -- 09:47:11 AM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication co Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in a church & I am > the only clinical component. My mission includes working with > advocates, clients & safety net clinics. I will be working with > several chronic diseases starting with diabetes & hypertension. 60% of > the population speak Spanish & many can not read. Looking for very > simple info on diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any experience on group > brown bag clinics (to go over medications). The agency has no forms or > anything; therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing advocates. Do you > have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ________________________________________________________________________ ____ ________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to rs-metternich at wiu.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From julie_mcKinney at worlded.org Mon Oct 15 15:38:38 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 15 Oct 2007 15:38:38 -0400 Subject: [HealthLiteracy 1348] Intro from Madelyn Davis Message-ID: <4713897E0200002D0000401A@bostongwia.jsi.com> Hi Everyone, I am forwarding this introductory message from one of our panelists, Madelyn Davis. Thank you, Madelyn! Julie ***************************************** My name is Madelyn Davis. I am a new reader. I'm glad to say I am a new reader. I've been learning to read for about a year and a half. The reading that I've learned I'm putting it t o use. I am bipolar and recently I had a break out with my bipolar. It was hard to communicate with my doctor. My doctor took the symptoms I told her that I was having and she came to the conclusion that my medication was off. Because of the communication with my doctor I felt more comfortable being treated at home as an out patient instead of being in the hospital. My doctor worked very closely with me. She called me every day to ask how the medicine was doing. She came to understand me and I came to understand her. I think it's very important that you find a provider that cares about what is wrong with you. It can be very serious about your health if you can't communicate with your doctor. I live alone. I have 3 grown children but none of them can come help me when I get sick. The fear that I face is being alone. I volunteer at a homeless shelter for women and I love doing that. I get a chance to talk to women who are displaced and I watch their lives turn around. I volunteer on Thurs. and Fri and work there on Sat. My duties include answering the phone, passing meds. I match the name of the med on the check-off sheet. The women pronounce the med for me. I also work the security door. I've been trained to do UA, the drug testing, and breathalizer. I love working there because it's like a home. Before that I was an accounts receivable clerk at Coca Cola for 17 years. I was the lead clerk. I lost that job when it was downsized. I worked there for 17 years and they didn't know I couldn't read. They found out when I had to write a report and it was like I copied it out of a book. My supervisor asked me if I had a problem with reading. "Yes," I said, "I have dyslexia." My supervisor was very understanding. "I knew you were doing things verbally. Madelyn. I knew something was wrong but I didn't know you had problems with reading." -- Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From AZSA at aol.com Mon Oct 15 15:44:15 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Mon, 15 Oct 2007 15:44:15 EDT Subject: [HealthLiteracy 1349] This week's Health Panel Discussion Message-ID: INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/2a628b25/attachment.html From njmeyers at gmail.com Mon Oct 15 15:56:42 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Mon, 15 Oct 2007 14:56:42 -0500 Subject: [HealthLiteracy 1350] Re: Flesch-Kincaid in MS Word is not fool-proof, but still worth doing In-Reply-To: <2c11e01c80f5e$6273fc50$7205010a@mfldclinframe.org> References: <2c11e01c80f5e$6273fc50$7205010a@mfldclinframe.org> Message-ID: <4045f5520710151256l28273b75i1313268016f73da9@mail.gmail.com> Our rule of thumb is this: If 10 Deaf people can read it, sign it and explain it to someone else it is clear. If not, they work together to figure it out and we use what they say. Some funny examples: Most healthcare directives will talk about "Choose your healthcare agent." First, the English word "choose" is translated into decide which is close to decision and judge...gets people wandering off in the wrong direction. The result: we changed it to "pick." "Agent"...what's that?? movie star agent, basketball agent for Nike's?? We never even bother to say that an "agent" is a "person!" So we ended up saying "Pick the person you trust." But as hearing people we often feel embarrassed to use such simple words...also American Sign Language is not built on a Thesaurus...there is one sign for pain, there was no sign for hospice until 5 years ago when someone in Minnesota (A Deaf person) made one up. All adverbs and adjectives are made with grammatically governed non-manuals, or facial expressions. They go nuts with the Wong-Baker pain scale of "smiley faces"... what does a happy face have to do with pain? Once at a meeting two hearing people were arguing about the different between "ensure" and "insure." A Deaf person asked: what's it mean?? "to make sure." "Well, why don't we just say that!" The scales are helpful, but if we do not test them with the people we expect to read them we are continuing to throw money out the door. Also, it is empowering and word spreads fast in tight-knit communities that they actually are being consulted. Do a big promo piece on including the community in developing materials. It has amazing results. Most Deaf people don't even bother to pick up brochures, regardless how simple we think they are...after years of everything being written so far over their heads they just throw up their hands and say "forget it." We need to let them know that the brochures are different...but we must find a way to also learn from them about what they don't know or understand... Nancy On 10/15/07, seubert.douglas at marshfieldclinic.org < seubert.douglas at marshfieldclinic.org> wrote: > > > YES. Even the CMS guide I referenced (Writing and Designing Print > Materials for Beneficiaries) says that the Flesch-Kincaid reading grade > level score in MS Word is usually 2 grades lower than the actual grade-level > of the document. I usually do a SMOG (by hand)when I want a more accurate > reading. > > But using Flesch-Kincaid in MS Word can still be helpful, in that it is a > tool almost everyone has access to. Our organization is rather large, with > nearly 750 physicians practicing in 41 (soon to be 47) clinics in the > northern half of Wisconsin. Each center, each department can purchase or > create patient education materials. Up until now, most of what was developed > never went through any evaluation, except to make sure the logo was in the > right place. Over the past 2 years, we have been working to standardize our > patient education materials, creating them as companion pieces to our > evidence-based clinical practice guidelines. While we work on standardizing > patient education materials, there are still letters, brochures, newsletters > and other print materials that are sent to patients that are not always > classified as patient education, but should still be evaluated for health > literacy. > > We're trying to raise awareness of health literacy and provide > recommendations for improving how we communicate with patients. Even if I > can show some of our staff how to use Flesch-Kincaid in MS Word, it's a step > in the right direction, and it gets them thinking about how they write and > how they can improve their writing. If you aim for a score between 4th and > 6th grade, your piece will most likely be 2 grades above that. But as I said > in my earlier post, it may be impossible to get a low score if you have any > medical terms in your piece. You can rewrite "make modifications in your > food choices" (11 syllables) to "change what you eat" (4 syllables) and get > a better score and improve your piece. But there isn't a simpler word for > triglycerides. And you actually need more words to define it and explain it, > which can raise the score. > > As far as the accuracy of Flesch-Kincaid in MS Word, there are several > things that can affect the score. Bulleted lists of information often cause > trouble, especially if there is no punctuation. You can have a list of > symptoms, for example, and Flesch-Kincaid in MS Word will read the entire > list as one sentence, and include the next sentence as well, because it's > looking for the next period and treats everything written between the > periods as one sentence. As readers, we often put in the punctuation even > when it is not there. When we read a bulleted list of words (symptoms, for > example) or phrases (actions steps or safety tips, for example), we process > them as separate sentences or thoughts, even if there is no punctuation > (periods) after each item in the list. When you run Flesch-Kincaid in MS > Word, put in the periods (you can always remove them) after each item in the > list and you'll get a more accurate reading grade level score. This is just > one of many tips for improving! > the accuracy of Flesch-Kincaid in MS Word. > > We can't solely rely on a reading grade level score when we evaluate > written patient education for health literacy. Flesch-Kincaid in MS Word, > nonetheless, is often still worth doing. > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Reply Message------ > From: "Janet Sorensen" > Date: Mon Oct 15, 2007 -- 01:45:04 PM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1346] Re: simple information > ondiabetesandhypertension > > I have heard this as well. More recently someone told me it's a little > better now but I have not checked. But it's always a good idea to do > some kind of formula the old-fashioned way when it really matters. It's > not that hard. > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rebecca Metternich > Sent: Monday, October 15, 2007 12:06 PM > To: 'The Health and Literacy Discussion List' > Subject: [HealthLiteracy 1344] Re: simple information on > diabetesandhypertension > > Several years ago when I attended IHA's Health Literacy Conference, we > were told that the Flesch-Kincaid in M/S Word is not reliable. The > results are approximately two grade levels lower than the actual > grade-level of the document. Since then, if I use it, I keep this in > mind. > > Rebecca Metternich > Central Illinois Adult Education Service Center Western Illinois > University Horrabin Hall 5B Macomb, IL 61455 > Phone: 800-572-9033 or 309-298-2285 > Fax: 309-298-2288 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of > seubert.douglas at marshfieldclinic.org > Sent: Monday, October 15, 2007 11:23 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1342] simple information on diabetes > andhypertension > > > I'm new to the list, but I've been reading a lot of the discussions and > thought it was time I start contributing. I work for Marshfield Clinic > (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main > responsibility is working with a team of physicians and providers to > write and publish clinical practice guidelines. I also help write > patient education materials as companion pieces for our evidence-based > guidelines. > > Marshfield Clinic is currently one of ten sites participating in a > physician group practice CMS demonstration project. We developed > extensive clinical practice guidelines for the management and treatment > of chronic disease (hypertension, heart failure, diabetes, and > dyslipidemia) within the primary care setting. Corresponding patient > education resources were developed on these topics. Each is about a > 30-page booklet, but they can also be printed as a series of individual > handouts. > > Because this is part of a CMS demonstration project, we closely followed > the recommendations in the CMS guide "Writing and Designing Print > Materials for Beneficiaries." By now, most of us interested in health > literacy are familiar with the recommendations for choosing fonts, > writing shorter sentences, using plain language, etc. By following these > recommendations, we were able to produce patient education books divided > into 4 main areas: 1) an overview of the chronic condition (what is > high blood pressure? how is it treated? what do my numbers mean?), 2) an > extensive section of lifestyle modification (including DASH diet, tips > for reducing sodium, and stressing the importance of physical activity), > 3) a shorter section on pharmacologic therapy (overview of medicines to > manage high blood pressure, safety tips for taking medicines, "my > medicines" work sheet, etc.), and 4) self management tools and resources > (how to take your blood pressure at home, tips for purchasing a blood! > pressure monitor, home blood pressure monitoring log, etc.). Each of > the four books follows this structure. > > We did use a lot of information from NIH, but rewrote much of it. Our > final products average a Flesch-Kincaid reading grade level score of > 7.7. We used the word "hypertension" in the beginning section because we > feel it's important for patients to see and hear that word (because > their doctors use it often), but we made sure it was clear to the > patient that hypertension and high blood pressure mean the same thing. > In our medication section, we explained the different classes of drugs > (ACE1, ARBs, diuretics) and provided the generic names of drugs, again > because we felt it was important for patients to have this information. > We worked hard to write simple explanations of how each medication > works. > > We print 1500-2000 copies at a time (we have our own in-house print shop > and Graphic Arts department) and in between each printing, we work on > each section and always find one or two sentences here and there that > could be improved. > > My point is, you may never find that one perfect piece of patient > education that includes all of the information you want to give to your > patients, and be written at an appropriate reading grade level. The > information from the NIH is a good place to look., but you may need to > rewrite some of it. > > Don't just rely on a reading grade level score either. If you work hard > enough, you can get any piece of education down to 5th or 6th grade > level. > It may require taking out all medical terms and names of medications to > do it, but I think that can sometimes be a bad choice. An effective > education piece explaining high cholesterol and how read the results of > a fasting lipoprotein panel, for example, should include the words > cholesterol, low-density and high-density lipoproteins and > triglycerides. They just need to be explained and defined as simply as > possible. All patients, no matter what their reading level, appreciate > clear, simple explanations. It may not result in a piece that scores at > 6th grade when you run a SMOG, but that doesn't mean it's not a good > piece to use with patients. > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Steinbacher Mikal" > Date: Mon Oct 15, 2007 -- 09:47:11 AM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1341] Re: Need hel with teaching > advocates > &clientsmedication co > > Barbara, > > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I > will > review the diabetes site later. > > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL > classes to talk about how to get the most out of doctor visits, and low > cost/free medical care. She's a gem! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon > Sent: Fri 10/12/2007 3:42 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates > &clients medication compliance,chronic disease education > tools(asthma,diabetes and > hypertsion) very simple > > > > For simple information on diabetes and hypertension, check out the > National Institutes of Health's web site(www.nih.gov and select health > topics A-Z list). > > They offer a limited literacy diabetes education series in both English > and Spanish. You can also order a certain quantity of printed > publications for free, or a nominal charge, by calling NIH's National > Diabetes Information Clearinghouse at 1-800-860-8747. > > Barbara Gordon, RD > > Public Health Consultant > HealthComm Solutions > www.healthcommsolutions.net > > > --- Gae wrote: > > > I am located in a health service agency which is in a church & I am > > the only clinical component. My mission includes working with > > advocates, clients & safety net clinics. I will be working with > > several chronic diseases starting with diabetes & hypertension. 60% of > > > the population speak Spanish & many can not read. Looking for very > > simple info on diabetes & hypertension, info on taking meds, use of > > chronic disease model in such an area and any experience on group > > brown bag clinics (to go over medications). The agency has no forms or > > > anything; therefore, I am starting from scratch. I am seeing > > patients, setting up a clinical area and inservicing advocates. Do you > > > have anything that would help me? > > Would appreciate your help! Thanks. > > > > George Ann Eaks ARNP, CDE, BC-ADM > > Riverview Health Services > > 722 Reynolds > > KC. Ks. 66101 > > E-mail: gae at everestkc.net > > > > > > > > > > > > > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to barbarajgordon at yahoo.com > > > > > ________________________________________________________________________ > ____ > ________ > Check out the hottest 2008 models today at Yahoo! Autos. > http://autos.yahoo.com/new_cars.html > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mikal.steinbacher at lwtc.edu > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to rs-metternich at wiu.edu > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jsorensen at afmc.org > > *************************************************************************** > CONFIDENTIALITY NOTICE: The information in this E-mail is > confidential and may be privileged. This E-mail is intended solely > for the named recipient or recipients. If you are not the intended > recipient, any use, disclosure, copying or distribution of this > E-mail is prohibited. If you are not the intended recipient, please > inform us by replying with the subject line marked > "Wrong Address" and then deleting this E-mail and any > attachments. Arkansas Foundation for Medical Care, Inc. > (AFMC) uses regularly updated anti-virus software in an attempt > to reduce the possibility of transmitting computer viruses. We do > not guarantee, however, that any attachments to this E-mail are > virus-free. > > *************************************************************************** > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/ed0b96bf/attachment.html From kristina at easyreadcopywriting.com Mon Oct 15 16:37:19 2007 From: kristina at easyreadcopywriting.com (Kristina Anderson) Date: Mon, 15 Oct 2007 14:37:19 -0600 Subject: [HealthLiteracy 1351] Re: Deaf population In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6E03@LUXOR.campus.lwtc.edu> References: <4045f5520710150929m197a5a2br79198622f2124d66@mail.gmail.com> <9664F36261DE32409334B83B21CAEE8E091E6E03@LUXOR.campus.lwtc.edu> Message-ID: FYI, the University of Washington School of Medicine and their hospital on campus have some innovative programs around this issue. As I understand it, the Seattle area has one of the highest populations in the country of people who are hearing impaired. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505-345-3258 Fax: 1-866-345-0827 kristina at easyreadcopywriting.com On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote: > Nancy, it sounds like the average deaf person would also benefit > greatly from easily read heath care/disease prevention information, > just as ESL students would. I have to admit that I did not know > that statistic, or the that English is a second language to the > deaf as well! > > Thanks for the information! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers > Sent: Mon 10/15/2007 9:29 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1343] Deaf population > > > I work in the areas of health education and health advocacy in the > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > Education and Volunteer Project, now in its 8th year and the Deaf > Community Health Worker Project now in its 2nd year. Both projects > are community-based --or all Deaf (I am hearing but bilingual). We > have 10 Deaf people who are trained hospice volunteers/advocates. > The Deaf Community Health Worker is the first Deaf person to serve > in that role. This should give you some idea of how far behind this > population is in terms of health knowledge. Conversations about > health literacy usually do not include the Deaf Community, so I > hope I can add a new dimension. For starters, most hearing people > do not know that there is NO connection between American Sign > Language and the English language. "American" refers to the > language used by Deaf people in North America. English words mean > nothing unless there is some past experience a Deaf person can > "hook" the word too. English is their 2nd language and the average > reading level remains at the 4th grade level. > > Though generally recognized as a cultural/linguistic minority, this > population does not fit into the racial/ethnic classification used > for funding and research (though Harlan Lane argues that the > cultural anthropological definition does fit). There is no national > nor state health data base, ASL is not included in the US Census. > Community Health Workers are the "brightest light in the tunnel" > for this population...plus increased awareness on the part of > health professionals and people in the field of health literacy. > The Deaf Community Health Worker has added volumes to our overall > understanding of the background knowledge that is missing within > the general population. In Minnesota, the Community Health Worker > movement is growing fast. The potential for learning from people in > this field should be tapped--for all linguistic minorities. Two > articles that come out of our work in the hospice field might > provide more insights into some of the challenges faced when > working with this population in the health care setting. > > I look forward to being part of this panel and finding resources > that can be adapted for the Deaf Community. > > > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > Melissa Sullivan, Disability and Health: Best Practices in > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > American Sign Language in Assessing the End-of-Life-Care > Educational Needs of Deaf Persons: Lessons on Language, Culture, > and Research Practices," Nova Science Publishers in Hauppauge, New > York > > > > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > Melissa Sullivan, "Sign Language and End-of-Life > > Care: Research in the Deaf Community," Healthcare Ethics > Committee Forum: An Interprofessional > > Journal of HealthCare Institutions' Ethical and Legal Issues." > 14:3 (September) 2002. 197-208 > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kristina at easyreadcopywriting.com From sparks at chapman.edu Mon Oct 15 16:55:17 2007 From: sparks at chapman.edu (Sparks, Lisa) Date: Mon, 15 Oct 2007 13:55:17 -0700 Subject: [HealthLiteracy 1352] Re: This week's Health Panel Discussion References: Message-ID: Hi all, I am a professor of health communication and have created graduate programs in health and risk communication at my prior insitution (George Mason U., Fairfax, VA) and now my current institution (Chapman U., Orange, CA). I joined this fabulous listserve a few months ago and am learning much from all of you...thank you! In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). There is SO much to say regarding health communication and its importance. For example, a JCAHO report in 2002 stated that root cause analysis finds that 80 percent of medical errors were due to communication breakdown(s). I find that when I tell people what I study and then reveal this kind of data they seem to understand immediately the importance of the role that communication plays in potentially saving lives. I have a few new books just out on this week's topic of health communication that might interest some of you. The first book "Health communication in the 21st century" barely touches on health literacy specifically, but it is my hope that we can build this area of research in future editions. The other two are edited books that provide a "who's who of prominent health communciation scholars" although the context is specifically focused on the cancer care environment. Wright, K. B., Sparks, L., & O'Hair, H. D. (2007). Health communication in the 21st century. Oxford, England: Blackwell. O'Hair, H. D., Kreps, G. L., & Sparks, L. (Eds.) (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press. Sparks, L., O'Hair, H. D., & Kreps, G. L. (Eds.) (2008). Cancer communication and aging. Cresskill, NJ: Hampton Press. Kudos to this important and informative listserve....keep it up! Looking forward to hearing your thoughts and experiences in the powerful role of communication in health care environments. All the best, Lisa LISA SPARKS, PH.D. Editor, Communication Research Reports Professor, Chapman University One University Drive, Orange, CA 92866 sparks at chapman.edu "nothing in life is to be feared. it is only to be understood."---marie curie ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com Sent: Mon 10/15/2007 12:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1349] This week's Health Panel Discussion INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ________________________________ See what's new at AOL.com and Make AOL Your Homepage . From njmeyers at gmail.com Mon Oct 15 16:57:48 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Mon, 15 Oct 2007 15:57:48 -0500 Subject: [HealthLiteracy 1353] Re: Deaf population In-Reply-To: References: <4045f5520710150929m197a5a2br79198622f2124d66@mail.gmail.com> <9664F36261DE32409334B83B21CAEE8E091E6E03@LUXOR.campus.lwtc.edu> Message-ID: <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3@mail.gmail.com> Yes this is true. Rochester New York may be larger as well as Washington DC. For people who are culturally Deaf --use sign language for communication, the term hearing impaired is anywhere from "not acceptable" to "insulting" ...it assumes that the right way to be is hearing and that they are impaired because they can't hear. They are at a disability when they are communicating with members of the majority culture. Hard of hearing is the correct way. D with upper case "D" refers to culturally Deaf people. I had the privilege of caring for a 29 year old Deaf woman who died of colon cancer. We requested her medical chart because her two young hearing children may want to know about her illness later on. In the chart, nurses and doctors continued to refer to her as a "deaf-mute" -- a rare condition. That is a term that dates back to the 19th Century and should never be used in reference to a Deaf person. It is one step away from "Deaf and dumb" which preceded it. In the chart the proper way is within the context of the social and family information. Patient is Deaf requires a sign language interpreter. On 10/15/07, Kristina Anderson wrote: > > FYI, the University of Washington School of Medicine and their > hospital on campus have some innovative programs around this issue. > As I understand it, the Seattle area has one of the highest > populations in the country of people who are hearing impaired. > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Kristina Anderson > EasyRead Copywriting, LLC > PO Box 6146 > Albuquerque, NM 87197 > 505-345-3258 > Fax: 1-866-345-0827 > kristina at easyreadcopywriting.com > > > > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote: > > > Nancy, it sounds like the average deaf person would also benefit > > greatly from easily read heath care/disease prevention information, > > just as ESL students would. I have to admit that I did not know > > that statistic, or the that English is a second language to the > > deaf as well! > > > > Thanks for the information! > > > > Mikal Steinbacher > > Instructor, ABE/ESL/English > > Lake Washington Technical College > > > > ________________________________ > > > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers > > Sent: Mon 10/15/2007 9:29 AM > > To: healthliteracy at nifl.gov > > Subject: [HealthLiteracy 1343] Deaf population > > > > > > I work in the areas of health education and health advocacy in the > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > > Education and Volunteer Project, now in its 8th year and the Deaf > > Community Health Worker Project now in its 2nd year. Both projects > > are community-based --or all Deaf (I am hearing but bilingual). We > > have 10 Deaf people who are trained hospice volunteers/advocates. > > The Deaf Community Health Worker is the first Deaf person to serve > > in that role. This should give you some idea of how far behind this > > population is in terms of health knowledge. Conversations about > > health literacy usually do not include the Deaf Community, so I > > hope I can add a new dimension. For starters, most hearing people > > do not know that there is NO connection between American Sign > > Language and the English language. "American" refers to the > > language used by Deaf people in North America. English words mean > > nothing unless there is some past experience a Deaf person can > > "hook" the word too. English is their 2nd language and the average > > reading level remains at the 4th grade level. > > > > Though generally recognized as a cultural/linguistic minority, this > > population does not fit into the racial/ethnic classification used > > for funding and research (though Harlan Lane argues that the > > cultural anthropological definition does fit). There is no national > > nor state health data base, ASL is not included in the US Census. > > Community Health Workers are the "brightest light in the tunnel" > > for this population...plus increased awareness on the part of > > health professionals and people in the field of health literacy. > > The Deaf Community Health Worker has added volumes to our overall > > understanding of the background knowledge that is missing within > > the general population. In Minnesota, the Community Health Worker > > movement is growing fast. The potential for learning from people in > > this field should be tapped--for all linguistic minorities. Two > > articles that come out of our work in the hospice field might > > provide more insights into some of the challenges faced when > > working with this population in the health care setting. > > > > I look forward to being part of this panel and finding resources > > that can be adapted for the Deaf Community. > > > > > > > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, Disability and Health: Best Practices in > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > > American Sign Language in Assessing the End-of-Life-Care > > Educational Needs of Deaf Persons: Lessons on Language, Culture, > > and Research Practices," Nova Science Publishers in Hauppauge, New > > York > > > > > > > > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, "Sign Language and End-of-Life > > > > Care: Research in the Deaf Community," Healthcare Ethics > > Committee Forum: An Interprofessional > > > > Journal of HealthCare Institutions' Ethical and Legal Issues." > > 14:3 (September) 2002. 197-208 > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to kristina at easyreadcopywriting.com > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/47ff2524/attachment.html From izenberg at kidshealth.org Mon Oct 15 13:17:27 2007 From: izenberg at kidshealth.org (Neil Izenberg) Date: Mon, 15 Oct 2007 13:17:27 -0400 Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates &clientsmedication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple References: <76523.73303.qm@web33202.mail.mud.yahoo.com> <9664F36261DE32409334B83B21CAEE8E091E6E02@LUXOR.campus.lwtc.edu> Message-ID: <093501c80f69$ac4317c0$3f4619ac@nemours.org> While it may not be exactly what you want, you might have your ESL students take a look at the many hundreds of Kids level articles on KidsHealth.org. There are also Kids articles in Spanish, as well. Neil Izenberg, M.D. Nemours Foundation ----- Original Message ----- From: "Steinbacher Mikal" To: "The Health and Literacy Discussion List" Sent: Monday, October 15, 2007 10:40 AM Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication compliance, chronic disease education tools(asthma,diabetes and hypertsion) very simple Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in > a church & I am the only clinical component. My > mission includes working with advocates, clients & > safety net clinics. I will be working with several > chronic diseases starting with diabetes & > hypertension. 60% of the population speak Spanish & > many can not read. Looking for very simple info on > diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any > experience on group brown bag clinics (to go over > medications). The agency has no forms or anything; > therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing > advocates. Do you have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------------------------------------------------------------------------- > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to izenberg at kidshealth.org From AZSA at aol.com Mon Oct 15 18:07:15 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Mon, 15 Oct 2007 18:07:15 EDT Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion Message-ID: In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, sparks at chapman.edu writes: In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). Thanks, Lisa, for your comments. I'd especially like to thank you for the statement I've copied above - it very clearly points to the spectrum of facets having an effect on communication. Specifically, we are talking about health communication, and this week, mostly about the 'dialogue' between providers and....(what term(s) should we use?)...patients....consumers...individuals? Anne ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/269e8062/attachment.html From jnb1 at CDC.GOV Mon Oct 15 18:23:01 2007 From: jnb1 at CDC.GOV (Brownstein, J.N. (CDC/CCHP/NCCDPHP)) Date: Mon, 15 Oct 2007 18:23:01 -0400 Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 In-Reply-To: <470D2C71.2010803@goldfieldaccess.net> References: <470CA2800200002D00003EE7@bostongwia.jsi.com> <470D2C71.2010803@goldfieldaccess.net> Message-ID: Do you have references on the "Teach Back" method? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard Sent: Wednesday, October 10, 2007 3:48 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 Hi Julie The last four years the New Readers of Iowa have had four different health literacy conferences. We have partner with The Iowa Health system for the last three years we have had our health literacy conferences together. Each year the New Readers of Iowa have made a health literacy statement. Below is the statement from the New Readers of Iowa May 2007 Conference, I hope this is useful for you discussion. Representatives of the 17th Annual New Readers of Iowa Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes. 1 Integrate these concepts and materials into your practice. 2 Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 3 Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and review risks of not following through with prescribed treatments. 4 Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3 program to encourage patient to understand the answers to three questions: What is my main problem? What do I need to do? Why is it important? 5 work with professional colleagues to further disseminate health literacy information and materials. 6 Where possible reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide sham-free opportunities to review verbally. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Everyone, > >I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. > >The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. > >Discussion Preparation: > >There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. > >For more infomration, including guest biographies, please go to: >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat ion.html > >Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jnb1 at cdc.gov From Mikal.Steinbacher at lwtc.edu Mon Oct 15 19:55:19 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 15 Oct 2007 16:55:19 -0700 Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion References: Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E07@LUXOR.campus.lwtc.edu> And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com Sent: Mon 10/15/2007 12:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1349] This week's Health Panel Discussion INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ________________________________ See what's new at AOL.com and Make AOL Your Homepage . -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6983 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/c7ab6de1/attachment.bin From sparks at chapman.edu Mon Oct 15 21:32:44 2007 From: sparks at chapman.edu (Sparks, Lisa) Date: Mon, 15 Oct 2007 18:32:44 -0700 Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion References: Message-ID: Hi Anne, Thx for your kind words. Terms are so tricky.....a few years ago the rage was to use consumers and providers, but now using the word consumer has people all upset because we are more than consumers...yadda...yadda. I have been seeing more patient-provider terminology being used lately, but that can have its set of problems too. All this said, I am comfortable with the terminology health care consumers, patients, and providers....it doesn't really bother me because I think we have bigger fish to fry navigating the health care system in more efficient ways so each patient and family member can make informed decisions based on reliable information exchange, rather than on conflicting and insufficient credible information. Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the prescribed protocols. For example, today I was at the dreaded dentist who is very patronizing and tells me to relax over and over again. This is not helping the anxious patient at all. Then, he remarks on how I don't need to pinch myself but I just need to relax. I tell him that I have been going to dentists for more than 35 years and know by now what works for me to get through the appt (i.e. the pinching of my hand while they give me a shot). It is a silly trick I play on myself and it works for me. This is what I would call tailored communication (tailoring the message) to the patient. Acknowledge that not all patients are alike and tend to have unique ways of handling things. These unique approaches should be embraced and applauded to relax the anxious patient rather than degraded and trivialized. Because, if I were comfortable with needles and blood I would have chosen that profession. Instead, I am a university professor who studies health care communication environments and relationships. Health care providers need to understand that patients tend to be incredibly uncomfortable in the health care environment and that impacts their ability to process messages, understand messages, ask appropriate and relevant questions, listen, etc. On my way out of the dentist's office, I asked him why my other crown was so sensitive. Instead of looking at me and listening to me, he walked past me, picked up a light bulb and started screwing it into the ceiling. I walked away toward the front desk...then he followed me and gave an insufficient answer (basically, get over it). It was his approach that was frustrating, not the information about the crown. Needless to say, I am changing dentists asap. Finally, it is important to understand that disease and poor health are not an individual matter, but are most often a family matter, and/or a greater social network matter. We have embedded health behaviors that we learn from being part of a family, part of a community, etc. We are sick not as individuals, but as part of the larger systems we are a part of. These thoughts are obviously just off the cuff, so I am sure I make more sense in my book (i hope), but I hope you can get a sense of what I am trying to convey as my screaming children (n=3) call for me to finish the Italian pasta dinner I am prepping for my Italian husband (feeling brave tonight:), before he goes in for surgery tomorrow (we hope it is not the last supper)! All the best, Lisa LISA SPARKS, PH.D. Editor, Communication Research Reports Professor, Chapman University One University Drive, Orange, CA 92866 sparks at chapman.edu "nothing in life is to be feared. it is only to be understood."---marie curie ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com Sent: Mon 10/15/2007 3:07 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, sparks at chapman.edu writes: In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). Thanks, Lisa, for your comments. I'd especially like to thank you for the statement I've copied above - it very clearly points to the spectrum of facets having an effect on communication. Specifically, we are talking about health communication, and this week, mostly about the 'dialogue' between providers and....(what term(s) should we use?)...patients....consumers...individuals? Anne ________________________________ See what's new at AOL.com and Make AOL Your Homepage . From mburton at nmdp.org Mon Oct 15 13:51:23 2007 From: mburton at nmdp.org (Martha Burton Santibanez) Date: Mon, 15 Oct 2007 12:51:23 -0500 Subject: [HealthLiteracy 1358] Re: simple information on diabetes and hypertension In-Reply-To: <2851401c80f47$a613cfb0$7205010a@mfldclinframe.org> References: <2851401c80f47$a613cfb0$7205010a@mfldclinframe.org> Message-ID: <4713A89B.6040704@nmdp.org> I wholeheartedly agree with this comment. I'm blessed to have a (now-retired) Special Education teacher with add'l certification in reading disabilities for a mother - and whose friends also tend to be SE instructors. They often become an informal set of reviewers for me as I develop materials, especially with regards to comprehension. If you can find some willing Special Ed teachers as reviewers, use 'em! Example: I was working on a booklet about unrelated stem cell transplant and trying to get it down below 6th grade. I was getting very frustrated because the medical terms kept "yanking" the reading level higher than I wanted. I finally brought it to my mom and a few of her friends, who were extremely helpful with reviewing it and offering suggestions. Their assessment? It read at 4th-5th grade level (even though it scored closer to 6th-8th grade) and they were confident that their students would be able to decode the information and follow the instructions. Why? 1. The complicated terms were embedded in a very simple context, so readers could infer/decode the meaning 2. The terms were reinforced through repetition throughout the book 3. The terms were used in different formats (text, games, glossary, audio CD) 4. Readers had to interact and manipulate the terms in different (and entertaining) ways 3. The design was approachable and upbeat - and didn't look very "medical" I realized I was getting hung up on the numerical scores and not looking at the broad content and the main objective - which was for readers to be able to read, understand and act on the information provided. The score is just one element of *many* to help determine the appropriateness of a material. My mom and her friends/colleagues all stressed the importance of using the medical terms that they will likely encounter - but compensating for that issue by surrounding those terms with very simple definitions and concepts. They also felt that the combination of strategies would help build confidence and competence - that they could "figure it out" without having to ask for help or feeling overwhelmed. Now, whenever I'm starting a new project, the first thing I do is run my draft project plan past my "Special Ed group" to get their ideas on what some good messages and learning strategies would be. Then I run it past them again, once I have the content in place. It is SO helpful to work with a group of people who not just understand how to assess the needs of an audience, but to offer very valid strategies to incorporate into your resource. Martha Burton Santibanez Program Specialist - Medically Underserved Populations National Marrow Donor Program Office of Patient Advocacy mburton at nmdp.org (612) 617-8336 marrow.org\patient > Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. From lisamjones44 at hotmail.com Tue Oct 16 08:53:58 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 16 Oct 2007 12:53:58 +0000 Subject: [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25, Issue 15 Message-ID: Anne- I think your comments on location/setting are particularly important. We al know that health literacy decreases when a person in a stressful situation. So being in pain, prior to surgery or half naked would limit anyone's ability to understand health information. Luckily - this is something we, as patients, can help to control. Here are some ideas for handling some situations. I know it can be hard to do...but 1. Many doctors will try and speak to patients while they are fully clothed. If you want to discuss something, or don't understand something, ask to get dressed first. You may wait a bit longer (usually I try to see another patient during that time) but you will be better able to focus. I do this during my own doctor's visits - I just can't remember health stuff when I am worried about whether all my parts are covered! 2. The door should NEVER be open during any portion of the visit. If a doctor leaves it open, ask her to close it. This isn't optional - its a matter of your privacy. Your health information shouldn't be discussed in the hallway or anywhere where it isn't private. 3. If you know you are going to be in a position where you are stressed, scared, or in pain make plans. That could mean asking to talk later or bringing someone else with you. These are just some initial thoughts. What other ways of handling these situations would you all recommend? Lisa Lisa M. Jones, MD WellLife Education www.welllifeeducation.com > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 15> To: healthliteracy at nifl.gov> Date: Mon, 15 Oct 2007 20:52:20 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1351] Re: Deaf population (Kristina Anderson)> 2. [HealthLiteracy 1352] Re: This week's Health Panel Discussion> (Sparks, Lisa)> 3. [HealthLiteracy 1353] Re: Deaf population (Nancy Meyers)> 4. [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease education> tools(asthma, diabetes and hypertsion) very simple (Neil Izenberg)> 5. [HealthLiteracy 1355] Re: This week's Health Panel Discussion> (AZSA at aol.com)> 6. [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> (Brownstein, J.N. (CDC/CCHP/NCCDPHP))> 7. [HealthLiteracy 1357] Re: This week's Health Panel Discussion> (Steinbacher Mikal)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 15 Oct 2007 14:37:19 -0600> From: Kristina Anderson > Subject: [HealthLiteracy 1351] Re: Deaf population> To: The Health and Literacy Discussion List > Message-ID:> > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed> > FYI, the University of Washington School of Medicine and their > hospital on campus have some innovative programs around this issue. > As I understand it, the Seattle area has one of the highest > populations in the country of people who are hearing impaired.> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson> EasyRead Copywriting, LLC> PO Box 6146> Albuquerque, NM 87197> 505-345-3258> Fax: 1-866-345-0827> kristina at easyreadcopywriting.com> > > > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> > > Nancy, it sounds like the average deaf person would also benefit > > greatly from easily read heath care/disease prevention information, > > just as ESL students would. I have to admit that I did not know > > that statistic, or the that English is a second language to the > > deaf as well!> >> > Thanks for the information!> >> > Mikal Steinbacher> > Instructor, ABE/ESL/English> > Lake Washington Technical College> >> > ________________________________> >> > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > Sent: Mon 10/15/2007 9:29 AM> > To: healthliteracy at nifl.gov> > Subject: [HealthLiteracy 1343] Deaf population> >> >> > I work in the areas of health education and health advocacy in the > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > > Education and Volunteer Project, now in its 8th year and the Deaf > > Community Health Worker Project now in its 2nd year. Both projects > > are community-based --or all Deaf (I am hearing but bilingual). We > > have 10 Deaf people who are trained hospice volunteers/advocates. > > The Deaf Community Health Worker is the first Deaf person to serve > > in that role. This should give you some idea of how far behind this > > population is in terms of health knowledge. Conversations about > > health literacy usually do not include the Deaf Community, so I > > hope I can add a new dimension. For starters, most hearing people > > do not know that there is NO connection between American Sign > > Language and the English language. "American" refers to the > > language used by Deaf people in North America. English words mean > > nothing unless there is some past experience a Deaf person can > > "hook" the word too. English is their 2nd language and the average > > reading level remains at the 4th grade level.> >> > Though generally recognized as a cultural/linguistic minority, this > > population does not fit into the racial/ethnic classification used > > for funding and research (though Harlan Lane argues that the > > cultural anthropological definition does fit). There is no national > > nor state health data base, ASL is not included in the US Census. > > Community Health Workers are the "brightest light in the tunnel" > > for this population...plus increased awareness on the part of > > health professionals and people in the field of health literacy.> > The Deaf Community Health Worker has added volumes to our overall > > understanding of the background knowledge that is missing within > > the general population. In Minnesota, the Community Health Worker > > movement is growing fast. The potential for learning from people in > > this field should be tapped--for all linguistic minorities. Two > > articles that come out of our work in the hospice field might > > provide more insights into some of the challenges faced when > > working with this population in the health care setting.> >> > I look forward to being part of this panel and finding resources > > that can be adapted for the Deaf Community.> >> >> >> > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, Disability and Health: Best Practices in > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > > American Sign Language in Assessing the End-of-Life-Care > > Educational Needs of Deaf Persons: Lessons on Language, Culture, > > and Research Practices," Nova Science Publishers in Hauppauge, New > > York> >> >> >> > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, "Sign Language and End-of-Life> >> > Care: Research in the Deaf Community," Healthcare Ethics > > Committee Forum: An Interprofessional> >> > Journal of HealthCare Institutions' Ethical and Legal Issues." > > 14:3 (September) 2002. 197-208> >> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to kristina at easyreadcopywriting.com> > > > ------------------------------> > Message: 2> Date: Mon, 15 Oct 2007 13:55:17 -0700> From: "Sparks, Lisa" > Subject: [HealthLiteracy 1352] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Hi all, > > I am a professor of health communication and have created graduate programs in health and risk communication at my prior insitution (George Mason U., Fairfax, VA) and now my current institution (Chapman U., Orange, CA). I joined this fabulous listserve a few months ago and am learning much from all of you...thank you!> > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). There is SO much to say regarding health communication and its importance. For example, a JCAHO report in 2002 stated that root cause analysis finds that 80 percent of medical errors were due to communication breakdown(s). I find that when I tell people what I study and then reveal this kind of data they seem to understand immediately the importance of the role that communication plays in potentially saving lives.> > > > I have a few new books just out on this week's topic of health communication that might interest some of you. The first book "Health communication in the 21st century" barely touches on health literacy specifically, but it is my hope that we can build this area of research in future editions. The other two are edited books that provide a "who's who of prominent health communciation scholars" although the context is specifically focused on the cancer care environment.> > > > Wright, K. B., Sparks, L., & O'Hair, H. D. (2007). Health communication in the 21st century. Oxford, England: Blackwell.> > > > O'Hair, H. D., Kreps, G. L., & Sparks, L. (Eds.) (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press.> > > > Sparks, L., O'Hair, H. D., & Kreps, G. L. (Eds.) (2008). Cancer communication and aging. Cresskill, NJ: Hampton Press.> > Kudos to this important and informative listserve....keep it up! > > Looking forward to hearing your thoughts and experiences in the powerful role of communication in health care environments.> > All the best,> Lisa> > LISA SPARKS, PH.D.> Editor, Communication Research Reports> Professor, Chapman University> One University Drive, Orange, CA 92866> sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Health Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registered Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to surgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> > ------------------------------> > Message: 3> Date: Mon, 15 Oct 2007 15:57:48 -0500> From: "Nancy Meyers" > Subject: [HealthLiteracy 1353] Re: Deaf population> To: "The Health and Literacy Discussion List"> > Message-ID:> <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3 at mail.gmail.com>> Content-Type: text/plain; charset="iso-8859-1"> > Yes this is true. Rochester New York may be larger as well as Washington DC.> > For people who are culturally Deaf --use sign language for communication,> the term hearing impaired is anywhere from "not acceptable" to "insulting"> ...it assumes that the right way to be is hearing and that they are impaired> because they can't hear. They are at a disability when they are> communicating with members of the majority culture. Hard of hearing is the> correct way. D with upper case "D" refers to culturally Deaf people. I had> the privilege of caring for a 29 year old Deaf woman who died of colon> cancer. We requested her medical chart because her two young hearing> children may want to know about her illness later on. In the chart, nurses> and doctors continued to refer to her as a "deaf-mute" -- a rare condition.> That is a term that dates back to the 19th Century and should never be used> in reference to a Deaf person. It is one step away from "Deaf and dumb"> which preceded it. In the chart the proper way is within the context of the> social and family information. Patient is Deaf requires a sign language> interpreter.> > On 10/15/07, Kristina Anderson wrote:> >> > FYI, the University of Washington School of Medicine and their> > hospital on campus have some innovative programs around this issue.> > As I understand it, the Seattle area has one of the highest> > populations in the country of people who are hearing impaired.> >> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Kristina Anderson> > EasyRead Copywriting, LLC> > PO Box 6146> > Albuquerque, NM 87197> > 505-345-3258> > Fax: 1-866-345-0827> > kristina at easyreadcopywriting.com> >> >> >> > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> >> > > Nancy, it sounds like the average deaf person would also benefit> > > greatly from easily read heath care/disease prevention information,> > > just as ESL students would. I have to admit that I did not know> > > that statistic, or the that English is a second language to the> > > deaf as well!> > >> > > Thanks for the information!> > >> > > Mikal Steinbacher> > > Instructor, ABE/ESL/English> > > Lake Washington Technical College> > >> > > ________________________________> > >> > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > > Sent: Mon 10/15/2007 9:29 AM> > > To: healthliteracy at nifl.gov> > > Subject: [HealthLiteracy 1343] Deaf population> > >> > >> > > I work in the areas of health education and health advocacy in the> > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice> > > Education and Volunteer Project, now in its 8th year and the Deaf> > > Community Health Worker Project now in its 2nd year. Both projects> > > are community-based --or all Deaf (I am hearing but bilingual). We> > > have 10 Deaf people who are trained hospice volunteers/advocates.> > > The Deaf Community Health Worker is the first Deaf person to serve> > > in that role. This should give you some idea of how far behind this> > > population is in terms of health knowledge. Conversations about> > > health literacy usually do not include the Deaf Community, so I> > > hope I can add a new dimension. For starters, most hearing people> > > do not know that there is NO connection between American Sign> > > Language and the English language. "American" refers to the> > > language used by Deaf people in North America. English words mean> > > nothing unless there is some past experience a Deaf person can> > > "hook" the word too. English is their 2nd language and the average> > > reading level remains at the 4th grade level.> > >> > > Though generally recognized as a cultural/linguistic minority, this> > > population does not fit into the racial/ethnic classification used> > > for funding and research (though Harlan Lane argues that the> > > cultural anthropological definition does fit). There is no national> > > nor state health data base, ASL is not included in the US Census.> > > Community Health Workers are the "brightest light in the tunnel"> > > for this population...plus increased awareness on the part of> > > health professionals and people in the field of health literacy.> > > The Deaf Community Health Worker has added volumes to our overall> > > understanding of the background knowledge that is missing within> > > the general population. In Minnesota, the Community Health Worker> > > movement is growing fast. The potential for learning from people in> > > this field should be tapped--for all linguistic minorities. Two> > > articles that come out of our work in the hospice field might> > > provide more insights into some of the challenges faced when> > > working with this population in the health care setting.> > >> > > I look forward to being part of this panel and finding resources> > > that can be adapted for the Deaf Community.> > >> > >> > >> > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and> > > Melissa Sullivan, Disability and Health: Best Practices in> > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using> > > American Sign Language in Assessing the End-of-Life-Care> > > Educational Needs of Deaf Persons: Lessons on Language, Culture,> > > and Research Practices," Nova Science Publishers in Hauppauge, New> > > York> > >> > >> > >> > > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and> > > Melissa Sullivan, "Sign Language and End-of-Life> > >> > > Care: Research in the Deaf Community," Healthcare Ethics> > > Committee Forum: An Interprofessional> > >> > > Journal of HealthCare Institutions' Ethical and Legal Issues."> > > 14:3 (September) 2002. 197-208> > >> > > > > > ----------------------------------------------------> > > National Institute for Literacy> > > Health and Literacy mailing list> > > HealthLiteracy at nifl.gov> > > To unsubscribe or change your subscription settings, please go to> > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > > Email delivered to kristina at easyreadcopywriting.com> >> > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to njmeyers at gmail.com> >> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/47ff2524/attachment-0001.html > > ------------------------------> > Message: 4> Date: Mon, 15 Oct 2007 13:17:27 -0400> From: "Neil Izenberg" > Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease education tools(asthma,> diabetes and hypertsion) very simple> To: "The Health and Literacy Discussion List"> > Message-ID: <093501c80f69$ac4317c0$3f4619ac at nemours.org>> Content-Type: text/plain; format=flowed; charset="iso-8859-1";> reply-type=original> > While it may not be exactly what you want, you might have your ESL students > take a look at the many hundreds of Kids level articles on KidsHealth.org. > There are also Kids articles in Spanish, as well.> > Neil Izenberg, M.D.> Nemours Foundation> > ----- Original Message ----- > From: "Steinbacher Mikal" > To: "The Health and Literacy Discussion List" > Sent: Monday, October 15, 2007 10:40 AM> Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates > &clientsmedication compliance, chronic disease education > tools(asthma,diabetes and hypertsion) very simple> > > Barbara,> > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I will > review the diabetes site later.> > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL classes > to talk about how to get the most out of doctor visits, and low cost/free > medical care. She's a gem!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon> Sent: Fri 10/12/2007 3:42 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients > medication compliance,chronic disease education tools(asthma,diabetes and > hypertsion) very simple> > > > For simple information on diabetes and hypertension,> check out the National Institutes of Health's web> site(www.nih.gov and select health topics A-Z list).> > They offer a limited literacy diabetes education> series in both English and Spanish. You can also order> a certain quantity of printed publications for free,> or a nominal charge, by calling NIH's National> Diabetes Information Clearinghouse at 1-800-860-8747.> > Barbara Gordon, RD> > Public Health Consultant> HealthComm Solutions> www.healthcommsolutions.net> > > --- Gae wrote:> > > I am located in a health service agency which is in> > a church & I am the only clinical component. My> > mission includes working with advocates, clients &> > safety net clinics. I will be working with several> > chronic diseases starting with diabetes &> > hypertension. 60% of the population speak Spanish &> > many can not read. Looking for very simple info on> > diabetes & hypertension, info on taking meds, use of> > chronic disease model in such an area and any> > experience on group brown bag clinics (to go over> > medications). The agency has no forms or anything;> > therefore, I am starting from scratch. I am seeing> > patients, setting up a clinical area and inservicing> > advocates. Do you have anything that would help me?> > Would appreciate your help! Thanks.> >> > George Ann Eaks ARNP, CDE, BC-ADM> > Riverview Health Services> > 722 Reynolds> > KC. Ks. 66101> > E-mail: gae at everestkc.net> >> >> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> > >> ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to barbarajgordon at yahoo.com> > > > ____________________________________________________________________________________> Check out the hottest 2008 models today at Yahoo! Autos.> http://autos.yahoo.com/new_cars.html> ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to mikal.steinbacher at lwtc.edu> > > > > > --------------------------------------------------------------------------------> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to izenberg at kidshealth.org > > > > ------------------------------> > Message: 5> Date: Mon, 15 Oct 2007 18:07:15 EDT> From: AZSA at aol.com> Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion> To: healthliteracy at nifl.gov> Message-ID: > Content-Type: text/plain; charset="us-ascii"> > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, > sparks at chapman.edu writes:> > In short, we often don't pay attention to the ways in which architecture, > setting, prior experiences and relationships impact the current health care > communication exchange of information, message processing and understanding, > identity, listening, enactment and evaluation in and of health behavior(s).> > > Thanks, Lisa, for your comments.> > I'd especially like to thank you for the statement I've copied above - it > very clearly points to the spectrum of facets having an effect on > communication. Specifically, we are talking about health communication, and this week, > mostly about the 'dialogue' between providers and....(what term(s) should we > use?)...patients....consumers...individuals? > > Anne> > > > ************************************** See what's new at http://www.aol.com> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/269e8062/attachment.html > > ------------------------------> > Message: 6> Date: Mon, 15 Oct 2007 18:23:01 -0400> From: "Brownstein, J.N. (CDC/CCHP/NCCDPHP)" > Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset=us-ascii> > Do you have references on the "Teach Back" method? > > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard> Sent: Wednesday, October 10, 2007 3:48 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> > Hi Julie> > The last four years the New Readers of Iowa have had four different> health literacy conferences. We have partner with The Iowa Health system> for the last three years we have had our health literacy conferences> together. Each year the New Readers of Iowa have made a health literacy> statement. Below is the statement from the New Readers of Iowa May 2007> Conference, I hope this is useful for you discussion.> > > Representatives of the 17th Annual New Readers of Iowa Literacy> Conference ask health professionals in all fields of practice to create> a shame-free environment for all patients those with low-literacy> skills, new readers, and patients for whom English is a foreign> language. Specifically we recommend the following systemic changes.> > > 1 Integrate these concepts and materials into your practice.> > > 2 Create an environment where patients are encouraged to get involved in> their health care-allow patients adequate time with providers and> eliminate shame associated with literacy issues.> > > 3 Use the "Teach Back" method to ensure patient understanding of medical> instructions-review instructions both verbally and through written> materials, ask patients to verbally repeat back instructions, and review> risks of not following through with prescribed treatments.> > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers> to three questions: What is my main problem? What do I need to do? Why> is it important?> > > 5 work with professional colleagues to further disseminate health> literacy information and materials.> > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment.> > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally.> > > Archie Willard> New Reader from Iowa> > > Julie McKinney wrote:> > >Hi Everyone,> >> >I am very pleased to announce a panel discussion next week on this> list! In honor of Health Literacy Month, we will host this discussion on> communication between patients and health care providers. The panel will> include adult learners, literacy teachers, health care providers, and a> health educator. They will discuss the challenges and supports to> communicating with health care providers for adults with lower literacy> skills.> >> >The learners will talk about their experiences communicating with> health care providers during appointments, and what kinds of things make> it easier or harder to learn the health information that is conveyed;> teachers will talk about how they might be able to support their> students in preparing them for confident and effective health> communication; and health care providers and educators can listen to> this and discuss how they can adjust their communication style to make> it easier and more effective for their lower literacy patients. In the> course of this discussion, we will address how literacy teachers and> programs can collaborate with health care providers and educators in> order to support better communication.> >> >Discussion Preparation:> >> >There is no reading to prepare for this discussion, but I do want> everyone to think about their own personal experiences in communicating> with their doctor, or a technician or specialist. For health care> providers and educators, also think about your experiences communicating> with patients who may have lower literacy and English speaking skills.> For teachers, think about how you can play a role in helping students to> communicate more effectively. For administrative health people, think> about the systems in your center that can help or hinder effective> communication of health information. Please think about oral and written> communication, what makes them more effective, and what makes them fall> flat.> >> >For more infomration, including guest biographies, please go to:> >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat> ion.html> >> >Please forward this message to colleagues who you think may be> interested in this discussion! (Subscription info is available at the> link above.)> >> >All the best,> >Julie> >> >> >Julie McKinney> >Discussion List Moderator> >World Education/NCSALL> >jmckinney at worlded.org> >> >----------------------------------------------------> >National Institute for Literacy> >Health and Literacy mailing list> >HealthLiteracy at nifl.gov> >To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> >Email delivered to millard at goldfieldaccess.net> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > > >> > -- > Archie Willard> URL - http://www.readiowa.org/archiew.html> > > > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to jnb1 at cdc.gov> > > > > ------------------------------> > Message: 7> Date: Mon, 15 Oct 2007 16:55:19 -0700> From: "Steinbacher Mikal" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> <9664F36261DE32409334B83B21CAEE8E091E6E07 at LUXOR.campus.lwtc.edu>> Content-Type: text/plain; charset="iso-8859-1"> > And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Health Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registered Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to surgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> -------------- next part --------------> A non-text attachment was scrubbed...> Name: not available> Type: application/ms-tnef> Size: 6983 bytes> Desc: not available> Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/c7ab6de1/attachment.bin > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 25, Issue 15> ********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/efb6121f/attachment.html From vlewis at suffolk.lib.ny.us Tue Oct 16 09:06:11 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 16 Oct 2007 09:06:11 -0400 Subject: [HealthLiteracy 1360] Re: This week's Health Panel Discussion In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6E07@LUXOR.campus.lwtc.edu> Message-ID: <00e301c80ff5$536521c0$aa6310ac@enigma.suffolk.lib.ny.us> Add to these situations being visually impaired, blind, deaf, learning or physically disabled. Add to these situations, not being able to see who is the doctor and who is in the room to empty the trash can. Add to this, not being able to fit into these rooms for an exam or not being able to receive your examination on an examination table. Add to this, not being able to read any of the material or sign any of the consent forms. Add to these situations not being able to comprehend what is going on for so many reasons. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Steinbacher Mikal Sent: Monday, October 15, 2007 7:55 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com Sent: Mon 10/15/2007 12:44 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1349] This week's Health Panel Discussion INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ________________________________ See what's new at AOL.com and Make AOL Your Homepage . From julie_mcKinney at worlded.org Tue Oct 16 09:44:50 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 16 Oct 2007 09:44:50 -0400 Subject: [HealthLiteracy 1361] Re: Intro from Madelyn Davis Message-ID: <471488120200002D00004047@bostongwia.jsi.com> Madelyn, Thank you so much for sharing your story with us! It sounds like you are working hard to put what you are learning to use, and to take care of your health, which can be a very hard job. It is good to hear about people finding a doctor who cares, calls you at home, and can understand you. I think you have pointed out one big key to communicating better: seeing the human side, and caring about what people are going through. Just as this discussion was starting yesterday, I took my son to the doctor. His medical issue is complicated and a bit of a mystery, so it is hard to discuss it very clearly. But the doctor started out by saying what a great kid he is, and showed that he really saw him as a person, not just a medical condition. That alone helped me to focus on what he was saying, and that alone helped the communication because I felt we were on the same team. Thank you for bringing up that point in your story. It sounds like the fact that your doctor cares about what you are going through and can tell you that helps you to have a good connection. And having a good connection as people helps us all to communicate better. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Julie McKinney" 10/15/07 3:38 PM >>> Hi Everyone, I am forwarding this introductory message from one of our panelists, Madelyn Davis. Thank you, Madelyn! Julie ***************************************** My name is Madelyn Davis. I am a new reader. I'm glad to say I am a new reader. I've been learning to read for about a year and a half. The reading that I've learned I'm putting it t o use. I am bipolar and recently I had a break out with my bipolar. It was hard to communicate with my doctor. My doctor took the symptoms I told her that I was having and she came to the conclusion that my medication was off. Because of the communication with my doctor I felt more comfortable being treated at home as an out patient instead of being in the hospital. My doctor worked very closely with me. She called me every day to ask how the medicine was doing. She came to understand me and I came to understand her. I think it's very important that you find a provider that cares about what is wrong with you. It can be very serious about your health if you can't communicate with your doctor. I live alone. I have 3 grown children but none of them can come help me when I get sick. The fear that I face is being alone. I volunteer at a homeless shelter for women and I love doing that. I get a chance to talk to women who are displaced and I watch their lives turn around. I volunteer on Thurs. and Fri and work there on Sat. My duties include answering the phone, passing meds. I match the name of the med on the check-off sheet. The women pronounce the med for me. I also work the security door. I've been trained to do UA, the drug testing, and breathalizer. I love working there because it's like a home. Before that I was an accounts receivable clerk at Coca Cola for 17 years. I was the lead clerk. I lost that job when it was downsized. I worked there for 17 years and they didn't know I couldn't read. They found out when I had to write a report and it was like I copied it out of a book. My supervisor asked me if I had a problem with reading. "Yes," I said, "I have dyslexia." My supervisor was very understanding. "I knew you were doing things verbally. Madelyn. I knew something was wrong but I didn't know you had problems with reading." -- Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From vlewis at suffolk.lib.ny.us Tue Oct 16 09:49:09 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 16 Oct 2007 09:49:09 -0400 Subject: [HealthLiteracy 1362] Re: Deaf population In-Reply-To: <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3@mail.gmail.com> Message-ID: <00f001c80ffb$53f39760$aa6310ac@enigma.suffolk.lib.ny.us> It may be true that some areas, geographically and demographically, have larger numbers of any given population. All of that is irrelevant. Whether there are 10,000 people with a a particular disability or "just one", appropriate and effective communication options are imperative. Valerie "I will die trying to make a world that I can actually live in" Valerie Lewis Director, LI Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Meyers Sent: Monday, October 15, 2007 4:58 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1353] Re: Deaf population Yes this is true. Rochester New York may be larger as well as Washington DC. For people who are culturally Deaf --use sign language for communication, the term hearing impaired is anywhere from "not acceptable" to "insulting" ...it assumes that the right way to be is hearing and that they are impaired because they can't hear. They are at a disability when they are communicating with members of the majority culture. Hard of hearing is the correct way. D with upper case "D" refers to culturally Deaf people. I had the privilege of caring for a 29 year old Deaf woman who died of colon cancer. We requested her medical chart because her two young hearing children may want to know about her illness later on. In the chart, nurses and doctors continued to refer to her as a "deaf-mute" -- a rare condition. That is a term that dates back to the 19th Century and should never be used in reference to a Deaf person. It is one step away from "Deaf and dumb" which preceded it. In the chart the proper way is within the context of the social and family information. Patient is Deaf requires a sign language interpreter. On 10/15/07, Kristina Anderson wrote: FYI, the University of Washington School of Medicine and their hospital on campus have some innovative programs around this issue. As I understand it, the Seattle area has one of the highest populations in the country of people who are hearing impaired. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson EasyRead Copywriting, LLC PO Box 6146 Albuquerque, NM 87197 505-345-3258 Fax: 1-866-345-0827 kristina at easyreadcopywriting.com On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote: > Nancy, it sounds like the average deaf person would also benefit > greatly from easily read heath care/disease prevention information, > just as ESL students would. I have to admit that I did not know > that statistic, or the that English is a second language to the > deaf as well! > > Thanks for the information! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers > Sent: Mon 10/15/2007 9:29 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1343] Deaf population > > > I work in the areas of health education and health advocacy in the > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > Education and Volunteer Project, now in its 8th year and the Deaf > Community Health Worker Project now in its 2nd year. Both projects > are community-based --or all Deaf (I am hearing but bilingual). We > have 10 Deaf people who are trained hospice volunteers/advocates. > The Deaf Community Health Worker is the first Deaf person to serve > in that role. This should give you some idea of how far behind this > population is in terms of health knowledge. Conversations about > health literacy usually do not include the Deaf Community, so I > hope I can add a new dimension. For starters, most hearing people > do not know that there is NO connection between American Sign > Language and the English language. "American" refers to the > language used by Deaf people in North America. English words mean > nothing unless there is some past experience a Deaf person can > "hook" the word too. English is their 2nd language and the average > reading level remains at the 4th grade level. > > Though generally recognized as a cultural/linguistic minority, this > population does not fit into the racial/ethnic classification used > for funding and research (though Harlan Lane argues that the > cultural anthropological definition does fit). There is no national > nor state health data base, ASL is not included in the US Census. > Community Health Workers are the "brightest light in the tunnel" > for this population...plus increased awareness on the part of > health professionals and people in the field of health literacy. > The Deaf Community Health Worker has added volumes to our overall > understanding of the background knowledge that is missing within > the general population. In Minnesota, the Community Health Worker > movement is growing fast. The potential for learning from people in > this field should be tapped--for all linguistic minorities. Two > articles that come out of our work in the hospice field might > provide more insights into some of the challenges faced when > working with this population in the health care setting. > > I look forward to being part of this panel and finding resources > that can be adapted for the Deaf Community. > > > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > Melissa Sullivan, Disability and Health: Best Practices in > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > American Sign Language in Assessing the End-of-Life-Care > Educational Needs of Deaf Persons: Lessons on Language, Culture, > and Research Practices," Nova Science Publishers in Hauppauge, New > York > > > > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > Melissa Sullivan, "Sign Language and End-of-Life > > Care: Research in the Deaf Community," Healthcare Ethics > Committee Forum: An Interprofessional > > Journal of HealthCare Institutions' Ethical and Legal Issues." > 14:3 (September) 2002. 197-208 > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kristina at easyreadcopywriting.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to njmeyers at gmail.com From Mikal.Steinbacher at lwtc.edu Tue Oct 16 10:33:25 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Tue, 16 Oct 2007 07:33:25 -0700 Subject: [HealthLiteracy 1363] Re: Need hel with teaching advocates&clientsmedication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple References: <76523.73303.qm@web33202.mail.mud.yahoo.com><9664F36261DE32409334B83B21CAEE8E091E6E02@LUXOR.campus.lwtc.edu> <093501c80f69$ac4317c0$3f4619ac@nemours.org> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E09@LUXOR.campus.lwtc.edu> I'll add KidsHealth.org to my list! Thanks. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Neil Izenberg Sent: Mon 10/15/2007 10:17 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates&clientsmedication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple While it may not be exactly what you want, you might have your ESL students take a look at the many hundreds of Kids level articles on KidsHealth.org. There are also Kids articles in Spanish, as well. Neil Izenberg, M.D. Nemours Foundation ----- Original Message ----- From: "Steinbacher Mikal" To: "The Health and Literacy Discussion List" Sent: Monday, October 15, 2007 10:40 AM Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates &clientsmedication compliance, chronic disease education tools(asthma,diabetes and hypertsion) very simple Barbara, I scanned several of the high blood pressure documents and found them written at too high a level for even intermediatel 'ESL learners. I will review the diabetes site later. Thanks for sharing this info. I will share it with the RN we have on campus, who sees a lot of our ESL students and also comes to our ESL classes to talk about how to get the most out of doctor visits, and low cost/free medical care. She's a gem! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon Sent: Fri 10/12/2007 3:42 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients medication compliance,chronic disease education tools(asthma,diabetes and hypertsion) very simple For simple information on diabetes and hypertension, check out the National Institutes of Health's web site(www.nih.gov and select health topics A-Z list). They offer a limited literacy diabetes education series in both English and Spanish. You can also order a certain quantity of printed publications for free, or a nominal charge, by calling NIH's National Diabetes Information Clearinghouse at 1-800-860-8747. Barbara Gordon, RD Public Health Consultant HealthComm Solutions www.healthcommsolutions.net --- Gae wrote: > I am located in a health service agency which is in > a church & I am the only clinical component. My > mission includes working with advocates, clients & > safety net clinics. I will be working with several > chronic diseases starting with diabetes & > hypertension. 60% of the population speak Spanish & > many can not read. Looking for very simple info on > diabetes & hypertension, info on taking meds, use of > chronic disease model in such an area and any > experience on group brown bag clinics (to go over > medications). The agency has no forms or anything; > therefore, I am starting from scratch. I am seeing > patients, setting up a clinical area and inservicing > advocates. Do you have anything that would help me? > Would appreciate your help! Thanks. > > George Ann Eaks ARNP, CDE, BC-ADM > Riverview Health Services > 722 Reynolds > KC. Ks. 66101 > E-mail: gae at everestkc.net > > > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > > > > > > > > > George Ann Eaks ARNP, CDE, BC-ADM > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to barbarajgordon at yahoo.com ____________________________________________________________________________________ Check out the hottest 2008 models today at Yahoo! Autos. http://autos.yahoo.com/new_cars.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------------------------------------------------------------------------- > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to izenberg at kidshealth.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8464 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/13e72669/attachment.bin From NDavies at dthr.ab.ca Tue Oct 16 10:18:41 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 16 Oct 2007 08:18:41 -0600 Subject: [HealthLiteracy 1364] Re: This week's Health Panel Discussion In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F045C3@DTHREXCL1.dthr.ab.ca> Yes, Lisa and Anne, It is difficult to remember that each patient comes with their own environmental backcloth, made up of previous experiences, expectations, hopes and dreams, wishes, fears and phobias (to this day, I cannot LOOK at a syringe), etc. I know that we have already 'established' in previous discussion that each patient is unique, but we should examine how this backcloth as a whole affects patient communication. These factors interact, and do not happen in isolation of the location or its inhabitants. They cannot be viewed as a list. They must be seen as factors on a matrix of dialogue. For the discussion about terminology:...I have heard many words referring to 'patient'. I head the Consumer Health Information program, I have worked with providers to meet client needs, and I have written patient teaching materials. I have also heard the words 'client' and 'consumer' used in the context of persons with developmental disabilities. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/cf206815/attachment.html From aracely at plculture.org Tue Oct 16 11:06:25 2007 From: aracely at plculture.org (Aracely Rosales) Date: Tue, 16 Oct 2007 11:06:25 -0400 Subject: [HealthLiteracy 1365] Re: Flesch-Kincaid in MS Word is not fool-proof, but still worth doing In-Reply-To: <2c11e01c80f5e$6273fc50$7205010a@mfldclinframe.org> References: <2c11e01c80f5e$6273fc50$7205010a@mfldclinframe.org> Message-ID: <3EF93A89-F80D-4FAC-9EDB-6CC91A069094@plculture.org> Hello Douglas: You are right, in doing some testing of materials with Flesh-Kincaid vs. using the Fry Graph in the past; documents I tested scored 2 or 1.5 grades lower with FK. We can't explain how Flesh- Kincaid really works. Some of the reasons you mentioned may be true, as well as that it also treats abbreviations like Dr. as very short sentences. These features together skew the reading level score. This is why health literacy experts traditionally preferred other tools such as the SMOG and the FRY even if it took longer doing the count by hand. It is also true that we should not rely only on looking at reading levels but at a combination of all principles of plain language writing. As others are pointing out, we need to include cultural issues and audience prospective, which help make materials accepted and believable. Also, defining and explaining terms like "triglycerides" work better than having the term by itself. However, you need to create short sentences and use simple language in doing so. In helping those in the field to create easy to read materials we created the Health Literacy Advisor (HLA) an interactive software tool, which includes 6 different electronic readability indices including the Fry based and a revised Flesh-Kincaid. This tool takes the issues mentioned before into account. For example, the HLA does not count bullets, headings, subheadings, abbreviations, phone numbers, websites, etc. The good news is that the user will have a more accurate reading level score while saving time using the Fry based electronic tool. Also, the HLA has more than 11,000 health and non-health words that have been simplified, including major diseases, procedures, health insurance terms, medications and many more. All we have to do now is to find a way to get it on the hands of all those producing health literacy materials and programs, specially the non-profits. In an ideal world, this tool along with a good training will help build organizations' capacity. If any one has an idea please let me know. To find more about the tool go to: www.HealthLiteracyInnovations.com Aracely Rosales, President, Plain Language and Culture, Inc. Chief Content Expert and Multilingual Director, Health Literacy Innovations ________________________________________ Peace Quote of the Week: "All we are saying is give peace a chance." John Lennon On Oct 15, 2007, at 3:05 PM, wrote: > > YES. Even the CMS guide I referenced (Writing and Designing Print > Materials for Beneficiaries) says that the Flesch-Kincaid reading > grade level score in MS Word is usually 2 grades lower than the > actual grade-level of the document. I usually do a SMOG (by hand) > when I want a more accurate reading. > > But using Flesch-Kincaid in MS Word can still be helpful, in that > it is a tool almost everyone has access to. Our organization is > rather large, with nearly 750 physicians practicing in 41 (soon to > be 47) clinics in the northern half of Wisconsin. Each center, each > department can purchase or create patient education materials. Up > until now, most of what was developed never went through any > evaluation, except to make sure the logo was in the right place. > Over the past 2 years, we have been working to standardize our > patient education materials, creating them as companion pieces to > our evidence-based clinical practice guidelines. While we work on > standardizing patient education materials, there are still letters, > brochures, newsletters and other print materials that are sent to > patients that are not always classified as patient education, but > should still be evaluated for health literacy. > > We're trying to raise awareness of health literacy and provide > recommendations for improving how we communicate with patients. > Even if I can show some of our staff how to use Flesch-Kincaid in > MS Word, it's a step in the right direction, and it gets them > thinking about how they write and how they can improve their > writing. If you aim for a score between 4th and 6th grade, your > piece will most likely be 2 grades above that. But as I said in my > earlier post, it may be impossible to get a low score if you have > any medical terms in your piece. You can rewrite "make > modifications in your food choices" (11 syllables) to "change what > you eat" (4 syllables) and get a better score and improve your > piece. But there isn't a simpler word for triglycerides. And you > actually need more words to define it and explain it, which can > raise the score. > > As far as the accuracy of Flesch-Kincaid in MS Word, there are > several things that can affect the score. Bulleted lists of > information often cause trouble, especially if there is no > punctuation. You can have a list of symptoms, for example, and > Flesch-Kincaid in MS Word will read the entire list as one > sentence, and include the next sentence as well, because it's > looking for the next period and treats everything written between > the periods as one sentence. As readers, we often put in the > punctuation even when it is not there. When we read a bulleted list > of words (symptoms, for example) or phrases (actions steps or > safety tips, for example), we process them as separate sentences or > thoughts, even if there is no punctuation (periods) after each item > in the list. When you run Flesch-Kincaid in MS Word, put in the > periods (you can always remove them) after each item in the list > and you'll get a more accurate reading grade level score. This is > just one of many tips for improving! > the accuracy of Flesch-Kincaid in MS Word. > > We can't solely rely on a reading grade level score when we > evaluate written patient education for health literacy. Flesch- > Kincaid in MS Word, nonetheless, is often still worth doing. > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Reply Message------ > From: "Janet Sorensen" > Date: Mon Oct 15, 2007 -- 01:45:04 PM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1346] Re: simple information > ondiabetesandhypertension > > I have heard this as well. More recently someone told me it's a little > better now but I have not checked. But it's always a good idea to do > some kind of formula the old-fashioned way when it really matters. > It's > not that hard. > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rebecca > Metternich > Sent: Monday, October 15, 2007 12:06 PM > To: 'The Health and Literacy Discussion List' > Subject: [HealthLiteracy 1344] Re: simple information on > diabetesandhypertension > > Several years ago when I attended IHA's Health Literacy Conference, we > were told that the Flesch-Kincaid in M/S Word is not reliable. The > results are approximately two grade levels lower than the actual > grade-level of the document. Since then, if I use it, I keep this in > mind. > > Rebecca Metternich > Central Illinois Adult Education Service Center Western Illinois > University Horrabin Hall 5B Macomb, IL 61455 > Phone: 800-572-9033 or 309-298-2285 > Fax: 309-298-2288 > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of > seubert.douglas at marshfieldclinic.org > Sent: Monday, October 15, 2007 11:23 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1342] simple information on diabetes > andhypertension > > > I'm new to the list, but I've been reading a lot of the discussions > and > thought it was time I start contributing. I work for Marshfield > Clinic > (www.marshfieldclinic.org) in Marshfield, Wisconsin. My main > responsibility is working with a team of physicians and providers to > write and publish clinical practice guidelines. I also help write > patient education materials as companion pieces for our evidence-based > guidelines. > > Marshfield Clinic is currently one of ten sites participating in a > physician group practice CMS demonstration project. We developed > extensive clinical practice guidelines for the management and > treatment > of chronic disease (hypertension, heart failure, diabetes, and > dyslipidemia) within the primary care setting. Corresponding patient > education resources were developed on these topics. Each is about a > 30-page booklet, but they can also be printed as a series of > individual > handouts. > > Because this is part of a CMS demonstration project, we closely > followed > the recommendations in the CMS guide "Writing and Designing Print > Materials for Beneficiaries." By now, most of us interested in health > literacy are familiar with the recommendations for choosing fonts, > writing shorter sentences, using plain language, etc. By following > these > recommendations, we were able to produce patient education books > divided > into 4 main areas: 1) an overview of the chronic condition (what is > high blood pressure? how is it treated? what do my numbers mean?), > 2) an > extensive section of lifestyle modification (including DASH diet, tips > for reducing sodium, and stressing the importance of physical > activity), > 3) a shorter section on pharmacologic therapy (overview of > medicines to > manage high blood pressure, safety tips for taking medicines, "my > medicines" work sheet, etc.), and 4) self management tools and > resources > (how to take your blood pressure at home, tips for purchasing a blood! > pressure monitor, home blood pressure monitoring log, etc.). Each of > the four books follows this structure. > > We did use a lot of information from NIH, but rewrote much of it. Our > final products average a Flesch-Kincaid reading grade level score of > 7.7. We used the word "hypertension" in the beginning section > because we > feel it's important for patients to see and hear that word (because > their doctors use it often), but we made sure it was clear to the > patient that hypertension and high blood pressure mean the same thing. > In our medication section, we explained the different classes of drugs > (ACE1, ARBs, diuretics) and provided the generic names of drugs, again > because we felt it was important for patients to have this > information. > We worked hard to write simple explanations of how each medication > works. > > We print 1500-2000 copies at a time (we have our own in-house print > shop > and Graphic Arts department) and in between each printing, we work on > each section and always find one or two sentences here and there that > could be improved. > > My point is, you may never find that one perfect piece of patient > education that includes all of the information you want to give to > your > patients, and be written at an appropriate reading grade level. The > information from the NIH is a good place to look., but you may need to > rewrite some of it. > > Don't just rely on a reading grade level score either. If you work > hard > enough, you can get any piece of education down to 5th or 6th grade > level. > It may require taking out all medical terms and names of > medications to > do it, but I think that can sometimes be a bad choice. An effective > education piece explaining high cholesterol and how read the > results of > a fasting lipoprotein panel, for example, should include the words > cholesterol, low-density and high-density lipoproteins and > triglycerides. They just need to be explained and defined as simply as > possible. All patients, no matter what their reading level, appreciate > clear, simple explanations. It may not result in a piece that > scores at > 6th grade when you run a SMOG, but that doesn't mean it's not a good > piece to use with patients. > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Steinbacher Mikal" > Date: Mon Oct 15, 2007 -- 09:47:11 AM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1341] Re: Need hel with teaching > advocates > &clientsmedication co > > Barbara, > > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I > will > review the diabetes site later. > > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL > classes to talk about how to get the most out of doctor visits, and > low > cost/free medical care. She's a gem! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon > Sent: Fri 10/12/2007 3:42 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates > &clients medication compliance,chronic disease education > tools(asthma,diabetes and > hypertsion) very simple > > > > For simple information on diabetes and hypertension, check out the > National Institutes of Health's web site(www.nih.gov and select health > topics A-Z list). > > They offer a limited literacy diabetes education series in both > English > and Spanish. You can also order a certain quantity of printed > publications for free, or a nominal charge, by calling NIH's National > Diabetes Information Clearinghouse at 1-800-860-8747. > > Barbara Gordon, RD > > Public Health Consultant > HealthComm Solutions > www.healthcommsolutions.net > > > --- Gae wrote: > >> I am located in a health service agency which is in a church & I am >> the only clinical component. My mission includes working with >> advocates, clients & safety net clinics. I will be working with >> several chronic diseases starting with diabetes & hypertension. >> 60% of > >> the population speak Spanish & many can not read. Looking for very >> simple info on diabetes & hypertension, info on taking meds, use of >> chronic disease model in such an area and any experience on group >> brown bag clinics (to go over medications). The agency has no >> forms or > >> anything; therefore, I am starting from scratch. I am seeing >> patients, setting up a clinical area and inservicing advocates. Do >> you > >> have anything that would help me? >> Would appreciate your help! Thanks. >> >> George Ann Eaks ARNP, CDE, BC-ADM >> Riverview Health Services >> 722 Reynolds >> KC. Ks. 66101 >> E-mail: gae at everestkc.net >> >> >> >> >> >> >> >> >> >> >> >> George Ann Eaks ARNP, CDE, BC-ADM >> >> >> >> >> >> >> >> >> >> George Ann Eaks ARNP, CDE, BC-ADM >>> > ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to barbarajgordon at yahoo.com > > > > > ______________________________________________________________________ > __ > ____ > ________ > Check out the hottest 2008 models today at Yahoo! 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URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/52cdcd8c/attachment.html From lisamjones44 at hotmail.com Tue Oct 16 12:25:30 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 16 Oct 2007 16:25:30 +0000 Subject: [HealthLiteracy 1366] Re: HealthLiteracy Digest, Vol 25, Issue 15 In-Reply-To: References: Message-ID: Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 15> To: healthliteracy at nifl.gov> Date: Tue, 16 Oct 2007 09:13:01 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1357] Re: This week's Health Panel Discussion> (Sparks, Lisa)> 2. [HealthLiteracy 1358] Re: simple information on diabetes and> hypertension (Martha Burton Santibanez)> 3. [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25,> Issue 15 (lisa jones)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 15 Oct 2007 18:32:44 -0700> From: "Sparks, Lisa" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Hi Anne,> Thx for your kind words. Terms are so tricky.....a few years ago the rage was to use consumers and providers, but now using the word consumer has people all upset because we are more than consumers...yadda...yadda. I have been seeing more patient-provider terminology being used lately, but that can have its set of problems too.> > All this said, I am comfortable with the terminology health care consumers, patients, and providers....it doesn't really bother me because I think we have bigger fish to fry navigating the health care system in more efficient ways so each patient and family member can make informed decisions based on reliable information exchange, rather than on conflicting and insufficient credible information. Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the presc> ribed protocols. For example, today I was at the dreaded dentist who is very patronizing and tells me to relax over and over again. This is not helping the anxious patient at all. Then, he remarks on how I don't need to pinch myself but I just need to relax. I tell him that I have been going to dentists for more than 35 years and know by now what works for me to get through the appt (i.e. the pinching of my hand while they give me a shot). It is a silly trick I play on myself and it works for me. This is what I would call tailored communication (tailoring the message) to the patient. Acknowledge that not all patients are alike and tend to have unique ways of handling things. These unique approaches should be embraced and applauded to relax the anxious patient rather than degraded and trivialized. Because, if I were comfortable with needles and blood I would have chosen that profession. Instead, I am a university professor who studies health care communication environments an> d relationships. Health care providers need to understand that patients tend to be incredibly uncomfortable in the health care environment and that impacts their ability to process messages, understand messages, ask appropriate and relevant questions, listen, etc. On my way out of the dentist's office, I asked him why my other crown was so sensitive. Instead of looking at me and listening to me, he walked past me, picked up a light bulb and started screwing it into the ceiling. I walked away toward the front desk...then he followed me and gave an insufficient answer (basically, get over it). It was his approach that was frustrating, not the information about the crown. Needless to say, I am changing dentists asap.> > Finally, it is important to understand that disease and poor health are not an individual matter, but are most often a family matter, and/or a greater social network matter. We have embedded health behaviors that we learn from being part of a family, part of a community, etc. We are sick not as individuals, but as part of the larger systems we are a part of.> > These thoughts are obviously just off the cuff, so I am sure I make more sense in my book (i hope), but I hope you can get a sense of what I am trying to convey as my screaming children (n=3) call for me to finish the Italian pasta dinner I am prepping for my Italian husband (feeling brave tonight:), before he goes in for surgery tomorrow (we hope it is not the last supper)!> > All the best,> Lisa> > LISA SPARKS, PH.D.> Editor, Communication Research Reports> Professor, Chapman University> One University Drive, Orange, CA 92866> sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 3:07 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion> > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, sparks at chapman.edu writes:> > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s).> > Thanks, Lisa, for your comments.> I'd especially like to thank you for the statement I've copied above - it very clearly points to the spectrum of facets having an effect on communication. Specifically, we are talking about health communication, and this week, mostly about the 'dialogue' between providers and....(what term(s) should we use?)...patients....consumers...individuals? > > Anne> > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> > ------------------------------> > Message: 2> Date: Mon, 15 Oct 2007 12:51:23 -0500> From: Martha Burton Santibanez > Subject: [HealthLiteracy 1358] Re: simple information on diabetes and> hypertension> To: The Health and Literacy Discussion List > Message-ID: <4713A89B.6040704 at nmdp.org>> Content-Type: text/plain; charset=ISO-8859-1; format=flowed> > I wholeheartedly agree with this comment. I'm blessed to have a > (now-retired) Special Education teacher with add'l certification in > reading disabilities for a mother - and whose friends also tend to be SE > instructors. They often become an informal set of reviewers for me as I > develop materials, especially with regards to comprehension. If you can > find some willing Special Ed teachers as reviewers, use 'em!> > Example: I was working on a booklet about unrelated stem cell > transplant and trying to get it down below 6th grade. I was getting > very frustrated because the medical terms kept "yanking" the reading > level higher than I wanted. I finally brought it to my mom and a few of > her friends, who were extremely helpful with reviewing it and offering > suggestions. Their assessment? It read at 4th-5th grade level (even > though it scored closer to 6th-8th grade) and they were confident that > their students would be able to decode the information and follow the > instructions. Why? > > 1. The complicated terms were embedded in a very simple context, so > readers could infer/decode the meaning> 2. The terms were reinforced through repetition throughout the book> 3. The terms were used in different formats (text, games, glossary, > audio CD)> 4. Readers had to interact and manipulate the terms in different (and > entertaining) ways> 3. The design was approachable and upbeat - and didn't look very "medical"> > I realized I was getting hung up on the numerical scores and not looking > at the broad content and the main objective - which was for readers to > be able to read, understand and act on the information provided. The > score is just one element of *many* to help determine the > appropriateness of a material.> > My mom and her friends/colleagues all stressed the importance of using > the medical terms that they will likely encounter - but compensating for > that issue by surrounding those terms with very simple definitions and > concepts. They also felt that the combination of strategies would help > build confidence and competence - that they could "figure it out" > without having to ask for help or feeling overwhelmed.> > Now, whenever I'm starting a new project, the first thing I do is run my > draft project plan past my "Special Ed group" to get their ideas on what > some good messages and learning strategies would be. Then I run it past > them again, once I have the content in place. It is SO helpful to work > with a group of people who not just understand how to assess the needs > of an audience, but to offer very valid strategies to incorporate into > your resource.> > Martha Burton Santibanez> Program Specialist - Medically Underserved Populations> National Marrow Donor Program> Office of Patient Advocacy> mburton at nmdp.org> (612) 617-8336> marrow.org\patient> > > Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients.> > > ------------------------------> > Message: 3> Date: Tue, 16 Oct 2007 12:53:58 +0000> From: lisa jones > Subject: [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25,> Issue 15> To: > Message-ID: > Content-Type: text/plain; charset="iso-8859-1"> > > Anne- I think your comments on location/setting are particularly important. > > We al know that health literacy decreases when a person in a stressful situation. So being in pain, prior to surgery or half naked would limit anyone's ability to understand health information. > > Luckily - this is something we, as patients, can help to control. Here are some ideas for handling some situations. I know it can be hard to do...but > > 1. Many doctors will try and speak to patients while they are fully clothed. If you want to discuss something, or don't understand something, ask to get dressed first. You may wait a bit longer (usually I try to see another patient during that time) but you will be better able to focus. I do this during my own doctor's visits - I just can't remember health stuff when I am worried about whether all my parts are covered! > > 2. The door should NEVER be open during any portion of the visit. If a doctor leaves it open, ask her to close it. This isn't optional - its a matter of your privacy. Your health information shouldn't be discussed in the hallway or anywhere where it isn't private.> > 3. If you know you are going to be in a position where you are stressed, scared, or in pain make plans. That could mean asking to talk later or bringing someone else with you.> > > > These are just some initial thoughts. What other ways of handling these situations would you all recommend? > > Lisa> > Lisa M. Jones, MD> WellLife Education> www.welllifeeducation.com> > > > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 15> To: healthliteracy at nifl.gov> Date: Mon, 15 Oct 2007 20:52:20 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1351] Re: Deaf population (Kristina Anderson)> 2. [HealthLiteracy 1352] Re: This week's Health Panel Discussion> (Sparks, Lisa)> 3. [HealthLiteracy 1353] Re: Deaf population (Nancy Meyers)> 4. [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease edu> cation> tools(asthma, diabetes and hypertsion) very simple (Neil Izenberg)> 5. [HealthLiteracy 1355] Re: This week's Health Panel Discussion> (AZSA at aol.com)> 6. [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> (Brownstein, J.N. (CDC/CCHP/NCCDPHP))> 7. [HealthLiteracy 1357] Re: This week's Health Panel Discussion> (Steinbacher Mikal)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 15 Oct 2007 14:37:19 -0600> From: Kristina Anderson > Subject: [HealthLiteracy 1351] Re: Deaf population> To: The Health and Literacy Discussion List > Message-ID:> > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed> > FYI, the University of Washington School of Medicine and their > hospital on campus have some innovative programs around this issue. > As> I understand it, the Seattle area has one of the highest > populations in the country of people who are hearing impaired.> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson> EasyRead Copywriting, LLC> PO Box 6146> Albuquerque, NM 87197> 505-345-3258> Fax: 1-866-345-0827> kristina at easyreadcopywriting.com> > > > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> > > Nancy, it sounds like the average deaf person would also benefit > > greatly from easily read heath care/disease prevention information, > > just as ESL students would. I have to admit that I did not know > > that statistic, or the that English is a second language to the > > deaf as well!> >> > Thanks for the information!> >> > Mikal Steinbacher> > Instructor, ABE/ESL/English> > Lake Washington Technical College> >> > ________________________________> >> > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > Sent: Mon 10/15/2007 9:29 AM> > To: healthliteracy at nifl.gov> > Subject: [Health> Literacy 1343] Deaf population> >> >> > I work in the areas of health education and health advocacy in the > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > > Education and Volunteer Project, now in its 8th year and the Deaf > > Community Health Worker Project now in its 2nd year. Both projects > > are community-based --or all Deaf (I am hearing but bilingual). We > > have 10 Deaf people who are trained hospice volunteers/advocates. > > The Deaf Community Health Worker is the first Deaf person to serve > > in that role. This should give you some idea of how far behind this > > population is in terms of health knowledge. Conversations about > > health literacy usually do not include the Deaf Community, so I > > hope I can add a new dimension. For starters, most hearing people > > do not know that there is NO connection between American Sign > > Language and the English language. "American" refers to the > > language used by Deaf people in North America> . English words mean > > nothing unless there is some past experience a Deaf person can > > "hook" the word too. English is their 2nd language and the average > > reading level remains at the 4th grade level.> >> > Though generally recognized as a cultural/linguistic minority, this > > population does not fit into the racial/ethnic classification used > > for funding and research (though Harlan Lane argues that the > > cultural anthropological definition does fit). There is no national > > nor state health data base, ASL is not included in the US Census. > > Community Health Workers are the "brightest light in the tunnel" > > for this population...plus increased awareness on the part of > > health professionals and people in the field of health literacy.> > The Deaf Community Health Worker has added volumes to our overall > > understanding of the background knowledge that is missing within > > the general population. In Minnesota, the Community Health Worker > > movement is > growing fast. The potential for learning from people in > > this field should be tapped--for all linguistic minorities. Two > > articles that come out of our work in the hospice field might > > provide more insights into some of the challenges faced when > > working with this population in the health care setting.> >> > I look forward to being part of this panel and finding resources > > that can be adapted for the Deaf Community.> >> >> >> > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, Disability and Health: Best Practices in > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > > American Sign Language in Assessing the End-of-Life-Care > > Educational Needs of Deaf Persons: Lessons on Language, Culture, > > and Research Practices," Nova Science Publishers in Hauppauge, New > > York> >> >> >> > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, "Sign Language and End-of-Life> >> > Care: Research in th> e Deaf Community," Healthcare Ethics > > Committee Forum: An Interprofessional> >> > Journal of HealthCare Institutions' Ethical and Legal Issues." > > 14:3 (September) 2002. 197-208> >> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to kristina at easyreadcopywriting.com> > > > ------------------------------> > Message: 2> Date: Mon, 15 Oct 2007 13:55:17 -0700> From: "Sparks, Lisa" > Subject: [HealthLiteracy 1352] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Hi all, > > I am a professor of health communic> ation and have created graduate programs in health and risk communication at my prior insitution (George Mason U., Fairfax, VA) and now my current institution (Chapman U., Orange, CA). I joined this fabulous listserve a few months ago and am learning much from all of you...thank you!> > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). There is SO much to say regarding health communication and its importance. For example, a JCAHO report in 2002 stated that root cause analysis finds that 80 percent of medical errors were due to communication breakdown(s). I find that when I tell people what I study and then reveal this kind of data they seem to understand immediately the importance of the role that communication plays in pote> ntially saving lives.> > > > I have a few new books just out on this week's topic of health communication that might interest some of you. The first book "Health communication in the 21st century" barely touches on health literacy specifically, but it is my hope that we can build this area of research in future editions. The other two are edited books that provide a "who's who of prominent health communciation scholars" although the context is specifically focused on the cancer care environment.> > > > Wright, K. B., Sparks, L., & O'Hair, H. D. (2007). Health communication in the 21st century. Oxford, England: Blackwell.> > > > O'Hair, H. D., Kreps, G. L., & Sparks, L. (Eds.) (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press.> > > > Sparks, L., O'Hair, H. D., & Kreps, G. L. (Eds.) (2008). Cancer communication and aging. Cresskill, NJ: Hampton Press.> > Kudos to this important and informative listserve....keep it up! > > Looking forward to hearin> g your thoughts and experiences in the powerful role of communication in health care environments.> > All the best,> Lisa> > LISA SPARKS, PH.D.> Editor, Communication Research Reports> Professor, Chapman University> One University Drive, Orange, CA 92866> sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Health Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registere> d Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to su> rgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > >> > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> > ------------------------------> > Message: 3> Date: Mon, 15 Oct 2007 15:57:48 -0500> From: "Nancy Meyers" > Subject: [HealthLiteracy 1353] Re: Deaf population> To: "The Health and Literacy Discussion List"> > Message-ID:> <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3 at mail.gmail.com>> Content-Type: text/plain; charset="iso-8859-1"> > Yes this is true. Rochester New York may be larger as well as Washington DC.> > For people who are culturally Deaf --use sign language for communication,> the term hearing impaired is anywhere from "not acceptable" to "insulting"> ...it assumes that the right way to be is hearing and that they are impaired> because they can't hear. They are at a disability when they are> communicating with members of > the majority culture. Hard of hearing is the> correct way. D with upper case "D" refers to culturally Deaf people. I had> the privilege of caring for a 29 year old Deaf woman who died of colon> cancer. We requested her medical chart because her two young hearing> children may want to know about her illness later on. In the chart, nurses> and doctors continued to refer to her as a "deaf-mute" -- a rare condition.> That is a term that dates back to the 19th Century and should never be used> in reference to a Deaf person. It is one step away from "Deaf and dumb"> which preceded it. In the chart the proper way is within the context of the> social and family information. Patient is Deaf requires a sign language> interpreter.> > On 10/15/07, Kristina Anderson wrote:> >> > FYI, the University of Washington School of Medicine and their> > hospital on campus have some innovative programs around this issue.> > As I understand it, the Seattle area has> one of the highest> > populations in the country of people who are hearing impaired.> >> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Kristina Anderson> > EasyRead Copywriting, LLC> > PO Box 6146> > Albuquerque, NM 87197> > 505-345-3258> > Fax: 1-866-345-0827> > kristina at easyreadcopywriting.com> >> >> >> > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> >> > > Nancy, it sounds like the average deaf person would also benefit> > > greatly from easily read heath care/disease prevention information,> > > just as ESL students would. I have to admit that I did not know> > > that statistic, or the that English is a second language to the> > > deaf as well!> > >> > > Thanks for the information!> > >> > > Mikal Steinbacher> > > Instructor, ABE/ESL/English> > > Lake Washington Technical College> > >> > > ________________________________> > >> > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > > Sent: Mon 10/15/2007 9:29 AM> > > To: healthliteracy at nifl.gov> > > > Subject: [HealthLiteracy 1343] Deaf population> > >> > >> > > I work in the areas of health education and health advocacy in the> > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice> > > Education and Volunteer Project, now in its 8th year and the Deaf> > > Community Health Worker Project now in its 2nd year. Both projects> > > are community-based --or all Deaf (I am hearing but bilingual). We> > > have 10 Deaf people who are trained hospice volunteers/advocates.> > > The Deaf Community Health Worker is the first Deaf person to serve> > > in that role. This should give you some idea of how far behind this> > > population is in terms of health knowledge. Conversations about> > > health literacy usually do not include the Deaf Community, so I> > > hope I can add a new dimension. For starters, most hearing people> > > do not know that there is NO connection between American Sign> > > Language and the English language. "American" refers to the> > > language> used by Deaf people in North America. English words mean> > > nothing unless there is some past experience a Deaf person can> > > "hook" the word too. English is their 2nd language and the average> > > reading level remains at the 4th grade level.> > >> > > Though generally recognized as a cultural/linguistic minority, this> > > population does not fit into the racial/ethnic classification used> > > for funding and research (though Harlan Lane argues that the> > > cultural anthropological definition does fit). There is no national> > > nor state health data base, ASL is not included in the US Census.> > > Community Health Workers are the "brightest light in the tunnel"> > > for this population...plus increased awareness on the part of> > > health professionals and people in the field of health literacy.> > > The Deaf Community Health Worker has added volumes to our overall> > > understanding of the background knowledge that is missing within> > > the general population. In > Minnesota, the Community Health Worker> > > movement is growing fast. The potential for learning from people in> > > this field should be tapped--for all linguistic minorities. Two> > > articles that come out of our work in the hospice field might> > > provide more insights into some of the challenges faced when> > > working with this population in the health care setting.> > >> > > I look forward to being part of this panel and finding resources> > > that can be adapted for the Deaf Community.> > >> > >> > >> > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and> > > Melissa Sullivan, Disability and Health: Best Practices in> > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using> > > American Sign Language in Assessing the End-of-Life-Care> > > Educational Needs of Deaf Persons: Lessons on Language, Culture,> > > and Research Practices," Nova Science Publishers in Hauppauge, New> > > York> > >> > >> > >> > > 2. Barbara Allen , Nancy Meyers, John L. Sulliv> an, and> > > Melissa Sullivan, "Sign Language and End-of-Life> > >> > > Care: Research in the Deaf Community," Healthcare Ethics> > > Committee Forum: An Interprofessional> > >> > > Journal of HealthCare Institutions' Ethical and Legal Issues."> > > 14:3 (September) 2002. 197-208> > >> > > > > > ----------------------------------------------------> > > National Institute for Literacy> > > Health and Literacy mailing list> > > HealthLiteracy at nifl.gov> > > To unsubscribe or change your subscription settings, please go to> > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > > Email delivered to kristina at easyreadcopywriting.com> >> > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to njmeyers at gmail.com> >> -----------> --- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/47ff2524/attachment-0001.html > > ------------------------------> > Message: 4> Date: Mon, 15 Oct 2007 13:17:27 -0400> From: "Neil Izenberg" > Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease education tools(asthma,> diabetes and hypertsion) very simple> To: "The Health and Literacy Discussion List"> > Message-ID: <093501c80f69$ac4317c0$3f4619ac at nemours.org>> Content-Type: text/plain; format=flowed; charset="iso-8859-1";> reply-type=original> > While it may not be exactly what you want, you might have your ESL students > take a look at the many hundreds of Kids level articles on KidsHealth.org. > There are also Kids articles in Spanish, as well.> > Neil Izenberg, M.D.> Nemours Foundation> > ----- Original Message ----- > From> : "Steinbacher Mikal" > To: "The Health and Literacy Discussion List" > Sent: Monday, October 15, 2007 10:40 AM> Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates > &clientsmedication compliance, chronic disease education > tools(asthma,diabetes and hypertsion) very simple> > > Barbara,> > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I will > review the diabetes site later.> > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL classes > to talk about how to get the most out of doctor visits, and low cost/free > medical care. She's a gem!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon> S> ent: Fri 10/12/2007 3:42 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients > medication compliance,chronic disease education tools(asthma,diabetes and > hypertsion) very simple> > > > For simple information on diabetes and hypertension,> check out the National Institutes of Health's web> site(www.nih.gov and select health topics A-Z list).> > They offer a limited literacy diabetes education> series in both English and Spanish. You can also order> a certain quantity of printed publications for free,> or a nominal charge, by calling NIH's National> Diabetes Information Clearinghouse at 1-800-860-8747.> > Barbara Gordon, RD> > Public Health Consultant> HealthComm Solutions> www.healthcommsolutions.net> > > --- Gae wrote:> > > I am located in a health service agency which is in> > a church & I am the only clinical component. My> > mission includes working with advocates, clients &> > > safety net clinics. I will be working with several> > chronic diseases starting with diabetes &> > hypertension. 60% of the population speak Spanish &> > many can not read. Looking for very simple info on> > diabetes & hypertension, info on taking meds, use of> > chronic disease model in such an area and any> > experience on group brown bag clinics (to go over> > medications). The agency has no forms or anything;> > therefore, I am starting from scratch. I am seeing> > patients, setting up a clinical area and inservicing> > advocates. Do you have anything that would help me?> > Would appreciate your help! Thanks.> >> > George Ann Eaks ARNP, CDE, BC-ADM> > Riverview Health Services> > 722 Reynolds> > KC. Ks. 66101> > E-mail: gae at everestkc.net> >> >> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> > >> ----------------------------------------------------> > National Institute for Literacy> > Health> and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to barbarajgordon at yahoo.com> > > > ____________________________________________________________________________________> Check out the hottest 2008 models today at Yahoo! Autos.> http://autos.yahoo.com/new_cars.html> ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to mikal.steinbacher at lwtc.edu> > > > > > --------------------------------------------------------------------------------> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To uns> ubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to izenberg at kidshealth.org > > > > ------------------------------> > Message: 5> Date: Mon, 15 Oct 2007 18:07:15 EDT> From: AZSA at aol.com> Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion> To: healthliteracy at nifl.gov> Message-ID: > Content-Type: text/plain; charset="us-ascii"> > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, > sparks at chapman.edu writes:> > In short, we often don't pay attention to the ways in which architecture, > setting, prior experiences and relationships impact the current health care > communication exchange of information, message processing and understanding, > identity, listening, enactment and evaluation in and of health behavior(s).> > > Thanks, Lisa, for your comments.> > I'd especially like to thank you for the statement I've copied above - i> t > very clearly points to the spectrum of facets having an effect on > communication. Specifically, we are talking about health communication, and this week, > mostly about the 'dialogue' between providers and....(what term(s) should we > use?)...patients....consumers...individuals? > > Anne> > > > ************************************** See what's new at http://www.aol.com> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/269e8062/attachment.html > > ------------------------------> > Message: 6> Date: Mon, 15 Oct 2007 18:23:01 -0400> From: "Brownstein, J.N. (CDC/CCHP/NCCDPHP)" > Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plai> n; charset=us-ascii> > Do you have references on the "Teach Back" method? > > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard> Sent: Wednesday, October 10, 2007 3:48 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> > Hi Julie> > The last four years the New Readers of Iowa have had four different> health literacy conferences. We have partner with The Iowa Health system> for the last three years we have had our health literacy conferences> together. Each year the New Readers of Iowa have made a health literacy> statement. Below is the statement from the New Readers of Iowa May 2007> Conference, I hope this is useful for you discussion.> > > Representatives of the 17th Annual New Readers of Iowa Literacy> Conference ask health professionals in all fields of practice to create> a s> hame-free environment for all patients those with low-literacy> skills, new readers, and patients for whom English is a foreign> language. Specifically we recommend the following systemic changes.> > > 1 Integrate these concepts and materials into your practice.> > > 2 Create an environment where patients are encouraged to get involved in> their health care-allow patients adequate time with providers and> eliminate shame associated with literacy issues.> > > 3 Use the "Teach Back" method to ensure patient understanding of medical> instructions-review instructions both verbally and through written> materials, ask patients to verbally repeat back instructions, and review> risks of not following through with prescribed treatments.> > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers> to three questions: What is my main problem? What do I need to do? Why> is it important?> > > 5 wo> rk with professional colleagues to further disseminate health> literacy information and materials.> > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment.> > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally.> > > Archie Willard> New Reader from Iowa> > > Julie McKinney wrote:> > >Hi Everyone,> >> >I am very pleased to announce a panel discussion next week on this> list! In honor of Health Literacy Month, we will host this discussion on> communication between patients and health care providers. The panel will> include adult learners, literacy teachers, health care providers, and a> health educator. They will discuss the challenges and supports to> communicating with health care providers for adults with lower literacy> skills.> >> >The learners will talk about their experiences communicating with> health care providers during app> ointments, and what kinds of things make> it easier or harder to learn the health information that is conveyed;> teachers will talk about how they might be able to support their> students in preparing them for confident and effective health> communication; and health care providers and educators can listen to> this and discuss how they can adjust their communication style to make> it easier and more effective for their lower literacy patients. In the> course of this discussion, we will address how literacy teachers and> programs can collaborate with health care providers and educators in> order to support better communication.> >> >Discussion Preparation:> >> >There is no reading to prepare for this discussion, but I do want> everyone to think about their own personal experiences in communicating> with their doctor, or a technician or specialist. For health care> providers and educators, also think about your experiences communicating> with patients who may have lower litera> cy and English speaking skills.> For teachers, think about how you can play a role in helping students to> communicate more effectively. For administrative health people, think> about the systems in your center that can help or hinder effective> communication of health information. Please think about oral and written> communication, what makes them more effective, and what makes them fall> flat.> >> >For more infomration, including guest biographies, please go to:> >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat> ion.html> >> >Please forward this message to colleagues who you think may be> interested in this discussion! (Subscription info is available at the> link above.)> >> >All the best,> >Julie> >> >> >Julie McKinney> >Discussion List Moderator> >World Education/NCSALL> >jmckinney at worlded.org> >> >----------------------------------------------------> >National Institute for Literacy> >Health and Literacy mailing list> >HealthLiteracy at nifl.gov> >T> o unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> >Email delivered to millard at goldfieldaccess.net> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > > >> > -- > Archie Willard> URL - http://www.readiowa.org/archiew.html> > > > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to jnb1 at cdc.gov> > > > > ------------------------------> > Message: 7> Date: Mon, 15 Oct 2007 16:55:19 -0700> From: "Steinbacher Mikal" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> <9664F36261DE32409334B83B21CAEE8E091E6E07 at LUXOR.campus.lwtc.edu>> Content-Type: text/plain; charset="iso-8859-1"> > And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Heal> th Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registered Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication,> along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to surgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content> of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> -------------- next part --------------> A non-text attachment was scrubbed...> Name: not available> Type: application/ms-tnef> Size: 6983 bytes> Desc: not available> Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/c7ab6de1/attachment.bin > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Hea> lth and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 25, Issue 15> **********************************************> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/efb6121f/attachment.html > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 25, Issue 15> ********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/1bee42c7/attachment.html From sfallsliteracy at yahoo.com Tue Oct 16 12:52:18 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 16 Oct 2007 09:52:18 -0700 (PDT) Subject: [HealthLiteracy 1367] Re: Intro from Madelyn Davis In-Reply-To: <471488120200002D00004047@bostongwia.jsi.com> Message-ID: <277205.7307.qm@web34715.mail.mud.yahoo.com> Dear Madelyn, Just like Julie did, I would also like to thank you for sharing your health care story. It means so much to hear that you have a caring doctor who understands. Thank you for being on this panel and helping all of us. I'm curious. How did your relationship with this special doctor start? Many adult learners do not have the kind of care you do. Tell us all about who began talking about your bi-polar condition. How did it begin? Did you ask about a sign you had that you were sick - a symptom that something was wrong? Did you even know your symptoms were something as serious as having bi-polar disease? I was excited to read that you work with needy adults also. So are you talking with them about ways you began to get help with your own doctor? That would help them to be brave about their own relationship with a health care person. Thank you for telling us about this part of your life, too. We will learn a lot from those who walk in the shoes of a learner -- Best Wishes, Nancy Hansen Julie McKinney wrote: Madelyn, Thank you so much for sharing your story with us! It sounds like you are working hard to put what you are learning to use, and to take care of your health, which can be a very hard job. It is good to hear about people finding a doctor who cares, calls you at home, and can understand you. I think you have pointed out one big key to communicating better: seeing the human side, and caring about what people are going through. Just as this discussion was starting yesterday, I took my son to the doctor. His medical issue is complicated and a bit of a mystery, so it is hard to discuss it very clearly. But the doctor started out by saying what a great kid he is, and showed that he really saw him as a person, not just a medical condition. That alone helped me to focus on what he was saying, and that alone helped the communication because I felt we were on the same team. Thank you for bringing up that point in your story. It sounds like the fact that your doctor cares about what you are going through and can tell you that helps you to have a good connection. And having a good connection as people helps us all to communicate better. All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Julie McKinney" 10/15/07 3:38 PM >>> Hi Everyone, I am forwarding this introductory message from one of our panelists, Madelyn Davis. Thank you, Madelyn! Julie ***************************************** My name is Madelyn Davis. I am a new reader. I'm glad to say I am a new reader. I've been learning to read for about a year and a half. The reading that I've learned I'm putting it t o use. I am bipolar and recently I had a break out with my bipolar. It was hard to communicate with my doctor. My doctor took the symptoms I told her that I was having and she came to the conclusion that my medication was off. Because of the communication with my doctor I felt more comfortable being treated at home as an out patient instead of being in the hospital. My doctor worked very closely with me. She called me every day to ask how the medicine was doing. She came to understand me and I came to understand her. I think it's very important that you find a provider that cares about what is wrong with you. It can be very serious about your health if you can't communicate with your doctor. I live alone. I have 3 grown children but none of them can come help me when I get sick. The fear that I face is being alone. I volunteer at a homeless shelter for women and I love doing that. I get a chance to talk to women who are displaced and I watch their lives turn around. I volunteer on Thurs. and Fri and work there on Sat. My duties include answering the phone, passing meds. I match the name of the med on the check-off sheet. The women pronounce the med for me. I also work the security door. I've been trained to do UA, the drug testing, and breathalizer. I love working there because it's like a home. Before that I was an accounts receivable clerk at Coca Cola for 17 years. I was the lead clerk. I lost that job when it was downsized. I worked there for 17 years and they didn't know I couldn't read. They found out when I had to write a report and it was like I copied it out of a book. My supervisor asked me if I had a problem with reading. "Yes," I said, "I have dyslexia." My supervisor was very understanding. "I knew you were doing things verbally. Madelyn. I knew something was wrong but I didn't know you had problems with reading." -- Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Tonight's top picks. What will you watch tonight? Preview the hottest shows on Yahoo! TV. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/47fa2a9a/attachment.html From julie_mcKinney at worlded.org Tue Oct 16 13:26:00 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 16 Oct 2007 13:26:00 -0400 Subject: [HealthLiteracy 1368] Re: Terminology: doctor/patient, etc. Message-ID: <4714BBE80200002D00004088@bostongwia.jsi.com> Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD From julie_mcKinney at worlded.org Tue Oct 16 13:42:45 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 16 Oct 2007 13:42:45 -0400 Subject: [HealthLiteracy 1369] The setting Message-ID: <4714BFD50200002D00004090@bostongwia.jsi.com> Anne brings up a good point about the setting. There are so many challenges that common health care settings add to the communication piece. It has been shown, I believe, that emotional stress alone can affect comprehension and recall of information, even for highly literate people. (It would be interesting to see if various states of nudity would have a similar effect, but I haven't seen any studies on that.) The distraction of chaotic goings-on in an emergency room, waiting room, delivery room, etc. would also effect clear communication. Pulling a curtain, shutting a door...things like this could help. Another big one in my experience is time. When I feel a very strong sense of the doctor being in a big hurry, I tend to ask less questions and say less in general. Once I saw a specialist (after waiting two hours) and during his five-minute explanation, the fact that he did not even sit down made me so uncomfortable that I didn't ask or clarify anything. I find that any way to give the illusion of having a bit of time (even if you only have five minutes) is helpful. When the doctor simply sits down, this is a huge improvement. Making eye contact is also a huge help! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 10/15/07 3:44 PM >>> INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ************************************** See what's new at http://www.aol.com From njmeyers at gmail.com Tue Oct 16 13:57:49 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Tue, 16 Oct 2007 12:57:49 -0500 Subject: [HealthLiteracy 1370] Re: Terminology: doctor/patient, etc. In-Reply-To: <4714BBE80200002D00004088@bostongwia.jsi.com> References: <4714BBE80200002D00004088@bostongwia.jsi.com> Message-ID: <4045f5520710161057j3f638077p3559f244db1bf813@mail.gmail.com> we use health professional On 10/16/07, Julie McKinney wrote: > > Lisa, > > I also like the simple terms "doctor" and "patient", but I worry that if I > use "doctor" then I am excluding nurses, radiologists, nutritionists, and > the many other non-physician professionals who communicate daily with > patients. I do want them to be included in any discussions about > communicating with patients. That's when I resort to "health care > providers", but didn't think it would be detested! Thanks for sharing your > thoughts. Any others out there? > > Julie > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> lisa jones 10/16/07 12:25 PM >>> > > Quick comment on terminology - although really this isn't that important > in the big picture. > > I and every other doctor I know detest the term provider. Even worse, > some drug ads are now referring to us as "prescribers". (ugh) > > In the interest of clear communication - I think the terms "doctor and > patient" is understandable to most people. > > Lisa > > Lisa M. Jones, MD > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/f1ec714b/attachment.html From mlawlor at pmi.edu Tue Oct 16 13:59:32 2007 From: mlawlor at pmi.edu (Maureen Lawlor) Date: Tue, 16 Oct 2007 10:59:32 -0700 Subject: [HealthLiteracy 1371] Re: Terminology: doctor/patient, etc. In-Reply-To: <4714BBE80200002D00004088@bostongwia.jsi.com> Message-ID: Julie, As a faculty administrator at an allied health college, I work with faculty to help them work with students who will be entering the workforce as medical assistants, pharmacy technicians, dental assistants, etc. and who need to be keenly aware of communications among patients and, yes, health care providers. I appreciate your efforts to be more inclusive when discussing health literacy communication issues. Maureen Lawlor, Ph.D., R.T., (R), (N) Faculty Coordinator Pima Medical Institute Seattle, WA (206) 322-6100 Blessed are the flexible, for they shall not be bent out of shape -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, October 16, 2007 10:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1368] Re: Terminology: doctor/patient, etc. Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlawlor at pmi.edu From afrmj at uaa.alaska.edu Tue Oct 16 14:10:38 2007 From: afrmj at uaa.alaska.edu (Rhonda Johnson) Date: Tue, 16 Oct 2007 10:10:38 -0800 Subject: [HealthLiteracy 1372] Re: HealthLiteracy Digest, Vol 25, Issue 15 In-Reply-To: References: Message-ID: <39FE694B98C9804E93F376BAB9DC0FEA017DD8@ANCEXCHANGE.uaa.alaska.edu> Good points, Dr. Jones, but every other kind of health professional that delivers quality health care and essential supportive services feels understandably 'invisible' when the discussion revolves solely around 'doctor and patient'. In the interest of respect, I hope we can all choose some other words that are more inclusive. Rhonda From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones Sent: Tuesday, October 16, 2007 8:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1366] Re: HealthLiteracy Digest, Vol 25, Issue 15 Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD > From: healthliteracy-request at nifl.gov > Subject: HealthLiteracy Digest, Vol 25, Issue 15 > To: healthliteracy at nifl.gov > Date: Tue, 16 Oct 2007 09:13:01 -0400 > > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1357] Re: This week's Health Panel Discussion > (Sparks, Lisa) > 2. [HealthLiteracy 1358] Re: simple information on diabetes and > hypertension (Martha Burton Santibanez) > 3. [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25, > Issue 15 (lisa jones) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 15 Oct 2007 18:32:44 -0700 > From: "Sparks, Lisa" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion > To: "The Health and Literacy Discussion List" > > Message-ID: > > Content-Type: text/plain; charset="iso-8859-1" > > Hi Anne, > Thx for your kind words. Terms are so tricky.....a few years ago the rage was to use consumers and providers, but now using the word consumer has people all upset because we are more than consumers...yadda...yadda. I have been seeing more patient-provider terminology being used lately, but that can have its set of problems too. > > All this said, I am comfortable with the terminology health care consumers, patients, and providers....it doesn't really bother me because I think we have bigger fish to fry navigating the health care system in more efficient ways so each patient and family member can make informed decisions based on reliable information exchange, rather than on conflicting and insufficient credible information. Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the presc > ribed protocols. For example, today I was at the dreaded dentist who is very patronizing and tells me to relax over and over again. This is not helping the anxious patient at all. Then, he remarks on how I don't need to pinch myself but I just need to relax. I tell him that I have been going to dentists for more than 35 years and know by now what works for me to get through the appt (i.e. the pinching of my hand while they give me a shot). It is a silly trick I play on myself and it works for me. This is what I would call tailored communication (tailoring the message) to the patient. Acknowledge that not all patients are alike and tend to have unique ways of handling things. These unique approaches should be embraced and applauded to relax the anxious patient rather than degraded and trivialized. Because, if I were comfortable with needles and blood I would have chosen that profession. Instead, I am a university professor who studies health care communication environments an > d relationships. Health care providers need to understand that patients tend to be incredibly uncomfortable in the health care environment and that impacts their ability to process messages, understand messages, ask appropriate and relevant questions, listen, etc. On my way out of the dentist's office, I asked him why my other crown was so sensitive. Instead of looking at me and listening to me, he walked past me, picked up a light bulb and started screwing it into the ceiling. I walked away toward the front desk...then he followed me and gave an insufficient answer (basically, get over it). It was his approach that was frustrating, not the information about the crown. Needless to say, I am changing dentists asap. > > Finally, it is important to understand that disease and poor health are not an individual matter, but are most often a family matter, and/or a greater social network matter. We have embedded health behaviors that we learn from being part of a family, part of a community, etc. We are sick not as individuals, but as part of the larger systems we are a part of. > > These thoughts are obviously just off the cuff, so I am sure I make more sense in my book (i hope), but I hope you can get a sense of what I am trying to convey as my screaming children (n=3) call for me to finish the Italian pasta dinner I am prepping for my Italian husband (feeling brave tonight:), before he goes in for surgery tomorrow (we hope it is not the last supper)! > > All the best, > Lisa > > LISA SPARKS, PH.D. > Editor, Communication Research Reports > Professor, Chapman University > One University Drive, Orange, CA 92866 > sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com > Sent: Mon 10/15/2007 3:07 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion > > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, sparks at chapman.edu writes: > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). > > Thanks, Lisa, for your comments. > I'd especially like to thank you for the statement I've copied above - it very clearly points to the spectrum of facets having an effect on communication. Specifically, we are talking about health communication, and this week, mostly about the 'dialogue' between providers and....(what term(s) should we use?)...patients....consumers...individuals? > > Anne > > > > ________________________________ > > See what's new at AOL.com and Make AOL Your Homepage . > > ------------------------------ > > Message: 2 > Date: Mon, 15 Oct 2007 12:51:23 -0500 > From: Martha Burton Santibanez > Subject: [HealthLiteracy 1358] Re: simple information on diabetes and > hypertension > To: The Health and Literacy Discussion List > Message-ID: <4713A89B.6040704 at nmdp.org> > Content-Type: text/plain; charset=ISO-8859-1; format=flowed > > I wholeheartedly agree with this comment. I'm blessed to have a > (now-retired) Special Education teacher with add'l certification in > reading disabilities for a mother - and whose friends also tend to be SE > instructors. They often become an informal set of reviewers for me as I > develop materials, especially with regards to comprehension. If you can > find some willing Special Ed teachers as reviewers, use 'em! > > Example: I was working on a booklet about unrelated stem cell > transplant and trying to get it down below 6th grade. I was getting > very frustrated because the medical terms kept "yanking" the reading > level higher than I wanted. I finally brought it to my mom and a few of > her friends, who were extremely helpful with reviewing it and offering > suggestions. Their assessment? It read at 4th-5th grade level (even > though it scored closer to 6th-8th grade) and they were confident that > their students would be able to decode the information and follow the > instructions. Why? > > 1. The complicated terms were embedded in a very simple context, so > readers could infer/decode the meaning > 2. The terms were reinforced through repetition throughout the book > 3. The terms were used in different formats (text, games, glossary, > audio CD) > 4. Readers had to interact and manipulate the terms in different (and > entertaining) ways > 3. The design was approachable and upbeat - and didn't look very "medical" > > I realized I was getting hung up on the numerical scores and not looking > at the broad content and the main objective - which was for readers to > be able to read, understand and act on the information provided. The > score is just one element of *many* to help determine the > appropriateness of a material. > > My mom and her friends/colleagues all stressed the importance of using > the medical terms that they will likely encounter - but compensating for > that issue by surrounding those terms with very simple definitions and > concepts. They also felt that the combination of strategies would help > build confidence and competence - that they could "figure it out" > without having to ask for help or feeling overwhelmed. > > Now, whenever I'm starting a new project, the first thing I do is run my > draft project plan past my "Special Ed group" to get their ideas on what > some good messages and learning strategies would be. Then I run it past > them again, once I have the content in place. It is SO helpful to work > with a group of people who not just understand how to assess the needs > of an audience, but to offer very valid strategies to incorporate into > your resource. > > Martha Burton Santibanez > Program Specialist - Medically Underserved Populations > National Marrow Donor Program > Office of Patient Advocacy > mburton at nmdp.org > (612) 617-8336 > marrow.org\patient > > > Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. > > > ------------------------------ > > Message: 3 > Date: Tue, 16 Oct 2007 12:53:58 +0000 > From: lisa jones > Subject: [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25, > Issue 15 > To: > Message-ID: > Content-Type: text/plain; charset="iso-8859-1" > > > Anne- I think your comments on location/setting are particularly important. > > We al know that health literacy decreases when a person in a stressful situation. So being in pain, prior to surgery or half naked would limit anyone's ability to understand health information. > > Luckily - this is something we, as patients, can help to control. Here are some ideas for handling some situations. I know it can be hard to do...but > > 1. Many doctors will try and speak to patients while they are fully clothed. If you want to discuss something, or don't understand something, ask to get dressed first. You may wait a bit longer (usually I try to see another patient during that time) but you will be better able to focus. I do this during my own doctor's visits - I just can't remember health stuff when I am worried about whether all my parts are covered! > > 2. The door should NEVER be open during any portion of the visit. If a doctor leaves it open, ask her to close it. This isn't optional - its a matter of your privacy. Your health information shouldn't be discussed in the hallway or anywhere where it isn't private. > > 3. If you know you are going to be in a position where you are stressed, scared, or in pain make plans. That could mean asking to talk later or bringing someone else with you. > > > > These are just some initial thoughts. What other ways of handling these situations would you all recommend? > > Lisa > > Lisa M. Jones, MD > WellLife Education > www.welllifeeducation.com > > > > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 15> To: healthliteracy at nifl.gov> Date: Mon, 15 Oct 2007 20:52:20 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1351] Re: Deaf population (Kristina Anderson)> 2. [HealthLiteracy 1352] Re: This week's Health Panel Discussion> (Sparks, Lisa)> 3. [HealthLiteracy 1353] Re: Deaf population (Nancy Meyers)> 4. [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease edu > cation> tools(asthma, diabetes and hypertsion) very simple (Neil Izenberg)> 5. [HealthLiteracy 1355] Re: This week's Health Panel Discussion> (AZSA at aol.com)> 6. [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> (Brownstein, J.N. (CDC/CCHP/NCCDPHP))> 7. [HealthLiteracy 1357] Re: This week's Health Panel Discussion> (Steinbacher Mikal)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 15 Oct 2007 14:37:19 -0600> From: Kristina Anderson > Subject: [HealthLiteracy 1351] Re: Deaf population> To: The Health and Literacy Discussion List > Message-ID:> > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed> > FYI, the University of Washington School of Medicine and their > hospital on campus have some innovative programs around this issue. > As > I understand it, the Seattle area has one of the highest > populations in the country of people who are hearing impaired.> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson> EasyRead Copywriting, LLC> PO Box 6146> Albuquerque, NM 87197> 505-345-3258> Fax: 1-866-345-0827> kristina at easyreadcopywriting.com> > > > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> > > Nancy, it sounds like the average deaf person would also benefit > > greatly from easily read heath care/disease prevention information, > > just as ESL students would. I have to admit that I did not know > > that statistic, or the that English is a second language to the > > deaf as well!> >> > Thanks for the information!> >> > Mikal Steinbacher> > Instructor, ABE/ESL/English> > Lake Washington Technical College> >> > ________________________________> >> > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > Sent: Mon 10/15/2007 9:29 AM> > To: healthliteracy at nifl.gov> > Subject: [Health > Literacy 1343] Deaf population> >> >> > I work in the areas of health education and health advocacy in the > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > > Education and Volunteer Project, now in its 8th year and the Deaf > > Community Health Worker Project now in its 2nd year. Both projects > > are community-based --or all Deaf (I am hearing but bilingual). We > > have 10 Deaf people who are trained hospice volunteers/advocates. > > The Deaf Community Health Worker is the first Deaf person to serve > > in that role. This should give you some idea of how far behind this > > population is in terms of health knowledge. Conversations about > > health literacy usually do not include the Deaf Community, so I > > hope I can add a new dimension. For starters, most hearing people > > do not know that there is NO connection between American Sign > > Language and the English language. "American" refers to the > > language used by Deaf people in North America > . English words mean > > nothing unless there is some past experience a Deaf person can > > "hook" the word too. English is their 2nd language and the average > > reading level remains at the 4th grade level.> >> > Though generally recognized as a cultural/linguistic minority, this > > population does not fit into the racial/ethnic classification used > > for funding and research (though Harlan Lane argues that the > > cultural anthropological definition does fit). There is no national > > nor state health data base, ASL is not included in the US Census. > > Community Health Workers are the "brightest light in the tunnel" > > for this population...plus increased awareness on the part of > > health professionals and people in the field of health literacy.> > The Deaf Community Health Worker has added volumes to our overall > > understanding of the background knowledge that is missing within > > the general population. In Minnesota, the Community Health Worker > > movement is > growing fast. The potential for learning from people in > > this field should be tapped--for all linguistic minorities. Two > > articles that come out of our work in the hospice field might > > provide more insights into some of the challenges faced when > > working with this population in the health care setting.> >> > I look forward to being part of this panel and finding resources > > that can be adapted for the Deaf Community.> >> >> >> > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, Disability and Health: Best Practices in > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > > American Sign Language in Assessing the End-of-Life-Care > > Educational Needs of Deaf Persons: Lessons on Language, Culture, > > and Research Practices," Nova Science Publishers in Hauppauge, New > > York> >> >> >> > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, "Sign Language and End-of-Life> >> > Care: Research in th > e Deaf Community," Healthcare Ethics > > Committee Forum: An Interprofessional> >> > Journal of HealthCare Institutions' Ethical and Legal Issues." > > 14:3 (September) 2002. 197-208> >> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to kristina at easyreadcopywriting.com> > > > ------------------------------> > Message: 2> Date: Mon, 15 Oct 2007 13:55:17 -0700> From: "Sparks, Lisa" > Subject: [HealthLiteracy 1352] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Hi all, > > I am a professor of health communic > ation and have created graduate programs in health and risk communication at my prior insitution (George Mason U., Fairfax, VA) and now my current institution (Chapman U., Orange, CA). I joined this fabulous listserve a few months ago and am learning much from all of you...thank you!> > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). There is SO much to say regarding health communication and its importance. For example, a JCAHO report in 2002 stated that root cause analysis finds that 80 percent of medical errors were due to communication breakdown(s). I find that when I tell people what I study and then reveal this kind of data they seem to understand immediately the importance of the role that communication plays in pote > ntially saving lives.> > > > I have a few new books just out on this week's topic of health communication that might interest some of you. The first book "Health communication in the 21st century" barely touches on health literacy specifically, but it is my hope that we can build this area of research in future editions. The other two are edited books that provide a "who's who of prominent health communciation scholars" although the context is specifically focused on the cancer care environment.> > > > Wright, K. B., Sparks, L., & O'Hair, H. D. (2007). Health communication in the 21st century. Oxford, England: Blackwell.> > > > O'Hair, H. D., Kreps, G. L., & Sparks, L. (Eds.) (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press.> > > > Sparks, L., O'Hair, H. D., & Kreps, G. L. (Eds.) (2008). Cancer communication and aging. Cresskill, NJ: Hampton Press.> > Kudos to this important and informative listserve....keep it up! > > Looking forward to hearin > g your thoughts and experiences in the powerful role of communication in health care environments.> > All the best,> Lisa> > LISA SPARKS, PH.D.> Editor, Communication Research Reports> Professor, Chapman University> One University Drive, Orange, CA 92866> sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Health Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registere > d Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to su > rgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> > ------------------------------> > Message: 3> Date: Mon, 15 Oct 2007 15:57:48 -0500> From: "Nancy Meyers" > Subject: [HealthLiteracy 1353] Re: Deaf population> To: "The Health and Literacy Discussion List"> > Message-ID:> <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3 at mail.gmail.com>> Content-Type: text/plain; charset="iso-8859-1"> > Yes this is true. Rochester New York may be larger as well as Washington DC.> > For people who are culturally Deaf --use sign language for communication,> the term hearing impaired is anywhere from "not acceptable" to "insulting"> ...it assumes that the right way to be is hearing and that they are impaired> because they can't hear. They are at a disability when they are> communicating with members of > the majority culture. Hard of hearing is the> correct way. D with upper case "D" refers to culturally Deaf people. I had> the privilege of caring for a 29 year old Deaf woman who died of colon> cancer. We requested her medical chart because her two young hearing> children may want to know about her illness later on. In the chart, nurses> and doctors continued to refer to her as a "deaf-mute" -- a rare condition.> That is a term that dates back to the 19th Century and should never be used> in reference to a Deaf person. It is one step away from "Deaf and dumb"> which preceded it. In the chart the proper way is within the context of the> social and family information. Patient is Deaf requires a sign language> interpreter.> > On 10/15/07, Kristina Anderson wrote:> >> > FYI, the University of Washington School of Medicine and their> > hospital on campus have some innovative programs around this issue.> > As I understand it, the Seattle area has > one of the highest> > populations in the country of people who are hearing impaired.> >> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Kristina Anderson> > EasyRead Copywriting, LLC> > PO Box 6146> > Albuquerque, NM 87197> > 505-345-3258> > Fax: 1-866-345-0827> > kristina at easyreadcopywriting.com> >> >> >> > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> >> > > Nancy, it sounds like the average deaf person would also benefit> > > greatly from easily read heath care/disease prevention information,> > > just as ESL students would. I have to admit that I did not know> > > that statistic, or the that English is a second language to the> > > deaf as well!> > >> > > Thanks for the information!> > >> > > Mikal Steinbacher> > > Instructor, ABE/ESL/English> > > Lake Washington Technical College> > >> > > ________________________________> > >> > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > > Sent: Mon 10/15/2007 9:29 AM> > > To: healthliteracy at nifl.gov> > > > Subject: [HealthLiteracy 1343] Deaf population> > >> > >> > > I work in the areas of health education and health advocacy in the> > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice> > > Education and Volunteer Project, now in its 8th year and the Deaf> > > Community Health Worker Project now in its 2nd year. Both projects> > > are community-based --or all Deaf (I am hearing but bilingual). We> > > have 10 Deaf people who are trained hospice volunteers/advocates.> > > The Deaf Community Health Worker is the first Deaf person to serve> > > in that role. This should give you some idea of how far behind this> > > population is in terms of health knowledge. Conversations about> > > health literacy usually do not include the Deaf Community, so I> > > hope I can add a new dimension. For starters, most hearing people> > > do not know that there is NO connection between American Sign> > > Language and the English language. "American" refers to the> > > language > used by Deaf people in North America. English words mean> > > nothing unless there is some past experience a Deaf person can> > > "hook" the word too. English is their 2nd language and the average> > > reading level remains at the 4th grade level.> > >> > > Though generally recognized as a cultural/linguistic minority, this> > > population does not fit into the racial/ethnic classification used> > > for funding and research (though Harlan Lane argues that the> > > cultural anthropological definition does fit). There is no national> > > nor state health data base, ASL is not included in the US Census.> > > Community Health Workers are the "brightest light in the tunnel"> > > for this population...plus increased awareness on the part of> > > health professionals and people in the field of health literacy.> > > The Deaf Community Health Worker has added volumes to our overall> > > understanding of the background knowledge that is missing within> > > the general population. In > Minnesota, the Community Health Worker> > > movement is growing fast. The potential for learning from people in> > > this field should be tapped--for all linguistic minorities. Two> > > articles that come out of our work in the hospice field might> > > provide more insights into some of the challenges faced when> > > working with this population in the health care setting.> > >> > > I look forward to being part of this panel and finding resources> > > that can be adapted for the Deaf Community.> > >> > >> > >> > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and> > > Melissa Sullivan, Disability and Health: Best Practices in> > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using> > > American Sign Language in Assessing the End-of-Life-Care> > > Educational Needs of Deaf Persons: Lessons on Language, Culture,> > > and Research Practices," Nova Science Publishers in Hauppauge, New> > > York> > >> > >> > >> > > 2. Barbara Allen , Nancy Meyers, John L. Sulliv > an, and> > > Melissa Sullivan, "Sign Language and End-of-Life> > >> > > Care: Research in the Deaf Community," Healthcare Ethics> > > Committee Forum: An Interprofessional> > >> > > Journal of HealthCare Institutions' Ethical and Legal Issues."> > > 14:3 (September) 2002. 197-208> > >> > > > > > ----------------------------------------------------> > > National Institute for Literacy> > > Health and Literacy mailing list> > > HealthLiteracy at nifl.gov> > > To unsubscribe or change your subscription settings, please go to> > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > > Email delivered to kristina at easyreadcopywriting.com> >> > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to njmeyers at gmail.com> >> ----------- > --- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/47ff25 24/attachment-0001.html > > ------------------------------> > Message: 4> Date: Mon, 15 Oct 2007 13:17:27 -0400> From: "Neil Izenberg" > Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease education tools(asthma,> diabetes and hypertsion) very simple> To: "The Health and Literacy Discussion List"> > Message-ID: <093501c80f69$ac4317c0$3f4619ac at nemours.org>> Content-Type: text/plain; format=flowed; charset="iso-8859-1";> reply-type=original> > While it may not be exactly what you want, you might have your ESL students > take a look at the many hundreds of Kids level articles on KidsHealth.org. > There are also Kids articles in Spanish, as well.> > Neil Izenberg, M.D.> Nemours Foundation> > ----- Original Message ----- > From > : "Steinbacher Mikal" > To: "The Health and Literacy Discussion List" > Sent: Monday, October 15, 2007 10:40 AM> Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates > &clientsmedication compliance, chronic disease education > tools(asthma,diabetes and hypertsion) very simple> > > Barbara,> > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I will > review the diabetes site later.> > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL classes > to talk about how to get the most out of doctor visits, and low cost/free > medical care. She's a gem!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon> S > ent: Fri 10/12/2007 3:42 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients > medication compliance,chronic disease education tools(asthma,diabetes and > hypertsion) very simple> > > > For simple information on diabetes and hypertension,> check out the National Institutes of Health's web> site(www.nih.gov and select health topics A-Z list).> > They offer a limited literacy diabetes education> series in both English and Spanish. You can also order> a certain quantity of printed publications for free,> or a nominal charge, by calling NIH's National> Diabetes Information Clearinghouse at 1-800-860-8747.> > Barbara Gordon, RD> > Public Health Consultant> HealthComm Solutions> www.healthcommsolutions.net> > > --- Gae wrote:> > > I am located in a health service agency which is in> > a church & I am the only clinical component. My> > mission includes working with advocates, clients &> > > safety net clinics. I will be working with several> > chronic diseases starting with diabetes &> > hypertension. 60% of the population speak Spanish &> > many can not read. Looking for very simple info on> > diabetes & hypertension, info on taking meds, use of> > chronic disease model in such an area and any> > experience on group brown bag clinics (to go over> > medications). The agency has no forms or anything;> > therefore, I am starting from scratch. I am seeing> > patients, setting up a clinical area and inservicing> > advocates. Do you have anything that would help me?> > Would appreciate your help! Thanks.> >> > George Ann Eaks ARNP, CDE, BC-ADM> > Riverview Health Services> > 722 Reynolds> > KC. Ks. 66101> > E-mail: gae at everestkc.net> >> >> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> > >> ----------------------------------------------------> > National Institute for Literacy> > Health > and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to barbarajgordon at yahoo.com> > > > ________________________________________________________________________ ____________> Check out the hottest 2008 models today at Yahoo! Autos.> http://autos.yahoo.com/new_cars.html> ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to mikal.steinbacher at lwtc.edu> > > > > > ------------------------------------------------------------------------ --------> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To uns > ubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to izenberg at kidshealth.org > > > > ------------------------------> > Message: 5> Date: Mon, 15 Oct 2007 18:07:15 EDT> From: AZSA at aol.com> Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion> To: healthliteracy at nifl.gov> Message-ID: > Content-Type: text/plain; charset="us-ascii"> > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, > sparks at chapman.edu writes:> > In short, we often don't pay attention to the ways in which architecture, > setting, prior experiences and relationships impact the current health care > communication exchange of information, message processing and understanding, > identity, listening, enactment and evaluation in and of health behavior(s).> > > Thanks, Lisa, for your comments.> > I'd especially like to thank you for the statement I've copied above - i > t > very clearly points to the spectrum of facets having an effect on > communication. Specifically, we are talking about health communication, and this week, > mostly about the 'dialogue' between providers and....(what term(s) should we > use?)...patients....consumers...individuals? > > Anne> > > > ************************************** See what's new at http://www.aol.com> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/269e80 62/attachment.html > > ------------------------------> > Message: 6> Date: Mon, 15 Oct 2007 18:23:01 -0400> From: "Brownstein, J.N. (CDC/CCHP/NCCDPHP)" > Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plai > n; charset=us-ascii> > Do you have references on the "Teach Back" method? > > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard> Sent: Wednesday, October 10, 2007 3:48 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> > Hi Julie> > The last four years the New Readers of Iowa have had four different> health literacy conferences. We have partner with The Iowa Health system> for the last three years we have had our health literacy conferences> together. Each year the New Readers of Iowa have made a health literacy> statement. Below is the statement from the New Readers of Iowa May 2007> Conference, I hope this is useful for you discussion.> > > Representatives of the 17th Annual New Readers of Iowa Literacy> Conference ask health professionals in all fields of practice to create> a s > hame-free environment for all patients those with low-literacy> skills, new readers, and patients for whom English is a foreign> language. Specifically we recommend the following systemic changes.> > > 1 Integrate these concepts and materials into your practice.> > > 2 Create an environment where patients are encouraged to get involved in> their health care-allow patients adequate time with providers and> eliminate shame associated with literacy issues.> > > 3 Use the "Teach Back" method to ensure patient understanding of medical> instructions-review instructions both verbally and through written> materials, ask patients to verbally repeat back instructions, and review> risks of not following through with prescribed treatments.> > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers> to three questions: What is my main problem? What do I need to do? Why> is it important?> > > 5 wo > rk with professional colleagues to further disseminate health> literacy information and materials.> > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment.> > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally.> > > Archie Willard> New Reader from Iowa> > > Julie McKinney wrote:> > >Hi Everyone,> >> >I am very pleased to announce a panel discussion next week on this> list! In honor of Health Literacy Month, we will host this discussion on> communication between patients and health care providers. The panel will> include adult learners, literacy teachers, health care providers, and a> health educator. They will discuss the challenges and supports to> communicating with health care providers for adults with lower literacy> skills.> >> >The learners will talk about their experiences communicating with> health care providers during app > ointments, and what kinds of things make> it easier or harder to learn the health information that is conveyed;> teachers will talk about how they might be able to support their> students in preparing them for confident and effective health> communication; and health care providers and educators can listen to> this and discuss how they can adjust their communication style to make> it easier and more effective for their lower literacy patients. In the> course of this discussion, we will address how literacy teachers and> programs can collaborate with health care providers and educators in> order to support better communication.> >> >Discussion Preparation:> >> >There is no reading to prepare for this discussion, but I do want> everyone to think about their own personal experiences in communicating> with their doctor, or a technician or specialist. For health care> providers and educators, also think about your experiences communicating> with patients who may have lower litera > cy and English speaking skills.> For teachers, think about how you can play a role in helping students to> communicate more effectively. For administrative health people, think> about the systems in your center that can help or hinder effective> communication of health information. Please think about oral and written> communication, what makes them more effective, and what makes them fall> flat.> >> >For more infomration, including guest biographies, please go to:> >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat > ion.html> >> >Please forward this message to colleagues who you think may be> interested in this discussion! (Subscription info is available at the> link above.)> >> >All the best,> >Julie> >> >> >Julie McKinney> >Discussion List Moderator> >World Education/NCSALL> >jmckinney at worlded.org> >> >----------------------------------------------------> >National Institute for Literacy> >Health and Literacy mailing list> >HealthLiteracy at nifl.gov> >T > o unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> >Email delivered to millard at goldfieldaccess.net> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > > >> > -- > Archie Willard> URL - http://www.readiowa.org/archiew.html> > > > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to jnb1 at cdc.gov> > > > > ------------------------------> > Message: 7> Date: Mon, 15 Oct 2007 16:55:19 -0700> From: "Steinbacher Mikal" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> <9664F36261DE32409334B83B21CAEE8E091E6E07 at LUXOR.campus.lwtc.edu>> Content-Type: text/plain; charset="iso-8859-1"> > And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Heal > th Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registered Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, > along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to surgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content > of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> -------------- next part --------------> A non-text attachment was scrubbed...> Name: not available> Type: application/ms-tnef> Size: 6983 bytes> Desc: not available> Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/c7ab6d e1/attachment.bin > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Hea > lth and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 25, Issue 15> ********************************************** > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/efb612 1f/attachment.html > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 25, Issue 15 > ********************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/c4800db1/attachment.html From Jsorensen at afmc.org Tue Oct 16 14:41:47 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 16 Oct 2007 13:41:47 -0500 Subject: [HealthLiteracy 1373] Re: HealthLiteracy Digest, Vol 25, Issue 15 In-Reply-To: <39FE694B98C9804E93F376BAB9DC0FEA017DD8@ANCEXCHANGE.uaa.alaska.edu> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD302325397@AFMCFS6.NT_AFMC.local> I'm glad to see this come up because I hate using a stacked term like "health care provider" all the time (same goes for healthcare provider and health-care provider) or a vague one like "provider." But I would like to see something more inclusive than "doctor and patient" as well, except in a context where the "provider" is definitely a doctor. Here in Arkansas, some small towns don't even have doctors, just APNs. Also, we're not just talking about doctors and nurses, but CNAs, discharge planners, various kinds of technologists and technicians and anyone who might need to communicate with patients and their families or caregivers. I have used "doctor," "provider" and "health care provider." But I'm not completely satisfied with any of them -- too wordy, too vague or too exclusive. I'm not any kind of a provider. Just a writer and sometimes an editor. (Please don't call me a "content producer"...) I have no personal stake here, other than a desire to communicate clearly with as few keystrokes as possible. I'm interested to hear ideas from actual doctors, nurses and other "health care providers." Also patients! Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Rhonda Johnson Sent: Tuesday, October 16, 2007 1:11 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1372] Re: HealthLiteracy Digest, Vol 25, Issue 15 Good points, Dr. Jones, but every other kind of health professional that delivers quality health care and essential supportive services feels understandably 'invisible' when the discussion revolves solely around 'doctor and patient'. In the interest of respect, I hope we can all choose some other words that are more inclusive. Rhonda From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones Sent: Tuesday, October 16, 2007 8:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1366] Re: HealthLiteracy Digest, Vol 25, Issue 15 Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD > From: healthliteracy-request at nifl.gov > Subject: HealthLiteracy Digest, Vol 25, Issue 15 > To: healthliteracy at nifl.gov > Date: Tue, 16 Oct 2007 09:13:01 -0400 > > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1357] Re: This week's Health Panel Discussion > (Sparks, Lisa) > 2. [HealthLiteracy 1358] Re: simple information on diabetes and > hypertension (Martha Burton Santibanez) > 3. [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25, > Issue 15 (lisa jones) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 15 Oct 2007 18:32:44 -0700 > From: "Sparks, Lisa" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion > To: "The Health and Literacy Discussion List" > > Message-ID: > > Content-Type: text/plain; charset="iso-8859-1" > > Hi Anne, > Thx for your kind words. Terms are so tricky.....a few years ago the rage was to use consumers and providers, but now using the word consumer has people all upset because we are more than consumers...yadda...yadda. I have been seeing more patient-provider terminology being used lately, but that can have its set of problems too. > > All this said, I am comfortable with the terminology health care consumers, patients, and providers....it doesn't really bother me because I think we have bigger fish to fry navigating the health care system in more efficient ways so each patient and family member can make informed decisions based on reliable information exchange, rather than on conflicting and insufficient credible information. Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the presc > ribed protocols. For example, today I was at the dreaded dentist who is very patronizing and tells me to relax over and over again. This is not helping the anxious patient at all. Then, he remarks on how I don't need to pinch myself but I just need to relax. I tell him that I have been going to dentists for more than 35 years and know by now what works for me to get through the appt (i.e. the pinching of my hand while they give me a shot). It is a silly trick I play on myself and it works for me. This is what I would call tailored communication (tailoring the message) to the patient. Acknowledge that not all patients are alike and tend to have unique ways of handling things. These unique approaches should be embraced and applauded to relax the anxious patient rather than degraded and trivialized. Because, if I were comfortable with needles and blood I would have chosen that profession. Instead, I am a university professor who studies health care communication environments an > d relationships. Health care providers need to understand that patients tend to be incredibly uncomfortable in the health care environment and that impacts their ability to process messages, understand messages, ask appropriate and relevant questions, listen, etc. On my way out of the dentist's office, I asked him why my other crown was so sensitive. Instead of looking at me and listening to me, he walked past me, picked up a light bulb and started screwing it into the ceiling. I walked away toward the front desk...then he followed me and gave an insufficient answer (basically, get over it). It was his approach that was frustrating, not the information about the crown. Needless to say, I am changing dentists asap. > > Finally, it is important to understand that disease and poor health are not an individual matter, but are most often a family matter, and/or a greater social network matter. We have embedded health behaviors that we learn from being part of a family, part of a community, etc. We are sick not as individuals, but as part of the larger systems we are a part of. > > These thoughts are obviously just off the cuff, so I am sure I make more sense in my book (i hope), but I hope you can get a sense of what I am trying to convey as my screaming children (n=3) call for me to finish the Italian pasta dinner I am prepping for my Italian husband (feeling brave tonight:), before he goes in for surgery tomorrow (we hope it is not the last supper)! > > All the best, > Lisa > > LISA SPARKS, PH.D. > Editor, Communication Research Reports > Professor, Chapman University > One University Drive, Orange, CA 92866 > sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com > Sent: Mon 10/15/2007 3:07 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion > > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, sparks at chapman.edu writes: > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). > > Thanks, Lisa, for your comments. > I'd especially like to thank you for the statement I've copied above - it very clearly points to the spectrum of facets having an effect on communication. Specifically, we are talking about health communication, and this week, mostly about the 'dialogue' between providers and....(what term(s) should we use?)...patients....consumers...individuals? > > Anne > > > > ________________________________ > > See what's new at AOL.com and Make AOL Your Homepage . > > ------------------------------ > > Message: 2 > Date: Mon, 15 Oct 2007 12:51:23 -0500 > From: Martha Burton Santibanez > Subject: [HealthLiteracy 1358] Re: simple information on diabetes and > hypertension > To: The Health and Literacy Discussion List > Message-ID: <4713A89B.6040704 at nmdp.org> > Content-Type: text/plain; charset=ISO-8859-1; format=flowed > > I wholeheartedly agree with this comment. I'm blessed to have a > (now-retired) Special Education teacher with add'l certification in > reading disabilities for a mother - and whose friends also tend to be SE > instructors. They often become an informal set of reviewers for me as I > develop materials, especially with regards to comprehension. If you can > find some willing Special Ed teachers as reviewers, use 'em! > > Example: I was working on a booklet about unrelated stem cell > transplant and trying to get it down below 6th grade. I was getting > very frustrated because the medical terms kept "yanking" the reading > level higher than I wanted. I finally brought it to my mom and a few of > her friends, who were extremely helpful with reviewing it and offering > suggestions. Their assessment? It read at 4th-5th grade level (even > though it scored closer to 6th-8th grade) and they were confident that > their students would be able to decode the information and follow the > instructions. Why? > > 1. The complicated terms were embedded in a very simple context, so > readers could infer/decode the meaning > 2. The terms were reinforced through repetition throughout the book > 3. The terms were used in different formats (text, games, glossary, > audio CD) > 4. Readers had to interact and manipulate the terms in different (and > entertaining) ways > 3. The design was approachable and upbeat - and didn't look very "medical" > > I realized I was getting hung up on the numerical scores and not looking > at the broad content and the main objective - which was for readers to > be able to read, understand and act on the information provided. The > score is just one element of *many* to help determine the > appropriateness of a material. > > My mom and her friends/colleagues all stressed the importance of using > the medical terms that they will likely encounter - but compensating for > that issue by surrounding those terms with very simple definitions and > concepts. They also felt that the combination of strategies would help > build confidence and competence - that they could "figure it out" > without having to ask for help or feeling overwhelmed. > > Now, whenever I'm starting a new project, the first thing I do is run my > draft project plan past my "Special Ed group" to get their ideas on what > some good messages and learning strategies would be. Then I run it past > them again, once I have the content in place. It is SO helpful to work > with a group of people who not just understand how to assess the needs > of an audience, but to offer very valid strategies to incorporate into > your resource. > > Martha Burton Santibanez > Program Specialist - Medically Underserved Populations > National Marrow Donor Program > Office of Patient Advocacy > mburton at nmdp.org > (612) 617-8336 > marrow.org\patient > > > Don't just rely on a reading grade level score either. If you work hard enough, you can get any piece of education down to 5th or 6th grade level. It may require taking out all medical terms and names of medications to do it, but I think that can sometimes be a bad choice. An effective education piece explaining high cholesterol and how read the results of a fasting lipoprotein panel, for example, should include the words cholesterol, low-density and high-density lipoproteins and triglycerides. They just need to be explained and defined as simply as possible. All patients, no matter what their reading level, appreciate clear, simple explanations. It may not result in a piece that scores at 6th grade when you run a SMOG, but that doesn't mean it's not a good piece to use with patients. > > > ------------------------------ > > Message: 3 > Date: Tue, 16 Oct 2007 12:53:58 +0000 > From: lisa jones > Subject: [HealthLiteracy 1359] Re: HealthLiteracy Digest, Vol 25, > Issue 15 > To: > Message-ID: > Content-Type: text/plain; charset="iso-8859-1" > > > Anne- I think your comments on location/setting are particularly important. > > We al know that health literacy decreases when a person in a stressful situation. So being in pain, prior to surgery or half naked would limit anyone's ability to understand health information. > > Luckily - this is something we, as patients, can help to control. Here are some ideas for handling some situations. I know it can be hard to do...but > > 1. Many doctors will try and speak to patients while they are fully clothed. If you want to discuss something, or don't understand something, ask to get dressed first. You may wait a bit longer (usually I try to see another patient during that time) but you will be better able to focus. I do this during my own doctor's visits - I just can't remember health stuff when I am worried about whether all my parts are covered! > > 2. The door should NEVER be open during any portion of the visit. If a doctor leaves it open, ask her to close it. This isn't optional - its a matter of your privacy. Your health information shouldn't be discussed in the hallway or anywhere where it isn't private. > > 3. If you know you are going to be in a position where you are stressed, scared, or in pain make plans. That could mean asking to talk later or bringing someone else with you. > > > > These are just some initial thoughts. What other ways of handling these situations would you all recommend? > > Lisa > > Lisa M. Jones, MD > WellLife Education > www.welllifeeducation.com > > > > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 15> To: healthliteracy at nifl.gov> Date: Mon, 15 Oct 2007 20:52:20 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1351] Re: Deaf population (Kristina Anderson)> 2. [HealthLiteracy 1352] Re: This week's Health Panel Discussion> (Sparks, Lisa)> 3. [HealthLiteracy 1353] Re: Deaf population (Nancy Meyers)> 4. [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease edu > cation> tools(asthma, diabetes and hypertsion) very simple (Neil Izenberg)> 5. [HealthLiteracy 1355] Re: This week's Health Panel Discussion> (AZSA at aol.com)> 6. [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> (Brownstein, J.N. (CDC/CCHP/NCCDPHP))> 7. [HealthLiteracy 1357] Re: This week's Health Panel Discussion> (Steinbacher Mikal)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 15 Oct 2007 14:37:19 -0600> From: Kristina Anderson > Subject: [HealthLiteracy 1351] Re: Deaf population> To: The Health and Literacy Discussion List > Message-ID:> > Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed> > FYI, the University of Washington School of Medicine and their > hospital on campus have some innovative programs around this issue. > As > I understand it, the Seattle area has one of the highest > populations in the country of people who are hearing impaired.> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Kristina Anderson> EasyRead Copywriting, LLC> PO Box 6146> Albuquerque, NM 87197> 505-345-3258> Fax: 1-866-345-0827> kristina at easyreadcopywriting.com> > > > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> > > Nancy, it sounds like the average deaf person would also benefit > > greatly from easily read heath care/disease prevention information, > > just as ESL students would. I have to admit that I did not know > > that statistic, or the that English is a second language to the > > deaf as well!> >> > Thanks for the information!> >> > Mikal Steinbacher> > Instructor, ABE/ESL/English> > Lake Washington Technical College> >> > ________________________________> >> > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > Sent: Mon 10/15/2007 9:29 AM> > To: healthliteracy at nifl.gov> > Subject: [Health > Literacy 1343] Deaf population> >> >> > I work in the areas of health education and health advocacy in the > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice > > Education and Volunteer Project, now in its 8th year and the Deaf > > Community Health Worker Project now in its 2nd year. Both projects > > are community-based --or all Deaf (I am hearing but bilingual). We > > have 10 Deaf people who are trained hospice volunteers/advocates. > > The Deaf Community Health Worker is the first Deaf person to serve > > in that role. This should give you some idea of how far behind this > > population is in terms of health knowledge. Conversations about > > health literacy usually do not include the Deaf Community, so I > > hope I can add a new dimension. For starters, most hearing people > > do not know that there is NO connection between American Sign > > Language and the English language. "American" refers to the > > language used by Deaf people in North America > . English words mean > > nothing unless there is some past experience a Deaf person can > > "hook" the word too. English is their 2nd language and the average > > reading level remains at the 4th grade level.> >> > Though generally recognized as a cultural/linguistic minority, this > > population does not fit into the racial/ethnic classification used > > for funding and research (though Harlan Lane argues that the > > cultural anthropological definition does fit). There is no national > > nor state health data base, ASL is not included in the US Census. > > Community Health Workers are the "brightest light in the tunnel" > > for this population...plus increased awareness on the part of > > health professionals and people in the field of health literacy.> > The Deaf Community Health Worker has added volumes to our overall > > understanding of the background knowledge that is missing within > > the general population. In Minnesota, the Community Health Worker > > movement is > growing fast. The potential for learning from people in > > this field should be tapped--for all linguistic minorities. Two > > articles that come out of our work in the hospice field might > > provide more insights into some of the challenges faced when > > working with this population in the health care setting.> >> > I look forward to being part of this panel and finding resources > > that can be adapted for the Deaf Community.> >> >> >> > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, Disability and Health: Best Practices in > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using > > American Sign Language in Assessing the End-of-Life-Care > > Educational Needs of Deaf Persons: Lessons on Language, Culture, > > and Research Practices," Nova Science Publishers in Hauppauge, New > > York> >> >> >> > 2. Barbara Allen , Nancy Meyers, John L. Sullivan, and > > Melissa Sullivan, "Sign Language and End-of-Life> >> > Care: Research in th > e Deaf Community," Healthcare Ethics > > Committee Forum: An Interprofessional> >> > Journal of HealthCare Institutions' Ethical and Legal Issues." > > 14:3 (September) 2002. 197-208> >> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to kristina at easyreadcopywriting.com> > > > ------------------------------> > Message: 2> Date: Mon, 15 Oct 2007 13:55:17 -0700> From: "Sparks, Lisa" > Subject: [HealthLiteracy 1352] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Hi all, > > I am a professor of health communic > ation and have created graduate programs in health and risk communication at my prior insitution (George Mason U., Fairfax, VA) and now my current institution (Chapman U., Orange, CA). I joined this fabulous listserve a few months ago and am learning much from all of you...thank you!> > > In short, we often don't pay attention to the ways in which architecture, setting, prior experiences and relationships impact the current health care communication exchange of information, message processing and understanding, identity, listening, enactment and evaluation in and of health behavior(s). There is SO much to say regarding health communication and its importance. For example, a JCAHO report in 2002 stated that root cause analysis finds that 80 percent of medical errors were due to communication breakdown(s). I find that when I tell people what I study and then reveal this kind of data they seem to understand immediately the importance of the role that communication plays in pote > ntially saving lives.> > > > I have a few new books just out on this week's topic of health communication that might interest some of you. The first book "Health communication in the 21st century" barely touches on health literacy specifically, but it is my hope that we can build this area of research in future editions. The other two are edited books that provide a "who's who of prominent health communciation scholars" although the context is specifically focused on the cancer care environment.> > > > Wright, K. B., Sparks, L., & O'Hair, H. D. (2007). Health communication in the 21st century. Oxford, England: Blackwell.> > > > O'Hair, H. D., Kreps, G. L., & Sparks, L. (Eds.) (2007). Handbook of communication and cancer care. Cresskill, NJ: Hampton Press.> > > > Sparks, L., O'Hair, H. D., & Kreps, G. L. (Eds.) (2008). Cancer communication and aging. Cresskill, NJ: Hampton Press.> > Kudos to this important and informative listserve....keep it up! > > Looking forward to hearin > g your thoughts and experiences in the powerful role of communication in health care environments.> > All the best,> Lisa> > LISA SPARKS, PH.D.> Editor, Communication Research Reports> Professor, Chapman University> One University Drive, Orange, CA 92866> sparks at chapman.edu > "nothing in life is to be feared. it is only to be understood."---marie curie> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Health Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registere > d Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to su > rgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> > ------------------------------> > Message: 3> Date: Mon, 15 Oct 2007 15:57:48 -0500> From: "Nancy Meyers" > Subject: [HealthLiteracy 1353] Re: Deaf population> To: "The Health and Literacy Discussion List"> > Message-ID:> <4045f5520710151357s5fc0cd03of68c0eba5bf7c6e3 at mail.gmail.com>> Content-Type: text/plain; charset="iso-8859-1"> > Yes this is true. Rochester New York may be larger as well as Washington DC.> > For people who are culturally Deaf --use sign language for communication,> the term hearing impaired is anywhere from "not acceptable" to "insulting"> ...it assumes that the right way to be is hearing and that they are impaired> because they can't hear. They are at a disability when they are> communicating with members of > the majority culture. Hard of hearing is the> correct way. D with upper case "D" refers to culturally Deaf people. I had> the privilege of caring for a 29 year old Deaf woman who died of colon> cancer. We requested her medical chart because her two young hearing> children may want to know about her illness later on. In the chart, nurses> and doctors continued to refer to her as a "deaf-mute" -- a rare condition.> That is a term that dates back to the 19th Century and should never be used> in reference to a Deaf person. It is one step away from "Deaf and dumb"> which preceded it. In the chart the proper way is within the context of the> social and family information. Patient is Deaf requires a sign language> interpreter.> > On 10/15/07, Kristina Anderson wrote:> >> > FYI, the University of Washington School of Medicine and their> > hospital on campus have some innovative programs around this issue.> > As I understand it, the Seattle area has > one of the highest> > populations in the country of people who are hearing impaired.> >> > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Kristina Anderson> > EasyRead Copywriting, LLC> > PO Box 6146> > Albuquerque, NM 87197> > 505-345-3258> > Fax: 1-866-345-0827> > kristina at easyreadcopywriting.com> >> >> >> > On Oct 15, 2007, at 11:12 AM, Steinbacher Mikal wrote:> >> > > Nancy, it sounds like the average deaf person would also benefit> > > greatly from easily read heath care/disease prevention information,> > > just as ESL students would. I have to admit that I did not know> > > that statistic, or the that English is a second language to the> > > deaf as well!> > >> > > Thanks for the information!> > >> > > Mikal Steinbacher> > > Instructor, ABE/ESL/English> > > Lake Washington Technical College> > >> > > ________________________________> > >> > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers> > > Sent: Mon 10/15/2007 9:29 AM> > > To: healthliteracy at nifl.gov> > > > Subject: [HealthLiteracy 1343] Deaf population> > >> > >> > > I work in the areas of health education and health advocacy in the> > > Deaf Community in Minnesota. I work with two Projects: Deaf Hospice> > > Education and Volunteer Project, now in its 8th year and the Deaf> > > Community Health Worker Project now in its 2nd year. Both projects> > > are community-based --or all Deaf (I am hearing but bilingual). We> > > have 10 Deaf people who are trained hospice volunteers/advocates.> > > The Deaf Community Health Worker is the first Deaf person to serve> > > in that role. This should give you some idea of how far behind this> > > population is in terms of health knowledge. Conversations about> > > health literacy usually do not include the Deaf Community, so I> > > hope I can add a new dimension. For starters, most hearing people> > > do not know that there is NO connection between American Sign> > > Language and the English language. "American" refers to the> > > language > used by Deaf people in North America. English words mean> > > nothing unless there is some past experience a Deaf person can> > > "hook" the word too. English is their 2nd language and the average> > > reading level remains at the 4th grade level.> > >> > > Though generally recognized as a cultural/linguistic minority, this> > > population does not fit into the racial/ethnic classification used> > > for funding and research (though Harlan Lane argues that the> > > cultural anthropological definition does fit). There is no national> > > nor state health data base, ASL is not included in the US Census.> > > Community Health Workers are the "brightest light in the tunnel"> > > for this population...plus increased awareness on the part of> > > health professionals and people in the field of health literacy.> > > The Deaf Community Health Worker has added volumes to our overall> > > understanding of the background knowledge that is missing within> > > the general population. In > Minnesota, the Community Health Worker> > > movement is growing fast. The potential for learning from people in> > > this field should be tapped--for all linguistic minorities. Two> > > articles that come out of our work in the hospice field might> > > provide more insights into some of the challenges faced when> > > working with this population in the health care setting.> > >> > > I look forward to being part of this panel and finding resources> > > that can be adapted for the Deaf Community.> > >> > >> > >> > > 1. Barbara Allen , Nancy Meyers, John L. Sullivan, and> > > Melissa Sullivan, Disability and Health: Best Practices in> > > Conducting Disability Surveys Volume 2, 2005, Chapter 5, "Using> > > American Sign Language in Assessing the End-of-Life-Care> > > Educational Needs of Deaf Persons: Lessons on Language, Culture,> > > and Research Practices," Nova Science Publishers in Hauppauge, New> > > York> > >> > >> > >> > > 2. Barbara Allen , Nancy Meyers, John L. Sulliv > an, and> > > Melissa Sullivan, "Sign Language and End-of-Life> > >> > > Care: Research in the Deaf Community," Healthcare Ethics> > > Committee Forum: An Interprofessional> > >> > > Journal of HealthCare Institutions' Ethical and Legal Issues."> > > 14:3 (September) 2002. 197-208> > >> > > > > > ----------------------------------------------------> > > National Institute for Literacy> > > Health and Literacy mailing list> > > HealthLiteracy at nifl.gov> > > To unsubscribe or change your subscription settings, please go to> > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > > Email delivered to kristina at easyreadcopywriting.com> >> > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings, please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to njmeyers at gmail.com> >> ----------- > --- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/47ff25 24/attachment-0001.html > > ------------------------------> > Message: 4> Date: Mon, 15 Oct 2007 13:17:27 -0400> From: "Neil Izenberg" > Subject: [HealthLiteracy 1354] Re: Need hel with teaching advocates> &clientsmedication compliance, chronic disease education tools(asthma,> diabetes and hypertsion) very simple> To: "The Health and Literacy Discussion List"> > Message-ID: <093501c80f69$ac4317c0$3f4619ac at nemours.org>> Content-Type: text/plain; format=flowed; charset="iso-8859-1";> reply-type=original> > While it may not be exactly what you want, you might have your ESL students > take a look at the many hundreds of Kids level articles on KidsHealth.org. > There are also Kids articles in Spanish, as well.> > Neil Izenberg, M.D.> Nemours Foundation> > ----- Original Message ----- > From > : "Steinbacher Mikal" > To: "The Health and Literacy Discussion List" > Sent: Monday, October 15, 2007 10:40 AM> Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates > &clientsmedication compliance, chronic disease education > tools(asthma,diabetes and hypertsion) very simple> > > Barbara,> > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I will > review the diabetes site later.> > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL classes > to talk about how to get the most out of doctor visits, and low cost/free > medical care. She's a gem!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon> S > ent: Fri 10/12/2007 3:42 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates &clients > medication compliance,chronic disease education tools(asthma,diabetes and > hypertsion) very simple> > > > For simple information on diabetes and hypertension,> check out the National Institutes of Health's web> site(www.nih.gov and select health topics A-Z list).> > They offer a limited literacy diabetes education> series in both English and Spanish. You can also order> a certain quantity of printed publications for free,> or a nominal charge, by calling NIH's National> Diabetes Information Clearinghouse at 1-800-860-8747.> > Barbara Gordon, RD> > Public Health Consultant> HealthComm Solutions> www.healthcommsolutions.net> > > --- Gae wrote:> > > I am located in a health service agency which is in> > a church & I am the only clinical component. My> > mission includes working with advocates, clients &> > > safety net clinics. I will be working with several> > chronic diseases starting with diabetes &> > hypertension. 60% of the population speak Spanish &> > many can not read. Looking for very simple info on> > diabetes & hypertension, info on taking meds, use of> > chronic disease model in such an area and any> > experience on group brown bag clinics (to go over> > medications). The agency has no forms or anything;> > therefore, I am starting from scratch. I am seeing> > patients, setting up a clinical area and inservicing> > advocates. Do you have anything that would help me?> > Would appreciate your help! Thanks.> >> > George Ann Eaks ARNP, CDE, BC-ADM> > Riverview Health Services> > 722 Reynolds> > KC. Ks. 66101> > E-mail: gae at everestkc.net> >> >> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> >> >> >> >> >> >> >> >> >> > George Ann Eaks ARNP, CDE, BC-ADM> > >> ----------------------------------------------------> > National Institute for Literacy> > Health > and Literacy mailing list> > HealthLiteracy at nifl.gov> > To unsubscribe or change your subscription settings,> > please go to> > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to barbarajgordon at yahoo.com> > > > ________________________________________________________________________ ____________> Check out the hottest 2008 models today at Yahoo! Autos.> http://autos.yahoo.com/new_cars.html> ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to mikal.steinbacher at lwtc.edu> > > > > > ------------------------------------------------------------------------ --------> > > > ----------------------------------------------------> > National Institute for Literacy> > Health and Literacy mailing list> > HealthLiteracy at nifl.gov> > To uns > ubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy> > Email delivered to izenberg at kidshealth.org > > > > ------------------------------> > Message: 5> Date: Mon, 15 Oct 2007 18:07:15 EDT> From: AZSA at aol.com> Subject: [HealthLiteracy 1355] Re: This week's Health Panel Discussion> To: healthliteracy at nifl.gov> Message-ID: > Content-Type: text/plain; charset="us-ascii"> > > In a message dated 10/15/2007 5:46:57 P.M. Eastern Daylight Time, > sparks at chapman.edu writes:> > In short, we often don't pay attention to the ways in which architecture, > setting, prior experiences and relationships impact the current health care > communication exchange of information, message processing and understanding, > identity, listening, enactment and evaluation in and of health behavior(s).> > > Thanks, Lisa, for your comments.> > I'd especially like to thank you for the statement I've copied above - i > t > very clearly points to the spectrum of facets having an effect on > communication. Specifically, we are talking about health communication, and this week, > mostly about the 'dialogue' between providers and....(what term(s) should we > use?)...patients....consumers...individuals? > > Anne> > > > ************************************** See what's new at http://www.aol.com> -------------- next part --------------> An HTML attachment was scrubbed...> URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/269e80 62/attachment.html > > ------------------------------> > Message: 6> Date: Mon, 15 Oct 2007 18:23:01 -0400> From: "Brownstein, J.N. (CDC/CCHP/NCCDPHP)" > Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plai > n; charset=us-ascii> > Do you have references on the "Teach Back" method? > > -----Original Message-----> From: healthliteracy-bounces at nifl.gov> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard> Sent: Wednesday, October 10, 2007 3:48 PM> To: The Health and Literacy Discussion List> Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication> Between Patients and Providers: Oct 15-22> > Hi Julie> > The last four years the New Readers of Iowa have had four different> health literacy conferences. We have partner with The Iowa Health system> for the last three years we have had our health literacy conferences> together. Each year the New Readers of Iowa have made a health literacy> statement. Below is the statement from the New Readers of Iowa May 2007> Conference, I hope this is useful for you discussion.> > > Representatives of the 17th Annual New Readers of Iowa Literacy> Conference ask health professionals in all fields of practice to create> a s > hame-free environment for all patients those with low-literacy> skills, new readers, and patients for whom English is a foreign> language. Specifically we recommend the following systemic changes.> > > 1 Integrate these concepts and materials into your practice.> > > 2 Create an environment where patients are encouraged to get involved in> their health care-allow patients adequate time with providers and> eliminate shame associated with literacy issues.> > > 3 Use the "Teach Back" method to ensure patient understanding of medical> instructions-review instructions both verbally and through written> materials, ask patients to verbally repeat back instructions, and review> risks of not following through with prescribed treatments.> > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers> to three questions: What is my main problem? What do I need to do? Why> is it important?> > > 5 wo > rk with professional colleagues to further disseminate health> literacy information and materials.> > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment.> > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally.> > > Archie Willard> New Reader from Iowa> > > Julie McKinney wrote:> > >Hi Everyone,> >> >I am very pleased to announce a panel discussion next week on this> list! In honor of Health Literacy Month, we will host this discussion on> communication between patients and health care providers. The panel will> include adult learners, literacy teachers, health care providers, and a> health educator. They will discuss the challenges and supports to> communicating with health care providers for adults with lower literacy> skills.> >> >The learners will talk about their experiences communicating with> health care providers during app > ointments, and what kinds of things make> it easier or harder to learn the health information that is conveyed;> teachers will talk about how they might be able to support their> students in preparing them for confident and effective health> communication; and health care providers and educators can listen to> this and discuss how they can adjust their communication style to make> it easier and more effective for their lower literacy patients. In the> course of this discussion, we will address how literacy teachers and> programs can collaborate with health care providers and educators in> order to support better communication.> >> >Discussion Preparation:> >> >There is no reading to prepare for this discussion, but I do want> everyone to think about their own personal experiences in communicating> with their doctor, or a technician or specialist. For health care> providers and educators, also think about your experiences communicating> with patients who may have lower litera > cy and English speaking skills.> For teachers, think about how you can play a role in helping students to> communicate more effectively. For administrative health people, think> about the systems in your center that can help or hinder effective> communication of health information. Please think about oral and written> communication, what makes them more effective, and what makes them fall> flat.> >> >For more infomration, including guest biographies, please go to:> >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat > ion.html> >> >Please forward this message to colleagues who you think may be> interested in this discussion! (Subscription info is available at the> link above.)> >> >All the best,> >Julie> >> >> >Julie McKinney> >Discussion List Moderator> >World Education/NCSALL> >jmckinney at worlded.org> >> >----------------------------------------------------> >National Institute for Literacy> >Health and Literacy mailing list> >HealthLiteracy at nifl.gov> >T > o unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> >Email delivered to millard at goldfieldaccess.net> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > > >> > -- > Archie Willard> URL - http://www.readiowa.org/archiew.html> > > > ----------------------------------------------------> National Institute for Literacy> Health and Literacy mailing list> HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to> http://www.nifl.gov/mailman/listinfo/healthliteracy> Email delivered to jnb1 at cdc.gov> > > > > ------------------------------> > Message: 7> Date: Mon, 15 Oct 2007 16:55:19 -0700> From: "Steinbacher Mikal" > Subject: [HealthLiteracy 1357] Re: This week's Health Panel Discussion> To: "The Health and Literacy Discussion List"> > Message-ID:> <9664F36261DE32409334B83B21CAEE8E091E6E07 at LUXOR.campus.lwtc.edu>> Content-Type: text/plain; charset="iso-8859-1"> > And add to the stress of those sitiuations a less than stellar understanding of basic English, and/or being deaf!> > Mikal Steinbacher> Instructor, ABE/ESL/English> Lake Washington Technical College> > ________________________________> > From: healthliteracy-bounces at nifl.gov on behalf of AZSA at aol.com> Sent: Mon 10/15/2007 12:44 PM> To: healthliteracy at nifl.gov> Subject: [HealthLiteracy 1349] This week's Heal > th Panel Discussion> > > INTRODUCTORY REMARKS> > My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for > this week's discussion. My goal is to pose questions that may spark > consideration of practical factors involved in health communication. I'll also offer > concrete suggestions when I can. Please keep in mind that my remarks derive > from my experiences as a Registered Nurse and health educator, a patient, a > parent, and health care proxy/advocate for several family members. > > I want to discuss health communication variables in the larger sense. To > start, I'd like to suggest that we keep in mind the SETTING in which the health > communication occurs. What are the differences and similarities, challenges > and opportunities, that arise strictly from the setting? Focus not on the > content of the interaction, just the setting. Imagine how the setting itself > can impact communication. (Later, we will layer on additional aspects of > communication, > along with suggestions.)> > Think about the following settings:> * doctor's office with desk/chairs/diplomas on the wall/door open or > closed > * exam room with paper johnny on/nurse practitioner is fully clothed > * pediatrician's exam room for your baby's visit - you also have your > toddler in the room with you > * school nurse's office > * lying on a stretcher just before going in to surgery > * waiting room where families meet with surgeon after surgery > * in a delivery room as you're giving birth > * emergency room with curtains separating you from a crying pediatric > patient on one side while the patient on the other side is moaning > * employee health office at your place of work > * at large health fair or flu shot clinic > * at the window of your local pharmacy - (maybe even the drive-up window?) > * in a group medical visit > * in your home during a visiting nurse visit> > Consider how each setting might affect the communication process - even when the content > of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies?> > This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. > > Anne> > > > > > ________________________________> > See what's new at AOL.com and Make AOL Your Homepage .> -------------- next part --------------> A non-text attachment was scrubbed...> Name: not available> Type: application/ms-tnef> Size: 6983 bytes> Desc: not available> Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071015/c7ab6d e1/attachment.bin > > ------------------------------> > ----------------------------------------------------> National Institute for Literacy> Hea > lth and Literacy mailing list> HealthLiteracy at nifl.gov> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy> > End of HealthLiteracy Digest, Vol 25, Issue 15> ********************************************** > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/efb612 1f/attachment.html > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 25, Issue 15 > ********************************************** *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/0f5da338/attachment.html From seubert.douglas at marshfieldclinic.org Tue Oct 16 14:50:08 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Tue, 16 Oct 2007 13:50:08 -0500 Subject: [HealthLiteracy 1374] Re: Terminology: doctor/patient, etc. Message-ID: <392e401c81025$5fd50710$7205010a@mfldclinframe.org> We use "health care provider" often, especially when the patient's care is provided by more than just physicians. But I do use "doctor" when it's clear that only a physician would be handling that part of the patient's care (diagnosing, for example). We sometimes use "doctor" when describing some procedures (a colonoscopy, for example). Using "doctor" is less clunky, especially if your piece repeats "health care provider" several times. Then there is the all inclusive "your health care team." Whatever wording we use, we always try to include the patient, making it clear that they are the most important member of their health care team. In the past, we might have written "your doctor will decide which treatment is best for you." Now we write "you and your doctor" or "you and your health care team will decide..." In the end, it may just depend on the topic and scope of your piece. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Julie McKinney" Date: Tue Oct 16, 2007 -- 12:43:05 PM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1368] Re: Terminology: doctor/patient, etc. Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From rn.simpson at sympatico.ca Tue Oct 16 15:57:13 2007 From: rn.simpson at sympatico.ca (Nancy Simpson) Date: Tue, 16 Oct 2007 15:57:13 -0400 Subject: [HealthLiteracy 1375] Terminology Message-ID: I am finding the discussion regarding the terminology used for those who consume health care services very interesting. I agree that there are perhaps more important issues. Nonetheless, the passive role that is synonymous with the word 'patient' has great significance for the delivery of health care services today. I too have been challenged when using words like health care consumer or client or health care provider. There has been over the last several years a large body of literature that points to the benefits of a more active and participatory role for patients. For those of us who help people learn about health and healthcare, there is in my opinion a misfit. This occurs between the active engagement required for learning and the passive role that traditionally is assigned or associated with the role of the patient. Without question, there are times when illness such as critical illness makes it difficult for the person to be actively involved. I agree that illness is a family affair and heartily endorse the need for a member of the family or support person to get involved in these instances. But if we hang on to old terminology, we are perpetuating a role that is outdated today. Diseases that many people face today are chronic in nature such as diabetes, asthma etc. and people must be able to manage these themselves on a day-to-day basis. To do this successfully, the role of the patient must and is changing and so must the terminology. Great discussion. Thanks. Nancy Simpson RN MEd R.J+ Associates Mississauga Ontario Canada -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/e2bed76c/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 569 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/e2bed76c/attachment.gif From Linda.Rohret at ncmail.net Tue Oct 16 16:29:37 2007 From: Linda.Rohret at ncmail.net (Linda Rohret) Date: Tue, 16 Oct 2007 16:29:37 -0400 Subject: [HealthLiteracy 1376] Re: Terminology: doctor/patient, etc. In-Reply-To: <4045f5520710161057j3f638077p3559f244db1bf813@mail.gmail.com> References: <4714BBE80200002D00004088@bostongwia.jsi.com> <4045f5520710161057j3f638077p3559f244db1bf813@mail.gmail.com> Message-ID: <47151F31.6080809@ncmail.net> we use health professional as well. Provider can be a difficult word to grasp for some. Nancy Meyers wrote: > we use health professional > > On 10/16/07, Julie McKinney > wrote: > > Lisa, > > I also like the simple terms "doctor" and "patient", but I worry > that if I use "doctor" then I am excluding nurses, radiologists, > nutritionists, and the many other non-physician professionals who > communicate daily with patients. I do want them to be included in > any discussions about communicating with patients. That's when I > resort to "health care providers", but didn't think it would be > detested! Thanks for sharing your thoughts. Any others out there? > > Julie > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> lisa jones < lisamjones44 at hotmail.com > > 10/16/07 12:25 PM >>> > > Quick comment on terminology - although really this isn't that > important in the big picture. > > I and every other doctor I know detest the term provider. Even > worse, some drug ads are now referring to us as "prescribers". (ugh) > > In the interest of clear communication - I think the terms "doctor > and patient" is understandable to most people. > > Lisa > > Lisa M. Jones, MD > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > > >------------------------------------------------------------------------ > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to linda.rohret at ncmail.net > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/e082aef0/attachment.html From alf8 at CDC.GOV Tue Oct 16 16:31:54 2007 From: alf8 at CDC.GOV (Friedman, Allison (CDC/CCID/NCHHSTP)) Date: Tue, 16 Oct 2007 16:31:54 -0400 Subject: [HealthLiteracy 1377] Re: Terminology: doctor/patient, etc. In-Reply-To: References: <4714BBE80200002D00004088@bostongwia.jsi.com> Message-ID: We (CDC's Division of STD Prevention) have done communication research with general adult audiences and found that they too do not like the term 'provider' (or even 'health care provider'); they associated it with their health insurance company, which was not seen as a trusted source. They refer to all providers (regardless of medical degree or training) as 'their doctor'. Because of this, we typically use the term 'your doctor' in our communication materials for the public, though we will often make one or two references to 'health care professional' to be inclusive (and so as not to offend many of the providers who are distributing these materials). Allison Allison L. Friedman, MS Health Scientist Centers for Disease Control & Prevention Division of STD Prevention Behavioral Interventions & Research Branch Phone (404) 639-8537 Fax (404) 639-8622 alf8 at cdc.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Maureen Lawlor Sent: Tuesday, October 16, 2007 2:00 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1371] Re: Terminology: doctor/patient, etc. Julie, As a faculty administrator at an allied health college, I work with faculty to help them work with students who will be entering the workforce as medical assistants, pharmacy technicians, dental assistants, etc. and who need to be keenly aware of communications among patients and, yes, health care providers. I appreciate your efforts to be more inclusive when discussing health literacy communication issues. Maureen Lawlor, Ph.D., R.T., (R), (N) Faculty Coordinator Pima Medical Institute Seattle, WA (206) 322-6100 Blessed are the flexible, for they shall not be bent out of shape -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, October 16, 2007 10:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1368] Re: Terminology: doctor/patient, etc. Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlawlor at pmi.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alf8 at cdc.gov From lisamjones44 at hotmail.com Tue Oct 16 16:33:21 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 16 Oct 2007 20:33:21 +0000 Subject: [HealthLiteracy 1378] Re: doctor vs provider Message-ID: Hi all - I think I might need to explain my "provider" comment further. I certainly see, understand and agree with concerns about excluding other health care professionals. Please don't misunderstand, that is not my intention. I just think that provider (to describe any one involved in health care) over simplifies the relationship between "provider" and patient. After all we all do something more than provide. My cable company refers to itself as an "internet provider", my phone company calls itself my "telecommunications provider". Healthcare is differnt than the relationship I have with my cable company. I think that the term provider sounds too much like a transaction. Medicine is, or should be, something far more than just a transaction. As a replacement for provider, I use "health care team" or "medical team" when talking about groups of medical professionals. Otherwise I use a person's specific title, i.e. nurse, nutritionist etc. Hope that helps explain my earlier less than clear email. Lisa Lisa Jones -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/2510c0e9/attachment.html From Jsorensen at afmc.org Tue Oct 16 16:40:38 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 16 Oct 2007 15:40:38 -0500 Subject: [HealthLiteracy 1379] Re: doctor vs provider In-Reply-To: Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3023253E5@AFMCFS6.NT_AFMC.local> I agree -- and "provider" seems to reinforce the traditionally passive role of the patient as well. Janet Sorensen Senior Technical Writer Arkansas Foundation for Medical Care ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of lisa jones Sent: Tuesday, October 16, 2007 3:33 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1378] Re: doctor vs provider Hi all - I think I might need to explain my "provider" comment further. I certainly see, understand and agree with concerns about excluding other health care professionals. Please don't misunderstand, that is not my intention. I just think that provider (to describe any one involved in health care) over simplifies the relationship between "provider" and patient. After all we all do something more than provide. My cable company refers to itself as an "internet provider", my phone company calls itself my "telecommunications provider". Healthcare is differnt than the relationship I have with my cable company. I think that the term provider sounds too much like a transaction. Medicine is, or should be, something far more than just a transaction. As a replacement for provider, I use "health care team" or "medical team" when talking about groups of medical professionals. Otherwise I use a person's specific title, i.e. nurse, nutritionist etc. Hope that helps explain my earlier less than clear email. Lisa Lisa Jones *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/ad257bb7/attachment.html From cynthia.fitzpatrick at fda.hhs.gov Tue Oct 16 16:44:32 2007 From: cynthia.fitzpatrick at fda.hhs.gov (Fitzpatrick, Cynthia) Date: Tue, 16 Oct 2007 16:44:32 -0400 Subject: [HealthLiteracy 1380] Re: Terminology: doctor/patient, etc. In-Reply-To: <47151F31.6080809@ncmail.net> References: <4714BBE80200002D00004088@bostongwia.jsi.com> <4045f5520710161057j3f638077p3559f244db1bf813@mail.gmail.com> <47151F31.6080809@ncmail.net> Message-ID: <6CE8FA0C36DD7A44AC77060619159D6319AE96@FMD3VS022.fda.gov> We have heard that public associates the "provider" with their insurance provider. My personal sense is that this is a perception widely held. At least, there could be confusion, and sometimes the context doesn't give you a clue who the writer is referring to. We try to use professional whenever possible in our consumer educational materials, but it is not done agency-wide. For instance, our press office almost universally uses provider. Cindi Fitzpatrick, BSN Consumer Safety Officer CDER Public Affairs Liaison FDA/CDER/OTCOM/DPA 5600 Fishers Lane, Rm. 12B-31 Rockville, MD 20857 301-827-1672 - Phone 301-827-3055 - FAX cynthia.fitzpatrick at fda.hhs.gov ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Linda Rohret Sent: Tuesday, October 16, 2007 4:30 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1376] Re: Terminology: doctor/patient, etc. we use health professional as well. Provider can be a difficult word to grasp for some. Nancy Meyers wrote: we use health professional On 10/16/07, Julie McKinney wrote: Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones < lisamjones44 at hotmail.com > 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to njmeyers at gmail.com ________________________________ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to linda.rohret at ncmail.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/bf30439b/attachment.html From Jsorensen at afmc.org Tue Oct 16 16:49:51 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 16 Oct 2007 15:49:51 -0500 Subject: [HealthLiteracy 1381] Re: Terminology: doctor/patient, etc. In-Reply-To: Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3023253EE@AFMCFS6.NT_AFMC.local> You've made an important point -- we should be writing mainly for our readers, not for the folks who have to approve our documents. Many Arkansans call the APNs in their towns "doctors" because, from the patient's perspective, they serve the same purpose. Is that an idea we want to reinforce, or should I be concerned about calling people doctors if they're not? That's not rhetorical -- I'm really asking. I'm not just worried about being sensitive to the feelings of other types of providers. That's not my primary concern -- although sometimes those folks are a secondary audience. For instance, if the APN in Small Town, Arkansas, is offended by the use of the word "doctor," he or she may not hand out the brochure or information we're providing -- and then all our work is for nothing. Janet Sorensen Senior Writer Arkansas Foundation for Medical Care -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Friedman, Allison (CDC/CCID/NCHHSTP) Sent: Tuesday, October 16, 2007 3:32 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1377] Re: Terminology: doctor/patient, etc. We (CDC's Division of STD Prevention) have done communication research with general adult audiences and found that they too do not like the term 'provider' (or even 'health care provider'); they associated it with their health insurance company, which was not seen as a trusted source. They refer to all providers (regardless of medical degree or training) as 'their doctor'. Because of this, we typically use the term 'your doctor' in our communication materials for the public, though we will often make one or two references to 'health care professional' to be inclusive (and so as not to offend many of the providers who are distributing these materials). Allison Allison L. Friedman, MS Health Scientist Centers for Disease Control & Prevention Division of STD Prevention Behavioral Interventions & Research Branch Phone (404) 639-8537 Fax (404) 639-8622 alf8 at cdc.gov -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Maureen Lawlor Sent: Tuesday, October 16, 2007 2:00 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1371] Re: Terminology: doctor/patient, etc. Julie, As a faculty administrator at an allied health college, I work with faculty to help them work with students who will be entering the workforce as medical assistants, pharmacy technicians, dental assistants, etc. and who need to be keenly aware of communications among patients and, yes, health care providers. I appreciate your efforts to be more inclusive when discussing health literacy communication issues. Maureen Lawlor, Ph.D., R.T., (R), (N) Faculty Coordinator Pima Medical Institute Seattle, WA (206) 322-6100 Blessed are the flexible, for they shall not be bent out of shape -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, October 16, 2007 10:26 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1368] Re: Terminology: doctor/patient, etc. Lisa, I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. That's when I resort to "health care providers", but didn't think it would be detested! Thanks for sharing your thoughts. Any others out there? Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 10/16/07 12:25 PM >>> Quick comment on terminology - although really this isn't that important in the big picture. I and every other doctor I know detest the term provider. Even worse, some drug ads are now referring to us as "prescribers". (ugh) In the interest of clear communication - I think the terms "doctor and patient" is understandable to most people. Lisa Lisa M. Jones, MD ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlawlor at pmi.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alf8 at cdc.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From AZSA at aol.com Tue Oct 16 17:05:06 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Tue, 16 Oct 2007 17:05:06 EDT Subject: [HealthLiteracy 1382] Re: This week's Health Panel Discussion Message-ID: This is Anne: Thanks to all readers and responders alike! As this is the end of day 2 of our discussion, I'd like to: 1. highlight some of the points made thus far 2. add a personal remark 3. offer my rendition of 'Main Message' (or we could elect to call it something else) 4. suggest we move the focus to exploration to another aspect of the health communication process (the 'layering' approach I spoke of initially) I hope that at the end of the week, we'll have a preliminary lists of bullets - some 'reminders', some 'action items' for both providers and patients, etc. So - here I go.... >From Valerie: Add to these situations being visually impaired, blind, deaf, learning or physically disabled. Add to these situations, not being able to see who is the doctor and who is in the room to empty the trash can. Add to this, not being able to fit into these rooms for an exam or not being able to receive your examination on an examination table. Add to this, not being able to read any of the material or sign any of the consent forms. Add to these situations not being able to comprehend what is going on for so many reasons. Thank you for reminding us about other challenges such as obesity, mobility issues, and lack of clear identification of the role of the people around you (are they the nurse, the doctor, the housekeeper, the secretary, etc). Keep in mind also that there are many health issues (stroke, eye disease, fever, anxiety...the list is huge) that can alter perception. It seems we are asking people who are already stressed to somehow grasp and retain and then apply the information imparted to them. Main Message: Remain aware of environmental and physical stressors the patient contends with at the time of the health communication or interaction. These stressors exist as a base upon which further stressors are added as the interaction proceeds. Main Message: Acknowledge these pre-existing stressors and reduce or eliminate any of those in your control. For instance, always introduce yourself and state your role (think about how the flight crew always announces the flight number and destination BEFORE the plane gets off the ground), make eye contact, sit at or below the level of the patient, etc. >From Mikal: And add to the stress of those situations a less than stellar understanding of basic English, and/or being deaf! Main Message: Provide as many communication supports as needed - within a shame-free atmosphere. >From Martha: My mom and her friends/colleagues all stressed the importance of using the medical terms that they will likely encounter - but compensating for that issue by surrounding those terms with very simple definitions and concepts. They also felt that the combination of strategies would help build confidence and competence - that they could "figure it out" without having to ask for help or feeling overwhelmed. I heartily agree that incorporating medical terms is helpful. Relying on them is not. Acknowledge efforts patients make to learn and use them. But be careful to check out, from time to time, that you are talking about the same thing. A friend's 86 year old grandmother had open heart surgery - she was very proud of the fact that she had learned some medical lingo, and that she had learned about the importance of diet and cutting back on fats. She told us: "I just had surgery to fix my CULINARY (instead of 'coronary') arteries". >From Aracely: Also, the HLA has more than 11,000 health and non-health words that have been simplified, including major diseases, procedures, health insurance terms, medications and many more. Main Message: Medical terminology is a foreign language for most of us. Introduce the most important terms and repeat them (along with their meaning) often and over time. As always, offer as much reinforcing media (written, visual, etc.) as possible. >From Lisa: Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the prescribed protocols. Skilled communicators can accomplish an awful lot in a short time (per Lisa's note above). Establishing credibility is a skill and works both ways in health communication. It's a powerful tool. A positive and trusting relationship can serve to buffer against some of the stressors we've identified. Do not forget family members or others who are part of the interaction as well. Main Message: The relationships among the participants in the communication interaction are powerful. Seek feedback about your communication skills. Tell patients directly that communication is vitally important for all parties. >From Julie: But the doctor started out by saying what a great kid he is, and showed that he really saw him as a person, not just a medical condition. That alone helped me to focus on what he was saying, and that alone helped the communication because I felt we were on the same team. What a great example of how just a few words can have a big impact. I had a similar experience with the pediatrician who cared for my 3 children - at the end of every visit, he made a point of saying something directly to me about the fact that I was doing a good job as a mother or some other such validating remark. It meant a lot to me, and made it easier to seek his assistance when things were not going well at all. Similarly, a wonderful oncologist (cancer doctor) would reassure her patients and loved ones right at the start of the first visit - - something along the lines that she would be with them as long as needed and they were not alone in whatever journey was ahead. Great healing power! Main Message: Create a sense of alliance - of teamwork - as often as you can. I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. Let's maintain some flexibility with terms, while respecting their impact and variable meanings. Main Message: Interactions where health information is transferred takes place in all sorts of venues with all sorts of participants. Keep in mind how much information (accurate or not) is transmitted outside of provider-patient settings! >From NDavies: These factors interact, and do not happen in isolation of the location or its inhabitants. They cannot be viewed as a list. They must be seen as factors on a matrix of dialogue. The word 'matrix' is fantastic and conveys so much better what I've been trying to say! Thank you for introducing that word. Main Message: Health communication occurs within a matrix of variables and factors. ****************************** I welcome your feedback. I think we've now reminded ourselves of the importance of the setting(s). I'd like to suggest that we shift a bit and talk about another part of the matrix: EXPECTATIONS. Perhaps consider the following terms (and more, of course): individual, social, money, power, healing, hope, rights, culture, privacy, etc. When and how do expectations play a role in the dialogue? Is it important to establish mutually agreed-upon expectations, or is that 'optional'? ...just food for thought.....or a springboard for another direction....? Anne ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/1aec5030/attachment.html From AZSA at aol.com Tue Oct 16 17:12:34 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Tue, 16 Oct 2007 17:12:34 EDT Subject: [HealthLiteracy 1383] Re: Terminology Message-ID: In a message dated 10/16/2007 4:34:49 P.M. Eastern Daylight Time, rn.simpson at sympatico.ca writes: Diseases that many people face today are chronic in nature such as diabetes, asthma etc. and people must be able to manage these themselves on a day-to-day basis. To do this successfully, the role of the patient must and is changing and so must the terminology. Thanks, Nancy, for your thoughts. I personally long for the day when new terms can be generated and incorporated into everyday use - it CAN happen. At the top of my list of terms I'd like to see updated are: * health literacy * patient * provider * chronic (as in chronic disease or illness) * acute (as in acute disease or illness) Anne ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/24da1577/attachment.html From NDavies at dthr.ab.ca Tue Oct 16 17:14:48 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 16 Oct 2007 15:14:48 -0600 Subject: [HealthLiteracy 1384] Re: doctor vs provider In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F045CC@DTHREXCL1.dthr.ab.ca> Hi Lisa, I agree. Also, to examine the 'script' used to 'narrate' health care, the two doctor and patient terms imply a linear relationship. This also implies a power paradigm, with the doctor 'holding all the cards, and being the commander in the relationship' and the patient being the 'obey-er'. Provider and Consumer also implies a linear flow of service for cash. Remember, any words we come up with to 'replace' the current ones, have to work in the current model of health care, where there IS a bottom line and a cash dollar amount attached to procedures. thoughts? Nicola Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of lisa jones Sent: Tuesday, October 16, 2007 2:33 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1378] Re: doctor vs provider Hi all - I think I might need to explain my "provider" comment further. I certainly see, understand and agree with concerns about excluding other health care professionals. Please don't misunderstand, that is not my intention. I just think that provider (to describe any one involved in health care) over simplifies the relationship between "provider" and patient. After all we all do something more than provide. My cable company refers to itself as an "internet provider", my phone company calls itself my "telecommunications provider". Healthcare is differnt than the relationship I have with my cable company. I think that the term provider sounds too much like a transaction. Medicine is, or should be, something far more than just a transaction. As a replacement for provider, I use "health care team" or "medical team" when talking about groups of medical professionals. Otherwise I use a person's specific title, i.e. nurse, nutritionist etc. Hope that helps explain my earlier less than clear email. Lisa Lisa Jones -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/2521c867/attachment.html From sfallsliteracy at yahoo.com Tue Oct 16 17:56:28 2007 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Tue, 16 Oct 2007 14:56:28 -0700 (PDT) Subject: [HealthLiteracy 1385] Re: The setting In-Reply-To: <4714BFD50200002D00004090@bostongwia.jsi.com> Message-ID: <458214.71426.qm@web34713.mail.mud.yahoo.com> But Julie -- The point of "setting" that was raised may be a good one to consider. But as a patient ... do you feel you had any control over the "setting" you spoke of in your example? You are a well-versed and knowledgeable patient (or parent of a patient) and are aware that these external limitations to open communication affect how you asked your specialist doctor questions. You probably overcame the dilemna. Now for a mili-second ... put the uncomfortable "shoe on the other foot" and pretend you have limited communication and literacy skills and pretend for a moment that you lacked the self-confidence to leap over this barrier created by a setting that's causing inaccessibility. What would be your reaction then? Would you grab that specialist by the arm and ask your probing question? Or would you look down into your naked lap and let him/her go on their way? Personal experience for me was that my OB/GYN dashed out the door, looking at his watch, writing into my record clamped to the file folder as he left and as I extended my hand toward him with a "but ..." question. I never even got close enough to grab his sleeve. I feel sorry for adult learners in their desire to have their health condition treated and to get their questions answered more than adequately and with respect. It's rough to get there for some. Let's not let "the setting" be the excuse for a lack of caring spirit. Because the doctor (i.e., health care agents) are the ones who control that. Right? Nancy Hansen Julie McKinney wrote: Anne brings up a good point about the setting. There are so many challenges that common health care settings add to the communication piece. It has been shown, I believe, that emotional stress alone can affect comprehension and recall of information, even for highly literate people. (It would be interesting to see if various states of nudity would have a similar effect, but I haven't seen any studies on that.) The distraction of chaotic goings-on in an emergency room, waiting room, delivery room, etc. would also effect clear communication. Pulling a curtain, shutting a door...things like this could help. Another big one in my experience is time. When I feel a very strong sense of the doctor being in a big hurry, I tend to ask less questions and say less in general. Once I saw a specialist (after waiting two hours) and during his five-minute explanation, the fact that he did not even sit down made me so uncomfortable that I didn't ask or clarify anything. I find that any way to give the illusion of having a bit of time (even if you only have five minutes) is helpful. When the doctor simply sits down, this is a huge improvement. Making eye contact is also a huge help! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 10/15/07 3:44 PM >>> INTRODUCTORY REMARKS My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for this week's discussion. My goal is to pose questions that may spark consideration of practical factors involved in health communication. I'll also offer concrete suggestions when I can. Please keep in mind that my remarks derive from my experiences as a Registered Nurse and health educator, a patient, a parent, and health care proxy/advocate for several family members. I want to discuss health communication variables in the larger sense. To start, I'd like to suggest that we keep in mind the SETTING in which the health communication occurs. What are the differences and similarities, challenges and opportunities, that arise strictly from the setting? Focus not on the content of the interaction, just the setting. Imagine how the setting itself can impact communication. (Later, we will layer on additional aspects of communication, along with suggestions.) Think about the following settings: * doctor's office with desk/chairs/diplomas on the wall/door open or closed * exam room with paper johnny on/nurse practitioner is fully clothed * pediatrician's exam room for your baby's visit - you also have your toddler in the room with you * school nurse's office * lying on a stretcher just before going in to surgery * waiting room where families meet with surgeon after surgery * in a delivery room as you're giving birth * emergency room with curtains separating you from a crying pediatric patient on one side while the patient on the other side is moaning * employee health office at your place of work * at large health fair or flu shot clinic * at the window of your local pharmacy - (maybe even the drive-up window?) * in a group medical visit * in your home during a visiting nurse visit Consider how each setting might affect the communication process - even when the content of the message is identical. Are there features of certain settings that make for better - or less effective - communication? Can awareness of these features lead to adaptations in communication strategies? This is just a start - let's later add layers of complexity and then, ultimately, drill down again so that each individual communication experience is most effective. Anne ************************************** See what's new at http://www.aol.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sfallsliteracy at yahoo.com --------------------------------- Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user panel and lay it on us. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071016/95fac06b/attachment.html From magillispie at healthyroadsmedia.org Tue Oct 16 18:10:11 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Tue, 16 Oct 2007 16:10:11 -0600 Subject: [HealthLiteracy 1386] Re: The setting In-Reply-To: <4714BFD50200002D00004090@bostongwia.jsi.com> References: <4714BFD50200002D00004090@bostongwia.jsi.com> Message-ID: <6.2.5.6.2.20071016153404.03d2dcb0@healthyroadsmedia.org> The setting is one of the things we have kept in mind when developing our health materials. While we originally focused on helping refugee populations in clinical settings. These patients are mainly non-English speaking and many times, due to chaos in their home country, have had little access to formal education so may not read in their native language. Translated written materials may not be too helpful. We look at ways that technology-based strategies might be useful in helping to meet these information needs. Being able to listen to or watch a presentation is sometimes helpful in providing more meaningful information access than written materials. However, written materials are almost always important for people with any level of reading ability as there is usually a circle of "readers" around someone who can't read well. They help them navigate the challenges of everyday life which necessarily involves dealing with written materials. Having a take-home health information handout of real benefit to share with family. Feedback to our site indicates that the multiple formats provide materials that are useful in many settings - clinical, home-visits, senior centers, adult education classes, hospitals, ESL classes, correctional health, etc. We are currently working with a public health department to explore the use of iPods in outreach settings. They are small, easily portable and can hold hundreds of short videos. We are also working with lay refugee health mentors using small portable DVD players. The changes in consumer communications technologies, such as iPods, hold great potential to help meet information needs of our increasingly diverse and aging population but we in the healthcare field have a long history of lagging behind taking advantage of these technology tools. This means that there is a lag in support for the development of health education content for these tools. In turn, this leads to little interest in providing training in to health information providers of all kinds (doctors, nurses, lab personnel, respiratory technicians, etc.) in using these information technologies. A bit of a chicken and egg problem. It would be interesting to hear from others who are exploring ways that the challenges of literacy and health literacy can at least partially addressed with some of these strategies. - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 11:42 AM 10/16/2007, you wrote: >Anne brings up a good point about the setting. There are so many >challenges that common health care settings add to the communication >piece. It has been shown, I believe, that emotional stress alone can >affect comprehension and recall of information, even for highly >literate people. (It would be interesting to see if various states >of nudity would have a similar effect, but I haven't seen any studies on that.) > >The distraction of chaotic goings-on in an emergency room, waiting >room, delivery room, etc. would also effect clear communication. >Pulling a curtain, shutting a door...things like this could help. > >Another big one in my experience is time. When I feel a very strong >sense of the doctor being in a big hurry, I tend to ask less >questions and say less in general. Once I saw a specialist (after >waiting two hours) and during his five-minute explanation, the fact >that he did not even sit down made me so uncomfortable that I didn't >ask or clarify anything. I find that any way to give the illusion of >having a bit of time (even if you only have five minutes) is >helpful. When the doctor simply sits down, this is a huge >improvement. Making eye contact is also a huge help! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> 10/15/07 3:44 PM >>> >INTRODUCTORY REMARKS > >My name is Anne Zettek-Sumner and I'm delighted to serve as a panelist for >this week's discussion. My goal is to pose questions that may spark >consideration of practical factors involved in health communication. I'll >also offer >concrete suggestions when I can. Please keep in mind that my remarks derive >from my experiences as a Registered Nurse and health educator, a patient, a > >parent, and health care proxy/advocate for several family members. > >I want to discuss health communication variables in the larger sense. To >start, I'd like to suggest that we keep in mind the SETTING in which the >health >communication occurs. What are the differences and similarities, challenges >and opportunities, that arise strictly from the setting? Focus not on the >content of the interaction, just the setting. Imagine how the setting >itself >can impact communication. (Later, we will layer on additional aspects of >communication, along with suggestions.) > >Think about the following settings: >* doctor's office with desk/chairs/diplomas on the wall/door open or >closed >* exam room with paper johnny on/nurse practitioner is fully clothed >* pediatrician's exam room for your baby's visit - you also have your >toddler in the room with you >* school nurse's office >* lying on a stretcher just before going in to surgery >* waiting room where families meet with surgeon after surgery >* in a delivery room as you're giving birth >* emergency room with curtains separating you from a crying pediatric >patient on one side while the patient on the other side is moaning >* employee health office at your place of work >* at large health fair or flu shot clinic >* at the window of your local pharmacy - (maybe even the drive-up window?) >* in a group medical visit >* in your home during a visiting nurse visit > >Consider how each setting might affect the communication process - even when >the content of the message is identical. Are there features of certain >settings that make for better - or less effective - >communication? Can awareness >of these features lead to adaptations in communication strategies? > >This is just a start - let's later add layers of complexity and then, >ultimately, drill down again so that each individual communication >experience is >most effective. > >Anne > > > > > >************************************** See what's new at http://www.aol.com > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 From hzeitz at uic.edu Wed Oct 17 00:30:59 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Tue, 16 Oct 2007 23:30:59 -0500 (CDT) Subject: [HealthLiteracy 1387] Re: Need hel with teaching advocates&clientsmedication compliance, chronic disease education tools(asthma, diabetes and hypertsion) very simple In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6E09@LUXOR.campus.lwtc.edu> References: <76523.73303.qm@web33202.mail.mud.yahoo.com><9664F36261DE32409334B83B21CAEE8E091E6E02@LUXOR.campus.lwtc.edu> <093501c80f69$ac4317c0$3f4619ac@nemours.org> <9664F36261DE32409334B83B21CAEE8E091E6E09@LUXOR.campus.lwtc.edu> Message-ID: <3360.74.135.220.133.1192595459.squirrel@webmail.uic.edu> George Ann: Another place to look would be: www.learningaboutdiabetes.org Howard ============================================================================ On Tue, October 16, 2007 9:33 am, Steinbacher Mikal wrote: > I'll add KidsHealth.org to my list! Thanks. > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Neil Izenberg > Sent: Mon 10/15/2007 10:17 AM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1354] Re: Need hel with teaching > advocates&clientsmedication compliance,chronic disease education > tools(asthma,diabetes and hypertsion) very simple > > > > While it may not be exactly what you want, you might have your ESL > students > take a look at the many hundreds of Kids level articles on KidsHealth.org. > There are also Kids articles in Spanish, as well. > > Neil Izenberg, M.D. > Nemours Foundation > > ----- Original Message ----- > From: "Steinbacher Mikal" > To: "The Health and Literacy Discussion List" > Sent: Monday, October 15, 2007 10:40 AM > Subject: [HealthLiteracy 1341] Re: Need hel with teaching advocates > &clientsmedication compliance, chronic disease education > tools(asthma,diabetes and hypertsion) very simple > > > Barbara, > > I scanned several of the high blood pressure documents and found them > written at too high a level for even intermediatel 'ESL learners. I will > review the diabetes site later. > > Thanks for sharing this info. I will share it with the RN we have on > campus, who sees a lot of our ESL students and also comes to our ESL > classes > to talk about how to get the most out of doctor visits, and low cost/free > medical care. She's a gem! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Barbara Gordon > Sent: Fri 10/12/2007 3:42 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1336] Re: Need hel with teaching advocates > &clients > medication compliance,chronic disease education tools(asthma,diabetes and > hypertsion) very simple > > > > For simple information on diabetes and hypertension, > check out the National Institutes of Health's web > site(www.nih.gov and select health topics A-Z list). > > They offer a limited literacy diabetes education > series in both English and Spanish. You can also order > a certain quantity of printed publications for free, > or a nominal charge, by calling NIH's National > Diabetes Information Clearinghouse at 1-800-860-8747. > > Barbara Gordon, RD > > Public Health Consultant > HealthComm Solutions > www.healthcommsolutions.net > > > --- Gae wrote: > >> I am located in a health service agency which is in >> a church & I am the only clinical component. My >> mission includes working with advocates, clients & >> safety net clinics. I will be working with several >> chronic diseases starting with diabetes & >> hypertension. 60% of the population speak Spanish & >> many can not read. Looking for very simple info on >> diabetes & hypertension, info on taking meds, use of >> chronic disease model in such an area and any >> experience on group brown bag clinics (to go over >> medications). The agency has no forms or anything; >> therefore, I am starting from scratch. I am seeing >> patients, setting up a clinical area and inservicing >> advocates. Do you have anything that would help me? >> Would appreciate your help! Thanks. >> >> George Ann Eaks ARNP, CDE, BC-ADM >> Riverview Health Services >> 722 Reynolds >> KC. Ks. 66101 >> E-mail: gae at everestkc.net >> >> >> >> >> >> >> >> >> >> >> >> George Ann Eaks ARNP, CDE, BC-ADM >> >> >> >> >> >> >> >> >> >> George Ann Eaks ARNP, CDE, BC-ADM >> > > ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to barbarajgordon at yahoo.com > > > > ____________________________________________________________________________________ > Check out the hottest 2008 models today at Yahoo! Autos. > http://autos.yahoo.com/new_cars.html > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mikal.steinbacher at lwtc.edu > > > > > > -------------------------------------------------------------------------------- > > >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to izenberg at kidshealth.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mikal.steinbacher at lwtc.edu > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5693 F: 815-395-5671 From KHorton at vdh.state.vt.us Wed Oct 17 09:34:47 2007 From: KHorton at vdh.state.vt.us (Horton, Kathleen) Date: Wed, 17 Oct 2007 09:34:47 -0400 Subject: [HealthLiteracy 1388] Re: Terminology In-Reply-To: Message-ID: I have dealt with serious chronic illness and I also work in public health so I can see both sides. I think we need to consider what these terms mean to those receiving care. I offer my personal perspective. I was a consumer of medical information when trying to find out what was wrong and what I could do about it. But I would not want my doctor or nurse to refer to me that way. I was their patient. When I was in the hospital I certainly didn't want to be referred to as a consumer - I think this diminish me and the seriousness of my needs. I don't want to be client either - that sounds too impersonal for the relationship I have with someone treating my body. Patient connotes a caring relationship to me and that is what I want when I am sick. I am not abdicating my role or responsibility in my treatment but I don't want to feel alone in my illness. Perhaps what we need is to empower patients by our treatment of them not change what we call them. Kathleen Horton Design & Marketing Coordinator Vermont Department of Health PO Box 70 Burlington, VT 05402 > ---------- > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Simpson > Reply To: The Health and Literacy Discussion List > Sent: Tuesday, October 16, 2007 3:57 PM > To: Healthliteracy > Subject: [HealthLiteracy 1375] Terminology > > <> > <> > I am finding the discussion regarding the terminology used for those who consume health care services very interesting. I agree that there are perhaps more important issues. Nonetheless, the passive role that is synonymous with the word 'patient' has great significance for the delivery of health care services today. > > I too have been challenged when using words like health care consumer or client or health care provider. There has been over the last several years a large body of literature that points to the benefits of a more active and participatory role for patients. For those of us who help people learn about health and healthcare, there is in my opinion a misfit. This occurs between the active engagement required for learning and the passive role that traditionally is assigned or associated with the role of the patient. > > Without question, there are times when illness such as critical illness makes it difficult for the person to be actively involved. I agree that illness is a family affair and heartily endorse the need for a member of the family or support person to get involved in these instances. But if we hang on to old terminology, we are perpetuating a role that is outdated today. > > Diseases that many people face today are chronic in nature such as diabetes, asthma etc. and people must be able to manage these themselves on a day-to-day basis. To do this successfully, the role of the patient must and is changing and so must the terminology. > > Great discussion. Thanks. > > Nancy Simpson RN MEd > R.J+ Associates > Mississauga Ontario Canada > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/f5082352/attachment.html From seubert.douglas at marshfieldclinic.org Tue Oct 16 14:50:53 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Tue, 16 Oct 2007 13:50:53 -0500 Subject: [HealthLiteracy 1389] Re: Panel Discussion on Communication Between Patients Message-ID: <3939401c81025$7a7a02f0$7205010a@mfldclinframe.org> RE: Do you have references on the "Teach Back" method? The American Medical Association has some information about the teach-back method in their manual for clinicians, part of their health literacy toolkit. A new edition just came out and you can download a free pdf of the manual at http://www.ama-assn.org/ama1/pub/upload/mm/367/healthlitclinicians.pdf. (see page 33). See also: Journal Articles Schillinger D, Piette J, Grumbach K, et al. Closing the loop: physician communication with diabetic patients who have low health literacy. Arch Intern Med. 2003;163:83-90. Villaire M, Mayer G. Low Health Literacy: The Impact on Chronic Illness Management. Professional Case Management. 12(4):213-216, July/August 2007. Williams MV, Davis T, Parker RM, Weiss BD. The role of health literacy in patient-physician communication. Fam Med 2002;34:387. Bertakis KD. The communication of information from physician to patient: a method for increasing patient retention and satisfaction. J Fam Pract. 1977;5:217-22. Books Doak C, Doak L, Root J. 1996. Teaching Patients With Low Literacy Skills. 2nd Edition. JB Lippincott Co.: Philadelphia, PA. McPhee S, Papadakis M. Tierney L. 2007. Current Medical Diagnosis & Treatment. 46th Edition. McGraw-Hill. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Brownstein, J.N. \(CDC/CCHP/NCCDPHP\)" Date: Mon Oct 15, 2007 -- 07:53:22 PM To: "The Health and Literacy Discussion List" Subject: [HealthLiteracy 1356] Re: Panel Discussion on Communication Between Patients and Do you have references on the "Teach Back" method? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard Sent: Wednesday, October 10, 2007 3:48 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication Between Patients and Providers: Oct 15-22 Hi Julie The last four years the New Readers of Iowa have had four different health literacy conferences. We have partner with The Iowa Health system for the last three years we have had our health literacy conferences together. Each year the New Readers of Iowa have made a health literacy statement. Below is the statement from the New Readers of Iowa May 2007 Conference, I hope this is useful for you discussion. Representatives of the 17th Annual New Readers of Iowa Literacy Conference ask health professionals in all fields of practice to create a shame-free environment for all patients those with low-literacy skills, new readers, and patients for whom English is a foreign language. Specifically we recommend the following systemic changes. 1 Integrate these concepts and materials into your practice. 2 Create an environment where patients are encouraged to get involved in their health care-allow patients adequate time with providers and eliminate shame associated with literacy issues. 3 Use the "Teach Back" method to ensure patient understanding of medical instructions-review instructions both verbally and through written materials, ask patients to verbally repeat back instructions, and review risks of not following through with prescribed treatments. 4 Invite patients to ask providers questions to increase understanding. Use the "Ask Me 3 program to encourage patient to understand the answers to three questions: What is my main problem? What do I need to do? Why is it important? 5 work with professional colleagues to further disseminate health literacy information and materials. 6 Where possible reduce bureaucracy so it is easier to receive medical treatment. Reduce the paperwork necessary to initiate medical treatment. Make required paperwork easier to understand. And provide sham-free opportunities to review verbally. Archie Willard New Reader from Iowa Julie McKinney wrote: >Hi Everyone, > >I am very pleased to announce a panel discussion next week on this list! In honor of Health Literacy Month, we will host this discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. > >The learners will talk about their experiences communicating with health care providers during appointments, and what kinds of things make it easier or harder to learn the health information that is conveyed; teachers will talk about how they might be able to support their students in preparing them for confident and effective health communication; and health care providers and educators can listen to this and discuss how they can adjust their communication style to make it easier and more effective for their lower literacy patients. In the course of this discussion, we will address how literacy teachers and programs can collaborate with health care providers and educators in order to support better communication. > >Discussion Preparation: > >There is no reading to prepare for this discussion, but I do want everyone to think about their own personal experiences in communicating with their doctor, or a technician or specialist. For health care providers and educators, also think about your experiences communicating with patients who may have lower literacy and English speaking skills. For teachers, think about how you can play a role in helping students to communicate more effectively. For administrative health people, think about the systems in your center that can help or hinder effective communication of health information. Please think about oral and written communication, what makes them more effective, and what makes them fall flat. > >For more infomration, including guest biographies, please go to: >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat ion.html > >Please forward this message to colleagues who you think may be interested in this discussion! (Subscription info is available at the link above.) > >All the best, >Julie > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- Archie Willard URL - http://www.readiowa.org/archiew.html ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jnb1 at cdc.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From mmarynuk at channing-bete.com Wed Oct 17 10:02:42 2007 From: mmarynuk at channing-bete.com (Mary Marynuk) Date: Wed, 17 Oct 2007 10:02:42 -0400 Subject: [HealthLiteracy 1390] Re: This week's Health Panel Discussion In-Reply-To: References: Message-ID: <47161602.40703@channing-bete.com> On the comment from Aracely: What does HLA stand for? ----- Original Message ----- *From:* AZSA at aol.com *Sent:* 10/16/2007 5:05:06 PM -0400 *To:* healthliteracy at nifl.gov *Subject:* [HealthLiteracy 1382] Re: This week's Health Panel Discussion > This is Anne: > Thanks to all readers and responders alike! As this is the end of day > 2 of our discussion, I'd like to: > > 1. highlight some of the points made thus far > 2. add a personal remark > 3. offer my rendition of 'Main Message' (or we could elect to call > it something else) > 4. suggest we move the focus to exploration to another aspect of > the health communication process (the 'layering' approach I > spoke of initially) > > I hope that at the end of the week, we'll have a preliminary lists of > bullets - some 'reminders', some 'action items' for both providers and > patients, etc. > > So - here I go.... > *From Valerie:* > /Add to these situations being visually impaired, blind, deaf, > learning or physically disabled. Add to these situations, not being > able to see who is the doctor and who is in the room to empty the > trash can. Add to this, not being able to fit into these rooms for an > exam or not being able to receive your examination on an examination > table. Add to this, not being able to read any of the material or sign > any of the consent forms. Add to these situations not being able to > comprehend what is going on for so many reasons/. > > Thank you for reminding us about other challenges such as obesity, > mobility issues, and lack of clear identification of the role of the > people around you (are they the nurse, the doctor, the housekeeper, > the secretary, etc). Keep in mind also that there are many health > issues (stroke, eye disease, fever, anxiety...the list is huge) that > can alter perception. It seems we are asking people who are already > stressed to somehow grasp and retain and then apply the information > imparted to them. > > Main Message: Remain aware of environmental and physical stressors the > patient contends with at the time of the health communication or > interaction. These stressors exist as a base upon which further > stressors are added as the interaction proceeds. > > Main Message: Acknowledge these pre-existing stressors and reduce or > eliminate any of those in your control. For instance, always introduce > yourself and state your role (think about how the flight crew always > announces the flight number and destination BEFORE the plane gets off > the ground), make eye contact, sit at or below the level of the > patient, etc. > > *From Mikal:* > /And add to the stress of those situations a less than stellar > understanding of basic English, and/or being deaf!/ > ** > Main Message: Provide as many communication supports as needed - > within a shame-free atmosphere. > ** > *From Martha:* > /My mom and her friends/colleagues all stressed the importance of > using the medical terms that they will likely encounter - but > compensating for that issue by surrounding those terms with very > simple definitions and concepts. They also felt that the combination > of strategies would help build confidence and competence - that they > could "figure it out" without having to ask for help or feeling > overwhelmed./ > ** > I heartily agree that incorporating medical terms is helpful. Relying > on them is not. Acknowledge efforts patients make to learn and use > them. But be careful to check out, from time to time, that you are > talking about the same thing. > A friend's 86 year old grandmother had open heart surgery - she was > very proud of the fact that she had learned some medical lingo, and > that she had learned about the importance of diet and cutting back on > fats. She told us: "I just had surgery to fix my CULINARY (instead of > 'coronary') arteries". > > *From Aracely : * > /Also, the HLA has more than 11,000 health and non-health words that > have been simplified, including major diseases, procedures, health > insurance terms, medications and many more./ > > Main Message: Medical terminology is a foreign language for most of > us. Introduce the most important terms and repeat them (along with > their meaning) often and over time. As always, offer as much > reinforcing media (written, visual, etc.) as possible. > > > *From Lisa:* > /Essentially, we must get to the heart of the problems involved in > message exchange, which I would argue exist in the relationship > between provider(s) plural (not just the dr.) and patients/consumers > as well as their loved ones. Building relationships (even for a 7 > minute appt.) can make a huge difference in health outcomes and > enactment of healthier behaviors. In other words, if I like and > respect what the health care team communicates with me on a continual > basis with little conflicting information, I perceive them to be more > credible and thus, will be more apt to engage in the prescribed > protocols./ > // > Skilled communicators can accomplish an awful lot in a short time (per > Lisa's note above). Establishing credibility is a skill and works > both ways in health communication. It's a powerful tool. A positive > and trusting relationship can serve to buffer against some of the > stressors we've identified. Do not forget family members or others > who are part of the interaction as well. > > Main Message: The relationships among the participants in the > communication interaction are powerful. Seek feedback about your > communication skills. Tell patients directly that communication > is vitally important for all parties. > // > *From Julie:* > /But the doctor started out by saying what a great kid he is, and > showed that he really saw him as a person, not just a medical > condition. That alone helped me to focus on what he was saying, and > that alone helped the communication because I felt we were on the same > team./ > // > What a great example of how just a few words can have a big impact. I > had a similar experience with the pediatrician who cared for my 3 > children - at the end of every visit, he made a point of saying > something directly to me about the fact that I was doing a good job as > a mother or some other such validating remark. It meant a lot to me, > and made it easier to seek his assistance when things were not going > well at all. > > Similarly, a wonderful oncologist (cancer doctor) would reassure her > patients and loved ones right at the start of the first visit - - > something along the lines that she would be with them as long as > needed and they were not alone in whatever journey was ahead. Great > healing power! > > Main Message: Create a sense of alliance - of teamwork - as often as > you can. > // > /I also like the simple terms "doctor" and "patient", but I worry that > if I use "doctor" then I am excluding nurses, radiologists, > nutritionists, and the many other non-physician professionals who > communicate daily with patients. I do want them to be included in any > discussions about communicating with patients./ > // > Let's maintain some flexibility with terms, while respecting their > impact and variable meanings. > > Main Message: Interactions where health information is transferred > takes place in all sorts of venues with all sorts of participants. > Keep in mind how much information (accurate or not) is transmitted > outside of provider-patient settings! > // > *From NDavies:* > /These factors interact, and do not happen in isolation of the > location or its inhabitants. They cannot be viewed as a list. They > must be seen as factors on a matrix of dialogue./ > > The word 'matrix' is fantastic and conveys so much better what I've > been trying to say! Thank you for introducing that word. > > Main Message: Health communication occurs within a matrix of variables > and factors. > > ****************************** > > I welcome your feedback. I think we've now reminded ourselves of the > importance of the setting(s). > I'd like to suggest that we shift a bit and talk about another part of > the matrix: *EXPECTATIONS*. > Perhaps consider the following terms (and more, of > course): individual, social, money, power, healing, hope, rights, > culture, privacy, etc. > When and how do expectations play a role in the dialogue? Is it > important to establish mutually agreed-upon expectations, or is that > 'optional'? > > ...just food for thought.....or a springboard for another direction....? > > Anne > > > > > > > > > See what's new at AOL.com > and Make AOL Your > Homepage . > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mmarynuk at channing-bete.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/d960e85a/attachment.html From julie_mcKinney at worlded.org Wed Oct 17 10:38:46 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 17 Oct 2007 10:38:46 -0400 Subject: [HealthLiteracy 1391] HLA Message-ID: <4715E6360200002D000040BF@bostongwia.jsi.com> Mary, Aracely referred to the Health Literacy Advisor (HLA) as "an interactive software tool, which includes 6 different electronic readability indices including the Fry based and a revised Flesh-Kincaid." To find more about the tool go to: www.HealthLiteracyInnovations.com Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Mary Marynuk 10/17/07 10:02 AM >>> On the comment from Aracely: What does HLA stand for? ----- Original Message ----- *From:* AZSA at aol.com *Sent:* 10/16/2007 5:05:06 PM -0400 *To:* healthliteracy at nifl.gov *Subject:* [HealthLiteracy 1382] Re: This week's Health Panel Discussion > This is Anne: > Thanks to all readers and responders alike! As this is the end of day > 2 of our discussion, I'd like to: > > 1. highlight some of the points made thus far > 2. add a personal remark > 3. offer my rendition of 'Main Message' (or we could elect to call > it something else) > 4. suggest we move the focus to exploration to another aspect of > the health communication process (the 'layering' approach I > spoke of initially) > > I hope that at the end of the week, we'll have a preliminary lists of > bullets - some 'reminders', some 'action items' for both providers and > patients, etc. > > So - here I go.... > *From Valerie:* > /Add to these situations being visually impaired, blind, deaf, > learning or physically disabled. Add to these situations, not being > able to see who is the doctor and who is in the room to empty the > trash can. Add to this, not being able to fit into these rooms for an > exam or not being able to receive your examination on an examination > table. Add to this, not being able to read any of the material or sign > any of the consent forms. Add to these situations not being able to > comprehend what is going on for so many reasons/. > > Thank you for reminding us about other challenges such as obesity, > mobility issues, and lack of clear identification of the role of the > people around you (are they the nurse, the doctor, the housekeeper, > the secretary, etc). Keep in mind also that there are many health > issues (stroke, eye disease, fever, anxiety...the list is huge) that > can alter perception. It seems we are asking people who are already > stressed to somehow grasp and retain and then apply the information > imparted to them. > > Main Message: Remain aware of environmental and physical stressors the > patient contends with at the time of the health communication or > interaction. These stressors exist as a base upon which further > stressors are added as the interaction proceeds. > > Main Message: Acknowledge these pre-existing stressors and reduce or > eliminate any of those in your control. For instance, always introduce > yourself and state your role (think about how the flight crew always > announces the flight number and destination BEFORE the plane gets off > the ground), make eye contact, sit at or below the level of the > patient, etc. > > *From Mikal:* > /And add to the stress of those situations a less than stellar > understanding of basic English, and/or being deaf!/ > ** > Main Message: Provide as many communication supports as needed - > within a shame-free atmosphere. > ** > *From Martha:* > /My mom and her friends/colleagues all stressed the importance of > using the medical terms that they will likely encounter - but > compensating for that issue by surrounding those terms with very > simple definitions and concepts. They also felt that the combination > of strategies would help build confidence and competence - that they > could "figure it out" without having to ask for help or feeling > overwhelmed./ > ** > I heartily agree that incorporating medical terms is helpful. Relying > on them is not. Acknowledge efforts patients make to learn and use > them. But be careful to check out, from time to time, that you are > talking about the same thing. > A friend's 86 year old grandmother had open heart surgery - she was > very proud of the fact that she had learned some medical lingo, and > that she had learned about the importance of diet and cutting back on > fats. She told us: "I just had surgery to fix my CULINARY (instead of > 'coronary') arteries". > > *From Aracely : * > /Also, the HLA has more than 11,000 health and non-health words that > have been simplified, including major diseases, procedures, health > insurance terms, medications and many more./ > > Main Message: Medical terminology is a foreign language for most of > us. Introduce the most important terms and repeat them (along with > their meaning) often and over time. As always, offer as much > reinforcing media (written, visual, etc.) as possible. > > > *From Lisa:* > /Essentially, we must get to the heart of the problems involved in > message exchange, which I would argue exist in the relationship > between provider(s) plural (not just the dr.) and patients/consumers > as well as their loved ones. Building relationships (even for a 7 > minute appt.) can make a huge difference in health outcomes and > enactment of healthier behaviors. In other words, if I like and > respect what the health care team communicates with me on a continual > basis with little conflicting information, I perceive them to be more > credible and thus, will be more apt to engage in the prescribed > protocols./ > // > Skilled communicators can accomplish an awful lot in a short time (per > Lisa's note above). Establishing credibility is a skill and works > both ways in health communication. It's a powerful tool. A positive > and trusting relationship can serve to buffer against some of the > stressors we've identified. Do not forget family members or others > who are part of the interaction as well. > > Main Message: The relationships among the participants in the > communication interaction are powerful. Seek feedback about your > communication skills. Tell patients directly that communication > is vitally important for all parties. > // > *From Julie:* > /But the doctor started out by saying what a great kid he is, and > showed that he really saw him as a person, not just a medical > condition. That alone helped me to focus on what he was saying, and > that alone helped the communication because I felt we were on the same > team./ > // > What a great example of how just a few words can have a big impact. I > had a similar experience with the pediatrician who cared for my 3 > children - at the end of every visit, he made a point of saying > something directly to me about the fact that I was doing a good job as > a mother or some other such validating remark. It meant a lot to me, > and made it easier to seek his assistance when things were not going > well at all. > > Similarly, a wonderful oncologist (cancer doctor) would reassure her > patients and loved ones right at the start of the first visit - - > something along the lines that she would be with them as long as > needed and they were not alone in whatever journey was ahead. Great > healing power! > > Main Message: Create a sense of alliance - of teamwork - as often as > you can. > // > /I also like the simple terms "doctor" and "patient", but I worry that > if I use "doctor" then I am excluding nurses, radiologists, > nutritionists, and the many other non-physician professionals who > communicate daily with patients. I do want them to be included in any > discussions about communicating with patients./ > // > Let's maintain some flexibility with terms, while respecting their > impact and variable meanings. > > Main Message: Interactions where health information is transferred > takes place in all sorts of venues with all sorts of participants. > Keep in mind how much information (accurate or not) is transmitted > outside of provider-patient settings! > // > *From NDavies:* > /These factors interact, and do not happen in isolation of the > location or its inhabitants. They cannot be viewed as a list. They > must be seen as factors on a matrix of dialogue./ > > The word 'matrix' is fantastic and conveys so much better what I've > been trying to say! Thank you for introducing that word. > > Main Message: Health communication occurs within a matrix of variables > and factors. > > ****************************** > > I welcome your feedback. I think we've now reminded ourselves of the > importance of the setting(s). > I'd like to suggest that we shift a bit and talk about another part of > the matrix: *EXPECTATIONS*. > Perhaps consider the following terms (and more, of > course): individual, social, money, power, healing, hope, rights, > culture, privacy, etc. > When and how do expectations play a role in the dialogue? Is it > important to establish mutually agreed-upon expectations, or is that > 'optional'? > > ...just food for thought.....or a springboard for another direction....? > > Anne > > > > > > > > > See what's new at AOL.com > and Make AOL Your > Homepage . > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mmarynuk at channing-bete.com From julie_mcKinney at worlded.org Wed Oct 17 10:51:30 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 17 Oct 2007 10:51:30 -0400 Subject: [HealthLiteracy 1392] Re: This week's Health Panel Discussion Message-ID: <4715E9320200002D000040C3@bostongwia.jsi.com> Thanks, Anne, for this synopsis of our discussion so far, and for highlighting the main points! I agree that we should keep a running list of actions that can help those of us on both sides of the communication table to be more effective at our efforts. "Expectations" is another good part of the matrix to think about. Any thougths? I also like Lisa's concept of getting "to the heart of the problems involved in message exchange". Perhaps we could think about that at some point, too. Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 10/16/07 5:05 PM >>> This is Anne: Thanks to all readers and responders alike! As this is the end of day 2 of our discussion, I'd like to: 1. highlight some of the points made thus far 2. add a personal remark 3. offer my rendition of 'Main Message' (or we could elect to call it something else) 4. suggest we move the focus to exploration to another aspect of the health communication process (the 'layering' approach I spoke of initially) I hope that at the end of the week, we'll have a preliminary lists of bullets - some 'reminders', some 'action items' for both providers and patients, etc. So - here I go.... >From Valerie: Add to these situations being visually impaired, blind, deaf, learning or physically disabled. Add to these situations, not being able to see who is the doctor and who is in the room to empty the trash can. Add to this, not being able to fit into these rooms for an exam or not being able to receive your examination on an examination table. Add to this, not being able to read any of the material or sign any of the consent forms. Add to these situations not being able to comprehend what is going on for so many reasons. Thank you for reminding us about other challenges such as obesity, mobility issues, and lack of clear identification of the role of the people around you (are they the nurse, the doctor, the housekeeper, the secretary, etc). Keep in mind also that there are many health issues (stroke, eye disease, fever, anxiety...the list is huge) that can alter perception. It seems we are asking people who are already stressed to somehow grasp and retain and then apply the information imparted to them. Main Message: Remain aware of environmental and physical stressors the patient contends with at the time of the health communication or interaction. These stressors exist as a base upon which further stressors are added as the interaction proceeds. Main Message: Acknowledge these pre-existing stressors and reduce or eliminate any of those in your control. For instance, always introduce yourself and state your role (think about how the flight crew always announces the flight number and destination BEFORE the plane gets off the ground), make eye contact, sit at or below the level of the patient, etc. >From Mikal: And add to the stress of those situations a less than stellar understanding of basic English, and/or being deaf! Main Message: Provide as many communication supports as needed - within a shame-free atmosphere. >From Martha: My mom and her friends/colleagues all stressed the importance of using the medical terms that they will likely encounter - but compensating for that issue by surrounding those terms with very simple definitions and concepts. They also felt that the combination of strategies would help build confidence and competence - that they could "figure it out" without having to ask for help or feeling overwhelmed. I heartily agree that incorporating medical terms is helpful. Relying on them is not. Acknowledge efforts patients make to learn and use them. But be careful to check out, from time to time, that you are talking about the same thing. A friend's 86 year old grandmother had open heart surgery - she was very proud of the fact that she had learned some medical lingo, and that she had learned about the importance of diet and cutting back on fats. She told us: "I just had surgery to fix my CULINARY (instead of 'coronary') arteries". >From Aracely: Also, the HLA has more than 11,000 health and non-health words that have been simplified, including major diseases, procedures, health insurance terms, medications and many more. Main Message: Medical terminology is a foreign language for most of us. Introduce the most important terms and repeat them (along with their meaning) often and over time. As always, offer as much reinforcing media (written, visual, etc.) as possible. >From Lisa: Essentially, we must get to the heart of the problems involved in message exchange, which I would argue exist in the relationship between provider(s) plural (not just the dr.) and patients/consumers as well as their loved ones. Building relationships (even for a 7 minute appt.) can make a huge difference in health outcomes and enactment of healthier behaviors. In other words, if I like and respect what the health care team communicates with me on a continual basis with little conflicting information, I perceive them to be more credible and thus, will be more apt to engage in the prescribed protocols. Skilled communicators can accomplish an awful lot in a short time (per Lisa's note above). Establishing credibility is a skill and works both ways in health communication. It's a powerful tool. A positive and trusting relationship can serve to buffer against some of the stressors we've identified. Do not forget family members or others who are part of the interaction as well. Main Message: The relationships among the participants in the communication interaction are powerful. Seek feedback about your communication skills. Tell patients directly that communication is vitally important for all parties. >From Julie: But the doctor started out by saying what a great kid he is, and showed that he really saw him as a person, not just a medical condition. That alone helped me to focus on what he was saying, and that alone helped the communication because I felt we were on the same team. What a great example of how just a few words can have a big impact. I had a similar experience with the pediatrician who cared for my 3 children - at the end of every visit, he made a point of saying something directly to me about the fact that I was doing a good job as a mother or some other such validating remark. It meant a lot to me, and made it easier to seek his assistance when things were not going well at all. Similarly, a wonderful oncologist (cancer doctor) would reassure her patients and loved ones right at the start of the first visit - - something along the lines that she would be with them as long as needed and they were not alone in whatever journey was ahead. Great healing power! Main Message: Create a sense of alliance - of teamwork - as often as you can. I also like the simple terms "doctor" and "patient", but I worry that if I use "doctor" then I am excluding nurses, radiologists, nutritionists, and the many other non-physician professionals who communicate daily with patients. I do want them to be included in any discussions about communicating with patients. Let's maintain some flexibility with terms, while respecting their impact and variable meanings. Main Message: Interactions where health information is transferred takes place in all sorts of venues with all sorts of participants. Keep in mind how much information (accurate or not) is transmitted outside of provider-patient settings! >From NDavies: These factors interact, and do not happen in isolation of the location or its inhabitants. They cannot be viewed as a list. They must be seen as factors on a matrix of dialogue. The word 'matrix' is fantastic and conveys so much better what I've been trying to say! Thank you for introducing that word. Main Message: Health communication occurs within a matrix of variables and factors. ****************************** I welcome your feedback. I think we've now reminded ourselves of the importance of the setting(s). I'd like to suggest that we shift a bit and talk about another part of the matrix: EXPECTATIONS. Perhaps consider the following terms (and more, of course): individual, social, money, power, healing, hope, rights, culture, privacy, etc. When and how do expectations play a role in the dialogue? Is it important to establish mutually agreed-upon expectations, or is that 'optional'? ...just food for thought.....or a springboard for another direction....? Anne ************************************** See what's new at http://www.aol.com From AZSA at aol.com Wed Oct 17 11:01:47 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Wed, 17 Oct 2007 11:01:47 EDT Subject: [HealthLiteracy 1393] Re: This week's Health Panel Discussion Message-ID: "Health Literacy Advisor (HLA) an interactive software tool" (see below for additional information from the original email) .... In helping those in the field to create easy to read materials we created the Health Literacy Advisor (HLA) an interactive software tool, which includes 6 different electronic readability indices including the Fry based and a revised Flesh-Kincaid. This tool takes the issues mentioned before into account. For example, the HLA does not count bullets, headings, subheadings, abbreviations, phone numbers, websites, etc. The good news is that the user will have a more accurate reading level score while saving time using the Fry based electronic tool. Also, the HLA has more than 11,000 health and non-health words that have been simplified, including major diseases, procedures, health insurance terms, medications and many more. All we have to do now is to find a way to get it on the hands of all those producing health literacy materials and programs, specially the non-profits. In an ideal world, this tool along with a good training will help build organizations' capacity. If any one has an idea please let me know. To find more about the tool go to: _www.HealthLiteracyInnovations.com_ (http://www.healthliteracyinnovations.com/) Aracely Rosales, President, Plain Language and Culture, Inc. Chief Content Expert and Multilingual Director, Health Literacy Innovations ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/1eb58015/attachment.html From mmarynuk at channing-bete.com Wed Oct 17 12:01:08 2007 From: mmarynuk at channing-bete.com (Mary Marynuk) Date: Wed, 17 Oct 2007 12:01:08 -0400 Subject: [HealthLiteracy 1394] Re: HLA In-Reply-To: <4715E6360200002D000040BF@bostongwia.jsi.com> References: <4715E6360200002D000040BF@bostongwia.jsi.com> Message-ID: <471631C4.5070905@channing-bete.com> Thanks very much. ----- Original Message ----- *From:* "Julie McKinney" *Sent:* 10/17/2007 10:38:46 AM -0400 *To:* healthliteracy at nifl.gov *Subject:* [HealthLiteracy 1391] HLA > Mary, > > Aracely referred to the Health Literacy Advisor (HLA) as "an interactive software tool, which includes 6 different electronic readability indices including the Fry based and a revised Flesh-Kincaid." > > To find more about the tool go to: www.HealthLiteracyInnovations.com > > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>>> Mary Marynuk 10/17/07 10:02 AM >>> >>>> > On the comment from Aracely: What does HLA stand for? > > ----- Original Message ----- > *From:* AZSA at aol.com > *Sent:* 10/16/2007 5:05:06 PM -0400 > *To:* healthliteracy at nifl.gov > *Subject:* [HealthLiteracy 1382] Re: This week's Health Panel Discussion > > > >> This is Anne: >> Thanks to all readers and responders alike! As this is the end of day >> 2 of our discussion, I'd like to: >> >> 1. highlight some of the points made thus far >> 2. add a personal remark >> 3. offer my rendition of 'Main Message' (or we could elect to call >> it something else) >> 4. suggest we move the focus to exploration to another aspect of >> the health communication process (the 'layering' approach I >> spoke of initially) >> >> I hope that at the end of the week, we'll have a preliminary lists of >> bullets - some 'reminders', some 'action items' for both providers and >> patients, etc. >> >> So - here I go.... >> *From Valerie:* >> /Add to these situations being visually impaired, blind, deaf, >> learning or physically disabled. Add to these situations, not being >> able to see who is the doctor and who is in the room to empty the >> trash can. Add to this, not being able to fit into these rooms for an >> exam or not being able to receive your examination on an examination >> table. Add to this, not being able to read any of the material or sign >> any of the consent forms. Add to these situations not being able to >> comprehend what is going on for so many reasons/. >> >> Thank you for reminding us about other challenges such as obesity, >> mobility issues, and lack of clear identification of the role of the >> people around you (are they the nurse, the doctor, the housekeeper, >> the secretary, etc). Keep in mind also that there are many health >> issues (stroke, eye disease, fever, anxiety...the list is huge) that >> can alter perception. It seems we are asking people who are already >> stressed to somehow grasp and retain and then apply the information >> imparted to them. >> >> Main Message: Remain aware of environmental and physical stressors the >> patient contends with at the time of the health communication or >> interaction. These stressors exist as a base upon which further >> stressors are added as the interaction proceeds. >> >> Main Message: Acknowledge these pre-existing stressors and reduce or >> eliminate any of those in your control. For instance, always introduce >> yourself and state your role (think about how the flight crew always >> announces the flight number and destination BEFORE the plane gets off >> the ground), make eye contact, sit at or below the level of the >> patient, etc. >> >> *From Mikal:* >> /And add to the stress of those situations a less than stellar >> understanding of basic English, and/or being deaf!/ >> ** >> Main Message: Provide as many communication supports as needed - >> within a shame-free atmosphere. >> ** >> *From Martha:* >> /My mom and her friends/colleagues all stressed the importance of >> using the medical terms that they will likely encounter - but >> compensating for that issue by surrounding those terms with very >> simple definitions and concepts. They also felt that the combination >> of strategies would help build confidence and competence - that they >> could "figure it out" without having to ask for help or feeling >> overwhelmed./ >> ** >> I heartily agree that incorporating medical terms is helpful. Relying >> on them is not. Acknowledge efforts patients make to learn and use >> them. But be careful to check out, from time to time, that you are >> talking about the same thing. >> A friend's 86 year old grandmother had open heart surgery - she was >> very proud of the fact that she had learned some medical lingo, and >> that she had learned about the importance of diet and cutting back on >> fats. She told us: "I just had surgery to fix my CULINARY (instead of >> 'coronary') arteries". >> >> *From Aracely : * >> /Also, the HLA has more than 11,000 health and non-health words that >> have been simplified, including major diseases, procedures, health >> insurance terms, medications and many more./ >> >> Main Message: Medical terminology is a foreign language for most of >> us. Introduce the most important terms and repeat them (along with >> their meaning) often and over time. As always, offer as much >> reinforcing media (written, visual, etc.) as possible. >> >> >> *From Lisa:* >> /Essentially, we must get to the heart of the problems involved in >> message exchange, which I would argue exist in the relationship >> between provider(s) plural (not just the dr.) and patients/consumers >> as well as their loved ones. Building relationships (even for a 7 >> minute appt.) can make a huge difference in health outcomes and >> enactment of healthier behaviors. In other words, if I like and >> respect what the health care team communicates with me on a continual >> basis with little conflicting information, I perceive them to be more >> credible and thus, will be more apt to engage in the prescribed >> protocols./ >> // >> Skilled communicators can accomplish an awful lot in a short time (per >> Lisa's note above). Establishing credibility is a skill and works >> both ways in health communication. It's a powerful tool. A positive >> and trusting relationship can serve to buffer against some of the >> stressors we've identified. Do not forget family members or others >> who are part of the interaction as well. >> >> Main Message: The relationships among the participants in the >> communication interaction are powerful. Seek feedback about your >> communication skills. Tell patients directly that communication >> is vitally important for all parties. >> // >> *From Julie:* >> /But the doctor started out by saying what a great kid he is, and >> showed that he really saw him as a person, not just a medical >> condition. That alone helped me to focus on what he was saying, and >> that alone helped the communication because I felt we were on the same >> team./ >> // >> What a great example of how just a few words can have a big impact. I >> had a similar experience with the pediatrician who cared for my 3 >> children - at the end of every visit, he made a point of saying >> something directly to me about the fact that I was doing a good job as >> a mother or some other such validating remark. It meant a lot to me, >> and made it easier to seek his assistance when things were not going >> well at all. >> >> Similarly, a wonderful oncologist (cancer doctor) would reassure her >> patients and loved ones right at the start of the first visit - - >> something along the lines that she would be with them as long as >> needed and they were not alone in whatever journey was ahead. Great >> healing power! >> >> Main Message: Create a sense of alliance - of teamwork - as often as >> you can. >> // >> /I also like the simple terms "doctor" and "patient", but I worry that >> if I use "doctor" then I am excluding nurses, radiologists, >> nutritionists, and the many other non-physician professionals who >> communicate daily with patients. I do want them to be included in any >> discussions about communicating with patients./ >> // >> Let's maintain some flexibility with terms, while respecting their >> impact and variable meanings. >> >> Main Message: Interactions where health information is transferred >> takes place in all sorts of venues with all sorts of participants. >> Keep in mind how much information (accurate or not) is transmitted >> outside of provider-patient settings! >> // >> *From NDavies:* >> /These factors interact, and do not happen in isolation of the >> location or its inhabitants. They cannot be viewed as a list. They >> must be seen as factors on a matrix of dialogue./ >> >> The word 'matrix' is fantastic and conveys so much better what I've >> been trying to say! Thank you for introducing that word. >> >> Main Message: Health communication occurs within a matrix of variables >> and factors. >> >> ****************************** >> >> I welcome your feedback. I think we've now reminded ourselves of the >> importance of the setting(s). >> I'd like to suggest that we shift a bit and talk about another part of >> the matrix: *EXPECTATIONS*. >> Perhaps consider the following terms (and more, of >> course): individual, social, money, power, healing, hope, rights, >> culture, privacy, etc. >> When and how do expectations play a role in the dialogue? Is it >> important to establish mutually agreed-upon expectations, or is that >> 'optional'? >> >> ...just food for thought.....or a springboard for another direction....? >> >> Anne >> >> >> >> >> >> >> >> >> See what's new at AOL.com >> and Make AOL Your >> Homepage . >> ------------------------------------------------------------------------ >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to mmarynuk at channing-bete.com >> > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mmarynuk at channing-bete.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/01dc190a/attachment.html From julie_mcKinney at worlded.org Wed Oct 17 12:20:54 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 17 Oct 2007 12:20:54 -0400 Subject: [HealthLiteracy 1395] Voices from adult learners and people with disabilities Message-ID: <4715FE260200002D000040D9@bostongwia.jsi.com> Hi Everyone, This is a great discussion and I thank you all for asking such good questions and looking at so many sides of this issue! As we explore the health communication process, moving from setting to expectations, to the "heart of...message exchange", I want to invite more adult learners to share their thoughts with us. I also want to invite comments from people who are deaf, blind, developmentally disabled, or have other disabilities that affect clear communication. Even as we emphasize that clear communication practices will benefit all of us, I think it is essential to hear from those people who have the greatest challenges to commmunicating (including orally, visually, through print, etc.) Some of our panelists who represent those with literacy challenges have had some scheduling issues, and I want to make sure you all realize that we welcome comments, stories and responses from anyone! If you are a teacher, ask your students for feedback and share it with us. If you work with a community of of people who speak primarily another language, ask them about communicating with their health team and let us know what they say. If you work with a community of people with a certain kind of disability, ask for input from them and share it with us. (We will also provide an opportunity to follow up on this discussion in later months.) Thank you, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From RS-Metternich at wiu.edu Wed Oct 17 12:22:06 2007 From: RS-Metternich at wiu.edu (Rebecca Metternich) Date: Wed, 17 Oct 2007 11:22:06 -0500 Subject: [HealthLiteracy 1396] Re: Terminology In-Reply-To: References: Message-ID: <003a01c810d9$dfa8d2f0$51cb2b8f@ad.wiu.edu> Hi Kathleen Horton, I agree with your comments. Rebecca Metternich Central Illinois Adult Education Service Center Western Illinois University Horrabin Hall 5B Macomb, IL 61455 Phone: 800-572-9033 or 309-298-2285 Fax:309-298-2288 _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Horton, Kathleen Sent: Wednesday, October 17, 2007 8:35 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1388] Re: Terminology I have dealt with serious chronic illness and I also work in public health so I can see both sides. I think we need to consider what these terms mean to those receiving care. I offer my personal perspective. I was a consumer of medical information when trying to find out what was wrong and what I could do about it. But I would not want my doctor or nurse to refer to me that way. I was their patient. When I was in the hospital I certainly didn't want to be referred to as a consumer - I think this diminish me and the seriousness of my needs. I don't want to be client either - that sounds too impersonal for the relationship I have with someone treating my body. Patient connotes a caring relationship to me and that is what I want when I am sick. I am not abdicating my role or responsibility in my treatment but I don't want to feel alone in my illness. Perhaps what we need is to empower patients by our treatment of them not change what we call them. Kathleen Horton Design & Marketing Coordinator Vermont Department of Health PO Box 70 Burlington, VT 05402 ---------- From: healthliteracy-bounces at nifl.gov on behalf of Nancy Simpson Reply To: The Health and Literacy Discussion List Sent: Tuesday, October 16, 2007 3:57 PM To: Healthliteracy Subject: [HealthLiteracy 1375] Terminology < ATT3954054.txt>> <> I am finding the discussion regarding the terminology used for those who consume health care services very interesting. I agree that there are perhaps more important issues. Nonetheless, the passive role that is synonymous with the word 'patient' has great significance for the delivery of health care services today. I too have been challenged when using words like health care consumer or client or health care provider. There has been over the last several years a large body of literature that points to the benefits of a more active and participatory role for patients. For those of us who help people learn about health and healthcare, there is in my opinion a misfit. This occurs between the active engagement required for learning and the passive role that traditionally is assigned or associated with the role of the patient. Without question, there are times when illness such as critical illness makes it difficult for the person to be actively involved. I agree that illness is a family affair and heartily endorse the need for a member of the family or support person to get involved in these instances. But if we hang on to old terminology, we are perpetuating a role that is outdated today. Diseases that many people face today are chronic in nature such as diabetes, asthma etc. and people must be able to manage these themselves on a day-to-day basis. To do this successfully, the role of the patient must and is changing and so must the terminology. Great discussion. Thanks. Nancy Simpson RN MEd R.J+ Associates Mississauga Ontario Canada -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/502739b2/attachment.html From aracely at plculture.org Wed Oct 17 12:26:10 2007 From: aracely at plculture.org (Aracely Rosales) Date: Wed, 17 Oct 2007 12:26:10 -0400 Subject: [HealthLiteracy 1397] Re: This week's Health Panel Discussion In-Reply-To: <47161602.40703@channing-bete.com> References: <47161602.40703@channing-bete.com> Message-ID: HLA-The Health Literacy Advisor- A software tool that is an add-on to Microsoft Word. It operates like a spell-checker and scans a document for its readability using 6 tools including the Fry based. It finds words or terms that reduce comprehension; it will highlight those words and offer an alternative replacement of definition. For more info go to www.HealthLiteracyInnovations.con Aracely Rosales, President, Plain Language and Culture, Inc. Chief Content Expert and Multilingual Director, Health Literacy Innovations ________________________________________ Peace Quote of the Week: "All we are saying is give peace a chance." John Lennon On Oct 17, 2007, at 10:02 AM, Mary Marynuk wrote: > On the comment from Aracely: What does HLA stand for? > > ----- Original Message ----- > From: AZSA at aol.com > Sent: 10/16/2007 5:05:06 PM -0400 > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1382] Re: This week's Health Panel Discussion > > >> This is Anne: >> Thanks to all readers and responders alike! As this is the end of >> day 2 of our discussion, I'd like to: >> highlight some of the points made thus far >> add a personal remark >> offer my rendition of 'Main Message' (or we could elect to call it >> something else) >> suggest we move the focus to exploration to another aspect of the >> health communication process (the 'layering' approach I spoke of >> initially) >> I hope that at the end of the week, we'll have a preliminary lists >> of bullets - some 'reminders', some 'action items' for both >> providers and patients, etc. >> >> So - here I go.... >> From Valerie: >> Add to these situations being visually impaired, blind, deaf, >> learning or physically disabled. Add to these situations, not >> being able to see who is the doctor and who is in the room to >> empty the trash can. Add to this, not being able to fit into these >> rooms for an exam or not being able to receive your examination on >> an examination table. Add to this, not being able to read any of >> the material or sign any of the consent forms. Add to these >> situations not being able to comprehend what is going on for so >> many reasons. >> >> Thank you for reminding us about other challenges such as obesity, >> mobility issues, and lack of clear identification of the role of >> the people around you (are they the nurse, the doctor, the >> housekeeper, the secretary, etc). Keep in mind also that there >> are many health issues (stroke, eye disease, fever, anxiety...the >> list is huge) that can alter perception. It seems we are asking >> people who are already stressed to somehow grasp and retain and >> then apply the information imparted to them. >> >> Main Message: Remain aware of environmental and physical stressors >> the patient contends with at the time of the health communication >> or interaction. These stressors exist as a base upon which >> further stressors are added as the interaction proceeds. >> >> Main Message: Acknowledge these pre-existing stressors and reduce >> or eliminate any of those in your control. For instance, always >> introduce yourself and state your role (think about how the flight >> crew always announces the flight number and destination BEFORE the >> plane gets off the ground), make eye contact, sit at or below the >> level of the patient, etc. >> >> From Mikal: >> And add to the stress of those situations a less than stellar >> understanding of basic English, and/or being deaf! >> >> Main Message: Provide as many communication supports as needed - >> within a shame-free atmosphere. >> >> From Martha: >> My mom and her friends/colleagues all stressed the importance of >> using the medical terms that they will likely encounter - but >> compensating for that issue by surrounding those terms with very >> simple definitions and concepts. They also felt that the >> combination of strategies would help build confidence and >> competence - that they could "figure it out" without having to ask >> for help or feeling overwhelmed. >> >> I heartily agree that incorporating medical terms is helpful. >> Relying on them is not. Acknowledge efforts patients make to learn >> and use them. But be careful to check out, from time to time, >> that you are talking about the same thing. >> A friend's 86 year old grandmother had open heart surgery - she >> was very proud of the fact that she had learned some medical >> lingo, and that she had learned about the importance of diet and >> cutting back on fats. She told us: "I just had surgery to fix my >> CULINARY (instead of 'coronary') arteries". >> >> From Aracely : >> Also, the HLA has more than 11,000 health and non-health words >> that have been simplified, including major diseases, procedures, >> health insurance terms, medications and many more. >> >> Main Message: Medical terminology is a foreign language for most >> of us. Introduce the most important terms and repeat them (along >> with their meaning) often and over time. As always, offer as much >> reinforcing media (written, visual, etc.) as possible. >> >> >> From Lisa: >> Essentially, we must get to the heart of the problems involved in >> message exchange, which I would argue exist in the relationship >> between provider(s) plural (not just the dr.) and patients/ >> consumers as well as their loved ones. Building relationships >> (even for a 7 minute appt.) can make a huge difference in health >> outcomes and enactment of healthier behaviors. In other words, if >> I like and respect what the health care team communicates with me >> on a continual basis with little conflicting information, I >> perceive them to be more credible and thus, will be more apt to >> engage in the prescribed protocols. >> >> Skilled communicators can accomplish an awful lot in a short time >> (per Lisa's note above). Establishing credibility is a skill and >> works both ways in health communication. It's a powerful tool. A >> positive and trusting relationship can serve to buffer against >> some of the stressors we've identified. Do not forget family >> members or others who are part of the interaction as well. >> >> Main Message: The relationships among the participants in the >> communication interaction are powerful. Seek feedback about your >> communication skills. Tell patients directly that communication >> is vitally important for all parties. >> >> From Julie: >> But the doctor started out by saying what a great kid he is, and >> showed that he really saw him as a person, not just a medical >> condition. That alone helped me to focus on what he was saying, >> and that alone helped the communication because I felt we were on >> the same team. >> >> What a great example of how just a few words can have a big >> impact. I had a similar experience with the pediatrician who >> cared for my 3 children - at the end of every visit, he made a >> point of saying something directly to me about the fact that I was >> doing a good job as a mother or some other such validating >> remark. It meant a lot to me, and made it easier to seek his >> assistance when things were not going well at all. >> >> Similarly, a wonderful oncologist (cancer doctor) would reassure >> her patients and loved ones right at the start of the first visit >> - - something along the lines that she would be with them as long >> as needed and they were not alone in whatever journey was ahead. >> Great healing power! >> >> Main Message: Create a sense of alliance - of teamwork - as often >> as you can. >> >> I also like the simple terms "doctor" and "patient", but I worry >> that if I use "doctor" then I am excluding nurses, radiologists, >> nutritionists, and the many other non-physician professionals who >> communicate daily with patients. I do want them to be included in >> any discussions about communicating with patients. >> >> Let's maintain some flexibility with terms, while respecting their >> impact and variable meanings. >> >> Main Message: Interactions where health information is transferred >> takes place in all sorts of venues with all sorts of >> participants. Keep in mind how much information (accurate or not) >> is transmitted outside of provider-patient settings! >> >> From NDavies: >> These factors interact, and do not happen in isolation of the >> location or its inhabitants. They cannot be viewed as a list. They >> must be seen as factors on a matrix of dialogue. >> >> The word 'matrix' is fantastic and conveys so much better what >> I've been trying to say! Thank you for introducing that word. >> >> Main Message: Health communication occurs within a matrix of >> variables and factors. >> >> ****************************** >> >> I welcome your feedback. I think we've now reminded ourselves of >> the importance of the setting(s). >> I'd like to suggest that we shift a bit and talk about another >> part of the matrix: EXPECTATIONS. >> Perhaps consider the following terms (and more, of course): >> individual, social, money, power, healing, hope, rights, culture, >> privacy, etc. >> When and how do expectations play a role in the dialogue? Is it >> important to establish mutually agreed-upon expectations, or is >> that 'optional'? >> >> ...just food for thought.....or a springboard for another >> direction....? >> >> Anne >> >> >> >> >> >> >> >> >> See what's new at AOL.com and Make AOL Your Homepage. >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to mmarynuk at channing-bete.com > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to aracely at plculture.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/fbaa75a5/attachment.html From julie_mcKinney at worlded.org Wed Oct 17 12:28:04 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 17 Oct 2007 12:28:04 -0400 Subject: [HealthLiteracy 1398] Voice from an adult learner Message-ID: <4715FFD40200002D000040DD@bostongwia.jsi.com> I'll follow-up on my own request for learner voices and include a beautifully written piece by Archie Willard, which speaks to many of the issues we have discussed, and offers suggestions. This is pasted below, but can also be found in "Stories from Learners and Patients" on the ALE Wiki: http://wiki.literacytent.org/index.php/Health_Literacy Julie ********************* "I recently attended the Symposium,? Health Literacy: The Foundation for Patient Safety, Empowerment, and Quality Heath Care,? put on by the Joint Commission on Accreditation of Healthcare Organizations. The event was held June 26 and 27. I came away from the symposium with good feelings. I felt good because two of us were former adult literacy students. We were invited to speak as part of the program and our voices were heard! When we are seen and heard this can brings a message of hope to others outside the health field-the message that we are, and we should be, involved in our own health care. A lot of things were discussed and a lot of different things will happen because of this symposium, but the thing that I took away from the symposium was how important doctor and patient communication is. One of the things that was encouraged was not to suppress patient questions, but to create a climate to get the patient to express themselves. Another thing that was encouraged is for patients to be open right at first part of their visit. Not wait until the end of the office visit to ask the most important question. After attending the symposium when I got home I had a visit set up to see a doctor. I was looking forward to this visit after being at the symposium. I had never been seen by this doctor before. He appeared to be a very pleasant and a nice person. He asked me some questions then handed me a prescription and when I ask him a question he was out the door before I got an answer. All the good things I had taken in at the symposium now had disappeared in my mind and I realized we, as doctor and patient, did not communication. Where do we go from here? Two of the things we need are more patient to be willing to advocate for themselves and more health care professions to advocate for the better patient communication with their colleagues." Archie Willard Adult Learner Health Literacy Advocate Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From joan at ipns.com Wed Oct 17 13:12:06 2007 From: joan at ipns.com (Joan Medlen) Date: Wed, 17 Oct 2007 10:12:06 -0700 Subject: [HealthLiteracy 1399] Re: Voices from adult learners and people with disabilities In-Reply-To: <4715FE260200002D000040D9@bostongwia.jsi.com> References: <4715FE260200002D000040D9@bostongwia.jsi.com> Message-ID: <6.0.0.22.2.20071017100411.02c145d0@mail.ipns.com> At 09:20 AM 10/17/2007, you wrote: >I want to invite more adult learners to share their thoughts with us. I >also want to invite comments from people who are deaf, blind, >developmentally disabled, or have other disabilities that affect clear >communication. HI All, I've been consulting regarding health literacy with Special Olympics for a while now. Ironically, I am learning how to do this while doing the consulting! My experiences with literacy and communication come from working with people who have Intellectual Disabilities (ID). I have posted here before about the amazing amount of information available within the research and teaching practices for people who use Assisitve Technology and Augmentative Communication with regard to creating "clear communication." I've not been able to keep up with this discussion too well, but have saved all the posts so I can go back and read through them. What i do want to share is the importance of teaching and practicing being a good communication partner to both people who are in the role of educator and those in the role of consumer. In the end, this is how one builds a bridge to understanding. One technique I do not hear discussed much that is hugely important in working iwth people with ID, is waiting. Some people take up to a minute to process information and then create a reply in their mind, let alone the time on an AAC device. I would encourage you to spend a day cruising through the database of articles on www.closingthegap.com to see some of the amazing tools available. I also want to share that we're attempting a focus group discussion regarding the understandability and usefulness of brochures created for health promotion events with special Olympics. However, even this has a huge gaping hole. The athletes recruited for the focus groups can *read.* at some level. Truth be told, until NCLB came along, even though we knew folks could learn to read, special educators were not held accountable to progress in that area. So one year a student with ID may show interest and skill with sight words/symbols and the next year the teacher may not build on that skill or even maintain that skill. Thus, skills are lost. This has been my own experience with my son. We worked more at literacy skills and built consistency over time than the schools. It's hard. Also, please consider the notion that "health literacy" may translate to being able to take action on what you know. Thus, those who read symbols (which are always paired with words), can be "literate" as well. I hope to post a more thoughtful piece later, but wanted to get these initial thoughts out there. Take care, Joan Medlen ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion 14535 Westlake Drive Suite A-2 Lake Oswego, OR 97035 503.443.2258 503.443.4211 (fax) From julie_mcKinney at worlded.org Wed Oct 17 15:36:31 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 17 Oct 2007 15:36:31 -0400 Subject: [HealthLiteracy 1400] Re: HLA Message-ID: <47162BFF0200002D00004109@bostongwia.jsi.com> Has anyone used this tool? It would be interesting to hear any feedback from someone who has! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Julie McKinney" 10/17/07 10:38 AM >>> Mary, Aracely referred to the Health Literacy Advisor (HLA) as "an interactive software tool, which includes 6 different electronic readability indices including the Fry based and a revised Flesh-Kincaid." To find more about the tool go to: www.HealthLiteracyInnovations.com Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Mary Marynuk 10/17/07 10:02 AM >>> On the comment from Aracely: What does HLA stand for? ----- Original Message ----- *From:* AZSA at aol.com *Sent:* 10/16/2007 5:05:06 PM -0400 *To:* healthliteracy at nifl.gov *Subject:* [HealthLiteracy 1382] Re: This week's Health Panel Discussion > This is Anne: > Thanks to all readers and responders alike! As this is the end of day > 2 of our discussion, I'd like to: > > 1. highlight some of the points made thus far > 2. add a personal remark > 3. offer my rendition of 'Main Message' (or we could elect to call > it something else) > 4. suggest we move the focus to exploration to another aspect of > the health communication process (the 'layering' approach I > spoke of initially) > > I hope that at the end of the week, we'll have a preliminary lists of > bullets - some 'reminders', some 'action items' for both providers and > patients, etc. > > So - here I go.... > *From Valerie:* > /Add to these situations being visually impaired, blind, deaf, > learning or physically disabled. Add to these situations, not being > able to see who is the doctor and who is in the room to empty the > trash can. Add to this, not being able to fit into these rooms for an > exam or not being able to receive your examination on an examination > table. Add to this, not being able to read any of the material or sign > any of the consent forms. Add to these situations not being able to > comprehend what is going on for so many reasons/. > > Thank you for reminding us about other challenges such as obesity, > mobility issues, and lack of clear identification of the role of the > people around you (are they the nurse, the doctor, the housekeeper, > the secretary, etc). Keep in mind also that there are many health > issues (stroke, eye disease, fever, anxiety...the list is huge) that > can alter perception. It seems we are asking people who are already > stressed to somehow grasp and retain and then apply the information > imparted to them. > > Main Message: Remain aware of environmental and physical stressors the > patient contends with at the time of the health communication or > interaction. These stressors exist as a base upon which further > stressors are added as the interaction proceeds. > > Main Message: Acknowledge these pre-existing stressors and reduce or > eliminate any of those in your control. For instance, always introduce > yourself and state your role (think about how the flight crew always > announces the flight number and destination BEFORE the plane gets off > the ground), make eye contact, sit at or below the level of the > patient, etc. > > *From Mikal:* > /And add to the stress of those situations a less than stellar > understanding of basic English, and/or being deaf!/ > ** > Main Message: Provide as many communication supports as needed - > within a shame-free atmosphere. > ** > *From Martha:* > /My mom and her friends/colleagues all stressed the importance of > using the medical terms that they will likely encounter - but > compensating for that issue by surrounding those terms with very > simple definitions and concepts. They also felt that the combination > of strategies would help build confidence and competence - that they > could "figure it out" without having to ask for help or feeling > overwhelmed./ > ** > I heartily agree that incorporating medical terms is helpful. Relying > on them is not. Acknowledge efforts patients make to learn and use > them. But be careful to check out, from time to time, that you are > talking about the same thing. > A friend's 86 year old grandmother had open heart surgery - she was > very proud of the fact that she had learned some medical lingo, and > that she had learned about the importance of diet and cutting back on > fats. She told us: "I just had surgery to fix my CULINARY (instead of > 'coronary') arteries". > > *From Aracely : * > /Also, the HLA has more than 11,000 health and non-health words that > have been simplified, including major diseases, procedures, health > insurance terms, medications and many more./ > > Main Message: Medical terminology is a foreign language for most of > us. Introduce the most important terms and repeat them (along with > their meaning) often and over time. As always, offer as much > reinforcing media (written, visual, etc.) as possible. > > > *From Lisa:* > /Essentially, we must get to the heart of the problems involved in > message exchange, which I would argue exist in the relationship > between provider(s) plural (not just the dr.) and patients/consumers > as well as their loved ones. Building relationships (even for a 7 > minute appt.) can make a huge difference in health outcomes and > enactment of healthier behaviors. In other words, if I like and > respect what the health care team communicates with me on a continual > basis with little conflicting information, I perceive them to be more > credible and thus, will be more apt to engage in the prescribed > protocols./ > // > Skilled communicators can accomplish an awful lot in a short time (per > Lisa's note above). Establishing credibility is a skill and works > both ways in health communication. It's a powerful tool. A positive > and trusting relationship can serve to buffer against some of the > stressors we've identified. Do not forget family members or others > who are part of the interaction as well. > > Main Message: The relationships among the participants in the > communication interaction are powerful. Seek feedback about your > communication skills. Tell patients directly that communication > is vitally important for all parties. > // > *From Julie:* > /But the doctor started out by saying what a great kid he is, and > showed that he really saw him as a person, not just a medical > condition. That alone helped me to focus on what he was saying, and > that alone helped the communication because I felt we were on the same > team./ > // > What a great example of how just a few words can have a big impact. I > had a similar experience with the pediatrician who cared for my 3 > children - at the end of every visit, he made a point of saying > something directly to me about the fact that I was doing a good job as > a mother or some other such validating remark. It meant a lot to me, > and made it easier to seek his assistance when things were not going > well at all. > > Similarly, a wonderful oncologist (cancer doctor) would reassure her > patients and loved ones right at the start of the first visit - - > something along the lines that she would be with them as long as > needed and they were not alone in whatever journey was ahead. Great > healing power! > > Main Message: Create a sense of alliance - of teamwork - as often as > you can. > // > /I also like the simple terms "doctor" and "patient", but I worry that > if I use "doctor" then I am excluding nurses, radiologists, > nutritionists, and the many other non-physician professionals who > communicate daily with patients. I do want them to be included in any > discussions about communicating with patients./ > // > Let's maintain some flexibility with terms, while respecting their > impact and variable meanings. > > Main Message: Interactions where health information is transferred > takes place in all sorts of venues with all sorts of participants. > Keep in mind how much information (accurate or not) is transmitted > outside of provider-patient settings! > // > *From NDavies:* > /These factors interact, and do not happen in isolation of the > location or its inhabitants. They cannot be viewed as a list. They > must be seen as factors on a matrix of dialogue./ > > The word 'matrix' is fantastic and conveys so much better what I've > been trying to say! Thank you for introducing that word. > > Main Message: Health communication occurs within a matrix of variables > and factors. > > ****************************** > > I welcome your feedback. I think we've now reminded ourselves of the > importance of the setting(s). > I'd like to suggest that we shift a bit and talk about another part of > the matrix: *EXPECTATIONS*. > Perhaps consider the following terms (and more, of > course): individual, social, money, power, healing, hope, rights, > culture, privacy, etc. > When and how do expectations play a role in the dialogue? Is it > important to establish mutually agreed-upon expectations, or is that > 'optional'? > > ...just food for thought.....or a springboard for another direction....? > > Anne > > > > > > > > > See what's new at AOL.com > and Make AOL Your > Homepage . > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to mmarynuk at channing-bete.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From njmeyers at gmail.com Wed Oct 17 16:43:29 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Wed, 17 Oct 2007 15:43:29 -0500 Subject: [HealthLiteracy 1401] Re: Panel Discussion on Communication Between Patients In-Reply-To: <3939401c81025$7a7a02f0$7205010a@mfldclinframe.org> References: <3939401c81025$7a7a02f0$7205010a@mfldclinframe.org> Message-ID: <4045f5520710171343k2ed7dc7aka4d28a9e3287bc0e@mail.gmail.com> I would like to briefly comment on a couple of the topics that have come up. My primary experience has been with the Deaf Community in the area of health education and health literacy. First, health literacy assumes English literacy for non-English users. It helped a great deal when I told an audience of Deaf people that most medical terms are from Latin. We break the long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps expand their knowledge "in context" of one topic. Second, "Teach Back" is not as effective or reliable when the physician/health professional is completely dependent on an interpreter. It is difficult to measure comprehension when all that is happening is the information is coming back through an interpreter. With American Sign Language this is particularly true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 adults here are examples of the results: "Forty percent of respondents could not list any symptoms of a heart attack, while over 60% could not list any symptoms of a stroke. Less than half of respondents identified chest pain/pressure as a symptom of a heart attack. Only 61% reported that they would call 911 in response to cardiovascular disease symptoms." Some people's health literacy is so low, that nothing short of someone from the culture teaching in the native language can fill the gap. For Deaf people, that means more Community Health Workers (3 in the whole of the US is not much), ALL health information in ASL which means video. Finally, the issue of people learning more about how to advocate for themselves. Deaf people do not want to ask too many questions because if the physician comes back with another question, they will not be able to answer it. Without knowledge and access to information we cannot expect people to advocate...complain sometimes...but not advocate. With HIPPA and other "restrictions" health advocates and even chaplains are finding it difficult to visit and serve as support people. I recently was with a Deaf breast cancer survivor who is in her 3rd bout with cancer. She attended a conference we organized with oncologists etc. One topic the Deaf women wanted to learn about was lymphedema. Sitting there with her arm and hand swollen she asked, "Do you think that is what I have?" How could she have cancer for the 3rd time and no one has explained to her what that is. Currently we are making a documentary about Deaf Breast Cancer Survivors and interviewing these women. Their stories are eye openers into all the questions posed about the environment. I think the lessons and learnings with this population are transferrable to many. Nancy Meyers, MS Consultant to the Deaf Community Founder of the Deaf Hospice Education & Volunteer Project On 10/16/07, seubert.douglas at marshfieldclinic.org < seubert.douglas at marshfieldclinic.org> wrote: > > > RE: Do you have references on the "Teach Back" method? > > The American Medical Association has some information about the teach-back > method in their manual for clinicians, part of their health literacy > toolkit. A new edition just came out and you can download a free pdf of the > manual at > http://www.ama-assn.org/ama1/pub/upload/mm/367/healthlitclinicians.pdf. > (see page 33). > > See also: > > Journal Articles > > Schillinger D, Piette J, Grumbach K, et al. Closing the loop: physician > communication with diabetic patients who have low health literacy. Arch > Intern Med. 2003;163:83-90. > > Villaire M, Mayer G. Low Health Literacy: The Impact on Chronic Illness > Management. Professional Case Management. 12(4):213-216, July/August 2007. > > Williams MV, Davis T, Parker RM, Weiss BD. The role of health literacy in > patient-physician communication. Fam Med 2002;34:387. > > Bertakis KD. The communication of information from physician to patient: a > method for increasing patient retention and satisfaction. J Fam Pract. > 1977;5:217-22. > > > Books > > Doak C, Doak L, Root J. 1996. Teaching Patients With Low Literacy Skills. > 2nd Edition. JB Lippincott Co.: Philadelphia, PA. > > McPhee S, Papadakis M. Tierney L. 2007. Current Medical Diagnosis & > Treatment. 46th Edition. McGraw-Hill. > > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Brownstein, J.N. \(CDC/CCHP/NCCDPHP\)" > Date: Mon Oct 15, 2007 -- 07:53:22 PM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1356] Re: Panel Discussion on > Communication Between Patients and > > Do you have references on the "Teach Back" method? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard > Sent: Wednesday, October 10, 2007 3:48 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication > Between Patients and Providers: Oct 15-22 > > Hi Julie > > The last four years the New Readers of Iowa have had four different > health literacy conferences. We have partner with The Iowa Health system > for the last three years we have had our health literacy conferences > together. Each year the New Readers of Iowa have made a health literacy > statement. Below is the statement from the New Readers of Iowa May 2007 > Conference, I hope this is useful for you discussion. > > > Representatives of the 17th Annual New Readers of Iowa Literacy > Conference ask health professionals in all fields of practice to create > a shame-free environment for all patients those with low-literacy > skills, new readers, and patients for whom English is a foreign > language. Specifically we recommend the following systemic changes. > > > 1 Integrate these concepts and materials into your practice. > > > 2 Create an environment where patients are encouraged to get involved in > their health care-allow patients adequate time with providers and > eliminate shame associated with literacy issues. > > > 3 Use the "Teach Back" method to ensure patient understanding of medical > instructions-review instructions both verbally and through written > materials, ask patients to verbally repeat back instructions, and review > risks of not following through with prescribed treatments. > > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers > to three questions: What is my main problem? What do I need to do? Why > is it important? > > > 5 work with professional colleagues to further disseminate health > literacy information and materials. > > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment. > > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally. > > > Archie Willard > New Reader from Iowa > > > Julie McKinney wrote: > > >Hi Everyone, > > > >I am very pleased to announce a panel discussion next week on this > list! In honor of Health Literacy Month, we will host this discussion on > communication between patients and health care providers. The panel will > include adult learners, literacy teachers, health care providers, and a > health educator. They will discuss the challenges and supports to > communicating with health care providers for adults with lower literacy > skills. > > > >The learners will talk about their experiences communicating with > health care providers during appointments, and what kinds of things make > it easier or harder to learn the health information that is conveyed; > teachers will talk about how they might be able to support their > students in preparing them for confident and effective health > communication; and health care providers and educators can listen to > this and discuss how they can adjust their communication style to make > it easier and more effective for their lower literacy patients. In the > course of this discussion, we will address how literacy teachers and > programs can collaborate with health care providers and educators in > order to support better communication. > > > >Discussion Preparation: > > > >There is no reading to prepare for this discussion, but I do want > everyone to think about their own personal experiences in communicating > with their doctor, or a technician or specialist. For health care > providers and educators, also think about your experiences communicating > with patients who may have lower literacy and English speaking skills. > For teachers, think about how you can play a role in helping students to > communicate more effectively. For administrative health people, think > about the systems in your center that can help or hinder effective > communication of health information. Please think about oral and written > communication, what makes them more effective, and what makes them fall > flat. > > > >For more infomration, including guest biographies, please go to: > >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat > ion.html > > > >Please forward this message to colleagues who you think may be > interested in this discussion! (Subscription info is available at the > link above.) > > > >All the best, > >Julie > > > > > >Julie McKinney > >Discussion List Moderator > >World Education/NCSALL > >jmckinney at worlded.org > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- > Archie Willard > URL - http://www.readiowa.org/archiew.html > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jnb1 at cdc.gov > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071017/e32c29af/attachment.html From anne.murr at DRAKE.EDU Wed Oct 17 17:41:07 2007 From: anne.murr at DRAKE.EDU (Anne Murr) Date: Wed, 17 Oct 2007 16:41:07 -0500 Subject: [HealthLiteracy 1402] Re: Intro from Madelyn Davis In-Reply-To: <277205.7307.qm@web34715.mail.mud.yahoo.com> References: <277205.7307.qm@web34715.mail.mud.yahoo.com> Message-ID: These are Madelyn's answers to Nancy Hansen's excellent questions: Nancy: I'm curious. How did your relationship with this special doctor start? Madelyn: I changed doctors because the first one I went to was not compassionate. I asked my social worker for another doctor's name. She gave me that doctor's name. If your doctor isn't compassionate to listen, then you have to change. It was scary but I did. It started by talking to her. I told her I had dyslexia and I needed more time for her to explain to me and I asked her if she could do that. She agreed to do that. Nancy: Tell us all about who began talking about your bi-polar condition. How did it begin? Did you ask about a sign you had that you were sick - a symptom that something was wrong? Did you even know your symptoms were something as serious as having bi-polar disease? Madelyn: Yes, I knew it was more serious. You got to know yourself. Even if you have to take notes. I journalled. Sometimes jus on the calendar: "Today I'm not doing good. Today is not a good day, I'm not feeling good. Sad about this." or "Feeling good today. Feel like I can go out today." Who knows you better than yourself? You have to take the initiative. You have to know what's going on with yourself. Your body will talk to you. At first I didn't know I had bi-polar. In the 70s they didn't have that term. I was labeled manically depressed. And I wasn't seeing a doctor about this. I remember my mother trying to take me to an institution because of my depression. I noticed that I had extreme highs and lows/severe mood swings. There were some days I felt I could do anything I could look for a job and other days I couldn't. I was too weak and lonely to do anything. Then I was in a group setting with women who were depressed and some talked about bi-polar. My medical doctor then said, you're not manic depressed, he told me I had bi-polar symptoms. Once I took time to explain to my doctor/expressed to him my situation, then I was diagnosed bi-polar. Nancy: So are you talking with needy adults about ways you began to get help with your own doctor? Madelyn: Yes I am. Some of the girls do have similar depression. When they say I can't make it, I tell them if I can, you can. Do encourage the girls to keep going and to talk to their doctors. > >Julie McKinney wrote: > >Madelyn, > >Thank you so much for sharing your story with us! It sounds like you >are working hard to put what you are learning to use, and to take >care of your health, which can be a very hard job. It is good to >hear about people finding a doctor who cares, calls you at home, and >can understand you. I think you have pointed out one big key to >communicating better: seeing the human side, and caring about what >people are going through. > >Just as this discussion was starting yesterday, I took my son to the >doctor. His medical issue is complicated and a bit of a mystery, so >it is hard to discuss it very clearly. But the doctor started out by >saying what a great kid he is, and showed that he really saw him as >a person, not just a medical condition. That alone helped me to >focus on what he was saying, and that alone helped the communication >because I felt we were on the same team. > >Thank you for bringing up that point in your story. It sounds like >the fact that your doctor cares about what you are going through and >can tell you that helps you to have a good connection. And having a >good connection as people helps us all to communicate better. > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> "Julie McKinney" 10/15/07 3:38 PM >>> >Hi Everyone, > >I am forwarding this introductory message from one of our panelists, >Madelyn Davis. > >Thank you, Madelyn! > >Julie >***************************************** > >My name is Madelyn Davis. I am a new reader. I'm glad to say I am a >new reader. I've been learning to read for about a year and a half. >The reading that I've learned I'm putting it t o use. I am bipolar >and recently I had a break out with my bipolar. It was hard to >communicate with my doctor. My doctor took the symptoms I told her >that I was having and she came to the conclusion that my medication >was off. Because of the communication with my doctor I felt more >comfortable being treated at home as an out patient instead of being >in the hospital. My doctor worked very closely with me. She called >me every day to ask how the medicine was doing. She came to >understand me and I came to understand her. I think it's very >important that you find a provider that cares about what is wrong >with you. It can be very serious about your health if you can't >communicate with your doctor. > >I live alone. I have 3 grown children but none of them can come help >me when I get sick. The fear that I face is being alone. > >I volunteer at a homeless shelter for women and I love doing that. I >get a chance to talk to women who are displaced and I watch their >lives turn around. I volunteer on Thurs. and Fri and work there on >Sat. My duties include answering the phone, passing meds. I match >the name of the med on the check-off sheet. The women pronounce the >med for me. I also work the security door. I've been trained to do >UA, the drug testing, and breathalizer. I love working there >because it's like a home. > >Before that I was an accounts receivable clerk at Coca Cola for 17 >years. I was the lead clerk. I lost that job when it was downsized. >I worked there for 17 years and they didn't know I couldn't read. >They found out when I had to write a report and it was like I copied >it out of a book. My supervisor asked me if I had a problem with >reading. "Yes," I said, "I have dyslexia." My supervisor was very >understanding. "I knew you were doing things verbally. Madelyn. I >knew something was wrong but I didn't know you had problems with >reading." > >-- > > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to julie_mckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to sfallsliteracy at yahoo.com > > > > >Tonight's top picks. What will you watch tonight? > >>Preview the hottest shows on Yahoo! TV. > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to anne.murr at drake.edu -- Anne Murr, M.S., Coordinator Drake University Adult Literacy Center School of Education 3206 University Ave. Des Moines, IA 50311 anne.murr at drake.edu Tel 515-271-3982 Fax 515-271-4544 From julie_mcKinney at worlded.org Fri Oct 19 08:48:57 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 08:48:57 -0400 Subject: [HealthLiteracy 1403] Use of pictures for Deaf and hearing patients Message-ID: <47186F7B0200002D00004154@bostongwia.jsi.com> Thank you, Nancy, for sharing with us this eye-opening information about health literacy issues for the Deaf community. It certainly seems like more efforts need to be initiated in this area. I have many questions, but for now I want to stick to those that relate to communication between the patient and the health team. How effective is it with Deaf patients to pair pictures with the information that is being translated? It has been shown in hearing patients that the use of pictures can improve compehension and especially recall of the information. (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) This is a question that I want to bring up for everyone now. We have not yet talked about the use of pictures while communicating, yet they have been found to be enormously effective not just in take-home materials, but during a clinical encounter as well. How many of you (whether as a patient or health professional) have experienced using pictures during a visit while communicating? How well has it worked for you? Why don't we do it more often? I would love to hear some responses to these questions! Thanks all, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Nancy Meyers" 10/17/07 4:43 PM >>> I would like to briefly comment on a couple of the topics that have come up. My primary experience has been with the Deaf Community in the area of health education and health literacy. First, health literacy assumes English literacy for non-English users. It helped a great deal when I told an audience of Deaf people that most medical terms are from Latin. We break the long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps expand their knowledge "in context" of one topic. Second, "Teach Back" is not as effective or reliable when the physician/health professional is completely dependent on an interpreter. It is difficult to measure comprehension when all that is happening is the information is coming back through an interpreter. With American Sign Language this is particularly true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 adults here are examples of the results: "Forty percent of respondents could not list any symptoms of a heart attack, while over 60% could not list any symptoms of a stroke. Less than half of respondents identified chest pain/pressure as a symptom of a heart attack. Only 61% reported that they would call 911 in response to cardiovascular disease symptoms." Some people's health literacy is so low, that nothing short of someone from the culture teaching in the native language can fill the gap. For Deaf people, that means more Community Health Workers (3 in the whole of the US is not much), ALL health information in ASL which means video. Finally, the issue of people learning more about how to advocate for themselves. Deaf people do not want to ask too many questions because if the physician comes back with another question, they will not be able to answer it. Without knowledge and access to information we cannot expect people to advocate...complain sometimes...but not advocate. With HIPPA and other "restrictions" health advocates and even chaplains are finding it difficult to visit and serve as support people. I recently was with a Deaf breast cancer survivor who is in her 3rd bout with cancer. She attended a conference we organized with oncologists etc. One topic the Deaf women wanted to learn about was lymphedema. Sitting there with her arm and hand swollen she asked, "Do you think that is what I have?" How could she have cancer for the 3rd time and no one has explained to her what that is. Currently we are making a documentary about Deaf Breast Cancer Survivors and interviewing these women. Their stories are eye openers into all the questions posed about the environment. I think the lessons and learnings with this population are transferrable to many. Nancy Meyers, MS Consultant to the Deaf Community Founder of the Deaf Hospice Education & Volunteer Project On 10/16/07, seubert.douglas at marshfieldclinic.org < seubert.douglas at marshfieldclinic.org> wrote: > > > RE: Do you have references on the "Teach Back" method? > > The American Medical Association has some information about the teach-back > method in their manual for clinicians, part of their health literacy > toolkit. A new edition just came out and you can download a free pdf of the > manual at > http://www.ama-assn.org/ama1/pub/upload/mm/367/healthlitclinicians.pdf. > (see page 33). > > See also: > > Journal Articles > > Schillinger D, Piette J, Grumbach K, et al. Closing the loop: physician > communication with diabetic patients who have low health literacy. Arch > Intern Med. 2003;163:83-90. > > Villaire M, Mayer G. Low Health Literacy: The Impact on Chronic Illness > Management. Professional Case Management. 12(4):213-216, July/August 2007. > > Williams MV, Davis T, Parker RM, Weiss BD. The role of health literacy in > patient-physician communication. Fam Med 2002;34:387. > > Bertakis KD. The communication of information from physician to patient: a > method for increasing patient retention and satisfaction. J Fam Pract. > 1977;5:217-22. > > > Books > > Doak C, Doak L, Root J. 1996. Teaching Patients With Low Literacy Skills. > 2nd Edition. JB Lippincott Co.: Philadelphia, PA. > > McPhee S, Papadakis M. Tierney L. 2007. Current Medical Diagnosis & > Treatment. 46th Edition. McGraw-Hill. > > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Brownstein, J.N. \(CDC/CCHP/NCCDPHP\)" > Date: Mon Oct 15, 2007 -- 07:53:22 PM > To: "The Health and Literacy Discussion List" > > Subject: [HealthLiteracy 1356] Re: Panel Discussion on > Communication Between Patients and > > Do you have references on the "Teach Back" method? > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard > Sent: Wednesday, October 10, 2007 3:48 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication > Between Patients and Providers: Oct 15-22 > > Hi Julie > > The last four years the New Readers of Iowa have had four different > health literacy conferences. We have partner with The Iowa Health system > for the last three years we have had our health literacy conferences > together. Each year the New Readers of Iowa have made a health literacy > statement. Below is the statement from the New Readers of Iowa May 2007 > Conference, I hope this is useful for you discussion. > > > Representatives of the 17th Annual New Readers of Iowa Literacy > Conference ask health professionals in all fields of practice to create > a shame-free environment for all patients those with low-literacy > skills, new readers, and patients for whom English is a foreign > language. Specifically we recommend the following systemic changes. > > > 1 Integrate these concepts and materials into your practice. > > > 2 Create an environment where patients are encouraged to get involved in > their health care-allow patients adequate time with providers and > eliminate shame associated with literacy issues. > > > 3 Use the "Teach Back" method to ensure patient understanding of medical > instructions-review instructions both verbally and through written > materials, ask patients to verbally repeat back instructions, and review > risks of not following through with prescribed treatments. > > > 4 Invite patients to ask providers questions to increase understanding. > Use the "Ask Me 3 program to encourage patient to understand the answers > to three questions: What is my main problem? What do I need to do? Why > is it important? > > > 5 work with professional colleagues to further disseminate health > literacy information and materials. > > > 6 Where possible reduce bureaucracy so it is easier to receive medical > treatment. Reduce the paperwork necessary to initiate medical treatment. > > Make required paperwork easier to understand. And provide sham-free > opportunities to review verbally. > > > Archie Willard > New Reader from Iowa > > > Julie McKinney wrote: > > >Hi Everyone, > > > >I am very pleased to announce a panel discussion next week on this > list! In honor of Health Literacy Month, we will host this discussion on > communication between patients and health care providers. The panel will > include adult learners, literacy teachers, health care providers, and a > health educator. They will discuss the challenges and supports to > communicating with health care providers for adults with lower literacy > skills. > > > >The learners will talk about their experiences communicating with > health care providers during appointments, and what kinds of things make > it easier or harder to learn the health information that is conveyed; > teachers will talk about how they might be able to support their > students in preparing them for confident and effective health > communication; and health care providers and educators can listen to > this and discuss how they can adjust their communication style to make > it easier and more effective for their lower literacy patients. In the > course of this discussion, we will address how literacy teachers and > programs can collaborate with health care providers and educators in > order to support better communication. > > > >Discussion Preparation: > > > >There is no reading to prepare for this discussion, but I do want > everyone to think about their own personal experiences in communicating > with their doctor, or a technician or specialist. For health care > providers and educators, also think about your experiences communicating > with patients who may have lower literacy and English speaking skills. > For teachers, think about how you can play a role in helping students to > communicate more effectively. For administrative health people, think > about the systems in your center that can help or hinder effective > communication of health information. Please think about oral and written > communication, what makes them more effective, and what makes them fall > flat. > > > >For more infomration, including guest biographies, please go to: > >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat > ion.html > > > >Please forward this message to colleagues who you think may be > interested in this discussion! (Subscription info is available at the > link above.) > > > >All the best, > >Julie > > > > > >Julie McKinney > >Discussion List Moderator > >World Education/NCSALL > >jmckinney at worlded.org > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- > Archie Willard > URL - http://www.readiowa.org/archiew.html > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jnb1 at cdc.gov > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > From julie_mcKinney at worlded.org Fri Oct 19 09:36:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 09:36:11 -0400 Subject: [HealthLiteracy 1404] Article about clear communication Message-ID: <47187A8B0200002D0000415C@bostongwia.jsi.com> Hi Everyone, Here is a link to an excellent article that relates to our discussion. It is about communication strategies for English language learners and adults with learning disabilities, but describes strategies that would be helpful for so many patients. (Just substitute "patient" for "student", and "exam room" for "classroom"!) What do you all think of these strategies? Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities By: Dale S. Brown and Karen Ford http://www.ldonline.org/article/19260 Thanks to Rochelle Kenyon, moderator of the Learning Disabilities List for finding this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From joan at ipns.com Fri Oct 19 09:50:42 2007 From: joan at ipns.com (Joan Medlen) Date: Fri, 19 Oct 2007 06:50:42 -0700 Subject: [HealthLiteracy 1405] Re: Use of pictures for Deaf and hearing patients In-Reply-To: <47186F7B0200002D00004154@bostongwia.jsi.com> References: <47186F7B0200002D00004154@bostongwia.jsi.com> Message-ID: <6.0.0.22.2.20071019063948.04925ec0@mail.ipns.com> At 05:48 AM 10/19/2007, you wrote: >How many of you (whether as a patient or health professional) have >experienced using pictures during a visit while communicating? How well >has it worked for you? Why don't we do it more often? When I am working with people with intellectual disabilities, I use pictures and visual cues all the time. I am not a "clinician," trying to teach about a disease, but rather a dietitian, teaching abou thealthy habits. An example of a method for teaching how to recognize food groups in a combination food, go here: http://downsyndromenutrition.com/products/files/DSNH_Activty_Sample.pdf This was written in 2001, and needs to be redone. What I find is that any time I use pictures, people understand more. What is important, however, is that the pictures truly augment the message rather than make the piece "look pretty." Also important is that the use of pictures means using *quality* pictures. Not fuzzy images printed poorly from a website. It takes more time and effort to pull together a visual message that is understandable. On a more personal note and anecdote, when my Mother was diagnosed with Ovarian Cancer this summer, the use of a visual was very important in helping her understand my questions to her oncologist. My parents are literate, well-educated people. However, they have a very difficult time with health/medical concepts. When the doctor said she had nodules on her messentary (network of veins and arteries near her liver), I really wanted to know the risk involved. So as I asked the question, I pointed to the area of concern and showed hoe close it was to the liver on a visual he had on the wall of a woman's organs. If I had not done that, I'm not sure my Mother would have chosen to do chemo before surgery, which turned out to be a wise move because all the nodules were killed before her surgery, thus protecting her liver. When we returned home, both my parents thanked me for helping them understand the risk to her liver - the doctor really didn't verbally emphasize it for them in a way they could understand, even though *I* picked up on the nuances of his statements. We have the same issue with his illustrations about her condition - and his expectation of what life will be like in the next few years. It has been an eye-popping experience to watch a very articulate oncologist talk with my very intelligent parents. I think they are connecting until I hear the questions after we get home. This has made me very thankful for these discussions - outside of my passion for making health information undrestandable for people with ID. Take care, Joan Medlen ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion From julie_mcKinney at worlded.org Fri Oct 19 09:37:21 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 09:37:21 -0400 Subject: [HealthLiteracy 1406] Article about clear communication Message-ID: <47187AD20200002D00004160@bostongwia.jsi.com> Hi Everyone, Here is a link to an excellent article that relates to our discussion. It is about communication strategies for English language learners and adults with learning disabilities, but describes strategies that would be helpful for so many patients. (Just substitute "patient" for "student", and "exam room" for "classroom"!) What do you all think of these strategies? Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities By: Dale S. Brown and Karen Ford http://www.ldonline.org/article/19260 Thanks to Rochelle Kenyon, moderator of the Learning Disabilities List for finding this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From hzeitz at uic.edu Fri Oct 19 11:55:03 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 19 Oct 2007 10:55:03 -0500 (CDT) Subject: [HealthLiteracy 1407] Re: Use of pictures for Deaf and hearing patients In-Reply-To: <47186F7B0200002D00004154@bostongwia.jsi.com> References: <47186F7B0200002D00004154@bostongwia.jsi.com> Message-ID: <2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ============================================================================ On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like > more efforts need to be initiated in this area. I have many questions, but > for now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and especially > recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have > been found to be enormously effective not just in take-home materials, but > during a clinical encounter as well. How many of you (whether as a patient > or health professional) have experienced using pictures during a visit > while communicating? How well has it worked for you? Why don't we do it > more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From njmeyers at gmail.com Fri Oct 19 12:26:37 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Fri, 19 Oct 2007 11:26:37 -0500 Subject: [HealthLiteracy 1408] Re: Use of pictures for Deaf and hearing patients In-Reply-To: <47186F7B0200002D00004154@bostongwia.jsi.com> References: <47186F7B0200002D00004154@bostongwia.jsi.com> Message-ID: <4045f5520710190926r4ffdd7a0wf0556ad5096e4880@mail.gmail.com> It is very effective to use pictures because their language is visual and has no written form. We have used the medlineplus interactive tutorials with some success. If the health team used the interactive videos with the interpreter to sign the English portion it would not only improve communication but demonstrate the health team's desire to communicate more clearly. I once took a Cardiovascular health slideshow and turned the entire thing into clip-art with only one or two English words per slide. Thye loved it. I said I sometimes feel like it is demeaning and their response is: "hey, our language is visual, the words mean nothing without the pictures." Color also is important. A good graphics designer who understands how people access information on a page, is a must. Using models that show where the liver is located is helpful. If English literacy is the issue, health team members must find innovate ways to get around the English. A health or volunteer could sit with the Deaf patient prior to his/her visit with the doctor to review the slide show so the patient is more prepared to even ask questions. The tutorials allow the user to pause, go fwd and backwards like a remote control. Although the company says they have experts who made the English "plain" it still includes embedded clauses and sometimes sentences that are too long. The site also has videos about surgery. Deaf people tend to be very blunt and want to SEE everything. http://www.nlm.nih.gov/medlineplus/ On 10/19/07, Julie McKinney wrote: > > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like more > efforts need to be initiated in this area. I have many questions, but for > now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing patients > that the use of pictures can improve compehension and especially recall of > the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have been > found to be enormously effective not just in take-home materials, but during > a clinical encounter as well. How many of you (whether as a patient or > health professional) have experienced using pictures during a visit while > communicating? How well has it worked for you? Why don't we do it more > often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > On 10/16/07, seubert.douglas at marshfieldclinic.org < > seubert.douglas at marshfieldclinic.org> wrote: > > > > > > RE: Do you have references on the "Teach Back" method? > > > > The American Medical Association has some information about the > teach-back > > method in their manual for clinicians, part of their health literacy > > toolkit. A new edition just came out and you can download a free pdf of > the > > manual at > > http://www.ama-assn.org/ama1/pub/upload/mm/367/healthlitclinicians.pdf. > > (see page 33). > > > > See also: > > > > Journal Articles > > > > Schillinger D, Piette J, Grumbach K, et al. Closing the loop: physician > > communication with diabetic patients who have low health literacy. Arch > > Intern Med. 2003;163:83-90. > > > > Villaire M, Mayer G. Low Health Literacy: The Impact on Chronic Illness > > Management. Professional Case Management. 12(4):213-216, July/August > 2007. > > > > Williams MV, Davis T, Parker RM, Weiss BD. The role of health literacy > in > > patient-physician communication. Fam Med 2002;34:387. > > > > Bertakis KD. The communication of information from physician to patient: > a > > method for increasing patient retention and satisfaction. J Fam Pract. > > 1977;5:217-22. > > > > > > Books > > > > Doak C, Doak L, Root J. 1996. Teaching Patients With Low Literacy > Skills. > > 2nd Edition. JB Lippincott Co.: Philadelphia, PA. > > > > McPhee S, Papadakis M. Tierney L. 2007. Current Medical Diagnosis & > > Treatment. 46th Edition. McGraw-Hill. > > > > > > Doug Seubert > > Guideline Editor > > Quality Improvement & Care Management > > Marshfield Clinic > > 1000 N Oak Avenue > > Marshfield, WI 54449 > > (715) 387-5096 (1-800-782-8581 ext. 75096) > > seubert.douglas at marshfieldclinic.org > > > > > > ------Original Message------ > > From: "Brownstein, J.N. \(CDC/CCHP/NCCDPHP\)" > > Date: Mon Oct 15, 2007 -- 07:53:22 PM > > To: "The Health and Literacy Discussion List" < > healthliteracy at nifl.gov > > > > > Subject: [HealthLiteracy 1356] Re: Panel Discussion on > > Communication Between Patients and > > > > Do you have references on the "Teach Back" method? > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Archie Willard > > Sent: Wednesday, October 10, 2007 3:48 PM > > To: The Health and Literacy Discussion List > > Subject: [HealthLiteracy 1328] Re: Panel Discussion on Communication > > Between Patients and Providers: Oct 15-22 > > > > Hi Julie > > > > The last four years the New Readers of Iowa have had four different > > health literacy conferences. We have partner with The Iowa Health system > > for the last three years we have had our health literacy conferences > > together. Each year the New Readers of Iowa have made a health literacy > > statement. Below is the statement from the New Readers of Iowa May 2007 > > Conference, I hope this is useful for you discussion. > > > > > > Representatives of the 17th Annual New Readers of Iowa Literacy > > Conference ask health professionals in all fields of practice to create > > a shame-free environment for all patients those with low-literacy > > skills, new readers, and patients for whom English is a foreign > > language. Specifically we recommend the following systemic changes. > > > > > > 1 Integrate these concepts and materials into your practice. > > > > > > 2 Create an environment where patients are encouraged to get involved in > > their health care-allow patients adequate time with providers and > > eliminate shame associated with literacy issues. > > > > > > 3 Use the "Teach Back" method to ensure patient understanding of medical > > instructions-review instructions both verbally and through written > > materials, ask patients to verbally repeat back instructions, and review > > risks of not following through with prescribed treatments. > > > > > > 4 Invite patients to ask providers questions to increase understanding. > > Use the "Ask Me 3 program to encourage patient to understand the answers > > to three questions: What is my main problem? What do I need to do? Why > > is it important? > > > > > > 5 work with professional colleagues to further disseminate health > > literacy information and materials. > > > > > > 6 Where possible reduce bureaucracy so it is easier to receive medical > > treatment. Reduce the paperwork necessary to initiate medical treatment. > > > > Make required paperwork easier to understand. And provide sham-free > > opportunities to review verbally. > > > > > > Archie Willard > > New Reader from Iowa > > > > > > Julie McKinney wrote: > > > > >Hi Everyone, > > > > > >I am very pleased to announce a panel discussion next week on this > > list! In honor of Health Literacy Month, we will host this discussion on > > communication between patients and health care providers. The panel will > > include adult learners, literacy teachers, health care providers, and a > > health educator. They will discuss the challenges and supports to > > communicating with health care providers for adults with lower literacy > > skills. > > > > > >The learners will talk about their experiences communicating with > > health care providers during appointments, and what kinds of things make > > it easier or harder to learn the health information that is conveyed; > > teachers will talk about how they might be able to support their > > students in preparing them for confident and effective health > > communication; and health care providers and educators can listen to > > this and discuss how they can adjust their communication style to make > > it easier and more effective for their lower literacy patients. In the > > course of this discussion, we will address how literacy teachers and > > programs can collaborate with health care providers and educators in > > order to support better communication. > > > > > >Discussion Preparation: > > > > > >There is no reading to prepare for this discussion, but I do want > > everyone to think about their own personal experiences in communicating > > with their doctor, or a technician or specialist. For health care > > providers and educators, also think about your experiences communicating > > with patients who may have lower literacy and English speaking skills. > > For teachers, think about how you can play a role in helping students to > > communicate more effectively. For administrative health people, think > > about the systems in your center that can help or hinder effective > > communication of health information. Please think about oral and written > > communication, what makes them more effective, and what makes them fall > > flat. > > > > > >For more infomration, including guest biographies, please go to: > > >http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunicat > > ion.html > > > > > >Please forward this message to colleagues who you think may be > > interested in this discussion! (Subscription info is available at the > > link above.) > > > > > >All the best, > > >Julie > > > > > > > > >Julie McKinney > > >Discussion List Moderator > > >World Education/NCSALL > > >jmckinney at worlded.org > > > > > >---------------------------------------------------- > > >National Institute for Literacy > > >Health and Literacy mailing list > > >HealthLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > >Email delivered to millard at goldfieldaccess.net > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- > > Archie Willard > > URL - http://www.readiowa.org/archiew.html > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to jnb1 at cdc.gov > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to njmeyers at gmail.com > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/fb5b810d/attachment.html From Mikal.Steinbacher at lwtc.edu Fri Oct 19 12:38:51 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Fri, 19 Oct 2007 09:38:51 -0700 Subject: [HealthLiteracy 1409] Re: Article about clear communication References: <47187AD20200002D00004160@bostongwia.jsi.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E15@LUXOR.campus.lwtc.edu> A great article. I'm going to modify it to fit the class I teach to ESL students who are going into medical/dental programs where we focus on commuication, both written and spoken, and how important it is in those jobs! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Fri 10/19/2007 6:37 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1406] Article about clear communication Hi Everyone, Here is a link to an excellent article that relates to our discussion. It is about communication strategies for English language learners and adults with learning disabilities, but describes strategies that would be helpful for so many patients. (Just substitute "patient" for "student", and "exam room" for "classroom"!) What do you all think of these strategies? Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities By: Dale S. Brown and Karen Ford http://www.ldonline.org/article/19260 Thanks to Rochelle Kenyon, moderator of the Learning Disabilities List for finding this! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4837 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/7fff8b83/attachment.bin From joan at proteusinc.org Fri Oct 19 12:59:34 2007 From: joan at proteusinc.org (Joan Cuadra) Date: Fri, 19 Oct 2007 09:59:34 -0700 Subject: [HealthLiteracy 1410] Re: Use of pictures for Deaf and hearing patients In-Reply-To: <2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> References: <47186F7B0200002D00004154@bostongwia.jsi.com> <2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> Message-ID: <7B5E24474986A241AE2E44CF8304A6770183133B@beta.proteusinc.org> I cannot agree more regarding the importance of using illustrations. Our agency provides community education to farm workers, recent immigrants and other "rural" populations. We have developed pictorial flip charts on HIV prevention, Heat Stress prevention and Domestic Violence. In addition we have developed a 100% pictorial PowerPoint presentation on domestic violence. We have found that literate as well as low literate populations appreciate the simplicity and clarity of our messages. All our community education is conducted in an interactive manner coupled with small prizes/incentives to inspire participation. Joan Cuadra Project Coordinator Proteus, Inc. 1830 N Dinuba Blvd. Visalia, CA 93291 TEL: 559 733-5423 joan at proteusinc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Zeitz, Howard Sent: Friday, October 19, 2007 8:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1407] Re: Use of pictures for Deaf and hearing patients When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ======================================================================== ==== On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like > more efforts need to be initiated in this area. I have many questions, but > for now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and especially > recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have > been found to be enormously effective not just in take-home materials, but > during a clinical encounter as well. How many of you (whether as a patient > or health professional) have experienced using pictures during a visit > while communicating? How well has it worked for you? Why don't we do it > more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to joan at proteusinc.org From Mikal.Steinbacher at lwtc.edu Fri Oct 19 13:10:46 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Fri, 19 Oct 2007 10:10:46 -0700 Subject: [HealthLiteracy 1411] Re: Use of pictures for Deaf and hearing patients References: <47186F7B0200002D00004154@bostongwia.jsi.com> <6.0.0.22.2.20071019063948.04925ec0@mail.ipns.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E16@LUXOR.campus.lwtc.edu> What a great idea. This would be very useful in entry level ESL classes, and it could also be used in the elementary grades and/or preschool to teach those concepts. I've saved it and will forward it to my colleagues who teach beginning ESL. And will also use it in my health care bridge class for ESL students with goals in the health care field. I'll also share it with the nursing instructors so they can incorporate it into their patient/healthcare provider lessons. Many people are in the same boat as your mother, not tuned into the nuances of medical talk. Add to that, the mental state of those who have been diagnosed with something as frightening as cancer, both the patient and those close to them, and you have a freeway of mis/lackof understanding...or, just not hearing what's being said because their minds are going miles an hour thinking about other things. I've been there, done that in the past myself as patient. Fortunately, my oncologist was a very personable and perceptive man, and took the time to make sure I understood everything. The fact that I'm here, twenty years later, can be attributed, in part, to his patien, caring way of practicing medicine! He recognized the fact that being objective and listening to what's being said is tough when your life is at stake! Pictures can be worth a thousand words! Thanks for sharing. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Joan Medlen Sent: Fri 10/19/2007 6:50 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1405] Re: Use of pictures for Deaf and hearing patients At 05:48 AM 10/19/2007, you wrote: >How many of you (whether as a patient or health professional) have >experienced using pictures during a visit while communicating? How well >has it worked for you? Why don't we do it more often? When I am working with people with intellectual disabilities, I use pictures and visual cues all the time. I am not a "clinician," trying to teach about a disease, but rather a dietitian, teaching abou thealthy habits. An example of a method for teaching how to recognize food groups in a combination food, go here: http://downsyndromenutrition.com/products/files/DSNH_Activty_Sample.pdf This was written in 2001, and needs to be redone. What I find is that any time I use pictures, people understand more. What is important, however, is that the pictures truly augment the message rather than make the piece "look pretty." Also important is that the use of pictures means using *quality* pictures. Not fuzzy images printed poorly from a website. It takes more time and effort to pull together a visual message that is understandable. On a more personal note and anecdote, when my Mother was diagnosed with Ovarian Cancer this summer, the use of a visual was very important in helping her understand my questions to her oncologist. My parents are literate, well-educated people. However, they have a very difficult time with health/medical concepts. When the doctor said she had nodules on her messentary (network of veins and arteries near her liver), I really wanted to know the risk involved. So as I asked the question, I pointed to the area of concern and showed hoe close it was to the liver on a visual he had on the wall of a woman's organs. If I had not done that, I'm not sure my Mother would have chosen to do chemo before surgery, which turned out to be a wise move because all the nodules were killed before her surgery, thus protecting her liver. When we returned home, both my parents thanked me for helping them understand the risk to her liver - the doctor really didn't verbally emphasize it for them in a way they could understand, even though *I* picked up on the nuances of his statements. We have the same issue with his illustrations about her condition - and his expectation of what life will be like in the next few years. It has been an eye-popping experience to watch a very articulate oncologist talk with my very intelligent parents. I think they are connecting until I hear the questions after we get home. This has made me very thankful for these discussions - outside of my passion for making health information undrestandable for people with ID. Take care, Joan Medlen ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7836 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/35d475b7/attachment.bin From Mikal.Steinbacher at lwtc.edu Fri Oct 19 13:18:57 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Fri, 19 Oct 2007 10:18:57 -0700 Subject: [HealthLiteracy 1412] Re: Use of pictures for Deaf and hearingpatients References: <47186F7B0200002D00004154@bostongwia.jsi.com><2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> <7B5E24474986A241AE2E44CF8304A6770183133B@beta.proteusinc.org> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E17@LUXOR.campus.lwtc.edu> Wow! Can you share those documents? They would be great in health care classes as examples of how to better communicate with patients! And domestic violence is present at all levels. It is very important that we get the message across that it is illegal in the US, and that something can and will be done to stop it. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Joan Cuadra Sent: Fri 10/19/2007 9:59 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1410] Re: Use of pictures for Deaf and hearingpatients I cannot agree more regarding the importance of using illustrations. Our agency provides community education to farm workers, recent immigrants and other "rural" populations. We have developed pictorial flip charts on HIV prevention, Heat Stress prevention and Domestic Violence. In addition we have developed a 100% pictorial PowerPoint presentation on domestic violence. We have found that literate as well as low literate populations appreciate the simplicity and clarity of our messages. All our community education is conducted in an interactive manner coupled with small prizes/incentives to inspire participation. Joan Cuadra Project Coordinator Proteus, Inc. 1830 N Dinuba Blvd. Visalia, CA 93291 TEL: 559 733-5423 joan at proteusinc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Zeitz, Howard Sent: Friday, October 19, 2007 8:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1407] Re: Use of pictures for Deaf and hearing patients When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ======================================================================== ==== On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like > more efforts need to be initiated in this area. I have many questions, but > for now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and especially > recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have > been found to be enormously effective not just in take-home materials, but > during a clinical encounter as well. How many of you (whether as a patient > or health professional) have experienced using pictures during a visit > while communicating? How well has it worked for you? Why don't we do it > more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to joan at proteusinc.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 16927 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/01bb49e4/attachment.bin From Mikal.Steinbacher at lwtc.edu Fri Oct 19 13:35:03 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Fri, 19 Oct 2007 10:35:03 -0700 Subject: [HealthLiteracy 1413] Re: Use of pictures for Deaf and hearingpatients References: <47186F7B0200002D00004154@bostongwia.jsi.com><2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> <7B5E24474986A241AE2E44CF8304A6770183133B@beta.proteusinc.org> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E18@LUXOR.campus.lwtc.edu> I've also added the website to the list of sites I provide my ESL students in every class I teach. The rest of the sites on my list are related to learning and practicing English, but this one is too important to these students to not include it too. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Joan Cuadra Sent: Fri 10/19/2007 9:59 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1410] Re: Use of pictures for Deaf and hearingpatients I cannot agree more regarding the importance of using illustrations. Our agency provides community education to farm workers, recent immigrants and other "rural" populations. We have developed pictorial flip charts on HIV prevention, Heat Stress prevention and Domestic Violence. In addition we have developed a 100% pictorial PowerPoint presentation on domestic violence. We have found that literate as well as low literate populations appreciate the simplicity and clarity of our messages. All our community education is conducted in an interactive manner coupled with small prizes/incentives to inspire participation. Joan Cuadra Project Coordinator Proteus, Inc. 1830 N Dinuba Blvd. Visalia, CA 93291 TEL: 559 733-5423 joan at proteusinc.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Zeitz, Howard Sent: Friday, October 19, 2007 8:55 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1407] Re: Use of pictures for Deaf and hearing patients When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ======================================================================== ==== On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like > more efforts need to be initiated in this area. I have many questions, but > for now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and especially > recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have > been found to be enormously effective not just in take-home materials, but > during a clinical encounter as well. How many of you (whether as a patient > or health professional) have experienced using pictures during a visit > while communicating? How well has it worked for you? Why don't we do it > more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to joan at proteusinc.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 16967 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/97425763/attachment.bin From julie_mcKinney at worlded.org Fri Oct 19 13:47:33 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 13:47:33 -0400 Subject: [HealthLiteracy 1414] Re: Use of pictures for Deaf and hearing patients Message-ID: <4718B5750200002D0000419D@bostongwia.jsi.com> Howard, Thanks for bringing up the issue of different learning styles, such as visual, auditory, and kinesthetic. This is something that teachers are often aware of, but the medical community may not be. (This is one reason why collaborations between adult literacy programs and health programs can be so helpful to everyone involved!) I would love to know how you became aware of this phenomenon, and how you learned to recognize when you are talking with a visual learner? What cues do you look for? I love that you draw pictures during an explanation, and agree that this act is a "symbol of personal care", AND will help the patient to retain the information better. But for those clinicians who are not comfortable doing that, how else could they access visuals quickly to help with an explanation? Such as... * lots of posters on wall * collection of good brochures/fact sheets with pictures to point to * index card file with variety of pictures you could refer to * other ideas? Thanks again for a great example of clear communication! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 11:55 AM >>> When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ============================================================================ On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information about > health literacy issues for the Deaf community. It certainly seems like > more efforts need to be initiated in this area. I have many questions, but > for now I want to stick to those that relate to communication between the > patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and especially > recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have not > yet talked about the use of pictures while communicating, yet they have > been found to be enormously effective not just in take-home materials, but > during a clinical encounter as well. How many of you (whether as a patient > or health professional) have experienced using pictures during a visit > while communicating? How well has it worked for you? Why don't we do it > more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have come > up. > My primary experience has been with the Deaf Community in the area of > health > education and health literacy. First, health literacy assumes English > literacy for non-English users. It helped a great deal when I told an > audience of Deaf people that most medical terms are from Latin. We break > the > long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps > expand their knowledge "in context" of one topic. Second, "Teach Back" is > not as effective or reliable when the physician/health professional is > completely dependent on an interpreter. It is difficult to measure > comprehension when all that is happening is the information is coming back > through an interpreter. With American Sign Language this is particularly > true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could > not list any symptoms of a heart attack, while over 60% could not list any > symptoms of a stroke. Less than half of respondents identified chest > pain/pressure as a symptom of a heart attack. Only 61% reported that they > would call 911 in response to cardiovascular disease symptoms." Some > people's health literacy is so low, that nothing short of someone from the > culture teaching in the native language can fill the gap. For Deaf people, > that means more Community Health Workers (3 in the whole of the US is not > much), ALL health information in ASL which means video. Finally, the issue > of people learning more about how to advocate for themselves. Deaf people > do > not want to ask too many questions because if the physician comes back > with > another question, they will not be able to answer it. Without knowledge > and > access to information we cannot expect people to advocate...complain > sometimes...but not advocate. With HIPPA and other "restrictions" health > advocates and even chaplains are finding it difficult to visit and serve > as > support people. I recently was with a Deaf breast cancer survivor who is > in > her 3rd bout with cancer. She attended a conference we organized with > oncologists etc. One topic the Deaf women wanted to learn about was > lymphedema. Sitting there with her arm and hand swollen she asked, "Do you > think that is what I have?" How could she have cancer for the 3rd time and > no one has explained to her what that is. Currently we are making a > documentary about Deaf Breast Cancer Survivors and interviewing these > women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population are > transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From julie_mcKinney at worlded.org Fri Oct 19 13:52:57 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 13:52:57 -0400 Subject: [HealthLiteracy 1415] Re: Use of pictures for Deaf and hearing patients Message-ID: <4718B6B90200002D000041A1@bostongwia.jsi.com> Thanks, Joan, for sharing both your story and your nutrition lesson. The lesson is an excellent example of using pictures in a teaching activity and would be very useful for adult literacy or ESOL classes as well. And the story about your mother also illustrates how nicely a story can convey a message! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Joan Medlen 10/19/07 9:50 AM >>> At 05:48 AM 10/19/2007, you wrote: >How many of you (whether as a patient or health professional) have >experienced using pictures during a visit while communicating? How well >has it worked for you? Why don't we do it more often? When I am working with people with intellectual disabilities, I use pictures and visual cues all the time. I am not a "clinician," trying to teach about a disease, but rather a dietitian, teaching abou thealthy habits. An example of a method for teaching how to recognize food groups in a combination food, go here: http://downsyndromenutrition.com/products/files/DSNH_Activty_Sample.pdf This was written in 2001, and needs to be redone. What I find is that any time I use pictures, people understand more. What is important, however, is that the pictures truly augment the message rather than make the piece "look pretty." Also important is that the use of pictures means using *quality* pictures. Not fuzzy images printed poorly from a website. It takes more time and effort to pull together a visual message that is understandable. On a more personal note and anecdote, when my Mother was diagnosed with Ovarian Cancer this summer, the use of a visual was very important in helping her understand my questions to her oncologist. My parents are literate, well-educated people. However, they have a very difficult time with health/medical concepts. When the doctor said she had nodules on her messentary (network of veins and arteries near her liver), I really wanted to know the risk involved. So as I asked the question, I pointed to the area of concern and showed hoe close it was to the liver on a visual he had on the wall of a woman's organs. If I had not done that, I'm not sure my Mother would have chosen to do chemo before surgery, which turned out to be a wise move because all the nodules were killed before her surgery, thus protecting her liver. When we returned home, both my parents thanked me for helping them understand the risk to her liver - the doctor really didn't verbally emphasize it for them in a way they could understand, even though *I* picked up on the nuances of his statements. We have the same issue with his illustrations about her condition - and his expectation of what life will be like in the next few years. It has been an eye-popping experience to watch a very articulate oncologist talk with my very intelligent parents. I think they are connecting until I hear the questions after we get home. This has made me very thankful for these discussions - outside of my passion for making health information undrestandable for people with ID. Take care, Joan Medlen ---------- Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From BBayldon at childrensmemorial.org Fri Oct 19 14:05:18 2007 From: BBayldon at childrensmemorial.org (Bayldon, Barbara) Date: Fri, 19 Oct 2007 13:05:18 -0500 Subject: [HealthLiteracy 1416] Re: Use of pictures for Deaf and hearingpatients In-Reply-To: <4718B5750200002D0000419D@bostongwia.jsi.com> Message-ID: <9646597D854D1F4C819DD231BEACD633820F8C@CMHEXC02EVS.childrensmemorial.org> Just a quick response. While red flags or cues are good, I generally find that everyone appreciates a picture along with an oral explanation. When I draw them I put it on the back of the paper that our patients are going to be taking home anyway so that they have it at hand to look at later. Barbara Bayldon -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Friday, October 19, 2007 12:48 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1414] Re: Use of pictures for Deaf and hearingpatients Howard, Thanks for bringing up the issue of different learning styles, such as visual, auditory, and kinesthetic. This is something that teachers are often aware of, but the medical community may not be. (This is one reason why collaborations between adult literacy programs and health programs can be so helpful to everyone involved!) I would love to know how you became aware of this phenomenon, and how you learned to recognize when you are talking with a visual learner? What cues do you look for? I love that you draw pictures during an explanation, and agree that this act is a "symbol of personal care", AND will help the patient to retain the information better. But for those clinicians who are not comfortable doing that, how else could they access visuals quickly to help with an explanation? Such as... * lots of posters on wall * collection of good brochures/fact sheets with pictures to point to * index card file with variety of pictures you could refer to * other ideas? Thanks again for a great example of clear communication! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 11:55 AM >>> When working as a clinician doctor (Latin root = teacher), I "teach" all day long. (In my world, teach=helping someone understand something.) I hand-draw pictures most of the time, and I use file pictures once in a while. The common phrase is "a picture is worth a thousand words"; in the medical world, a picture is worth a million words. Teachers sometimes talk about people either as visual learners, auditory learners or kinesthetic learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through practice I can now recognize easily when I am having a conversation with a "visual learner"; I immediately start drawing pictures, then talk from the pictures--adding labels as I talk. Finally, the act of creating the picture on the spot carries the symbol of personal care (this is not an off-the-rack picture that everyone receives, this is MY picture). The picture then goes home with the individual to help them share what they learned with other family members. Kinesthetic learners need models they can touch and/or manipulate. Auditory learners do not need pictures and/or models, but their learning is deeper and broader with pictures and/or models. Individuals with auditory disabilities MUST have pictures and/or models. There are several reasons why these strategies are not used more often. The most commonly cited reason is the time it takes to help someone truly understand something; time is money in the modern world and reimbursement for healthcare education is not reimbursed well if at all in most healthcare scenarios. Perhaps an even more common but unacknowledged reason is that most clinicians have little if any training in teaching and LEARNING. If the clinician knows nothing about learning, s/he cannot possibly appreciate the value of pictures in medical/health education. Both of these root causes are remediable---but only with the development of the political will to make it happen. Howard J Zeitz, MD Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) Medical Director, Asthma and Allergy Services University of Illinois College of Medicine--Rockford ======================================================================== ==== On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: > Thank you, Nancy, for sharing with us this eye-opening information > about health literacy issues for the Deaf community. It certainly > seems like more efforts need to be initiated in this area. I have many > questions, but for now I want to stick to those that relate to > communication between the patient and the health team. > > How effective is it with Deaf patients to pair pictures with the > information that is being translated? It has been shown in hearing > patients that the use of pictures can improve compehension and > especially recall of the information. > (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) > > This is a question that I want to bring up for everyone now. We have > not yet talked about the use of pictures while communicating, yet they > have been found to be enormously effective not just in take-home > materials, but during a clinical encounter as well. How many of you > (whether as a patient or health professional) have experienced using > pictures during a visit while communicating? How well has it worked > for you? Why don't we do it more often? > > I would love to hear some responses to these questions! > > Thanks all, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Nancy Meyers" 10/17/07 4:43 PM >>> > I would like to briefly comment on a couple of the topics that have > come up. > My primary experience has been with the Deaf Community in the area of > health education and health literacy. First, health literacy assumes > English literacy for non-English users. It helped a great deal when I > told an audience of Deaf people that most medical terms are from > Latin. We break the long words apart. Cario=heart, > pulmonary=breathing/lungs etc. This helps expand their knowledge "in > context" of one topic. Second, "Teach Back" is not as effective or > reliable when the physician/health professional is completely > dependent on an interpreter. It is difficult to measure comprehension > when all that is happening is the information is coming back through > an interpreter. With American Sign Language this is particularly true. > In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 > adults here are examples of the results: "Forty percent of respondents > could not list any symptoms of a heart attack, while over 60% could > not list any symptoms of a stroke. Less than half of respondents > identified chest pain/pressure as a symptom of a heart attack. Only > 61% reported that they would call 911 in response to cardiovascular > disease symptoms." Some people's health literacy is so low, that > nothing short of someone from the culture teaching in the native > language can fill the gap. For Deaf people, that means more Community > Health Workers (3 in the whole of the US is not much), ALL health > information in ASL which means video. Finally, the issue of people > learning more about how to advocate for themselves. Deaf people do not > want to ask too many questions because if the physician comes back > with another question, they will not be able to answer it. Without > knowledge and access to information we cannot expect people to > advocate...complain sometimes...but not advocate. With HIPPA and other > "restrictions" health advocates and even chaplains are finding it > difficult to visit and serve as support people. I recently was with a > Deaf breast cancer survivor who is in her 3rd bout with cancer. She > attended a conference we organized with oncologists etc. One topic the > Deaf women wanted to learn about was lymphedema. Sitting there with > her arm and hand swollen she asked, "Do you think that is what I > have?" How could she have cancer for the 3rd time and no one has > explained to her what that is. Currently we are making a documentary > about Deaf Breast Cancer Survivors and interviewing these women. > Their stories are eye openers into all the questions posed about the > environment. I think the lessons and learnings with this population > are transferrable to many. > > Nancy Meyers, MS > Consultant to the Deaf Community > Founder of the Deaf Hospice Education & Volunteer Project > > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> >> -- >> Archie Willard >> URL - http://www.readiowa.org/archiew.html >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to jnb1 at cdc.gov >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to seubert.douglas at marshfieldclinic.org >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to njmeyers at gmail.com >> > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to hzeitz at uic.edu > > Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bbayldon at childrensmemorial.org From Lendoak at aol.com Fri Oct 19 14:37:26 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Fri, 19 Oct 2007 14:37:26 EDT Subject: [HealthLiteracy 1417] Re: Use of pictures for Deaf and hearing patients Message-ID: Dear list-surv friends, One further health education enhancement that does not add to cost is: Write the patient's first name (or initials) on the sketch or pamphlet you give her/him. (except maybe for AIDS) This makes it personal and important to the patient. Why waste that opportunity? At a Philadelphia hospital where this is practiced, patients - on their next visit - began bringing the pamphlet back with their questions. And, they quit throwing the pamphlets away in the parking lot. For newly developed pamphlets/instructions, you can add: Name:_________________ on the cover. It costs nothing, but means a lot. best wishes, Ceci and Len Doak ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/dcca051f/attachment.html From AZSA at aol.com Fri Oct 19 14:50:24 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Fri, 19 Oct 2007 14:50:24 EDT Subject: [HealthLiteracy 1418] Re: Use of pictures for Deaf and hearing patients Message-ID: In a message dated 10/19/2007 1:58:36 P.M. Eastern Daylight Time, julie_mcKinney at worlded.org writes: Such as... * lots of posters on wall * collection of good brochures/fact sheets with pictures to point to * index card file with variety of pictures you could refer to * other ideas? In the past few years, I've had the opportunity to work in a health resource 'center' that was open to everyone. We had a vast collection of books for loan (free) in our library. Videos as well. But what set us apart is that we expanded the types of media (most acquired at low, or no cost) to include: * coloring books * posters * bookmarks * wallet cards * magnets * games * quizzes * materials for demonstrations * magazines * book covers * audio cassettes, CDs or podcasts * speakers kits Also online are vast numbers of PSAs (Public Service Announcements) both video and audio formats that speak to a host of issues. One of my favorites is _http://www.coughsafe.com/media.html_ (http://www.coughsafe.com/media.html) . While this particular piece probably appeals only to a limited demographic, I suggest looking at it because it's an example of a no-cost resource using a rather different style. I have 2 other quick points regarding the use of pictures - points made by others in the field, but I would like to mention them again: 1) When using pictures/illustrations, make sure to turn (or 'orient') the drawing so that it makes the most sense for the viewer. For instance, a couple of times, I've actually placed a 'picture' of organs in the abdomen, for example, right onto the person's belly. They've looked down at it and then understood better where (inside THEIR body) the organ was. It's often tough to 'translate' up and down, left and right, etc. when looking at a picture. Another suggestion is to sit beside the person you're drawing the picture for - - that is, unless you're exceptional and can draw something upside down while you're facing the person. 2) Be especially sensitive about whether or not it's appropriate to use pictures/illustrations that show only parts of the human body. There are many people who have had experience with violence (especially, but not limited to, war and torture) for whom seeing parts of a body may be particularly traumatic. Anne ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071019/d3fa03ef/attachment.html From helen at healthliteracy.com Fri Oct 19 15:11:36 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Fri, 19 Oct 2007 15:11:36 -0400 Subject: [HealthLiteracy 1419] Re: Use of pictures for Deaf and hearing patients References: <47186F7B0200002D00004154@bostongwia.jsi.com> <2209.64.107.204.128.1192809303.squirrel@webmail.uic.edu> Message-ID: <00c301c81283$df9b1ec0$6401a8c0@HLC> One reason I think that clinicians don't draw is that they think they can't. To get beyond this hurdle, in some of my workshops I review how to draw stick figures, including proper body proportions. With little practice and lots of humor, most participants are soon able to draw recognizable figures. For those who can't or don't want to draw pictures (especially of internal body parts), I suggest using tear sheets with pictures already drawn on them. For instance, when explaining heart procedure the clinician only needs to highlight, draw, circle, or otherwise mark where the problems are and what was done. Whether drawing "from scratch" or adding to a pre-drawn picture, it is important to supplement it with simply written text. And then give the picture to the patient, of course! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" From hzeitz at uic.edu Fri Oct 19 15:28:42 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 19 Oct 2007 14:28:42 -0500 (CDT) Subject: [HealthLiteracy 1420] Re: Use of pictures for Deaf and hearing patients In-Reply-To: <4718B5750200002D0000419D@bostongwia.jsi.com> References: <4718B5750200002D0000419D@bostongwia.jsi.com> Message-ID: <2676.64.107.204.128.1192822122.squirrel@webmail.uic.edu> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 From NDavies at dthr.ab.ca Fri Oct 19 15:56:26 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 19 Oct 2007 13:56:26 -0600 Subject: [HealthLiteracy 1421] Re: Use of pictures for Deaf and hearingpatients In-Reply-To: <00c301c81283$df9b1ec0$6401a8c0@HLC> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F045F9@DTHREXCL1.dthr.ab.ca> Good point, Helen! -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Helen Osborne Sent: Friday, October 19, 2007 1:12 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1419] Re: Use of pictures for Deaf and hearingpatients One reason I think that clinicians don't draw is that they think they can't. To get beyond this hurdle, in some of my workshops I review how to draw stick figures, including proper body proportions. With little practice and lots of humor, most participants are soon able to draw recognizable figures. For those who can't or don't want to draw pictures (especially of internal body parts), I suggest using tear sheets with pictures already drawn on them. For instance, when explaining heart procedure the clinician only needs to highlight, draw, circle, or otherwise mark where the problems are and what was done. Whether drawing "from scratch" or adding to a pre-drawn picture, it is important to supplement it with simply written text. And then give the picture to the patient, of course! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From julie_mcKinney at worlded.org Fri Oct 19 16:17:00 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 16:17:00 -0400 Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearing patients Message-ID: <4718D87C0200002D000041A8@bostongwia.jsi.com> Helen, Do you know where to get these tear sheets with pre-drawn pitcures? What a great idea! Also, just to reinforce a point that Anne made, another nice thing about using pictures is that they encourage the subtle yet effective habit of sitting next to each other when communicating! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Helen Osborne" 10/19/07 3:11 PM >>> One reason I think that clinicians don't draw is that they think they can't. To get beyond this hurdle, in some of my workshops I review how to draw stick figures, including proper body proportions. With little practice and lots of humor, most participants are soon able to draw recognizable figures. For those who can't or don't want to draw pictures (especially of internal body parts), I suggest using tear sheets with pictures already drawn on them. For instance, when explaining heart procedure the clinician only needs to highlight, draw, circle, or otherwise mark where the problems are and what was done. Whether drawing "from scratch" or adding to a pre-drawn picture, it is important to supplement it with simply written text. And then give the picture to the patient, of course! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From julie_mcKinney at worlded.org Fri Oct 19 16:31:30 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 19 Oct 2007 16:31:30 -0400 Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... Message-ID: <4718DBE20200002D000041AC@bostongwia.jsi.com> I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From helen at healthliteracy.com Fri Oct 19 17:12:19 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Fri, 19 Oct 2007 17:12:19 -0400 Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients References: <4718D87C0200002D000041A8@bostongwia.jsi.com> Message-ID: <011c01c81294$bc4b9970$6401a8c0@HLC> Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com From lisamjones44 at hotmail.com Sat Oct 20 13:27:11 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Sat, 20 Oct 2007 17:27:11 +0000 Subject: [HealthLiteracy 1425] Drawings, models and words Message-ID: This is a great discussion! Like Howard, I draw pictures as I explain things. I think drawing may be easier in my specialty (Gynecology) because I need to explain concrete things rather than abstract concepts. The most effective way to explain something differs from learner to learner, but also depends on what you are teaching. The best way to explain how to take birth control pills is probably not the best way to explain the impact of diabetes on pregnancy. I generally preface any discussion with a patient by saying, "I explain things better when I draw, but bear with me because I am a terrible artist". I think if patients know that I do better when I draw, they are more comfortable asking for what they need. I use models less often, but often hold my drawings (such as they are) against the relevant part of my body so the patient gets a big picture view. I find it takes me just as long to explain someone else's drawing as it does to draw my own, so I don't use tear sheets. For other people pre-drawn tear sheets might be more effective. I would make a plea though, that we don't use drawings provided by pharmaceutical companies - these are nothing more than mini-billboards for their products. Patients who are struggling to understand their health don't need to be dealing with advertising at the same time! Just like school teachers, those of us in health care need to remember to offer a variety of ways of learning - talking, reading, drawing, models --what ever it takes to get the information across. Lisa Lisa M. Jones, MD WellLife Education www.wellLifeEducation.com > > >>> "Zeitz, Howard" 10/19/07 3:28 PM >>>> Julie: I have come to understand visual, auditory and kinesthetic learning> as a result of: a)professional development for medical school faculty> (teacher training workshops); and b)collaborations with K-12 teachers and> administrators.> > Technically, we are not talking about learning styles; we are talking> about "portals of entry". Information enters the brain through 3 portals> of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic> actions). Once information enters a portal (for example, the eyes), it> travels along one or more pathways to one or more regions of the brain> where it is processed. If the eye, the pathway and the brain region are> all normal, the result will be understanding. So called "visual learners"> generally use this learning strategy preferentially for any number of> reasons. However, the best results occur if the learner can acquire> information on the topic at hand through all 3 portals. So if I talk about> asthma, the person with asthma listens and asks me questions, I answer> those questions with words AND pictures I draw, AND the person takes notes> (kinesthetic movement), the new information is entering all 3 portals> (sight, hearing and touch) and will be processed in multiple brain> compartments. If I give a mini-lecture without pictures, discussion and> note taking, very little learning will occur.> > During discussion/conversation, the best way to recognize "visual> learners" is to observe their facial expressions. Perhaps the 3 most> common are: blank look, facial question mark and deer-in-the-headlights.> A second way to recognize visual learners is through their verbal> responses: I'm not sure I understand; could you repeat that; and the> ever-popular "dead silence". The final way is by asking them to> "teach-back" the information; after discussion without visual input, an> auditory or kinesthetic learner usually can complete the teach-back but a> visual learner cannot.> > As to your last question re quick access to visuals, I have little to add.> Perhaps other participants in this discussion can answer. When I have> searched for usable/helpful visuals, I generally have found visuals that> are as complicated as the usual Grade 12-16 written documents that pretend> to teach health related topics. I would be happy to learn more about> reliable sources of usable/productive/helpful visuals.> > Howard> > ============================================================================> > On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote:> > Howard,> >> > Thanks for bringing up the issue of different learning styles, such as> > visual, auditory, and kinesthetic. This is something that teachers are> > often aware of, but the medical community may not be. (This is one reason> > why collaborations between adult literacy programs and health programs can> > be so helpful to everyone involved!)> >> > I would love to know how you became aware of this phenomenon, and how you> > learned to recognize when you are talking with a visual learner? What cues> > do you look for?> >> > I love that you draw pictures during an explanation, and agree that this> > act is a "symbol of personal care", AND will help the patient to retain> > the information better. But for those clinicians who are not comfortable> > doing that, how else could they access visuals quickly to help with an> > explanation?> >> > Such as...> > * lots of posters on wall> > * collection of good brochures/fact sheets with pictures to point to> > * index card file with variety of pictures you could refer to> > * other ideas?> >> > Thanks again for a great example of clear communication!> >> > Julie> >> > Julie McKinney> > Discussion List Moderator> > World Education/NCSALL> > jmckinney at worlded.org> >> >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>>> > When working as a clinician doctor (Latin root = teacher), I "teach" all> > day long. (In my world, teach=helping someone understand something.)> >> > I hand-draw pictures most of the time, and I use file pictures once in a> > while. The common phrase is "a picture is worth a thousand words"; in the> > medical world, a picture is worth a million words. Teachers sometimes talk> > about people either as visual learners, auditory learners or kinesthetic> > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through> > practice I can now recognize easily when I am having a conversation with a> > "visual learner"; I immediately start drawing pictures, then talk from the> > pictures--adding labels as I talk. Finally, the act of creating the> > picture on the spot carries the symbol of personal care (this is not an> > off-the-rack picture that everyone receives, this is MY picture). The> > picture then goes home with the individual to help them share what they> > learned with other family members.> >> > Kinesthetic learners need models they can touch and/or manipulate.> > Auditory learners do not need pictures and/or models, but their learning> > is deeper and broader with pictures and/or models. Individuals with> > auditory disabilities MUST have pictures and/or models.> >> > There are several reasons why these strategies are not used more often.> > The most commonly cited reason is the time it takes to help someone truly> > understand something; time is money in the modern world and reimbursement> > for healthcare education is not reimbursed well if at all in most> > healthcare scenarios. Perhaps an even more common but unacknowledged> > reason is that most clinicians have little if any training in teaching and> > LEARNING. If the clinician knows nothing about learning, s/he cannot> > possibly appreciate the value of pictures in medical/health education.> > Both of these root causes are remediable---but only with the development> > of the political will to make it happen.> >> > Howard J Zeitz, MD> > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL)> >> > Medical Director, Asthma and Allergy Services> > University of Illinois College of Medicine--Rockford -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071020/99833299/attachment.html From bcmrose at telus.net Sat Oct 20 18:09:42 2007 From: bcmrose at telus.net (Marg Rose) Date: Sat, 20 Oct 2007 15:09:42 -0700 Subject: [HealthLiteracy 1426] bridging the gap between health and literacy educators In-Reply-To: Message-ID: HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** From julie_mcKinney at worlded.org Mon Oct 22 09:45:50 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 22 Oct 2007 09:45:50 -0400 Subject: [HealthLiteracy 1427] Re: bridging the gap between health and literacy educators Message-ID: <471C714F0200002D000041E1@bostongwia.jsi.com> Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From seubert.douglas at marshfieldclinic.org Mon Oct 22 10:28:04 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 22 Oct 2007 09:28:04 -0500 Subject: [HealthLiteracy 1428] Re: bridging the gap between health and literacyeducators Message-ID: <369701c814b7$c22feab0$7205010a@mfldclinframe.org> Just adding my thoughts to the discussion... Ask Me3 is a great resource. It's simple, and helps the patient focus on his/her main problem and enter into a discussion with the doctor as to what needs to be done. For a more robust resource, take a look at the Agency for Healthcare Research and Quality's "Questions are the Answer" campaign: http://www.ahrq.gov/questionsaretheanswer/index.html . There are posters, ads, brochures you can print, and an interactive website that helps patients build a list of questions to bring to their next appointment. (NOTE: For those of you following the "doctor vs. provider" discussion last week, AHRQ uses the term "clinician"). Medline Plus offers a collection of patient resources on"Talking With Your Doctor " at http://www.nlm.nih.gov/medlineplus/talkingwithyourdoctor.html . I haven't asked any of our physicians how they feel about patients bringing a tape recorder into the exam room. I would think most would not have a problem. Some pharmacies use digital voice recorders so patients can listen to instructions anytime they need to at home. We recently added a secure messaging system for our care management programs, and hope to expand it so all patients can use the service. Providers can leave recorded messages for patients, including lab results, that can only be accessed by the patient using a unique medical identification number and password/PIN. When a patient "picks up" the message, they have the option to delete it, play it again, or save it. This system could work for any type of information, including instructions for taking medications. Bringing a tape recorder into the exam room would not be any different and would probably save the provider and patient time. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org cc: cmoody at nald.ca ------Original Message------ From: "Marg Rose" Date: Sun Oct 21, 2007 -- 08:07:34 PM To: "healthliteracy at nifl.gov" Cc: cmoody at nald.ca Subject: [HealthLiteracy 1426] bridging the gap between health and literacyeducators HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org cc: "cmoody at nald.ca" . From Mikal.Steinbacher at lwtc.edu Mon Oct 22 10:48:34 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 22 Oct 2007 07:48:34 -0700 Subject: [HealthLiteracy 1429] Re: bridging the gap between healthand literacy educators References: <471C714F0200002D000041E1@bostongwia.jsi.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E20@LUXOR.campus.lwtc.edu> The StandOut text series I use at both colleges I teach ESL has a unit on health. I augment the information in the text by sharing additional information from other resourses. I also invite the RN who has a clinic at one of the collleges to come to my classes and share her knowledge of how to prepare to go to the doctor, how important it is to have a doctor before you really need one, and she shares a list of low cost/free medical and dental programs in the area. My students are always grateful for the information she imparts! I also arrange to have CPR taught to my students. The certification they get for the CPR training enhances their positions at work, and makes them more confident in themselves. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 6:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 28324 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071022/f381c5d9/attachment.bin From MLCarver at CLCILLINOIS.EDU Mon Oct 22 14:08:38 2007 From: MLCarver at CLCILLINOIS.EDU (Carver, Mary-Lynn) Date: Mon, 22 Oct 2007 13:08:38 -0500 Subject: [HealthLiteracy 1430] Re: bridging the gap between healthand literacy educators References: <471C714F0200002D000041E1@bostongwia.jsi.com> Message-ID: Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 30184 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071022/13b8859e/attachment.bin From lisamjones44 at hotmail.com Mon Oct 22 16:33:23 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Mon, 22 Oct 2007 20:33:23 +0000 Subject: [HealthLiteracy 1431] bridging the gap In-Reply-To: References: Message-ID: I think Mary-Lynn has hit on a very important topic. Relevance to a student's life is an important motivator for learning. Using something so obviously relevant to an individual (what is more relevant than our health) can create interest for students. Rather than looking at literacy as a route to health information, maybe we could envision a two way street. Literacy is a route to health education, but health education is also a route to literacy. Just a thought, Lisa Lisa M. Jones MD > From: healthliteracy-request at nifl.gov> Subject: HealthLiteracy Digest, Vol 25, Issue 36> To: healthliteracy at nifl.gov> Date: Mon, 22 Oct 2007 15:24:48 -0400> > Send HealthLiteracy mailing list submissions to> healthliteracy at nifl.gov> > To subscribe or unsubscribe via the World Wide Web, visit> http://www.nifl.gov/mailman/listinfo/healthliteracy> or, via email, send a message with subject or body 'help' to> healthliteracy-request at nifl.gov> > You can reach the person managing the list at> healthliteracy-owner at nifl.gov> > When replying, please edit your Subject line so it is more specific> than "Re: Contents of HealthLiteracy digest..."> > > Today's Topics:> > 1. [HealthLiteracy 1430] Re: bridging the gap between healthand> literacy educators (Carver, Mary-Lynn)> > > ----------------------------------------------------------------------> > Message: 1> Date: Mon, 22 Oct 2007 13:08:38 -0500> From: "Carver, Mary-Lynn" > Subject: [HealthLiteracy 1430] Re: bridging the gap between healthand> literacy educators> To: "The Health and Literacy Discussion List"> > Message-ID:> > Content-Type: text/plain; charset="iso-8859-1"> > Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. > > We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). > > We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. > > We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair.> > It is worth the work, thanks for the opportunity to share!> > Thanks,> Mary Lynn Carver> ABE/GED Instructor> College of Lake County> Building 4, Office 405> 19351 W. Washington Street> Grayslake, IL 60031> Phone:847/543-2677> mlcarver at clcillinois.edu> Fax: 847/543-7580> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071022/13c84289/attachment.html From Mikal.Steinbacher at lwtc.edu Mon Oct 22 20:39:38 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Mon, 22 Oct 2007 17:39:38 -0700 Subject: [HealthLiteracy 1432] Re: bridging the gap between healthand literacy educators References: <471C714F0200002D000041E1@bostongwia.jsi.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E29@LUXOR.campus.lwtc.edu> Sounds great! Is there anyway for us folks who don't live anywhere near IL. to get access to the material? Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Mon 10/22/2007 11:08 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 31244 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071022/759fc82f/attachment.bin From pleasant at aesop.rutgers.edu Mon Oct 22 20:46:59 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Mon, 22 Oct 2007 20:46:59 -0400 Subject: [HealthLiteracy 1433] Quick observation In-Reply-To: References: Message-ID: Hi everyone, I do think it worth publicly pointing out that in November AND December of 2005 (as a random example) the list had a bit over 20 emails. Now, we received basically the same number in one day. Kudos to Julie for her work to build the list community and creating further evidence of the power of health literacy. Best, Andrew Pleasant -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From MLCarver at CLCILLINOIS.EDU Tue Oct 23 09:43:21 2007 From: MLCarver at CLCILLINOIS.EDU (Carver, Mary-Lynn) Date: Tue, 23 Oct 2007 08:43:21 -0500 Subject: [HealthLiteracy 1434] Re: bridging the gap between healthand literacy educators References: <471C714F0200002D000041E1@bostongwia.jsi.com> <9664F36261DE32409334B83B21CAEE8E091E6E29@LUXOR.campus.lwtc.edu> Message-ID: I'm checking into it. The cost to copy & send our entire library would be prohibitive for our program. Much of the material is hardcopy, not electronic, so I will get back to those interested via off-list email when I know what the grant manager decides. Thanks for your patience! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Steinbacher Mikal Sent: Mon 10/22/2007 7:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Sounds great! Is there anyway for us folks who don't live anywhere near IL. to get access to the material? Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Mon 10/22/2007 11:08 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 33532 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/1d8ca801/attachment.bin From julie_mcKinney at worlded.org Tue Oct 23 09:49:27 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 23 Oct 2007 09:49:27 -0400 Subject: [HealthLiteracy 1435] Re: bridging the gap between healthand literacy educators Message-ID: <471DC3A70200002D00004224@bostongwia.jsi.com> Lisa, Your observation is correct, and backed up by research! Adult literacy learners are motivated by high-interest subjects including health and have shown increased motivation to work on skills such as reading, writing, critical thinking and speaking. See the following reference: Kurtz-Rossi S, Coyne C, and Titzle J. (2004). Using research to inform health aand literacy program development: Results from the HEAL:BCC evaluation study. Literacy Harvest. 11, 35-39. And Andrew, thank you for your observation, and thanks to the community here for coming together to make this forum so valuable! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Steinbacher Mikal" 10/22/07 8:39 PM >>> Sounds great! Is there anyway for us folks who don't live anywhere near IL. to get access to the material? Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Mon 10/22/2007 11:08 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu From julie_mcKinney at worlded.org Tue Oct 23 10:43:00 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 23 Oct 2007 10:43:00 -0400 Subject: [HealthLiteracy 1436] Thank you to our panelists and everyone! Message-ID: <471DD0340200002D00004236@bostongwia.jsi.com> Everyone, I want to thank you all for a great discussion about health communication! We had many specific, practical suggestions, examples of creative projects and collaborations, and a constructive debate about terminology. I especially want to thank our panelists for sharing their viewpoints, experience and ideas with us. I feel that many of us have come away with a greater understanding of the components of clear communication, and some ideas to put them into practice. I thank everyone who contributed and hope that we continue to share our ideas on this. We have said many times that health literacy is broader than this communication piece, but it is still a big part of what we can improve, and could have a big impact on people's health if we do! Thanks again, Julie P.S. I will have the text of this discussion up on the Wiki and the NIFL Discussions page by the end of next week. In the meantime, you can review it in the archives at: http://www.nifl.gov/pipermail/healthliteracy/2007/date.html Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Mikal.Steinbacher at lwtc.edu Tue Oct 23 10:46:42 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Tue, 23 Oct 2007 07:46:42 -0700 Subject: [HealthLiteracy 1437] Re: bridging the gap between healthand literacy educators References: <471C714F0200002D000041E1@bostongwia.jsi.com> <9664F36261DE32409334B83B21CAEE8E091E6E29@LUXOR.campus.lwtc.edu> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E2A@LUXOR.campus.lwtc.edu> Thanks for whatever you can share! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Tue 10/23/2007 6:43 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators I'm checking into it. The cost to copy & send our entire library would be prohibitive for our program. Much of the material is hardcopy, not electronic, so I will get back to those interested via off-list email when I know what the grant manager decides. Thanks for your patience! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Steinbacher Mikal Sent: Mon 10/22/2007 7:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Sounds great! Is there anyway for us folks who don't live anywhere near IL. to get access to the material? Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Mon 10/22/2007 11:08 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 34440 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/0ead1ece/attachment.bin From ehammitt at embarqmail.com Tue Oct 23 11:05:09 2007 From: ehammitt at embarqmail.com (Edward W. Hammitt) Date: Tue, 23 Oct 2007 11:05:09 -0400 Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! In-Reply-To: <471DD0340200002D00004236@bostongwia.jsi.com> References: <471DD0340200002D00004236@bostongwia.jsi.com> Message-ID: <001201c81586$1b611f90$6401a8c0@Hammitt> Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM From Julia.W.Causey at kp.org Tue Oct 23 12:33:32 2007 From: Julia.W.Causey at kp.org (Julia.W.Causey at kp.org) Date: Tue, 23 Oct 2007 09:33:32 -0700 Subject: [HealthLiteracy 1439] Re: Thank you to our panelists and everyone! In-Reply-To: <001201c81586$1b611f90$6401a8c0@Hammitt> Message-ID: The Venice Family Clinic, the largest free clinic in the nation, has been working on a large health literacy project since 2003. You can contact Marcela Tetta, Director of Health Education, Promotion and Community Outreach for more info. Her e-mail is mtetta at mednet.ucla.edu. Julia Causey ________________________ Julia W. Causey, MPH, CHES Health Promotion Manager Health Education Services Kaiser Permanente Northwest 26-3917, (503) 240-3917 NOTICE TO RECIPIENT: If you are not the intended recipient of this e-mail, you are prohibited from sharing, copying, or otherwise using or disclosing its contents. If you have received this e-mail in error, please notify the sender immediately by reply e-mail and permanently delete this e-mail and any attachments without reading, forwarding or saving them. Thank you. "Edward W. Hammitt" Sent by: healthliteracy-bounces at nifl.gov 10/23/2007 08:05 AM Please respond to The Health and Literacy Discussion List To "'The Health and Literacy Discussion List'" cc Subject [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julia.w.causey at kp.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/e28fbd77/attachment.html From lisamjones44 at hotmail.com Tue Oct 23 12:46:55 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 23 Oct 2007 16:46:55 +0000 Subject: [HealthLiteracy 1440] Re: HealthLiteracy Digest, Vol 25, Issue 40 Message-ID: Edward, I am in the process of pilot testing a primary care health literacy program I developed specifically for community health centers. So far no final data, just a lot of excitement among the health care team and among the patients! There are a couple of options for provider training. In New England the Harvard Pilgrim Foundation does training in Cultural Competency (which includes health literacy). For OB-Gyn's, the What to Expect Foundation is rolling out some very exciting training programs for clinicians. (stay tuned for that!) The Joint Commission sponsored a conference last year and I believe some training materials came out of that. Y There are also independent individuals doing training for healthcare staff. I have done some medical grand rounds and nursing trainings on health literacy. My experience is that training is often a "a-ha" moment for staff - and a little bit of training goes a long way. Grand rounds are a great option if you can get to them. Most hospitals are ALWAYS looking for speakers and docs of a lot of different specialties attend. Helen Osbourne is also a wonderful speaker. I'm sure you could contact her directly for more info or feel free to contact me off-list and I can help you find some resources. Hope that helps! Lisa Lisa M. Jones, MD www.wellLifeEducation.com> Date: Tue, 23 Oct 2007 11:05:09 -0400> From: "Edward W. Hammitt" > Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and>> > Does anyone have experience implementing a health literacy program within a> free medical clinic?> We have started off with the AskMe3 program and will getting the AMA Health> Literacy kit to do training with volunteers, staff and medical providers.> > Another questions is, where does one go to get further training in Health> Literacy?> > Thanks> > Ed Hammitt RN> Board of Directors, Ashe County Free Medical Clinic> Jefferson, NC> www.acfmc.org> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/a4e768db/attachment.html From mvillaire at iha4health.org Tue Oct 23 13:00:15 2007 From: mvillaire at iha4health.org (Michael Villaire) Date: Tue, 23 Oct 2007 10:00:15 -0700 Subject: [HealthLiteracy 1441] Re: Thank you to our panelists and everyone! In-Reply-To: <001201c81586$1b611f90$6401a8c0@Hammitt> References: <471DD0340200002D00004236@bostongwia.jsi.com> <001201c81586$1b611f90$6401a8c0@Hammitt> Message-ID: <9F8831D6F89CC14897300484F62E17BE20EED2@ihaex01.iha4health.pri> In our pediatric medical and dental clinic, we include an education component in each visit with the family/parent caregiver. We give out copies of our book, "What To Do When Your Child Gets Sick," in English or Spanish as appropriate. This book is written between a 3rd and 5th grade reading level. We educate our staff on health literacy issues and ask them to watch for cues that parents bringing in their children have trouble reading, such as taking a long time with forms or leaving many areas blank. For further training in health literacy, the Institute for Healthcare Advancement puts on an annual health literacy conference for providers in early May in southern California. Visit the website, www.iha4health.org for information on the 2008 conference. -- Michael Villaire, MSLM Director, Programs & Operations Institute for Healthcare Advancement (562) 690-4001 ext. 202 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Edward W. Hammitt Sent: Tuesday, October 23, 2007 8:05 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mvillaire at iha4health.org From cjones at alclv.org Tue Oct 23 13:25:46 2007 From: cjones at alclv.org (Carol Jones) Date: Tue, 23 Oct 2007 13:25:46 -0400 Subject: [HealthLiteracy 1442] Re: bridging the gap between healthand literacy educators In-Reply-To: Message-ID: <001301c81599$c2b96a50$4b0ba8c0@alclvi.org> I'd be interested in a copy as well. Please let me know what the cost would be. Thanks -----Original Message----- From: Carver, Mary-Lynn [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Carver, Mary-Lynn Sent: Tuesday, October 23, 2007 9:43 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators I'm checking into it. The cost to copy & send our entire library would be prohibitive for our program. Much of the material is hardcopy, not electronic, so I will get back to those interested via off-list email when I know what the grant manager decides. Thanks for your patience! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker _____ From: healthliteracy-bounces at nifl.gov on behalf of Steinbacher Mikal Sent: Mon 10/22/2007 7:39 PM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Sounds great! Is there anyway for us folks who don't live anywhere near IL. to get access to the material? Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College _____ From: healthliteracy-bounces at nifl.gov on behalf of Carver, Mary-Lynn Sent: Mon 10/22/2007 11:08 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Our literacy program and our community college are linked through our ABE classes. The literacy program has received a health literacy grant for the past 3 years to provide health literacy curriculum for the ABE classrooms and family literacy classes offered by the college. We offer 3 in-class and 3 open workshops each year. We sponsor a health literacy fair at the end of the year. We have also developed (grant-funded) a health literacy teaching file that is at each location of the program. Teachers and tutors can come and get information about over 40 topics with lesson plans, materials and activities all at an easy reader level (3.0 - 6.O gle). We send the teachers in the program a preparatory packet that includes materials to begin familiarizing their students with the workshop topic, then post workshop materials to provide assessment and feedback. The teachers have been very receptive and the students love it. Some of our topics have included: Women's Health, Healthy Hearts, , Business of Health, Stress Management & Mental Illness, Dental Care, First Aid and Emergencies, Fitness & Nutrition, Family Nutrition, Diabetes & High Blood Pressure and we are currently working on a Men's Health workshop. We have had much success with this and the anecdotal evidence supports more confident, assertive students who now go to the doctor with their AskMe3 questions and a bag with all of their prescriptions, who eat more regularly and make healthier choices in what they eat and students who found out they were diabetic by being tested at our health fair. It is worth the work, thanks for the opportunity to share! Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker _____ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Mon 10/22/2007 8:45 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1427] Re: bridging the gap between healthand literacy educators Thanks, Marg, for these resources! I like this emphasis on the support network. That's where I think adult education programs can really have an impact. If learners can use the safe and supportive environment of their classroom to practice the kind of dialog, questioning and vocabulary they will need for effective communication in the more intimidating environment of the health system, then they can gain confidence and make real progress. Here's a link to a chapter in "Family Health and Literacy" about collaborating between literacy and health programs: http://healthliteracy.worlded.org/docs/family/started.html#collaborating I'd love to hear from some other teachers who have addressed health in the classroom, or from health educators who have been a guest in an ABE classroom! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Marg Rose" 10/20/07 6:09 PM >>> HI folks. This topic has raised not only questions, but great input and change agent ideas. Kudos. When conducting field research on the factors that hinder or enhance collaboration between literacy and health educators, one health promotion director exhorted the literacy teachers in the room to encourage learners to take a tape recorder into every medical interview. Often, emotions and learning modalities (as Dr. Zeitz has discussed in the last exchange) are working full-time to make the most of the limited face time with a medical professional these days. So, comprehension is limited, and that affects the "compliance" factor. She said that research shows that clinicians actually judge those patients who tape interviews as more engaged and positive. Learners then can take the tape (or these days, Ipod or MP3 player!) back to their families and to their literacy program for more careful analysis, discussion, planning and enlist what Thomas Sticht has called a "group mind". Much like what some of us do when trying to load a new computer program, or program a VCR--we turn to the younger generation or our children. Is a low health literacy score for an individual really an indicator of their ability to navigate various settings or health information? Perhaps not, since the impact of their support team also plays a factor. Bill Putnam talks about the impact of isolation in his book "Bowling alone: The future of communities" as outweighing many other social determinants. So, whatever we can do in our various settings to link people to support systems is crucial to improving their health. Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of checklists and accompanying video depict ways to adjust intake and client interaction in various social services settings to make them more welcoming to all, and especially to encourage adults with low literacy to feel more comfortable about asking questions. The Askme3 campaign, which encourages ALL of us to be more assertive abuot asking questions is the ultimate solution. Instead of relying on health professionals or literacy folks to intervene after the fact, it is more efficient to encourage patients themselves feel more comfortable speaking up. Of course, iin some cultures, open dialogue is just not a common trait for authoritarian situations like a medical interview. So, the Ask Me 3 campaign sets the stage for expecting dialogue. That's why we devleoped the Patient Prompt Card in our coalition, to encourage all adults to own their own information and practice asking questions. The Going to the Doctor booklet and facilitator's guide is available through Literacy Partners of Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or 204-947-5757 or a northern learner's original edition through Yukon Learn http://www.yukonlearn.com/publications/index.php. Hope this helps! Marg Rose, M.Ad.Ed Health Literacy Consulting Group Victoria, BC 250-592-7321 "Life is 10% what you make it and 90% how you take it." ~Irving Berlin -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of healthliteracy-request at nifl.gov Sent: Saturday, October 20, 2007 9:00 AM To: healthliteracy at nifl.gov Subject: HealthLiteracy Digest, Vol 25, Issue 32 Send HealthLiteracy mailing list submissions to healthliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/healthliteracy or, via email, send a message with subject or body 'help' to healthliteracy-request at nifl.gov You can reach the person managing the list at healthliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of HealthLiteracy digest..." Today's Topics: 1. [HealthLiteracy 1423] Discussion continues through Monday! Some questions... (Julie McKinney) 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients (Helen Osborne) ---------------------------------------------------------------------- Message: 1 Date: Fri, 19 Oct 2007 16:31:30 -0400 From: "Julie McKinney" Subject: [HealthLiteracy 1423] Discussion continues through Monday! Some questions... To: Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> Content-Type: text/plain; charset=US-ASCII I just want to remind everyone that this discussion will not end today, but continue officially through Monday the 22nd. I will continue to check for messages over the weekend for those who will have time to read and respond. Of course, as always, we can continue as long as we want, but the panelists plan to be available through Monday. Today's discussion has been interesting, practical and informative! Howard's information below really gave me a new way to understand communication and learning. To think about in the next couple days: How can we encourage patients to be open and forthright about how they prefer to get information? ("Dr., I will understand this much better if you can show me a picture...") How can ABE and ESOL teachers use their unique environment to encourage this kind of self-advocacy and help improve communication skills for learners? How do we create a "shame-free" environment for people with lower literacy skills? Thank you all for your contributions! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Zeitz, Howard" 10/19/07 3:28 PM >>> Julie: I have come to understand visual, auditory and kinesthetic learning as a result of: a)professional development for medical school faculty (teacher training workshops); and b)collaborations with K-12 teachers and administrators. Technically, we are not talking about learning styles; we are talking about "portals of entry". Information enters the brain through 3 portals of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic actions). Once information enters a portal (for example, the eyes), it travels along one or more pathways to one or more regions of the brain where it is processed. If the eye, the pathway and the brain region are all normal, the result will be understanding. So called "visual learners" generally use this learning strategy preferentially for any number of reasons. However, the best results occur if the learner can acquire information on the topic at hand through all 3 portals. So if I talk about asthma, the person with asthma listens and asks me questions, I answer those questions with words AND pictures I draw, AND the person takes notes (kinesthetic movement), the new information is entering all 3 portals (sight, hearing and touch) and will be processed in multiple brain compartments. If I give a mini-lecture without pictures, discussion and note taking, very little learning will occur. During discussion/conversation, the best way to recognize "visual learners" is to observe their facial expressions. Perhaps the 3 most common are: blank look, facial question mark and deer-in-the-headlights. A second way to recognize visual learners is through their verbal responses: I'm not sure I understand; could you repeat that; and the ever-popular "dead silence". The final way is by asking them to "teach-back" the information; after discussion without visual input, an auditory or kinesthetic learner usually can complete the teach-back but a visual learner cannot. As to your last question re quick access to visuals, I have little to add. Perhaps other participants in this discussion can answer. When I have searched for usable/helpful visuals, I generally have found visuals that are as complicated as the usual Grade 12-16 written documents that pretend to teach health related topics. I would be happy to learn more about reliable sources of usable/productive/helpful visuals. Howard ============================================================================ On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: > Howard, > > Thanks for bringing up the issue of different learning styles, such as > visual, auditory, and kinesthetic. This is something that teachers are > often aware of, but the medical community may not be. (This is one reason > why collaborations between adult literacy programs and health programs can > be so helpful to everyone involved!) > > I would love to know how you became aware of this phenomenon, and how you > learned to recognize when you are talking with a visual learner? What cues > do you look for? > > I love that you draw pictures during an explanation, and agree that this > act is a "symbol of personal care", AND will help the patient to retain > the information better. But for those clinicians who are not comfortable > doing that, how else could they access visuals quickly to help with an > explanation? > > Such as... > * lots of posters on wall > * collection of good brochures/fact sheets with pictures to point to > * index card file with variety of pictures you could refer to > * other ideas? > > Thanks again for a great example of clear communication! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> > When working as a clinician doctor (Latin root = teacher), I "teach" all > day long. (In my world, teach=helping someone understand something.) > > I hand-draw pictures most of the time, and I use file pictures once in a > while. The common phrase is "a picture is worth a thousand words"; in the > medical world, a picture is worth a million words. Teachers sometimes talk > about people either as visual learners, auditory learners or kinesthetic > learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through > practice I can now recognize easily when I am having a conversation with a > "visual learner"; I immediately start drawing pictures, then talk from the > pictures--adding labels as I talk. Finally, the act of creating the > picture on the spot carries the symbol of personal care (this is not an > off-the-rack picture that everyone receives, this is MY picture). The > picture then goes home with the individual to help them share what they > learned with other family members. > > Kinesthetic learners need models they can touch and/or manipulate. > Auditory learners do not need pictures and/or models, but their learning > is deeper and broader with pictures and/or models. Individuals with > auditory disabilities MUST have pictures and/or models. > > There are several reasons why these strategies are not used more often. > The most commonly cited reason is the time it takes to help someone truly > understand something; time is money in the modern world and reimbursement > for healthcare education is not reimbursed well if at all in most > healthcare scenarios. Perhaps an even more common but unacknowledged > reason is that most clinicians have little if any training in teaching and > LEARNING. If the clinician knows nothing about learning, s/he cannot > possibly appreciate the value of pictures in medical/health education. > Both of these root causes are remediable---but only with the development > of the political will to make it happen. > > Howard J Zeitz, MD > Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) > > Medical Director, Asthma and Allergy Services > University of Illinois College of Medicine--Rockford > > ============================================================================ > > On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >> Thank you, Nancy, for sharing with us this eye-opening information about >> health literacy issues for the Deaf community. It certainly seems like >> more efforts need to be initiated in this area. I have many questions, >> but >> for now I want to stick to those that relate to communication between >> the >> patient and the health team. >> >> How effective is it with Deaf patients to pair pictures with the >> information that is being translated? It has been shown in hearing >> patients that the use of pictures can improve compehension and >> especially >> recall of the information. >> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >> >> This is a question that I want to bring up for everyone now. We have not >> yet talked about the use of pictures while communicating, yet they have >> been found to be enormously effective not just in take-home materials, >> but >> during a clinical encounter as well. How many of you (whether as a >> patient >> or health professional) have experienced using pictures during a visit >> while communicating? How well has it worked for you? Why don't we do it >> more often? >> >> I would love to hear some responses to these questions! >> >> Thanks all, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >> I would like to briefly comment on a couple of the topics that have come >> up. >> My primary experience has been with the Deaf Community in the area of >> health >> education and health literacy. First, health literacy assumes English >> literacy for non-English users. It helped a great deal when I told an >> audience of Deaf people that most medical terms are from Latin. We break >> the >> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >> expand their knowledge "in context" of one topic. Second, "Teach Back" >> is >> not as effective or reliable when the physician/health professional is >> completely dependent on an interpreter. It is difficult to measure >> comprehension when all that is happening is the information is coming >> back >> through an interpreter. With American Sign Language this is particularly >> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >> adults here are examples of the results: "Forty percent of respondents >> could >> not list any symptoms of a heart attack, while over 60% could not list >> any >> symptoms of a stroke. Less than half of respondents identified chest >> pain/pressure as a symptom of a heart attack. Only 61% reported that >> they >> would call 911 in response to cardiovascular disease symptoms." Some >> people's health literacy is so low, that nothing short of someone from >> the >> culture teaching in the native language can fill the gap. For Deaf >> people, >> that means more Community Health Workers (3 in the whole of the US is >> not >> much), ALL health information in ASL which means video. Finally, the >> issue >> of people learning more about how to advocate for themselves. Deaf >> people >> do >> not want to ask too many questions because if the physician comes back >> with >> another question, they will not be able to answer it. Without knowledge >> and >> access to information we cannot expect people to advocate...complain >> sometimes...but not advocate. With HIPPA and other "restrictions" health >> advocates and even chaplains are finding it difficult to visit and serve >> as >> support people. I recently was with a Deaf breast cancer survivor who is >> in >> her 3rd bout with cancer. She attended a conference we organized with >> oncologists etc. One topic the Deaf women wanted to learn about was >> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >> you >> think that is what I have?" How could she have cancer for the 3rd time >> and >> no one has explained to her what that is. Currently we are making a >> documentary about Deaf Breast Cancer Survivors and interviewing these >> women. >> Their stories are eye openers into all the questions posed about the >> environment. I think the lessons and learnings with this population are >> transferrable to many. >> >> Nancy Meyers, MS >> Consultant to the Deaf Community >> Founder of the Deaf Hospice Education & Volunteer Project >> >> >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > >>> > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- Howard J Zeitz, MD University of Illinois 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5964 F: 815-395-5671 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ------------------------------ Message: 2 Date: Fri, 19 Oct 2007 17:12:19 -0400 From: "Helen Osborne" Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and hearingpatients To: "The Health and Literacy Discussion List" Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> Content-Type: text/plain; format=flowed; charset="iso-8859-1"; reply-type=original Julie asked where to buy already-drawn tear sheets. Here are some companies that quickly come to mind (and likely there are many more): Pritchett & Hull, http://www.p-h.com Krames, http://www.krames.com Anatomical Chart Company, http://www.anatomical.com ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com 508-653-1199 Ask me about the new "Health Literacy Month Handbook" ----- Original Message ----- From: "Julie McKinney" To: Sent: Friday, October 19, 2007 4:17 PM Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and hearingpatients > Helen, > > Do you know where to get these tear sheets with pre-drawn pitcures? What a > great idea! > > Also, just to reinforce a point that Anne made, another nice thing about > using pictures is that they encourage the subtle yet effective habit of > sitting next to each other when communicating! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Helen Osborne" 10/19/07 3:11 PM >>> > One reason I think that clinicians don't draw is that they think they > can't. > To get beyond this hurdle, in some of my workshops I review how to draw > stick figures, including proper body proportions. With little practice and > lots of humor, most participants are soon able to draw recognizable > figures. > > For those who can't or don't want to draw pictures (especially of internal > body parts), I suggest using tear sheets with pictures already drawn on > them. For instance, when explaining heart procedure the clinician only > needs > to highlight, draw, circle, or otherwise mark where the problems are and > what was done. > > Whether drawing "from scratch" or adding to a pre-drawn picture, it is > important to supplement it with simply written text. And then give the > picture to the patient, of course! > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy End of HealthLiteracy Digest, Vol 25, Issue 32 ********************************************** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mlcarver at clcillinois.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 41964 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/eea05e69/attachment.bin From LJohnston-Lloyd at hrsa.gov Tue Oct 23 13:26:45 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Tue, 23 Oct 2007 13:26:45 -0400 Subject: [HealthLiteracy 1443] Re: Thank you to our panelists and everyone! In-Reply-To: <001201c81586$1b611f90$6401a8c0@Hammitt> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178BDA3@NIHHRSAMLBX.nih.gov> Hi Ed, HRSA is going to launch ( November 7) a web-based interactive training course is designed to address the needs of the populations that HRSA serves. Course will be available online nationally and internationally to Public Health Professionals and other interested in the topic. We will be doing a demo of this course at the APHA HRSA Exhibit booth. Linda Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Edward W. Hammitt [mailto:ehammitt at embarqmail.com] Sent: Tuesday, October 23, 2007 11:05 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ljohnston-lloyd at hrsa.gov -------------- next part -------------- A non-text attachment was scrubbed... Name: October 2007 UHC Course Information Slides .ppt Type: application/vnd.ms-powerpoint Size: 3155456 bytes Desc: October 2007 UHC Course Information Slides .ppt Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/b30868b3/attachment.ppt From NDavies at dthr.ab.ca Tue Oct 23 13:30:24 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 23 Oct 2007 11:30:24 -0600 Subject: [HealthLiteracy 1444] Re: Thank you to our panelists and everyone! In-Reply-To: <001201c81586$1b611f90$6401a8c0@Hammitt> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04617@DTHREXCL1.dthr.ab.ca> There is a really good resource entitled Plain Language Clear and Simple from the Government of Canada. It is from 1994 but the information is pretty good, at the very least as a starting point. The department WAS called Multiculturalism and Citizenship Canada, but I believe this name has changed. The ISBN# is 0-662-222420-5 if you have access to some good library databases. Anyway, here is the list of resources from that document: 9. For More Information Plain Language- General Bailey, Edward, P. Jr. Writing Clearly; A Contemporary Approach. Columbus: Charles E. Merrill Publishing Company, 1984. Baldwin, Ruth. Clear Writing and Literacy. Prepared for the Ontario Literacy Coalition. Toronto:1990. Bates, Jefferson D. Writing with Precision: How to Write so that You Cannot Possibly be Misunderstood: Zero base Gobbledygook. Washington: Acropolis Books, 1980. Birchfield, Martha J. The Plain Language Movement: Away from Legalese and Federalese: A Bibliography. Monticello, Illinois: Vance Bibliographies, 1986. Canadian Bar Association and the Canadian Bakers' Association. The Decline and Fall of Gobbledygook: Report on Plan Language Documentation. Toronto:1990. Collins, C. Edward and Hugh Read. Plain English: A Guide to Standard Usage and Clear Writing. Scarborough: Prentice-Hall, 1989. Culls, Martin and Chrissie Maher. Gobbledygook. London, England: George Allen & Unwin, 1984. Culls, Martin and Chrissie Maher. The Plain English Story. Stockport, England: Plain English Campaign, 1986. Dorney, Jacqueline M. The Plain English Movement. ERIC Clearinghouse on Reading and Communication Skills. Washington: Office of Education Research and Improvement (ERIC), 1987. Dowis Richard. How to Make Your Writing Reader-Friendly. White, Hall, Virginia: Betterway Publications, 1990. Eagleson, Robert D. The Case for Plain Language. Toronto: Plain Language Center, Canadian Legal Information Center, 1989. Einstein, Charles. How to Communicate: The Manning, Selvage and Lee Guide to Clear Writing and Speech. New York: McGraw-Hill, 1985. Flesch, Rudolf. How to Write Plain English: A Book for Lawyers and Consumers. New York: Harper & Row, Publishers, 1979. Cowers, Sir Ernest. The Complete Plain Words. Harmondsworth: 1987. Gray, Lee L. Journal of Studies in Technical Careers. V.9, no1, Pp 17-19, Wisconsin, 1987. Health and Welfare Canada, Seniors Secretariat. Communicating in Print With/About Seniors. Ottawa: Supply and Services Canada, 1991 Lutz, William. Doublespeak: From "Revenue Enhancement" to "Terminal Living"-How Government, Business, Advertisers, and Others Use Language to Deceive You. New York: Harper& Row, 1989. Nore, Gordon W.E. Clear Lines. Toronto: Frontier College, 1991. Redish, Janice C. The Language of Bureaucracy. Paper Presented at the Conference on Literacy in the 1980's, Ann Arbor, Michigan, June 24-27, 1981. Washington: American Institute for Research in the Behavioral Sciences, 1981. Saskatchewan Consumer and Commercial Affairs, Plain Language for the Saskatchewan Government-Policy and Guidelines. 1991. Steinberg, Erwin Ray (ed.). Plain Language: Principles and Practice. Detroit: Wayne State University Press, 1991. Vernon, Tom. Gobbledegook. London: National Consumer Council Pamphlet Series, no.756,1980. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Edward W. Hammitt Sent: Tuesday, October 23, 2007 9:05 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From ElyseR at lacnyc.org Tue Oct 23 14:02:03 2007 From: ElyseR at lacnyc.org (Elyse Rudolph) Date: Tue, 23 Oct 2007 14:02:03 -0400 Subject: [HealthLiteracy 1445] Re: Thank you to our panelists and everyone! In-Reply-To: <001201c81586$1b611f90$6401a8c0@Hammitt> References: <471DD0340200002D00004236@bostongwia.jsi.com> <001201c81586$1b611f90$6401a8c0@Hammitt> Message-ID: <6E8BC13A30982C44BCD32B38FB8F5AB8591857@lac-exch.lacnyc.local> The Literacy Assistance Center can help you. We have been working very closely with public and private hospitals and clinics and have provided hundreds of hours of training to health educators at the NYC Department of Health. We offer a wide variety of trainings regularly and I am sure we have something that will meet your needs. Please contact Winston Lawrence at winstonl at lacnyc.org for more info. Elyse Elyse Barbell Rudolph Executive Director Literacy Assistance Center 212.803.3302 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Edward W. Hammitt Sent: Tuesday, October 23, 2007 11:05 AM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1438] Re: Thank you to our panelists and everyone! Does anyone have experience implementing a health literacy program within a free medical clinic? We have started off with the AskMe3 program and will getting the AMA Health Literacy kit to do training with volunteers, staff and medical providers. Another questions is, where does one go to get further training in Health Literacy? Thanks Ed Hammitt RN Board of Directors, Ashe County Free Medical Clinic Jefferson, NC www.acfmc.org No virus found in this outgoing message. Checked by AVG. Version: 7.5.488 / Virus Database: 269.15.5/1085 - Release Date: 10/22/2007 10:35 AM ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to elyser at lacnyc.org From Cindy.Brach at ahrq.hhs.gov Tue Oct 23 14:48:08 2007 From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ)) Date: Tue, 23 Oct 2007 14:48:08 -0400 Subject: [HealthLiteracy 1446] Article on integrating literacy, culture, and language Message-ID: <04B4EF9F9E334C48903C284C4B16A19706E74B7B@AVN3VS004.ees.hhs.gov> Reprints of "Integrating literacy, culture, and language to improve health care quality for diverse populations," an article by Dennis Andrulis and myself, is now available from the AHRQ Clearinghouse. You can see a write up of the article at http://www.ahrq.gov/research/oct07/1007RA6.htm and request a copy - AHRQ Pub. No. 07-R079 - from 800-358-9295. Cindy Brach Center for Delivery, Organization, and Markets Agency for Healthcare Research and Quality 540 Gaither Road Rockville, MD 20850 Cindy.Brach at ahrq.hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071023/d49e861f/attachment.html From malpani at vsnl.com Tue Oct 16 12:20:22 2007 From: malpani at vsnl.com (Dr Malpani, MD) Date: Tue, 16 Oct 2007 21:50:22 +0530 Subject: [HealthLiteracy 1447] Health literacy - using online tools for the poor in India Message-ID: <072201c81010$73920650$8fd5fea9@malpani1> The dismal state of healthcare delivery in rural India has been documented many times, but comparatively little attention has been paid to the plight of the urban poor. Even though Bombay is India's medical capital, healthcare services for the poor here are even worse than they would be in a remote village. It is true that there is no shortage of doctors and hospitals in Bombay, but most of these are in the private sector, which means they are simply unaffordable for the poor - a tragic example of famine amongst plenty. The poor mostly live in overcrowded slums where they are afflicted by a double whammy. Not only do they fall prey to the common infectious diseases which are the bane of poor countries, they are also increasingly afflicted by the chronic diseases usually associated with richer nations, because of urban stress, pollution and an unhealthy lifestyle. While the government does provide free medical care, this care is often of poor quality. Government clinics are under-staffed and are always short of supplies. This means that a poor slum-dweller may have to spend the better part of the day waiting in line to see a doctor at a government clinic. While the doctor's consultation is "notionally" free, the patient still has to spend money on buying drugs and medicines. Even worse, because the system is so inefficient ( lines in the OPD ( outpatient department) of hospitals are extremely long and the wait to see a doctor can be interminable), most people simply cannot afford to take a day off in order to seek medical attention. Since they are daily wages earners and live from hand to mouth, making a trip to the hospital to get "free medical care" exacts a huge financial toll in the form of lost income. This means that they are forced to put off going to the doctor and they often live in the hope that the problem will improve on its own. However , because of inadequate and delayed medical attention, simple medical problems become complicated and minor illnesses become major diseases. When matters get out of hand and they are finally forced to go to the free hospitals, insult is added to injury, because the doctors criticise them for not having come earlier ! Not only are healthcare workers at these hospitals rude, they are often burntout themselves, because of their huge workloads, as a result of which a bad situation just becomes worse. Many poor patients prefer going to private hospitals, because they are looking for "value for money" and are willing to pay for it, even though they cannot afford it ! So, what is the solution ? The knee-jerk reflex has been - Provide them with more hospitals or subsidised medical care. This is not an effective long-term solution, and is simply a form of " band-aid medicine". The only effective solution will be to rely on the one resource which is almost inexhaustible?the people themselves. It is within these millions that we can tap India?s greatest resource for combating diseases. The principle is simple - educate them so they can manage their own problems. Of course, this is easier said than done. This is a daunting task, and the challenges are enormous. However, the biggest mistake we make is to assume that the poor are incapable of tackling their own problems. We forget to give them credit for the fact that they have the street-smarts to survive in conditions in which most of us would not be able to last even one week ! Surely they are capable of looking after their own health if we give them the right tools to help themselves . That's the rub - we need to adapt what we provide, so that it makes sense to them and is useful for them - and this is something we have failed miserably at, because we do not respect them enough to ask them for their opinion or feedback. The barriers are numerous and these include: a.. The fact that literacy skills are limited b.. Time is at a premium for most of the men c.. There are very few educational materials designed for their wants d.. They have a very limited ability to pay On the other hand , there are a number of hidden resources we can tap into a.. The numbers are huge, and women , children and the elders who stay at home will have plenty of time b.. Even though they may be illiterate, they are street-smart c.. They are easier to reach, because they are concentrated in small localities - slums have extremely high population densities d.. Labour can be extremely inexpensive, which allows us to implement solutions which can never be cost effective anywhere else ! e.. The potential ROI ( return on investment) is huge, because we can affect such a large number of people. We need to change our focus. Instead of trying to provide healthcare services which need specialists and doctors, we need to tap the people themselves. The poor are smart and motivated , and are very capable of solving their own problems, if we give them the right tools and teach them how to use them. An excellent example of this is the revolution which has occurred in the area of microfinancing. When given money and the freedom to use it as they see fit , poor people come up with remarkably innovative ideas which could never have been planned, designed or anticipated by outsiders ! Information Therapy - the right information at the right time for the right person - can be powerful medicine ! The key is to develop materials which are right for them - and the right information is information which they will want to watch and can learn from. People prefer watching graphics, so we need to develop materials which are graphic intensive - either in the form of animations; or videos. The good news is that modern technology has made creating and sharing graphics extremely easy, so patient educators ( from the community itself) can build their own customised health video libraries with ease ! A simple example would be to find an articulate doctor with excellent communication skills, and to record a doctor-patient consultation with her about the top ten common clinical problems. These videos could then be watched on cable TVs, which many slums do have . If the programs were entertaining, they would be a very valuable means of educating people and could be used over and over again. Patients would find them much easier to relate to, since the videos are in their own language; deal with their immediate personal concerns; use local characters they can identify with; and provide local solutions which they are familiar with . Chronic diseases such as diabetes, cancer and heart disease are now becoming an increasing problem in urban slums. Each slum is likely to have an "expert patient" who has learnt to live well with their chronic disease. We need to find these success stories - and this patient can then be interviewed on video, so others can learn from his experience. Videos could also be created on how to talk to doctors and how to navigate the healthcare system if hospital care is needed. Another simple example would be to publish a series of animated graphics and cartoons about common health problems and how to treat them. An example of this is at http://www.drmalpani.com/health-videos/. One way of looking at this would be to think of it as a video version of the classic text - Where There Is No Doctor . A modular library of such graphics could then be published online as "open source content" ; and patient educators could download and dub these in local languages . This version can then again be uploaded to google video - and shared with other patients from all over the world. In fact, these could even be adapted for each slum's local living conditions. As the technology improves, it will soon be possible to deliver this graphic educational content on the third screen which is quickly becoming universal even in slums - the mobile phone. Isn't all this too expensive ? In fact, it's too expensive not to do it ! Human capital is India's most precious resource and we cannot afford to squander it ! Patient education, if done properly, can provide a terrific return on investment. We have the technology , the tools and the manpower - let's do it ! --------------------------------------------- This is the game-plan for which I need your help. 1. Create a library of graphic modules related to healthcare. This will be both in the form of both cartoon images; and animations 2. Allow people to use these animations so they can design their own videos and their own graphic novels/comics For videos, we would upload the videos to google video. They can combine clips and add voice in their local languages, and add their own clips, using services such as www.bubbleply.com Similarly, they could adapt the basic graphics we provide using tools such as http://www.toondoo.com and http://plasq.com/comiclife to create their own materials, as adapted to their local conditions. We would use the book, Where There is No Doctor at http://www.hesperian.org/publications_download_wtnd.php as our basic text book and create graphics to support this. HELP - the Health Education Library for People, India's first Consumer Health Education Resource Center , and one of the world's largest consumer health libraries ( as determined by the Medical Library Association , USA ) was established in 1997 to empower people by providing them with the information they need to promote their health , and prevent and treat medical problems in the family in partnership with their doctor. We are a registered charitable trust and a non-profit organisation. We offer the following facilities: 1. Airconditioned reading rooms, with a seating capacity for 20-25 people 2. An upto date collection of over 5000 consumer health books, 10000 pamphlets, and many magazines and newsletters 3. Audiovisual educational media, including over 600 videotapes. Videos can be viewed in privacy in the library 4. Computer software , including over 30 CD-ROMs on all health and medical topics 5. Photocopying facilities, at Re 1 a page 6. A lecture hall ( seating capacity of over 70 people) with a big-screen projector which we give free to NGOs for health talks. We have access to information on every health and medical topic under the sun - explained in terms which the layperson can understand. HELP has become a prototype of the modern digital library. Our website at http://www.healthlibrary.com is India's leading health portal, and receives over half a million hits a month ! We are a public library - everyone is welcome ! Entry to HELP is free ! We are open Monday through Saturday, from 10 am to 6.30 pm. For those unable to come personally to the library, we also answer questions by post or e-mail. This is an innovative service called MISS-HELP ( Medical Information Search Services from HELP ) which allows us to provide medical information to users from all over India . We feel patients are the largest untapped healthcare resource and that Information Therapy is Powerful Medicine ! Please do come and visit HELP ! Dr Aniruddha Malpani, MD Medical Director HELP - Health Education Library for People Excelsior Business Center, National Insurance Building, Ground Floor, Near Excelsior Cinema, 206, Dr.D.N Road, Mumbai 400001 Tel. No.:65952393/65952394 helplib at vsnl.com www.healthlibrary.com Helping patients to talk to their doctors ! PS Read over 20 books on health online at www.healthlibrary.com ! Read my blog about improving the doctor-patient relationship at http://doctorandpatient.blogspot.com/ From Linda.Harris at hhs.gov Wed Oct 24 09:18:38 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Wed, 24 Oct 2007 09:18:38 -0400 Subject: [HealthLiteracy 1448] Re: Article on integrating literacy, culture, and language In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19706E74B7B@AVN3VS004.ees.hhs.gov> References: <04B4EF9F9E334C48903C284C4B16A19706E74B7B@AVN3VS004.ees.hhs.gov> Message-ID: Thanks, Cindy. Linda Linda M. Harris, PhD Lead, Health Communication and ehealth Team Office of Disease Prevention and Health Promotion HHS 240 453 8262 linda.harris at hhs.gov ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Brach, Cindy (AHRQ) Sent: Tuesday, October 23, 2007 2:48 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1446] Article on integrating literacy, culture, and language Reprints of "Integrating literacy, culture, and language to improve health care quality for diverse populations," an article by Dennis Andrulis and myself, is now available from the AHRQ Clearinghouse. You can see a write up of the article at http://www.ahrq.gov/research/oct07/1007RA6.htm and request a copy - AHRQ Pub. No. 07-R079 - from 800-358-9295. Cindy Brach Center for Delivery, Organization, and Markets Agency for Healthcare Research and Quality 540 Gaither Road Rockville, MD 20850 Cindy.Brach at ahrq.hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071024/a35bc590/attachment.html From julie_mcKinney at worlded.org Wed Oct 24 10:35:07 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 24 Oct 2007 10:35:07 -0400 Subject: [HealthLiteracy 1449] Wed. Q: How can we use principles from India in improving health care and education? Message-ID: <471F1FDB0200002D00004277@bostongwia.jsi.com> Hi Everyone, Dr. Malpani has highlighted some excellent points that could help us with health education in this country as well, especially in poor, urban communities. This is an example of how we can learn from the ways that other countries address health literacy issues, and I'd like to focus this week's Wednesday Question on the points he brings up. 1. People are our most valuable resource. 2. Video and TV is accessible to poor communities and to audiences with little or no literacy skills. 3. Microfinancing can enable people in underserved areas to become advocates and educators for their own communities. So how can we use this in our own efforts? Is anyone out there getting micro-loans or small grants to create networks of community health workers or video libraries? (We heard about the community workers in the Deaf community last week!) How else can we tap into regular people as a resource? How are libraries offering health education in the style Dr. Malpani describes? Where can we find collections of graphic, animated or video health education, and how are we promoting access to people who need this information? I know this is broad, but it opens our minds to so many ideas... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> The dismal state of healthcare delivery in rural India has been documented many times, but comparatively little attention has been paid to the plight of the urban poor. Even though Bombay is India's medical capital, healthcare services for the poor here are even worse than they would be in a remote village. It is true that there is no shortage of doctors and hospitals in Bombay, but most of these are in the private sector, which means they are simply unaffordable for the poor - a tragic example of famine amongst plenty. The poor mostly live in overcrowded slums where they are afflicted by a double whammy. Not only do they fall prey to the common infectious diseases which are the bane of poor countries, they are also increasingly afflicted by the chronic diseases usually associated with richer nations, because of urban stress, pollution and an unhealthy lifestyle. While the government does provide free medical care, this care is often of poor quality. Government clinics are under-staffed and are always short of supplies. This means that a poor slum-dweller may have to spend the better part of the day waiting in line to see a doctor at a government clinic. While the doctor's consultation is "notionally" free, the patient still has to spend money on buying drugs and medicines. Even worse, because the system is so inefficient ( lines in the OPD ( outpatient department) of hospitals are extremely long and the wait to see a doctor can be interminable), most people simply cannot afford to take a day off in order to seek medical attention. Since they are daily wages earners and live from hand to mouth, making a trip to the hospital to get "free medical care" exacts a huge financial toll in the form of lost income. This means that they are forced to put off going to the doctor and they often live in the hope that the problem will improve on its own. However , because of inadequate and delayed medical attention, simple medical problems become complicated and minor illnesses become major diseases. When matters get out of hand and they are finally forced to go to the free hospitals, insult is added to injury, because the doctors criticise them for not having come earlier ! Not only are healthcare workers at these hospitals rude, they are often burntout themselves, because of their huge workloads, as a result of which a bad situation just becomes worse. Many poor patients prefer going to private hospitals, because they are looking for "value for money" and are willing to pay for it, even though they cannot afford it ! So, what is the solutionsubsidised medical care. This is not an effective long-term solution, and is simply a form of " band-aid medicine". The only effective solution will be to rely on the one resource which is almost inexhaustible?the people themselves. It is within these millions that we can tap India?s greatest resource for combating diseases. The principle is simple - educate them so they can manage their own problems. Of course, this is easier said than done. This is a daunting task, and the challenges are enormous. However, the biggest mistake we make is to assume that the poor are incapable of tackling their own problems. We forget to give them credit for the fact that they have the street-smarts to survive in conditions in which most of us would not be able to last even one week ! Surely they are capable of looking after their own health if we give them the right tools to help themselves . That's the rub - we need to adapt what we provide, so that it makes sense to them and is useful for them - and this is something we have failed miserably at, because we do not respect them enough to ask them for their opinion or feedback. The barriers are numerous and these include: a.. The fact that literacy skills are limited b.. Time is at a premium for most of the men c.. There are very few educational materials designed for their wants d.. They have a very limited ability to pay On the other hand , there are a number of hidden resources we can tap into a.. The numbers are huge, and women , children and the elders who stay at home will have plenty of time b.. Even though they may be illiterate, they are street-smart c.. They are easier to reach, because they are concentrated in small localities - slums have extremely high population densities d.. Labour can be extremely inexpensive, which allows us to implement solutions which can never be cost effective anywhere else ! e.. The potential ROI ( return on investment) is huge, because we can affect such a large number of people. We need to change our focus. Instead of trying to provide healthcare services which need specialists and doctors, we need to tap the people themselves. The poor are smart and motivated , and are very capable of solving their own problems, if we give them the right tools and teach them how to use them. An excellent example of this is the revolution which has occurred in the area of microfinancing. When given money and the freedom to use it as they see fit , poor people come up with remarkably innovative ideas which could never have been planned, designed or anticipated by outsiders ! Information Therapy - the right information at the right time for the right person - can be powerful medicine ! The key is to develop materials which are right for them - and the right information is information which they will want to watch and can learn from. People prefer watching graphics, so we need to develop materials which are graphic intensive - either in the form of animations; or videos. The good news is that modern technology has made creating and sharing graphics extremely easy, so patient educators ( from the community itself) can build their own customised health video libraries with ease ! A simple example would be to find an articulate doctor with excellent communication skills, and to record a doctor-patient consultation with her about the top ten common clinical problems. These videos could then be watched on cable TVs, which many slums do have . If the programs were entertaining, they would be a very valuable means of educating people and could be used over and over again. Patients would find them much easier to relate to, since the videos are in their own language; deal with their immediate personal concerns; use local characters they can identify with; and provide local solutions which they are familiar with . Chronic diseases such as diabetes, cancer and heart disease are now becoming an increaspatient" who has learnt to live well with their chronic disease. We need to find these success stories - and this patient can then be interviewed on video, so others can learn from his experience. Videos could also be created on how to talk to doctors and how to navigate the healthcare system if hospital care is needed. Another simple example would be to publish a series of animated graphics and cartoons about common health problems and how to treat them. An example of this is at http://www.drmalpani.com/health-videos/. One way of looking at this would be to think of it as a video version of the classic text - Where There Is No Doctor . A modular library of such graphics could then be published online as "open source content" ; and patient educators could download and dub these in local languages . This version can then again be uploaded to google video - and shared with other patients from all over the world. In fact, these could even be adapted for each slum's local living conditions. As the technology improves, it will soon be possible to deliver this graphic educational content on the third screen which is quickly becoming universal even in slums - the mobile phone. Isn't all this too expensive ? In fact, it's too expensive not to do it ! Human capital is India's most precious resource and we cannot afford to squander it ! Patient education, if done properly, can provide a terrific return on investment. We have the technology , the tools and the manpower - let's do it ! --------------------------------------------- This is the game-plan for which I need your help. 1. Create a library of graphic modules related to healthcare. This will be both in the form of both cartoon images; and animations 2. Allow people to use these animations so they can design their own videos and their own graphic novels/comics For videos, we would upload the videos to google video. They can combine clips and add voice in their local languages, and add their own clips, using services such as www.bubbleply.com Similarly, they could adapt the basic graphics we provide using tools such as http://www.toondoo.com and http://plasq.com/comiclife to create their own materials, as adapted to their local conditions. We would use the book, Where There is No Doctor at http://www.hesperian.org/publications_download_wtnd.php as our basic text book and create graphics to support this. HELP - the Health Education Library for People, India's first Consumer Health Education Resource Center , and one of the world's largest consumer health libraries ( as determined by the Medical Library Association , USA ) was established in 1997 to empower people by providing them with the information they need to promote their health , and prevent and treat medical problems in the family in partnership with their doctor. We are a registered charitable trust and a non-profit organisation. We offer the following facilities: 1. Airconditioned reading rooms, with a seating capacity for 20-25 people 2. An upto date collection of over 5000 consumer health books, 10000 pamphlets, and many magazines and newsletters 3. Audiovisual educational media, including over 600 videotapes. Videos can be viewed in privacy in the library 4. Computer software , including over 30 CD-ROMs on all health and medical topics 5. Photocopying facilities, at Re 1 a page 6. A lecture hall ( seating capacity of over 70 people) with a big-screen projector which we give free to NGOs for health talks. We have access to information on every health and medical topic under the sun - explained in terms which the layperson can understand. HELP has become a prototype of the modern digital library. Our website at http://www.healthlibrary.com is India's leading health portal, and receives over half a million hits a month ! We are a public library - everyone is welcome ! Entry to HELP is free ! We are open Monday through Saturday, from 10 am to 6.30 pm. Foe-mail. This is an innovative service called MISS-HELP ( Medical Information Search Services from HELP ) which allows us to provide medical information to users from all over India . We feel patients are the largest untapped healthcare resource and that Information Therapy is Powerful Medicine ! Please do come and visit HELP ! Dr Aniruddha Malpani, MD Medical Director HELP - Health Education Library for People Excelsior Business Center, National Insurance Building, Ground Floor, Near Excelsior Cinema, 206, Dr.D.N Road, Mumbai 400001 Tel. No.:65952393/65952394 helplib at vsnl.com www.healthlibrary.com Helping patients to talk to their doctors ! PS Read over 20 books on health online at www.healthlibrary.com ! Read my blog about improving the doctor-patient relationship at http://doctorandpatient.blogspot.com/ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From seubert.douglas at marshfieldclinic.org Wed Oct 24 12:22:32 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Wed, 24 Oct 2007 11:22:32 -0500 Subject: [HealthLiteracy 1450] Re: Wed. Q: How can we use principles from Indiain improvi Message-ID: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> RE: Video and TV is accessible to poor communities and to audiences with little or no literacy skills At Marshfield Clinic, our web site has a library of clips from the "Living Well" segments we produce in partnership with a local television channel. The clips can be viewed and downloaded at http://www2.marshfieldclinic.org/videolibrary/default.asp?category=Living+Well+Segments At our clinic, we recently purchased some software to allow us to incorporate more rich media into our web site that will include video and audio files and interactive education web pages. I use the health talk web site (below) as an example of what we can do and where we can go in providing alternatives to printed patient education information. VIDEOS ONLINE Health Talk http://www2.healthtalk.com/ "It is a goal of HealthTalk to provide timely medical information to patients and caregivers in a way that makes in-depth clinical information easy to understand." This web site uses blogs, video and audio clips, slide shows, and sometimes cartoons and "comic book" style media to share health information. Most of the information is from the patient perspective. This is copyrighted material, so the video clips, graphics, and information can't be modified or copied. BUT, it's still a good resource for patients and a good example of a rich media web site. S U N Y Upstate Medical University Health Sciences Library http://www.upstate.edu/library/healthinfo/wiredmd/texthandouts.shtml There is a small collection of streaming videos on various topics, and from what I've seen, they do a good job explaining things in a simple way that's easy to understand. WebMD http://www.webmd.com/a-to-z-guides/videos/default.htm There is a big selection of streaming video and flash video clips here. Unfortunately, there is a lot of advertisements and you have to sit through a commercial before you watch a video. Nonetheless, it's a good place to find video clips and visual explanations of many health conditions and procedures. MD Kiosk http://www.mdkiosk.com/index.php "MD Kiosk is dedicated to improving the quality of patient health education by offering a multimedia alternative to text-based patient education which is still traditionally offered in most clinics and hospitals." While this site is primarily geared to organizations that are looking to purchase patient education kiosks for waiting areas and learning centers, they do offer a good number of free videos that can be watched online or downloaded. VIDEOS ON DVD and/or VHS American College of Physicians http://www.acponline.org/catalog/campaign/pated_videos.htm A limited number of FREE videos! Only cost is shipping. BUT they must be ordered by a member. If you know a physician who is a ACP member, ask if he/she can help you order the videos. Milner-Fenwick http://www.milner-fenwick.com/index.asp "Milner-Fenwick is a leading producer and publisher of patient education videos." Good videos, but very expensive! Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Julie McKinney" Date: Wed Oct 24, 2007 -- 09:37:23 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1449] Wed. Q: How can we use principles from Indiain improving h Hi Everyone, Dr. Malpani has highlighted some excellent points that could help us with health education in this country as well, especially in poor, urban communities. This is an example of how we can learn from the ways that other countries address health literacy issues, and I'd like to focus this week's Wednesday Question on the points he brings up. 1. People are our most valuable resource. 2. Video and TV is accessible to poor communities and to audiences with little or no literacy skills. 3. Microfinancing can enable people in underserved areas to become advocates and educators for their own communities. So how can we use this in our own efforts? Is anyone out there getting micro-loans or small grants to create networks of community health workers or video libraries? (We heard about the community workers in the Deaf community last week!) How else can we tap into regular people as a resource? How are libraries offering health education in the style Dr. Malpani describes? Where can we find collections of graphic, animated or video health education, and how are we promoting access to people who need this information? I know this is broad, but it opens our minds to so many ideas... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> The dismal state of healthcare delivery in rural India has been documented many times, but comparatively little attention has been paid to the plight of the urban poor. Even though Bombay is India's medical capital, healthcare services for the poor here are even worse than they would be in a remote village. It is true that there is no shortage of doctors and hospitals in Bombay, but most of these are in the private sector, which means they are simply unaffordable for the poor - a tragic example of famine amongst plenty. The poor mostly live in overcrowded slums where they are afflicted by a double whammy. Not only do they fall prey to the common infectious diseases which are the bane of poor countries, they are also increasingly afflicted by the chronic diseases usually associated with richer nations, because of urban stress, pollution and an unhealthy lifestyle. While the government does provide free medical care, this care is often of poor quality. Government clinics are under-staffed and are always short of supplies. This means that a poor slum-dweller may have to spend the better part of the day waiting in line to see a doctor at a government clinic. While the doctor's consultation is "notionally" free, the patient still has to spend money on buying drugs and medicines. Even worse, because the system is so inefficient ( lines in the OPD ( outpatient department) of hospitals are extremely long and the wait to see a doctor can be interminable), most people simply cannot afford to take a day off in order to seek medical attention. Since they are daily wages earners and live from hand to mouth, making a trip to the hospital to get "free medical care" exacts a huge financial toll in the form of lost income. This means that they are forced to put off going to the doctor and they often live in the hope that the problem will improve on its own. However , because of inadequate and delayed medical attention, simple medical problems become complicated and minor illnesses become major diseases. When matters get out of hand and they are finally forced to go to the free hospitals, insult is added to injury, because the doctors criticise them for not having come earlier ! Not only are healthcare workers at these hospitals rude, they are often burntout themselves, because of their huge workloads, as a result of which a bad situation just becomes worse. Many poor patients prefer going to private hospitals, because they are looking for "value for money" and are willing to pay for it, even though they cannot afford it ! So, what is the solutionsubsidised medical care. This is not an effective long-term solution, and is simply a form of " band-aid medicine". The only effective solution will be to rely on the one resource which is almost inexhaustible-the people themselves. It is within these millions that we can tap India's greatest resource for combating diseases. The principle is simple - educate them so they can manage their own problems. Of course, this is easier said than done. This is a daunting task, and the challenges are enormous. However, the biggest mistake we make is to assume that the poor are incapable of tackling their own problems. We forget to give them credit for the fact that they have the street-smarts to survive in conditions in which most of us would not be able to last even one week ! Surely they are capable of looking after their own health if we give them the right tools to help themselves . That's the rub - we need to adapt what we provide, so that it makes sense to them and is useful for them - and this is something we have failed miserably at, because we do not respect them enough to ask them for their opinion or feedback. The barriers are numerous and these include: a.. The fact that literacy skills are limited b.. Time is at a premium for most of the men c.. There are very few educational materials designed for their wants d.. They have a very limited ability to pay On the other hand , there are a number of hidden resources we can tap into a.. The numbers are huge, and women , children and the elders who stay at home will have plenty of time b.. Even though they may be illiterate, they are street-smart c.. They are easier to reach, because they are concentrated in small localities - slums have extremely high population densities d.. Labour can be extremely inexpensive, which allows us to implement solutions which can never be cost effective anywhere else ! e.. The potential ROI ( return on investment) is huge, because we can affect such a large number of people. We need to change our focus. Instead of trying to provide healthcare services which need specialists and doctors, we need to tap the people themselves. The poor are smart and motivated , and are very capable of solving their own problems, if we give them the right tools and teach them how to use them. An excellent example of this is the revolution which has occurred in the area of microfinancing. When given money and the freedom to use it as they see fit , poor people come up with remarkably innovative ideas which could never have been planned, designed or anticipated by outsiders ! Information Therapy - the right information at the right time for the right person - can be powerful medicine ! The key is to develop materials which are right for them - and the right information is information which they will want to watch and can learn from. People prefer watching graphics, so we need to develop materials which are graphic intensive - either in the form of animations; or videos. The good news is that modern technology has made creating and sharing graphics extremely easy, so patient educators ( from the community itself) can build their own customised health video libraries with ease ! A simple example would be to find an articulate doctor with excellent communication skills, and to record a doctor-patient consultation with her about the top ten common clinical problems. These videos could then be watched on cable TVs, which many slums do have . If the programs were entertaining, they would be a very valuable means of educating people and could be used over and over again. Patients would find them much easier to relate to, since the videos are in their own language; deal with their immediate personal concerns; use local characters they can identify with; and provide local solutions which they are familiar with . Chronic diseases such as diabetes, cancer and heart disease are now becoming an increaspatient" who has learnt to live well with their chronic disease. We need to find these success stories - and this patient can then be interviewed on video, so others can learn from his experience. Videos could also be created on how to talk to doctors and how to navigate the healthcare system if hospital care is needed. Another simple example would be to publish a series of animated graphics and cartoons about common health problems and how to treat them. An example of this is at http://www.drmalpani.com/health-videos/. One way of looking at this would be to think of it as a video version of the classic text - Where There Is No Doctor . A modular library of such graphics could then be published online as "open source content" ; and patient educators could download and dub these in local languages . This version can then again be uploaded to google video - and shared with other patients from all over the world. In fact, these could even be adapted for each slum's local living conditions. As the technology improves, it will soon be possible to deliver this graphic educational content on the third screen which is quickly becoming universal even in slums - the mobile phone. Isn't all this too expensive ? In fact, it's too expensive not to do it ! Human capital is India's most precious resource and we cannot afford to squander it ! Patient education, if done properly, can provide a terrific return on investment. We have the technology , the tools and the manpower - let's do it ! --------------------------------------------- This is the game-plan for which I need your help. 1. Create a library of graphic modules related to healthcare. This will be both in the form of both cartoon images; and animations 2. Allow people to use these animations so they can design their own videos and their own graphic novels/comics For videos, we would upload the videos to google video. They can combine clips and add voice in their local languages, and add their own clips, using services such as www.bubbleply.com Similarly, they could adapt the basic graphics we provide using tools such as http://www.toondoo.com and http://plasq.com/comiclife to create their own materials, as adapted to their local conditions. We would use the book, Where There is No Doctor at http://www.hesperian.org/publications_download_wtnd.php as our basic text book and create graphics to support this. HELP - the Health Education Library for People, India's first Consumer Health Education Resource Center , and one of the world's largest consumer health libraries ( as determined by the Medical Library Association , USA ) was established in 1997 to empower people by providing them with the information they need to promote their health , and prevent and treat medical problems in the family in partnership with their doctor. We are a registered charitable trust and a non-profit organisation. We offer the following facilities: 1. Airconditioned reading rooms, with a seating capacity for 20-25 people 2. An upto date collection of over 5000 consumer health books, 10000 pamphlets, and many magazines and newsletters 3. Audiovisual educational media, including over 600 videotapes. Videos can be viewed in privacy in the library 4. Computer software , including over 30 CD-ROMs on all health and medical topics 5. Photocopying facilities, at Re 1 a page 6. A lecture hall ( seating capacity of over 70 people) with a big-screen projector which we give free to NGOs for health talks. We have access to information on every health and medical topic under the sun - explained in terms which the layperson can understand. HELP has become a prototype of the modern digital library. Our website at http://www.healthlibrary.com is India's leading health portal, and receives over half a million hits a month ! We are a public library - everyone is welcome ! Entry to HELP is free ! We are open Monday through Saturday, from 10 am to 6.30 pm. Foe-mail. This is an innovative service called MISS-HELP ( Medical Information Search Services from HELP ) which allows us to provide medical information to users from all over India . We feel patients are the largest untapped healthcare resource and that Information Therapy is Powerful Medicine ! Please do come and visit HELP ! Dr Aniruddha Malpani, MD Medical Director HELP - Health Education Library for People Excelsior Business Center, National Insurance Building, Ground Floor, Near Excelsior Cinema, 206, Dr.D.N Road, Mumbai 400001 Tel. No.:65952393/65952394 helplib at vsnl.com www.healthlibrary.com Helping patients to talk to their doctors ! PS Read over 20 books on health online at www.healthlibrary.com ! Read my blog about improving the doctor-patient relationship at http://doctorandpatient.blogspot.com/ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From MMaralit at NIFL.gov Wed Oct 24 16:11:02 2007 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 24 Oct 2007 16:11:02 -0400 Subject: [HealthLiteracy 1451] NEW: News and Notes from the National Institute for Literacy Message-ID: <4062487BDB6029428A763CAEF4E1FE5B180C4DF4@wdcrobe2m03.ed.gov> October 24, 2007 Welcome News and Notes from the National Institute for Literacy: The National Institute for Literacy this week welcomed its Advisory Board. Our 10-member, presidentially appointed Board met in Washington, DC on Tuesday, October 23 and on Wednesday, October 24. The U.S. Department of Education's Office of Vocational and Adult Education (OVAE) hosted day one of the two-day meeting. And on Wednesday, the meeting was convened at the Institute's headquarters. On Tuesday, October 23, I shared with the Board highlights and accomplishments of the Institute's 2006-2007 fiscal year in my Director's Report. I am pleased to share a copy with you as an attachment to this email. The report is also available at: http://www.nifl.gov/nifl/publications/directors_report07.pdf. WHAT'S NEW AT THE INSTITUTE * Now Available-Adolescent Literacy Report: On October 23, the Institute issued "What Content-Area Teachers Should Know About Adolescent Literacy," a 61-page report developed by an Interagency working group comprised of the U.S. Department of Education's Office of Vocational and Adult Education, the National Institute of Child Health and Human Development, and the National Institute for Literacy. The report is designed to support the needs of middle and high school classroom teachers, administrators and parents in search of basic information about how to build the reading and writing skills of adolescents. To download the report: http://www.nifl.gov/nifl/publications/adolescent_literacy07.pdf. * Take part in a Survey on PD: The Institute's Regional Resource Center grantees are conducting an online survey on the professional development needs of adult education practitioners across the country. The Professional Development Needs Assessment survey was released in August 2007 and will conclude on November 9. Survey results will help inform the Institute and its Literacy Information and Communications System (LINCS) Regional Resource Centers about the dissemination of materials and training products it produces; and help identify new professional development resources needed in the field. To access the survey: http://www.nifl.gov/nifl/news_events/PDsurvey07.html * National Ad Placement: Look for the Institute's "Literacy Begins at Home" full-page color advertisement in the November issue of Essence, the premier lifestyle magazine for African-American women. Through its new partnership with Essence and the ESSENCE CARES national mentoring initiative, the Institute is creating literacy awareness and providing expert resources to parents and the magazine's 1.5 million subscribers. This national ad placement, a first for the Institute, carries the slogan-"Literacy Begins at Home: Give Your Children the Gift of a Lifetime.... Teach them to Read." The Institute's insert for parents, released in time for the start of the school year, was also distributed in Essence. The insert, a handy checklist for parents of toddlers through third graders, provided information about literacy, reading, and the Institute to 1.5 million subscribers, households, and readers! To download a copy of the insert: http://www.nifl.gov/nifl/news_events/essence_insert.html. ---------------------------------------------------------------------------- --------- NOTE: For the latest news, updates and publications, subscribe to the National Institute for Literacy's Announcement List: http://www.nifl.gov/mailman/listinfo/announce As of October 24, 2007, the Institute has started a new list to share information about new and on-going programs and projects, we invite you to subscribe to subscribe to this list. If you have any questions or comments, please email info at nifl.gov. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071024/deff5b21/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: directors_report07.pdf Type: application/octet-stream Size: 146633 bytes Desc: directors_report07.pdf Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071024/deff5b21/attachment.obj From magillispie at healthyroadsmedia.org Wed Oct 24 16:34:23 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Wed, 24 Oct 2007 14:34:23 -0600 Subject: [HealthLiteracy 1452] Re: Wed. Q: How can we use principles from Indiain improvi In-Reply-To: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> References: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> Message-ID: <6.2.5.6.2.20071024141919.03d566a0@healthyroadsmedia.org> Our web-based resource library (www.healthyroadsmedia.org) provides topics in a variety of formats (written, audio, multimedia, web-video and iPod video). All except the web-video can be downloaded so the materials can be used off-line. There are currently materials in 18 languages (unfortunately not Hindi or other Indian languages) and almost 100 health topics. Our materials are all free, content is from high quality sources, there is no advertising and everything is public domain or available under a Creative Commons license (which allows the materials to be freely copied and shared with others as long as you do not charge anyone, change the materials and give credit to the original authors (we have many partners)). We are open to ideas for collaboration or suggestions about how to make these resources more useful. - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 10:22 AM 10/24/2007, you wrote: >RE: Video and TV is accessible to poor communities and to audiences >with little or no literacy skills > >At Marshfield Clinic, our web site has a library of clips from the >"Living Well" segments we produce in partnership with a local >television channel. The clips can be viewed and downloaded at >http://www2.marshfieldclinic.org/videolibrary/default.asp?category=Living+Well+Segments > >At our clinic, we recently purchased some software to allow us to >incorporate more rich media into our web site that will include >video and audio files and interactive education web pages. I use the >health talk web site (below) as an example of what we can do and >where we can go in providing alternatives to printed patient >education information. > > >VIDEOS ONLINE > >Health Talk >http://www2.healthtalk.com/ > >"It is a goal of HealthTalk to provide timely medical information to >patients and caregivers in a way that makes in-depth clinical >information easy to understand." > >This web site uses blogs, video and audio clips, slide shows, and >sometimes cartoons and "comic book" style media to share health >information. Most of the information is from the patient >perspective. This is copyrighted material, so the video clips, >graphics, and information can't be modified or copied. BUT, it's >still a good resource for patients and a good example of a rich media web site. > > >S U N Y Upstate Medical University >Health Sciences Library >http://www.upstate.edu/library/healthinfo/wiredmd/texthandouts.shtml > >There is a small collection of streaming videos on various topics, >and from what I've seen, they do a good job explaining things in a >simple way that's easy to understand. > > >WebMD >http://www.webmd.com/a-to-z-guides/videos/default.htm > >There is a big selection of streaming video and flash video clips >here. Unfortunately, there is a lot of advertisements and you have >to sit through a commercial before you watch a video. Nonetheless, >it's a good place to find video clips and visual explanations of >many health conditions and procedures. > > >MD Kiosk >http://www.mdkiosk.com/index.php > >"MD Kiosk is dedicated to improving the quality of patient health >education by offering a multimedia alternative to text-based patient >education which is still traditionally offered in most clinics and hospitals." > >While this site is primarily geared to organizations that are >looking to purchase patient education kiosks for waiting areas and >learning centers, they do offer a good number of free videos that >can be watched online or downloaded. > > > >VIDEOS ON DVD and/or VHS > >American College of Physicians >http://www.acponline.org/catalog/campaign/pated_videos.htm > >A limited number of FREE videos! Only cost is shipping. BUT they >must be ordered by a member. If you know a physician who is a ACP >member, ask if he/she can help you order the videos. > > >Milner-Fenwick >http://www.milner-fenwick.com/index.asp > >"Milner-Fenwick is a leading producer and publisher of patient >education videos." > >Good videos, but very expensive! > > >Doug Seubert >Guideline Editor >Quality Improvement & Care Management >Marshfield Clinic >1000 N Oak Avenue >Marshfield, WI 54449 >(715) 387-5096 (1-800-782-8581 ext. 75096) >seubert.douglas at marshfieldclinic.org > > >------Original Message------ >From: "Julie McKinney" >Date: Wed Oct 24, 2007 -- 09:37:23 AM >To: "healthliteracy at nifl.gov" >Subject: [HealthLiteracy 1449] Wed. Q: How can we use >principles from Indiain improving h > >Hi Everyone, > >Dr. Malpani has highlighted some excellent points that could help us >with health education in this country as well, especially in poor, urban >communities. This is an example of how we can learn from the ways that >other countries address health literacy issues, and I'd like to focus >this week's Wednesday Question on the points he brings up. > >1. People are our most valuable resource. >2. Video and TV is accessible to poor communities and to audiences with >little or no literacy skills. >3. Microfinancing can enable people in underserved areas to become >advocates and educators for their own communities. > >So how can we use this in our own efforts? Is anyone out there getting >micro-loans or small grants to create networks of community health >workers or video libraries? (We heard about the community workers in the >Deaf community last week!) How else can we tap into regular people as a >resource? How are libraries offering health education in the style Dr. >Malpani describes? Where can we find collections of graphic, animated or >video health education, and how are we promoting access to people who >need this information? > >I know this is broad, but it opens our minds to so many ideas... > >All the best, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > > >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> > >The dismal state of healthcare delivery in rural India has been >documented >many times, but comparatively little attention has been paid to the >plight >of the urban poor. Even though Bombay is India's medical capital, >healthcare >services for the poor here are even worse than they would be in a remote > >village. It is true that there is no shortage of doctors and hospitals >in >Bombay, but most of these are in the private sector, which means they >are >simply unaffordable for the poor - a tragic example of famine amongst >plenty. > >The poor mostly live in overcrowded slums where they are afflicted by a >double whammy. Not only do they fall prey to the common infectious >diseases >which are the bane of poor countries, they are also increasingly >afflicted >by the chronic diseases usually associated with richer nations, because >of >urban stress, pollution and an unhealthy lifestyle. > >While the government does provide free medical care, this care is often >of >poor quality. Government clinics are under-staffed and are always short >of >supplies. This means that a poor slum-dweller may have to spend the >better >part of the day waiting in line to see a doctor at a government clinic. >While the doctor's consultation is "notionally" free, the patient still >has >to spend money on buying drugs and medicines. Even worse, because the >system >is so inefficient ( lines in the OPD ( outpatient department) of >hospitals >are extremely long and the wait to see a doctor can be interminable), >most >people simply cannot afford to take a day off in order to seek medical >attention. Since they are daily wages earners and live from hand to >mouth, >making a trip to the hospital to get "free medical care" exacts a huge >financial toll in the form of lost income. > >This means that they are forced to put off going to the doctor and they >often live in the hope that the problem will improve on its own. However >, >because of inadequate and delayed medical attention, simple medical >problems >become complicated and minor illnesses become major diseases. When >matters >get out of hand and they are finally forced to go to the free hospitals, > >insult is added to injury, because the doctors criticise them for not >having >come earlier ! Not only are healthcare workers at these hospitals rude, >they >are often burntout themselves, because of their huge workloads, as a >result >of which a bad situation just becomes worse. Many poor patients prefer >going >to private hospitals, because they are looking for "value for money" and >are >willing to pay for it, even though they cannot afford it ! > >So, what is the solutionsubsidised medical care. This is not an >effective long-term solution, >and is >simply a form of " band-aid medicine". >The only effective solution will be to rely on the one resource which is > >almost inexhaustible-the people themselves. It is within these millions >that >we can tap India's greatest resource for combating diseases. The >principle >is simple - educate them so they can manage their own problems. > >Of course, this is easier said than done. This is a daunting task, and >the >challenges are enormous. However, the biggest mistake we make is to >assume >that the poor are incapable of tackling their own problems. We forget to > >give them credit for the fact that they have the street-smarts to >survive in >conditions in which most of us would not be able to last even one week ! > >Surely they are capable of looking after their own health if we give >them >the right tools to help themselves . > >That's the rub - we need to adapt what we provide, so that it makes >sense to >them and is useful for them - and this is something we have failed >miserably >at, because we do not respect them enough to ask them for their opinion >or >feedback. > >The barriers are numerous and these include: > > > a.. The fact that literacy skills are limited > b.. Time is at a premium for most of the men > c.. There are very few educational materials designed for their wants > d.. They have a very limited ability to pay > >On the other hand , there are a number of hidden resources we can tap >into > a.. The numbers are huge, and women , children and the elders who stay >at >home will have plenty of time > b.. Even though they may be illiterate, they are street-smart > c.. They are easier to reach, because they are concentrated in small >localities - slums have extremely high population densities > d.. Labour can be extremely inexpensive, which allows us to implement >solutions which can never be cost effective anywhere else ! > e.. The potential ROI ( return on investment) is huge, because we can >affect such a large number of people. >We need to change our focus. Instead of trying to provide healthcare >services which need specialists and doctors, we need to tap the people >themselves. The poor are smart and motivated , and are very capable of >solving their own problems, if we give them the right tools and teach >them >how to use them. > >An excellent example of this is the revolution which has occurred in the > >area of microfinancing. >When given money and the freedom to use it as they see fit , poor people > >come up with remarkably innovative ideas which could never have been >planned, designed or anticipated by outsiders ! > >Information Therapy - the right information at the right time for the >right >person - can be powerful medicine ! The key is to develop materials >which >are right for them - and the right information is information which they > >will want to watch and can learn from. People prefer watching graphics, >so >we need to develop materials which are graphic intensive - either in the > >form of animations; or videos. > >The good news is that modern technology has made creating and sharing >graphics extremely easy, so patient educators ( from the community >itself) >can build their own customised health video libraries with ease ! A >simple >example would be to find an articulate doctor with excellent >communication >skills, and to record a doctor-patient consultation with her about the >top >ten common clinical problems. These videos could then be watched on >cable >TVs, which many slums do have . If the programs were entertaining, they >would be a very valuable means of educating people and could be used >over >and over again. Patients would find them much easier to relate to, since >the >videos are in their own language; deal with their immediate personal >concerns; use local characters they can identify with; and provide local > >solutions which they are familiar with . > > >Chronic diseases such as diabetes, cancer and heart disease are now >becoming >an increaspatient" who has learnt to live well with their chronic >disease. We need >to >find these success stories - and this patient can then be interviewed on > >video, so others can learn from his experience. > >Videos could also be created on how to talk to doctors and how to >navigate >the healthcare system if hospital care is needed. > > >Another simple example would be to publish a series of animated graphics >and >cartoons about common health problems and how to treat them. An example >of >this is at http://www.drmalpani.com/health-videos/. One way of looking >at >this would be to think of it as a video version of the classic text - >Where >There Is No Doctor . A modular library of such graphics could then be >published online as "open source content" ; and patient educators could >download and dub these in local languages . This version can then again >be >uploaded to google video - and shared with other patients from all over >the >world. In fact, these could even be adapted for each slum's local living > >conditions. As the technology improves, it will soon be possible to >deliver >this graphic educational content on the third screen which is quickly >becoming universal even in slums - the mobile phone. > >Isn't all this too expensive ? In fact, it's too expensive not to do it >! >Human capital is India's most precious resource and we cannot afford to >squander it ! Patient education, if done properly, can provide a >terrific >return on investment. We have the technology , the tools and the >manpower - >let's do it ! > >--------------------------------------------- > >This is the game-plan for which I need your help. > > >1. Create a library of graphic modules related to healthcare. This will >be >both in the form of both cartoon images; and animations > >2. Allow people to use these animations so they can design their own >videos >and their own graphic novels/comics > >For videos, we would upload the videos to google video. They can combine > >clips and add voice in their local languages, and add their own clips, >using >services such as www.bubbleply.com > > >Similarly, they could adapt the basic graphics we provide using tools >such >as http://www.toondoo.com and http://plasq.com/comiclife to create their >own >materials, as adapted to their local conditions. > >We would use the book, Where There is No Doctor at >http://www.hesperian.org/publications_download_wtnd.php as our basic >text >book >and create graphics to support this. > >HELP - the Health Education Library for People, India's first Consumer >Health Education Resource Center , and one of the world's largest >consumer >health libraries ( as determined by the Medical Library Association , >USA ) >was established in 1997 to empower people by providing them with the >information they need to promote their health , and prevent and treat >medical problems in the family in partnership with their doctor. We are >a >registered charitable trust and a non-profit organisation. >We offer the following facilities: > >1. Airconditioned reading rooms, with a seating capacity for 20-25 >people >2. An upto date collection of over 5000 consumer health books, 10000 >pamphlets, and many magazines and newsletters >3. Audiovisual educational media, including over 600 videotapes. Videos >can >be viewed in privacy in the library >4. Computer software , including over 30 CD-ROMs on all health and >medical >topics >5. Photocopying facilities, at Re 1 a page >6. A lecture hall ( seating capacity of over 70 people) with a >big-screen >projector which we give free to NGOs for health talks. > >We have access to information on every health and medical topic under >the >sun - explained in terms which the layperson can understand. >HELP has become a prototype of the modern digital library. Our website >at >http://www.healthlibrary.com is India's leading health portal, and >receives >over half a million hits a month ! >We are a public library - everyone is welcome ! Entry to HELP is free ! >We are open Monday through Saturday, from 10 am to 6.30 pm. >Foe-mail. This is an innovative service called MISS-HELP ( Medical >Information >Search Services from HELP ) which allows us to provide medical >information >to users from all over India . > >We feel patients are the largest untapped healthcare resource and that >Information Therapy is Powerful Medicine ! > >Please do come and visit HELP ! > > >Dr Aniruddha Malpani, MD >Medical Director >HELP - Health Education Library for People >Excelsior Business Center, >National Insurance Building, >Ground Floor, Near Excelsior Cinema, >206, Dr.D.N Road, Mumbai 400001 >Tel. No.:65952393/65952394 >helplib at vsnl.com >www.healthlibrary.com > > >Helping patients to talk to their doctors ! > >PS Read over 20 books on health online at >www.healthlibrary.com ! > >Read my blog about improving the doctor-patient >relationship at http://doctorandpatient.blogspot.com/ > > > > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to julie_mckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to seubert.douglas at marshfieldclinic.org > > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org From njmeyers at gmail.com Wed Oct 24 19:04:17 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Wed, 24 Oct 2007 18:04:17 -0500 Subject: [HealthLiteracy 1453] Re: Wed. Q: How can we use principles from Indiain improvi In-Reply-To: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> References: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> Message-ID: <4045f5520710241604y37d9c5afvd94ffd5f85e3d89a@mail.gmail.com> Another place to purchase videos is http://www.fanlight.com/ What is good about this company is that they have the largest collection of health-related videos that are captioned (either closed or opened). Having spent hours researching great looking films only to find that they do not have subtitles or closed captioning is very disheartening. If we know that literacy is connected to health literacy, why are not more videos captioned? TV health-related shows (the information kind, not ER) do NOT have to be captioned. Seems that it would help with all ESL users. Nancy Meyers, MS Health Education and Curriculum Development Consultant Deaf Community 612-702-9458 njmeyers at gmail.com On 10/24/07, seubert.douglas at marshfieldclinic.org < seubert.douglas at marshfieldclinic.org> wrote: > > > RE: Video and TV is accessible to poor communities and to audiences with > little or no literacy skills > > At Marshfield Clinic, our web site has a library of clips from the "Living > Well" segments we produce in partnership with a local television channel. > The clips can be viewed and downloaded at > http://www2.marshfieldclinic.org/videolibrary/default.asp?category=Living+Well+Segments > > At our clinic, we recently purchased some software to allow us to > incorporate more rich media into our web site that will include video and > audio files and interactive education web pages. I use the health talk web > site (below) as an example of what we can do and where we can go in > providing alternatives to printed patient education information. > > > VIDEOS ONLINE > > Health Talk > http://www2.healthtalk.com/ > > "It is a goal of HealthTalk to provide timely medical information to > patients and caregivers in a way that makes in-depth clinical information > easy to understand." > > This web site uses blogs, video and audio clips, slide shows, and > sometimes cartoons and "comic book" style media to share health information. > Most of the information is from the patient perspective. This is copyrighted > material, so the video clips, graphics, and information can't be modified or > copied. BUT, it's still a good resource for patients and a good example of a > rich media web site. > > > S U N Y Upstate Medical University > Health Sciences Library > http://www.upstate.edu/library/healthinfo/wiredmd/texthandouts.shtml > > There is a small collection of streaming videos on various topics, and > from what I've seen, they do a good job explaining things in a simple way > that's easy to understand. > > > WebMD > http://www.webmd.com/a-to-z-guides/videos/default.htm > > There is a big selection of streaming video and flash video clips here. > Unfortunately, there is a lot of advertisements and you have to sit through > a commercial before you watch a video. Nonetheless, it's a good place to > find video clips and visual explanations of many health conditions and > procedures. > > > MD Kiosk > http://www.mdkiosk.com/index.php > > "MD Kiosk is dedicated to improving the quality of patient health > education by offering a multimedia alternative to text-based patient > education which is still traditionally offered in most clinics and > hospitals." > > While this site is primarily geared to organizations that are looking to > purchase patient education kiosks for waiting areas and learning centers, > they do offer a good number of free videos that can be watched online or > downloaded. > > > > VIDEOS ON DVD and/or VHS > > American College of Physicians > http://www.acponline.org/catalog/campaign/pated_videos.htm > > A limited number of FREE videos! Only cost is shipping. BUT they must be > ordered by a member. If you know a physician who is a ACP member, ask if > he/she can help you order the videos. > > > Milner-Fenwick > http://www.milner-fenwick.com/index.asp > > "Milner-Fenwick is a leading producer and publisher of patient education > videos." > > Good videos, but very expensive! > > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Julie McKinney" > Date: Wed Oct 24, 2007 -- 09:37:23 AM > To: "healthliteracy at nifl.gov" > Subject: [HealthLiteracy 1449] Wed. Q: How can we use principles > from Indiain improving h > > Hi Everyone, > > Dr. Malpani has highlighted some excellent points that could help us > with health education in this country as well, especially in poor, urban > communities. This is an example of how we can learn from the ways that > other countries address health literacy issues, and I'd like to focus > this week's Wednesday Question on the points he brings up. > > 1. People are our most valuable resource. > 2. Video and TV is accessible to poor communities and to audiences with > little or no literacy skills. > 3. Microfinancing can enable people in underserved areas to become > advocates and educators for their own communities. > > So how can we use this in our own efforts? Is anyone out there getting > micro-loans or small grants to create networks of community health > workers or video libraries? (We heard about the community workers in the > Deaf community last week!) How else can we tap into regular people as a > resource? How are libraries offering health education in the style Dr. > Malpani describes? Where can we find collections of graphic, animated or > video health education, and how are we promoting access to people who > need this information? > > I know this is broad, but it opens our minds to so many ideas... > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> > > The dismal state of healthcare delivery in rural India has been > documented > many times, but comparatively little attention has been paid to the > plight > of the urban poor. Even though Bombay is India's medical capital, > healthcare > services for the poor here are even worse than they would be in a remote > > village. It is true that there is no shortage of doctors and hospitals > in > Bombay, but most of these are in the private sector, which means they > are > simply unaffordable for the poor - a tragic example of famine amongst > plenty. > > The poor mostly live in overcrowded slums where they are afflicted by a > double whammy. Not only do they fall prey to the common infectious > diseases > which are the bane of poor countries, they are also increasingly > afflicted > by the chronic diseases usually associated with richer nations, because > of > urban stress, pollution and an unhealthy lifestyle. > > While the government does provide free medical care, this care is often > of > poor quality. Government clinics are under-staffed and are always short > of > supplies. This means that a poor slum-dweller may have to spend the > better > part of the day waiting in line to see a doctor at a government clinic. > While the doctor's consultation is "notionally" free, the patient still > has > to spend money on buying drugs and medicines. Even worse, because the > system > is so inefficient ( lines in the OPD ( outpatient department) of > hospitals > are extremely long and the wait to see a doctor can be interminable), > most > people simply cannot afford to take a day off in order to seek medical > attention. Since they are daily wages earners and live from hand to > mouth, > making a trip to the hospital to get "free medical care" exacts a huge > financial toll in the form of lost income. > > This means that they are forced to put off going to the doctor and they > often live in the hope that the problem will improve on its own. However > , > because of inadequate and delayed medical attention, simple medical > problems > become complicated and minor illnesses become major diseases. When > matters > get out of hand and they are finally forced to go to the free hospitals, > > insult is added to injury, because the doctors criticise them for not > having > come earlier ! Not only are healthcare workers at these hospitals rude, > they > are often burntout themselves, because of their huge workloads, as a > result > of which a bad situation just becomes worse. Many poor patients prefer > going > to private hospitals, because they are looking for "value for money" and > are > willing to pay for it, even though they cannot afford it ! > > So, what is the solutionsubsidised medical care. This is not an effective > long-term solution, > and is > simply a form of " band-aid medicine". > The only effective solution will be to rely on the one resource which is > > almost inexhaustible-the people themselves. It is within these millions > that > we can tap India's greatest resource for combating diseases. The > principle > is simple - educate them so they can manage their own problems. > > Of course, this is easier said than done. This is a daunting task, and > the > challenges are enormous. However, the biggest mistake we make is to > assume > that the poor are incapable of tackling their own problems. We forget to > > give them credit for the fact that they have the street-smarts to > survive in > conditions in which most of us would not be able to last even one week ! > > Surely they are capable of looking after their own health if we give > them > the right tools to help themselves . > > That's the rub - we need to adapt what we provide, so that it makes > sense to > them and is useful for them - and this is something we have failed > miserably > at, because we do not respect them enough to ask them for their opinion > or > feedback. > > The barriers are numerous and these include: > > > a.. The fact that literacy skills are limited > b.. Time is at a premium for most of the men > c.. There are very few educational materials designed for their wants > d.. They have a very limited ability to pay > > On the other hand , there are a number of hidden resources we can tap > into > a.. The numbers are huge, and women , children and the elders who stay > at > home will have plenty of time > b.. Even though they may be illiterate, they are street-smart > c.. They are easier to reach, because they are concentrated in small > localities - slums have extremely high population densities > d.. Labour can be extremely inexpensive, which allows us to implement > solutions which can never be cost effective anywhere else ! > e.. The potential ROI ( return on investment) is huge, because we can > affect such a large number of people. > We need to change our focus. Instead of trying to provide healthcare > services which need specialists and doctors, we need to tap the people > themselves. The poor are smart and motivated , and are very capable of > solving their own problems, if we give them the right tools and teach > them > how to use them. > > An excellent example of this is the revolution which has occurred in the > > area of microfinancing. > When given money and the freedom to use it as they see fit , poor people > > come up with remarkably innovative ideas which could never have been > planned, designed or anticipated by outsiders ! > > Information Therapy - the right information at the right time for the > right > person - can be powerful medicine ! The key is to develop materials > which > are right for them - and the right information is information which they > > will want to watch and can learn from. People prefer watching graphics, > so > we need to develop materials which are graphic intensive - either in the > > form of animations; or videos. > > The good news is that modern technology has made creating and sharing > graphics extremely easy, so patient educators ( from the community > itself) > can build their own customised health video libraries with ease ! A > simple > example would be to find an articulate doctor with excellent > communication > skills, and to record a doctor-patient consultation with her about the > top > ten common clinical problems. These videos could then be watched on > cable > TVs, which many slums do have . If the programs were entertaining, they > would be a very valuable means of educating people and could be used > over > and over again. Patients would find them much easier to relate to, since > the > videos are in their own language; deal with their immediate personal > concerns; use local characters they can identify with; and provide local > > solutions which they are familiar with . > > > Chronic diseases such as diabetes, cancer and heart disease are now > becoming > an increaspatient" who has learnt to live well with their chronic disease. > We need > to > find these success stories - and this patient can then be interviewed on > > video, so others can learn from his experience. > > Videos could also be created on how to talk to doctors and how to > navigate > the healthcare system if hospital care is needed. > > > Another simple example would be to publish a series of animated graphics > and > cartoons about common health problems and how to treat them. An example > of > this is at http://www.drmalpani.com/health-videos/. One way of looking > at > this would be to think of it as a video version of the classic text - > Where > There Is No Doctor . A modular library of such graphics could then be > published online as "open source content" ; and patient educators could > download and dub these in local languages . This version can then again > be > uploaded to google video - and shared with other patients from all over > the > world. In fact, these could even be adapted for each slum's local living > > conditions. As the technology improves, it will soon be possible to > deliver > this graphic educational content on the third screen which is quickly > becoming universal even in slums - the mobile phone. > > Isn't all this too expensive ? In fact, it's too expensive not to do it > ! > Human capital is India's most precious resource and we cannot afford to > squander it ! Patient education, if done properly, can provide a > terrific > return on investment. We have the technology , the tools and the > manpower - > let's do it ! > > --------------------------------------------- > > This is the game-plan for which I need your help. > > > 1. Create a library of graphic modules related to healthcare. This will > be > both in the form of both cartoon images; and animations > > 2. Allow people to use these animations so they can design their own > videos > and their own graphic novels/comics > > For videos, we would upload the videos to google video. They can combine > > clips and add voice in their local languages, and add their own clips, > using > services such as www.bubbleply.com > > > Similarly, they could adapt the basic graphics we provide using tools > such > as http://www.toondoo.com and http://plasq.com/comiclife to create their > own > materials, as adapted to their local conditions. > > We would use the book, Where There is No Doctor at > http://www.hesperian.org/publications_download_wtnd.php as our basic > text > book > and create graphics to support this. > > HELP - the Health Education Library for People, India's first Consumer > Health Education Resource Center , and one of the world's largest > consumer > health libraries ( as determined by the Medical Library Association , > USA ) > was established in 1997 to empower people by providing them with the > information they need to promote their health , and prevent and treat > medical problems in the family in partnership with their doctor. We are > a > registered charitable trust and a non-profit organisation. > We offer the following facilities: > > 1. Airconditioned reading rooms, with a seating capacity for 20-25 > people > 2. An upto date collection of over 5000 consumer health books, 10000 > pamphlets, and many magazines and newsletters > 3. Audiovisual educational media, including over 600 videotapes. Videos > can > be viewed in privacy in the library > 4. Computer software , including over 30 CD-ROMs on all health and > medical > topics > 5. Photocopying facilities, at Re 1 a page > 6. A lecture hall ( seating capacity of over 70 people) with a > big-screen > projector which we give free to NGOs for health talks. > > We have access to information on every health and medical topic under > the > sun - explained in terms which the layperson can understand. > HELP has become a prototype of the modern digital library. Our website > at > http://www.healthlibrary.com is India's leading health portal, and > receives > over half a million hits a month ! > We are a public library - everyone is welcome ! Entry to HELP is free ! > We are open Monday through Saturday, from 10 am to 6.30 pm. Foe-mail. This > is an innovative service called MISS-HELP ( Medical > Information > Search Services from HELP ) which allows us to provide medical > information > to users from all over India . > > We feel patients are the largest untapped healthcare resource and that > Information Therapy is Powerful Medicine ! > > Please do come and visit HELP ! > > > Dr Aniruddha Malpani, MD > Medical Director > HELP - Health Education Library for People > Excelsior Business Center, > National Insurance Building, > Ground Floor, Near Excelsior Cinema, > 206, Dr.D.N Road, Mumbai 400001 > Tel. No.:65952393/65952394 > helplib at vsnl.com > www.healthlibrary.com > > > Helping patients to talk to their doctors ! > > PS Read over 20 books on health online at > www.healthlibrary.com ! > > Read my blog about improving the doctor-patient > relationship at http://doctorandpatient.blogspot.com/ > > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071024/5d4d7c2a/attachment.html From Mikal.Steinbacher at lwtc.edu Thu Oct 25 10:55:09 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Thu, 25 Oct 2007 07:55:09 -0700 Subject: [HealthLiteracy 1454] Re: Wed. Q: How can we use principles fromIndiain improvi References: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> <4045f5520710241604y37d9c5afvd94ffd5f85e3d89a@mail.gmail.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E33@LUXOR.campus.lwtc.edu> I'll preview a few if possible. You're right .. subtitled film does make a big difference with ESL students! Pictures, voiced words and written words give them a lot of ways to understand the difficult language of English! Thanks for the reference! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers Sent: Wed 10/24/2007 4:04 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1453] Re: Wed. Q: How can we use principles fromIndiain improvi Another place to purchase videos is http://www.fanlight.com/ What is good about this company is that they have the largest collection of health-related videos that are captioned (either closed or opened). Having spent hours researching great looking films only to find that they do not have subtitles or closed captioning is very disheartening. If we know that literacy is connected to health literacy, why are not more videos captioned? TV health-related shows (the information kind, not ER) do NOT have to be captioned. Seems that it would help with all ESL users. Nancy Meyers, MS Health Education and Curriculum Development Consultant Deaf Community 612-702-9458 njmeyers at gmail.com On 10/24/07, seubert.douglas at marshfieldclinic.org < seubert.douglas at marshfieldclinic.org > wrote: RE: Video and TV is accessible to poor communities and to audiences with little or no literacy skills At Marshfield Clinic, our web site has a library of clips from the "Living Well" segments we produce in partnership with a local television channel. The clips can be viewed and downloaded at http://www2.marshfieldclinic.org/videolibrary/default.asp?category=Living+Well+Segments At our clinic, we recently purchased some software to allow us to incorporate more rich media into our web site that will include video and audio files and interactive education web pages. I use the health talk web site (below) as an example of what we can do and where we can go in providing alternatives to printed patient education information. VIDEOS ONLINE Health Talk http://www2.healthtalk.com/ "It is a goal of HealthTalk to provide timely medical information to patients and caregivers in a way that makes in-depth clinical information easy to understand." This web site uses blogs, video and audio clips, slide shows, and sometimes cartoons and "comic book" style media to share health information. Most of the information is from the patient perspective. This is copyrighted material, so the video clips, graphics, and information can't be modified or copied. BUT, it's still a good resource for patients and a good example of a rich media web site. S U N Y Upstate Medical University Health Sciences Library http://www.upstate.edu/library/healthinfo/wiredmd/texthandouts.shtml There is a small collection of streaming videos on various topics, and from what I've seen, they do a good job explaining things in a simple way that's easy to understand. WebMD http://www.webmd.com/a-to-z-guides/videos/default.htm There is a big selection of streaming video and flash video clips here. Unfortunately, there is a lot of advertisements and you have to sit through a commercial before you watch a video. Nonetheless, it's a good place to find video clips and visual explanations of many health conditions and procedures. MD Kiosk http://www.mdkiosk.com/index.php "MD Kiosk is dedicated to improving the quality of patient health education by offering a multimedia alternative to text-based patient education which is still traditionally offered in most clinics and hospitals." While this site is primarily geared to organizations that are looking to purchase patient education kiosks for waiting areas and learning centers, they do offer a good number of free videos that can be watched online or downloaded. VIDEOS ON DVD and/or VHS American College of Physicians http://www.acponline.org/catalog/campaign/pated_videos.htm A limited number of FREE videos! Only cost is shipping. BUT they must be ordered by a member. If you know a physician who is a ACP member, ask if he/she can help you order the videos. Milner-Fenwick http://www.milner-fenwick.com/index.asp "Milner-Fenwick is a leading producer and publisher of patient education videos." Good videos, but very expensive! Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Julie McKinney" Date: Wed Oct 24, 2007 -- 09:37:23 AM To: " healthliteracy at nifl.gov" Subject: [HealthLiteracy 1449] Wed. Q: How can we use principles from Indiain improving h Hi Everyone, Dr. Malpani has highlighted some excellent points that could help us with health education in this country as well, especially in poor, urban communities. This is an example of how we can learn from the ways that other countries address health literacy issues, and I'd like to focus this week's Wednesday Question on the points he brings up. 1. People are our most valuable resource. 2. Video and TV is accessible to poor communities and to audiences with little or no literacy skills. 3. Microfinancing can enable people in underserved areas to become advocates and educators for their own communities. So how can we use this in our own efforts? Is anyone out there getting micro-loans or small grants to create networks of community health workers or video libraries? (We heard about the community workers in the Deaf community last week!) How else can we tap into regular people as a resource? How are libraries offering health education in the style Dr. Malpani describes? Where can we find collections of graphic, animated or video health education, and how are we promoting access to people who need this information? I know this is broad, but it opens our minds to so many ideas... All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> The dismal state of healthcare delivery in rural India has been documented many times, but comparatively little attention has been paid to the plight of the urban poor. Even though Bombay is India's medical capital, healthcare services for the poor here are even worse than they would be in a remote village. It is true that there is no shortage of doctors and hospitals in Bombay, but most of these are in the private sector, which means they are simply unaffordable for the poor - a tragic example of famine amongst plenty. The poor mostly live in overcrowded slums where they are afflicted by a double whammy. Not only do they fall prey to the common infectious diseases which are the bane of poor countries, they are also increasingly afflicted by the chronic diseases usually associated with richer nations, because of urban stress, pollution and an unhealthy lifestyle. While the government does provide free medical care, this care is often of poor quality. Government clinics are under-staffed and are always short of supplies. This means that a poor slum-dweller may have to spend the better part of the day waiting in line to see a doctor at a government clinic. While the doctor's consultation is "notionally" free, the patient still has to spend money on buying drugs and medicines. Even worse, because the system is so inefficient ( lines in the OPD ( outpatient department) of hospitals are extremely long and the wait to see a doctor can be interminable), most people simply cannot afford to take a day off in order to seek medical attention. Since they are daily wages earners and live from hand to mouth, making a trip to the hospital to get "free medical care" exacts a huge financial toll in the form of lost income. This means that they are forced to put off going to the doctor and they often live in the hope that the problem will improve on its own. However , because of inadequate and delayed medical attention, simple medical problems become complicated and minor illnesses become major diseases. When matters get out of hand and they are finally forced to go to the free hospitals, insult is added to injury, because the doctors criticise them for not having come earlier ! Not only are healthcare workers at these hospitals rude, they are often burntout themselves, because of their huge workloads, as a result of which a bad situation just becomes worse. Many poor patients prefer going to private hospitals, because they are looking for "value for money" and are willing to pay for it, even though they cannot afford it ! So, what is the solutionsubsidised medical care. This is not an effective long-term solution, and is simply a form of " band-aid medicine". The only effective solution will be to rely on the one resource which is almost inexhaustible-the people themselves. It is within these millions that we can tap India's greatest resource for combating diseases. The principle is simple - educate them so they can manage their own problems. Of course, this is easier said than done. This is a daunting task, and the challenges are enormous. However, the biggest mistake we make is to assume that the poor are incapable of tackling their own problems. We forget to give them credit for the fact that they have the street-smarts to survive in conditions in which most of us would not be able to last even one week ! Surely they are capable of looking after their own health if we give them the right tools to help themselves . That's the rub - we need to adapt what we provide, so that it makes sense to them and is useful for them - and this is something we have failed miserably at, because we do not respect them enough to ask them for their opinion or feedback. The barriers are numerous and these include: a.. The fact that literacy skills are limited b.. Time is at a premium for most of the men c.. There are very few educational materials designed for their wants d.. They have a very limited ability to pay On the other hand , there are a number of hidden resources we can tap into a.. The numbers are huge, and women , children and the elders who stay at home will have plenty of time b.. Even though they may be illiterate, they are street-smart c.. They are easier to reach, because they are concentrated in small localities - slums have extremely high population densities d.. Labour can be extremely inexpensive, which allows us to implement solutions which can never be cost effective anywhere else ! e.. The potential ROI ( return on investment) is huge, because we can affect such a large number of people. We need to change our focus. Instead of trying to provide healthcare services which need specialists and doctors, we need to tap the people themselves. The poor are smart and motivated , and are very capable of solving their own problems, if we give them the right tools and teach them how to use them. An excellent example of this is the revolution which has occurred in the area of microfinancing. When given money and the freedom to use it as they see fit , poor people come up with remarkably innovative ideas which could never have been planned, designed or anticipated by outsiders ! Information Therapy - the right information at the right time for the right person - can be powerful medicine ! The key is to develop materials which are right for them - and the right information is information which they will want to watch and can learn from. People prefer watching graphics, so we need to develop materials which are graphic intensive - either in the form of animations; or videos. The good news is that modern technology has made creating and sharing graphics extremely easy, so patient educators ( from the community itself) can build their own customised health video libraries with ease ! A simple example would be to find an articulate doctor with excellent communication skills, and to record a doctor-patient consultation with her about the top ten common clinical problems. These videos could then be watched on cable TVs, which many slums do have . If the programs were entertaining, they would be a very valuable means of educating people and could be used over and over again. Patients would find them much easier to relate to, since the videos are in their own language; deal with their immediate personal concerns; use local characters they can identify with; and provide local solutions which they are familiar with . Chronic diseases such as diabetes, cancer and heart disease are now becoming an increaspatient" who has learnt to live well with their chronic disease. We need to find these success stories - and this patient can then be interviewed on video, so others can learn from his experience. Videos could also be created on how to talk to doctors and how to navigate the healthcare system if hospital care is needed. Another simple example would be to publish a series of animated graphics and cartoons about common health problems and how to treat them. An example of this is at http://www.drmalpani.com/health-videos/. One way of looking at this would be to think of it as a video version of the classic text - Where There Is No Doctor . A modular library of such graphics could then be published online as "open source content" ; and patient educators could download and dub these in local languages . This version can then again be uploaded to google video - and shared with other patients from all over the world. In fact, these could even be adapted for each slum's local living conditions. As the technology improves, it will soon be possible to deliver this graphic educational content on the third screen which is quickly becoming universal even in slums - the mobile phone. Isn't all this too expensive ? In fact, it's too expensive not to do it ! Human capital is India's most precious resource and we cannot afford to squander it ! Patient education, if done properly, can provide a terrific return on investment. We have the technology , the tools and the manpower - let's do it ! --------------------------------------------- This is the game-plan for which I need your help. 1. Create a library of graphic modules related to healthcare. This will be both in the form of both cartoon images; and animations 2. Allow people to use these animations so they can design their own videos and their own graphic novels/comics For videos, we would upload the videos to google video. They can combine clips and add voice in their local languages, and add their own clips, using services such as www.bubbleply.com Similarly, they could adapt the basic graphics we provide using tools such as http://www.toondoo.com and http://plasq.com/comiclife to create their own materials, as adapted to their local conditions. We would use the book, Where There is No Doctor at http://www.hesperian.org/publications_download_wtnd.php as our basic text book and create graphics to support this. HELP - the Health Education Library for People, India's first Consumer Health Education Resource Center , and one of the world's largest consumer health libraries ( as determined by the Medical Library Association , USA ) was established in 1997 to empower people by providing them with the information they need to promote their health , and prevent and treat medical problems in the family in partnership with their doctor. We are a registered charitable trust and a non-profit organisation. We offer the following facilities: 1. Airconditioned reading rooms, with a seating capacity for 20-25 people 2. An upto date collection of over 5000 consumer health books, 10000 pamphlets, and many magazines and newsletters 3. Audiovisual educational media, including over 600 videotapes. Videos can be viewed in privacy in the library 4. Computer software , including over 30 CD-ROMs on all health and medical topics 5. Photocopying facilities, at Re 1 a page 6. A lecture hall ( seating capacity of over 70 people) with a big-screen projector which we give free to NGOs for health talks. We have access to information on every health and medical topic under the sun - explained in terms which the layperson can understand. HELP has become a prototype of the modern digital library. Our website at http://www.healthlibrary.com is India's leading health portal, and receives over half a million hits a month ! We are a public library - everyone is welcome ! Entry to HELP is free ! We are open Monday through Saturday, from 10 am to 6.30 pm. Foe-mail. This is an innovative service called MISS-HELP ( Medical Information Search Services from HELP ) which allows us to provide medical information to users from all over India . We feel patients are the largest untapped healthcare resource and that Information Therapy is Powerful Medicine ! Please do come and visit HELP ! Dr Aniruddha Malpani, MD Medical Director HELP - Health Education Library for People Excelsior Business Center, National Insurance Building, Ground Floor, Near Excelsior Cinema, 206, Dr.D.N Road, Mumbai 400001 Tel. No.:65952393/65952394 helplib at vsnl.com www.healthlibrary.com Helping patients to talk to their doctors ! PS Read over 20 books on health online at www.healthlibrary.com ! Read my blog about improving the doctor-patient relationship at http://doctorandpatient.blogspot.com/ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to njmeyers at gmail.com -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 19428 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071025/e0220b5c/attachment.bin From czarcadoolas at gmail.com Fri Oct 26 07:24:56 2007 From: czarcadoolas at gmail.com (Christina Zarcadoolas) Date: Fri, 26 Oct 2007 07:24:56 -0400 Subject: [HealthLiteracy 1455] TV commericals online Message-ID: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> Speaking of TV... Can someone recommend online sources for the older Gardasil commercial campaign "Tell Someone". It's no longer on the Merck site and for "regulatory" reasons they're not able to send it to me. I'm asking because I'm doing a study identifying the health literacy of women about HPV and want to use the commercials in focus groups. Many thanks, chris -- Christina Zarcadoolas, PhD Sociolinguist From boydhdavis at yahoo.com Fri Oct 26 09:33:41 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Fri, 26 Oct 2007 06:33:41 -0700 (PDT) Subject: [HealthLiteracy 1456] Re: TV commericals online In-Reply-To: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> Message-ID: <218891.40380.qm@web54602.mail.re2.yahoo.com> There are a number of Gardasil commercials on www.youtube.com Boyd Davis Christina Zarcadoolas wrote: Speaking of TV... Can someone recommend online sources for the older Gardasil commercial campaign "Tell Someone". It's no longer on the Merck site and for "regulatory" reasons they're not able to send it to me. I'm asking because I'm doing a study identifying the health literacy of women about HPV and want to use the commercials in focus groups. Many thanks, chris -- Christina Zarcadoolas, PhD Sociolinguist ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071026/d5c5422d/attachment.html From diehl at email.unc.edu Fri Oct 26 09:44:25 2007 From: diehl at email.unc.edu (Sandra J.Diehl, MPH) Date: Fri, 26 Oct 2007 09:44:25 -0400 Subject: [HealthLiteracy 1457] Re: TV commericals online In-Reply-To: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> References: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> Message-ID: <20071026094425.81egsio0n18gwc44@webmail7.isis.unc.edu> Hi Chris, You can find the commercial at www.youtube.com. Enter 'Gardasil' under the search tool. This will allow you on-line access, but I didn't see a way to download it to your computer. Does anyone know if that's possible? Sandy Quoting Christina Zarcadoolas : > Speaking of TV... > > > Can someone recommend online sources for the older Gardasil commercial > campaign "Tell Someone". It's no longer on the Merck site and for > "regulatory" reasons they're not able to send it to me. > > I'm asking because I'm doing a study identifying the health literacy > of women about HPV and want to use the commercials in focus groups. > > Many thanks, > > chris > > -- > Christina Zarcadoolas, PhD > Sociolinguist > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to diehl at email.unc.edu > From zornm at mail.nlm.nih.gov Fri Oct 26 10:00:55 2007 From: zornm at mail.nlm.nih.gov (Zorn, Marcia (NIH/NLM) [E]) Date: Fri, 26 Oct 2007 10:00:55 -0400 Subject: [HealthLiteracy 1458] Re: TV commericals online In-Reply-To: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> References: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> Message-ID: <5C1E5F8ADE32A4458008B4D6787C70A403426273@NIHCESMLBX8.nih.gov> Hi, Chris, If you have the URL, the Internet Archives http://www.archive.org/web/web.php may link to the previous versions of it. I can't tell any differences in the previous versions of http://hpv.com/tell-someone/index.html , for example; but evidently it was edited 15 times Marcia Marcia Zorn, M.A., M.L.S. -----Original Message----- From: Christina Zarcadoolas [mailto:czarcadoolas at gmail.com] Sent: Friday, October 26, 2007 7:25 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1455] TV commericals online Speaking of TV... Can someone recommend online sources for the older Gardasil commercial campaign "Tell Someone". It's no longer on the Merck site and for "regulatory" reasons they're not able to send it to me. I'm asking because I'm doing a study identifying the health literacy of women about HPV and want to use the commercials in focus groups. Many thanks, chris -- Christina Zarcadoolas, PhD Sociolinguist ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to zornm at mail.nih.gov From NDavies at dthr.ab.ca Fri Oct 26 10:04:22 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 26 Oct 2007 08:04:22 -0600 Subject: [HealthLiteracy 1459] Re: TV commericals online In-Reply-To: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04639@DTHREXCL1.dthr.ab.ca> http://www.hpvinfo.ca/hpvinfo/home.aspx http://www.chsrf.ca/mythbusters/index_e.php Christina, I don't have the commercial, but I have included some links you may find interesting or useful in your study. The first is from the Canadian OBGYN site and the second is an awesome site that I use to argue supplementing manufacturers instrutions with 'neutral' information. Hope they help. Nicola -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Christina Zarcadoolas Sent: Friday, October 26, 2007 5:25 AM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1455] TV commericals online Speaking of TV... Can someone recommend online sources for the older Gardasil commercial campaign "Tell Someone". It's no longer on the Merck site and for "regulatory" reasons they're not able to send it to me. I'm asking because I'm doing a study identifying the health literacy of women about HPV and want to use the commercials in focus groups. Many thanks, chris -- Christina Zarcadoolas, PhD Sociolinguist ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From czarcadoolas at gmail.com Fri Oct 26 12:21:40 2007 From: czarcadoolas at gmail.com (Christina Zarcadoolas) Date: Fri, 26 Oct 2007 12:21:40 -0400 Subject: [HealthLiteracy 1460] Re: TV commericals online In-Reply-To: <218891.40380.qm@web54602.mail.re2.yahoo.com> References: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> <218891.40380.qm@web54602.mail.re2.yahoo.com> Message-ID: <1d6708910710260921l507ace4alea4ac6e014def02a@mail.gmail.com> Yes. I've been checking that out. Did you come across the original "Tell Someone"? thanks, chris On 10/26/07, boyd davis wrote: > > There are a number of Gardasil commercials on www.youtube.com > > Boyd Davis > > *Christina Zarcadoolas * wrote: > > Speaking of TV... > > > Can someone recommend online sources for the older Gardasil commercial > campaign "Tell Someone". It's no longer on the Merck site and for > "regulatory" reasons they're not able to send it to me. > > I'm asking because I'm doing a study identifying the health literacy > of women about HPV and want to use the commercials in focus groups. > > Many thanks, > > chris > > -- > Christina Zarcadoolas, PhD > Sociolinguist > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to boydhdavis at yahoo.com > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to czarcadoolas at gmail.com > -- Christina Zarcadoolas, PhD Sociolinguist -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071026/f6471d13/attachment.html From alf8 at CDC.GOV Fri Oct 26 12:27:15 2007 From: alf8 at CDC.GOV (Friedman, Allison (CDC/CCID/NCHHSTP)) Date: Fri, 26 Oct 2007 12:27:15 -0400 Subject: [HealthLiteracy 1461] Re: TV commericals online References: <1d6708910710260424s370fdcf4ha78040eccd024518@mail.gmail.com> <20071026094425.81egsio0n18gwc44@webmail7.isis.unc.edu> Message-ID: Chris, For our HPV awareness and education effort, we've (CDC's Division of STD Prevention) done many focus groups with women (as well as men) to explore what they understand about HPV and cervical cancer -- both before and after the launch of Merck's campaign. I've been in touch with Merck as they've moved forward with their campaign and should have media files of their ads that I can send you directly. I'd be happy to discuss this further with you and would love to find out more about your research. You can contact me directly at alf8 at cdc.gov Thanks! Allison ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Sandra J.Diehl, MPH Sent: Fri 10/26/2007 9:44 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1457] Re: TV commericals online Christina Zarcadoolas : > Speaking of TV... > > > Can someone recommend online sources for the older Gardasil commercial > campaign "Tell Someone". It's no longer on the Merck site and for > "regulatory" reasons they're not able to send it to me. > > I'm asking because I'm doing a study identifying the health literacy > of women about HPV and want to use the commercials in focus groups. > > Many thanks, > > chris > > -- > Christina Zarcadoolas, PhD > Sociolinguist > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to diehl at email.unc.edu > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alf8 at cdc.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071026/4bacb717/attachment.html From boydhdavis at yahoo.com Fri Oct 26 14:02:19 2007 From: boydhdavis at yahoo.com (boyd davis) Date: Fri, 26 Oct 2007 11:02:19 -0700 (PDT) Subject: [HealthLiteracy 1462] Re: TV commericals online In-Reply-To: <20071026094425.81egsio0n18gwc44@webmail7.isis.unc.edu> Message-ID: <547674.54855.qm@web54606.mail.re2.yahoo.com> If you go to http://keepvid.com you can download the youtube flash video Leave it on your desktop Go to http://media-convert.com and change it to whatever format you wanted. For example, some versions of power point will only take a specific format These are free and quite useful Boyd Davis "Sandra J.Diehl, MPH" wrote: Hi Chris, You can find the commercial at www.youtube.com. Enter 'Gardasil' under the search tool. This will allow you on-line access, but I didn't see a way to download it to your computer. Does anyone know if that's possible? Sandy Quoting Christina Zarcadoolas : > Speaking of TV... > > > Can someone recommend online sources for the older Gardasil commercial > campaign "Tell Someone". It's no longer on the Merck site and for > "regulatory" reasons they're not able to send it to me. > > I'm asking because I'm doing a study identifying the health literacy > of women about HPV and want to use the commercials in focus groups. > > Many thanks, > > chris > > -- > Christina Zarcadoolas, PhD > Sociolinguist > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to diehl at email.unc.edu > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to boydhdavis at yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071026/decfc621/attachment.html From malpani at vsnl.com Fri Oct 26 13:52:56 2007 From: malpani at vsnl.com (Dr Malpani, MD) Date: Fri, 26 Oct 2007 23:22:56 +0530 Subject: [HealthLiteracy 1463] Re: {Spam?} Re: Wed. Q: How can we use principlesfromIndiain improvi References: <2513e01c8165a$14523a20$7205010a@mfldclinframe.org> <4045f5520710241604y37d9c5afvd94ffd5f85e3d89a@mail.gmail.com> <9664F36261DE32409334B83B21CAEE8E091E6E33@LUXOR.campus.lwtc.edu> Message-ID: <044e01c817fb$12e6b9c0$8fd5fea9@malpani1> Interestingly, it's possible now to add your own subtitles to educational films from google video and youtube using Bubbleply at www.bubbleply.com ! This would be a great way of building up a library of educational films for teaching patients. We could all contribute - or get our students to do this ! Dr Aniruddha Malpani, MD Medical Director HELP - Health Education Library for People Excelsior Business Center, National Insurance Building, Ground Floor, Near Excelsior Cinema, 206, Dr.D.N Road, Mumbai 400001 Tel. No.:65952393/65952394. helplib at vsnl.com www.healthlibrary.com World's largest free health library ! We help patients to talk to their doctors. PS Read over 20 books on health online at www.healthlibrary.com ! Read my blog about improving the doctor-patient relationship at http://doctorandpatient.blogspot.com/ ----- Original Message ----- From: "Steinbacher Mikal" To: "The Health and Literacy Discussion List" Sent: Thursday, October 25, 2007 8:25 PM Subject: {Spam?} [HealthLiteracy 1454] Re: Wed. Q: How can we use principlesfromIndiain improvi > I'll preview a few if possible. You're right .. subtitled film does make > a big difference with ESL students! Pictures, voiced words and written > words give them a lot of ways to understand the difficult language of > English! > > Thanks for the reference! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > ________________________________ > > From: healthliteracy-bounces at nifl.gov on behalf of Nancy Meyers > Sent: Wed 10/24/2007 4:04 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1453] Re: Wed. Q: How can we use principles > fromIndiain improvi > > > Another place to purchase videos is http://www.fanlight.com/ > What is good about this company is that they have the largest collection > of health-related videos that are captioned (either closed or opened). > Having spent hours researching great looking films only to find that they > do not have subtitles or closed captioning is very disheartening. > If we know that literacy is connected to health literacy, why are not more > videos captioned? > TV health-related shows (the information kind, not ER) do NOT have to be > captioned. > Seems that it would help with all ESL users. > > Nancy Meyers, MS > Health Education and Curriculum Development Consultant > Deaf Community > 612-702-9458 > njmeyers at gmail.com > > > On 10/24/07, seubert.douglas at marshfieldclinic.org < > seubert.douglas at marshfieldclinic.org > > wrote: > > > RE: Video and TV is accessible to poor communities and to audiences with > little or no literacy skills > > At Marshfield Clinic, our web site has a library of clips from the "Living > Well" segments we produce in partnership with a local television channel. > The clips can be viewed and downloaded at > http://www2.marshfieldclinic.org/videolibrary/default.asp?category=Living+Well+Segments > > At our clinic, we recently purchased some software to allow us to > incorporate more rich media into our web site that will include video and > audio files and interactive education web pages. I use the health talk web > site (below) as an example of what we can do and where we can go in > providing alternatives to printed patient education information. > > > VIDEOS ONLINE > > Health Talk > http://www2.healthtalk.com/ > > "It is a goal of HealthTalk to provide timely medical information to > patients and caregivers in a way that makes in-depth clinical information > easy to understand." > > This web site uses blogs, video and audio clips, slide shows, and > sometimes cartoons and "comic book" style media to share health > information. Most of the information is from the patient perspective. This > is copyrighted material, so the video clips, graphics, and information > can't be modified or copied. BUT, it's still a good resource for patients > and a good example of a rich media web site. > > > S U N Y Upstate Medical University > Health Sciences Library > http://www.upstate.edu/library/healthinfo/wiredmd/texthandouts.shtml > > There is a small collection of streaming videos on various topics, and > from what I've seen, they do a good job explaining things in a simple way > that's easy to understand. > > > WebMD > http://www.webmd.com/a-to-z-guides/videos/default.htm > > There is a big selection of streaming video and flash video clips here. > Unfortunately, there is a lot of advertisements and you have to sit > through a commercial before you watch a video. Nonetheless, it's a good > place to find video clips and visual explanations of many health > conditions and procedures. > > > MD Kiosk > http://www.mdkiosk.com/index.php > > "MD Kiosk is dedicated to improving the quality of patient health > education by offering a multimedia alternative to text-based patient > education which is still traditionally offered in most clinics and > hospitals." > > While this site is primarily geared to organizations that are looking to > purchase patient education kiosks for waiting areas and learning centers, > they do offer a good number of free videos that can be watched online or > downloaded. > > > > VIDEOS ON DVD and/or VHS > > American College of Physicians > http://www.acponline.org/catalog/campaign/pated_videos.htm > > A limited number of FREE videos! Only cost is shipping. BUT they must be > ordered by a member. If you know a physician who is a ACP member, ask if > he/she can help you order the videos. > > > Milner-Fenwick > http://www.milner-fenwick.com/index.asp > > "Milner-Fenwick is a leading producer and publisher of patient education > videos." > > Good videos, but very expensive! > > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Julie McKinney" > Date: Wed Oct 24, 2007 -- 09:37:23 AM > To: " healthliteracy at nifl.gov" > Subject: [HealthLiteracy 1449] Wed. Q: How can we use principles > from Indiain improving h > > Hi Everyone, > > Dr. Malpani has highlighted some excellent points that could help us > with health education in this country as well, especially in poor, urban > communities. This is an example of how we can learn from the ways that > other countries address health literacy issues, and I'd like to focus > this week's Wednesday Question on the points he brings up. > > 1. People are our most valuable resource. > 2. Video and TV is accessible to poor communities and to audiences with > little or no literacy skills. > 3. Microfinancing can enable people in underserved areas to become > advocates and educators for their own communities. > > So how can we use this in our own efforts? Is anyone out there getting > micro-loans or small grants to create networks of community health > workers or video libraries? (We heard about the community workers in the > Deaf community last week!) How else can we tap into regular people as a > resource? How are libraries offering health education in the style Dr. > Malpani describes? Where can we find collections of graphic, animated or > video health education, and how are we promoting access to people who > need this information? > > I know this is broad, but it opens our minds to so many ideas... > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> "Dr Malpani, MD" 10/16/07 12:20 PM >>> > > The dismal state of healthcare delivery in rural India has been > documented > many times, but comparatively little attention has been paid to the > plight > of the urban poor. Even though Bombay is India's medical capital, > healthcare > services for the poor here are even worse than they would be in a remote > > village. It is true that there is no shortage of doctors and hospitals > in > Bombay, but most of these are in the private sector, which means they > are > simply unaffordable for the poor - a tragic example of famine amongst > plenty. > > The poor mostly live in overcrowded slums where they are afflicted by a > double whammy. Not only do they fall prey to the common infectious > diseases > which are the bane of poor countries, they are also increasingly > afflicted > by the chronic diseases usually associated with richer nations, because > of > urban stress, pollution and an unhealthy lifestyle. > > While the government does provide free medical care, this care is often > of > poor quality. Government clinics are under-staffed and are always short > of > supplies. This means that a poor slum-dweller may have to spend the > better > part of the day waiting in line to see a doctor at a government clinic. > While the doctor's consultation is "notionally" free, the patient still > has > to spend money on buying drugs and medicines. Even worse, because the > system > is so inefficient ( lines in the OPD ( outpatient department) of > hospitals > are extremely long and the wait to see a doctor can be interminable), > most > people simply cannot afford to take a day off in order to seek medical > attention. Since they are daily wages earners and live from hand to > mouth, > making a trip to the hospital to get "free medical care" exacts a huge > financial toll in the form of lost income. > > This means that they are forced to put off going to the doctor and they > often live in the hope that the problem will improve on its own. However > , > because of inadequate and delayed medical attention, simple medical > problems > become complicated and minor illnesses become major diseases. When > matters > get out of hand and they are finally forced to go to the free hospitals, > > insult is added to injury, because the doctors criticise them for not > having > come earlier ! Not only are healthcare workers at these hospitals rude, > they > are often burntout themselves, because of their huge workloads, as a > result > of which a bad situation just becomes worse. Many poor patients prefer > going > to private hospitals, because they are looking for "value for money" and > are > willing to pay for it, even though they cannot afford it ! > > So, what is the solutionsubsidised medical care. This is not an effective > long-term solution, > and is > simply a form of " band-aid medicine". > The only effective solution will be to rely on the one resource which is > > almost inexhaustible-the people themselves. It is within these millions > that > we can tap India's greatest resource for combating diseases. The > principle > is simple - educate them so they can manage their own problems. > > Of course, this is easier said than done. This is a daunting task, and > the > challenges are enormous. However, the biggest mistake we make is to > assume > that the poor are incapable of tackling their own problems. We forget to > > give them credit for the fact that they have the street-smarts to > survive in > conditions in which most of us would not be able to last even one week ! > > Surely they are capable of looking after their own health if we give > them > the right tools to help themselves . > > That's the rub - we need to adapt what we provide, so that it makes > sense to > them and is useful for them - and this is something we have failed > miserably > at, because we do not respect them enough to ask them for their opinion > or > feedback. > > The barriers are numerous and these include: > > > a.. The fact that literacy skills are limited > b.. Time is at a premium for most of the men > c.. There are very few educational materials designed for their wants > d.. They have a very limited ability to pay > > On the other hand , there are a number of hidden resources we can tap > into > a.. The numbers are huge, and women , children and the elders who stay > at > home will have plenty of time > b.. Even though they may be illiterate, they are street-smart > c.. They are easier to reach, because they are concentrated in small > localities - slums have extremely high population densities > d.. Labour can be extremely inexpensive, which allows us to implement > solutions which can never be cost effective anywhere else ! > e.. The potential ROI ( return on investment) is huge, because we can > affect such a large number of people. > We need to change our focus. Instead of trying to provide healthcare > services which need specialists and doctors, we need to tap the people > themselves. The poor are smart and motivated , and are very capable of > solving their own problems, if we give them the right tools and teach > them > how to use them. > > An excellent example of this is the revolution which has occurred in the > > area of microfinancing. > When given money and the freedom to use it as they see fit , poor people > > come up with remarkably innovative ideas which could never have been > planned, designed or anticipated by outsiders ! > > Information Therapy - the right information at the right time for the > right > person - can be powerful medicine ! The key is to develop materials > which > are right for them - and the right information is information which they > > will want to watch and can learn from. People prefer watching graphics, > so > we need to develop materials which are graphic intensive - either in the > > form of animations; or videos. > > The good news is that modern technology has made creating and sharing > graphics extremely easy, so patient educators ( from the community > itself) > can build their own customised health video libraries with ease ! A > simple > example would be to find an articulate doctor with excellent > communication > skills, and to record a doctor-patient consultation with her about the > top > ten common clinical problems. These videos could then be watched on > cable > TVs, which many slums do have . If the programs were entertaining, they > would be a very valuable means of educating people and could be used > over > and over again. Patients would find them much easier to relate to, since > the > videos are in their own language; deal with their immediate personal > concerns; use local characters they can identify with; and provide local > > solutions which they are familiar with . > > > Chronic diseases such as diabetes, cancer and heart disease are now > becoming > an increaspatient" who has learnt to live well with their chronic disease. > We need > to > find these success stories - and this patient can then be interviewed on > > video, so others can learn from his experience. > > Videos could also be created on how to talk to doctors and how to > navigate > the healthcare system if hospital care is needed. > > > Another simple example would be to publish a series of animated graphics > and > cartoons about common health problems and how to treat them. An example > of > this is at http://www.drmalpani.com/health-videos/. One way of looking > at > this would be to think of it as a video version of the classic text - > Where > There Is No Doctor . A modular library of such graphics could then be > published online as "open source content" ; and patient educators could > download and dub these in local languages . This version can then again > be > uploaded to google video - and shared with other patients from all over > the > world. In fact, these could even be adapted for each slum's local living > > conditions. As the technology improves, it will soon be possible to > deliver > this graphic educational content on the third screen which is quickly > becoming universal even in slums - the mobile phone. > > Isn't all this too expensive ? In fact, it's too expensive not to do it > ! > Human capital is India's most precious resource and we cannot afford to > squander it ! Patient education, if done properly, can provide a > terrific > return on investment. We have the technology , the tools and the > manpower - > let's do it ! > > --------------------------------------------- > > This is the game-plan for which I need your help. > > > 1. Create a library of graphic modules related to healthcare. This will > be > both in the form of both cartoon images; and animations > > 2. Allow people to use these animations so they can design their own > videos > and their own graphic novels/comics > > For videos, we would upload the videos to google video. They can combine > > clips and add voice in their local languages, and add their own clips, > using > services such as www.bubbleply.com > > > Similarly, they could adapt the basic graphics we provide using tools > such > as http://www.toondoo.com and > http://plasq.com/comiclife to create their > own > materials, as adapted to their local conditions. > > We would use the book, Where There is No Doctor at > http://www.hesperian.org/publications_download_wtnd.php as our basic > text > book > and create graphics to support this. > > HELP - the Health Education Library for People, India's first Consumer > Health Education Resource Center , and one of the world's largest > consumer > health libraries ( as determined by the Medical Library Association , > USA ) > was established in 1997 to empower people by providing them with the > information they need to promote their health , and prevent and treat > medical problems in the family in partnership with their doctor. We are > a > registered charitable trust and a non-profit organisation. > We offer the following facilities: > > 1. Airconditioned reading rooms, with a seating capacity for 20-25 > people > 2. An upto date collection of over 5000 consumer health books, 10000 > pamphlets, and many magazines and newsletters > 3. Audiovisual educational media, including over 600 videotapes. Videos > can > be viewed in privacy in the library > 4. Computer software , including over 30 CD-ROMs on all health and > medical > topics > 5. Photocopying facilities, at Re 1 a page > 6. A lecture hall ( seating capacity of over 70 people) with a > big-screen > projector which we give free to NGOs for health talks. > > We have access to information on every health and medical topic under > the > sun - explained in terms which the layperson can understand. > HELP has become a prototype of the modern digital library. Our website > at > http://www.healthlibrary.com is India's > leading health portal, and > receives > over half a million hits a month ! > We are a public library - everyone is welcome ! Entry to HELP is free ! > We are open Monday through Saturday, from 10 am to 6.30 pm. Foe-mail. This > is an innovative service called MISS-HELP ( Medical > Information > Search Services from HELP ) which allows us to provide medical > information > to users from all over India . > > We feel patients are the largest untapped healthcare resource and that > Information Therapy is Powerful Medicine ! > > Please do come and visit HELP ! > > > Dr Aniruddha Malpani, MD > Medical Director > HELP - Health Education Library for People > Excelsior Business Center, > National Insurance Building, > Ground Floor, Near Excelsior Cinema, > 206, Dr.D.N Road, Mumbai 400001 > Tel. No.:65952393/65952394 > helplib at vsnl.com > www.healthlibrary.com > > > Helping patients to talk to their doctors ! > > PS Read over 20 books on health online at > www.healthlibrary.com ! > > Read my blog about improving the doctor-patient > relationship at http://doctorandpatient.blogspot.com/ > > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > > > > -------------------------------------------------------------------------------- > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to malpani at vsnl.com > From NDavies at dthr.ab.ca Fri Oct 26 16:15:53 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Fri, 26 Oct 2007 14:15:53 -0600 Subject: [HealthLiteracy 1464] Re: More HPV In-Reply-To: <044e01c817fb$12e6b9c0$8fd5fea9@malpani1> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04647@DTHREXCL1.dthr.ab.ca> http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20070904/ovarian_cancer_070904/20070904?hub=Health Christina, here is another article about confusion about HPV virus among Canadians. From Joanne.Locke at hhs.gov Wed Oct 31 15:38:08 2007 From: Joanne.Locke at hhs.gov (Locke, Joanne N (HHS/OPHS)) Date: Wed, 31 Oct 2007 15:38:08 -0400 Subject: [HealthLiteracy 1465] HHS Releases New Quick Guide to Health Literacy and Older Adults In-Reply-To: Message-ID: Please share this information with your colleagues. HHS Releases New Health Literacy Tool for Professionals Who Serve Older Adults As part of Health Literacy month, the U.S. Department of Health and Human Services released a new health literacy tool for people who serve older adults. The Quick Guide to Health Literacy and Older Adults is designed to provide useful strategies and suggestions to professionals who work with older adults to help bridge the communication gap between professionals and older adults. In a national assessment of health literacy, only three percent of the older adults surveyed were found to be proficient in health literacy. Persons with limited health literacy have more adverse health outcomes including less frequent use of preventive services, higher hospitalization rates, and more emergency room visits. For older Americans, difficulties with health literacy can complicate already challenging health problems since as many as 80 percent of older Americans have at least one chronic disease. For more information visit: http://www.health.gov/communication/literacy/olderadults/default.htm. http://www.health.gov/communication/literacy/olderadults/default.htm Joanne Locke and Kay Loughrey Office of Disease Prevention and Health Promotion U.S. Department of Health and Human Services -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071031/533e09e3/attachment.html From julie_mcKinney at worlded.org Thu Nov 1 10:43:36 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 01 Nov 2007 10:43:36 -0400 Subject: [HealthLiteracy 1466] Community literacy conference: open to health agencies, too! Message-ID: <4729ADD80200002D0000440D@bostongwia.jsi.com> Hi Everyone, I'm passing on this conference announcement which may be of interest to some of you. Community literacy efforts try to involve all community partners, including health agencies and health care delivery outlets. I encourage all of you to consider participating in something like this. This conference invites board members from a wide variety of community organizations and businesses to learn how to be part of this effort. All the best, Julie ********************* Greetings Literacy Leaders and Advocates: We are so looking forward to seeing you at the National Community Literacy Conference in Memphis in March. You can find information, as well as registration forms up on the Literacy Powerline website: www.literacypowerline.com ?s contact: Hannah Mallon hannahmallon at gmail.com or phone 979 289 5175 *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu Nov 1 11:34:55 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 01 Nov 2007 11:34:55 -0400 Subject: [HealthLiteracy 1467] Project Care: Health Care Case Studies, Multimedia, and Projects for Practicing English Message-ID: <4729B9DF0200002D00004412@bostongwia.jsi.com> Hi Everyone, In our recent discussion, we touched on ways that adult educators can help their students to improve their health communication skills. This new resource provides an excellent example of how to do just that, with the added benefit of teaching people how to care for loved ones, and improve their literacy skills. Steve Quann, who developed this website and wrote the accompanying book, has created many high-quality resources for integrating health and literacy teaching using a variety of media. Please check out this resource if you are interested! All the best, Julie *********************** Project Care http://projectcare.worlded.org/ is a website for high-intermediate to advanced English language learners who want to learn about caring for others while improving their communication with medical personnel. The website provides audio and video for listening practice, vocabulary development, as well as handouts to project-based activities. Although this site has an accompanying book, we hope the free activities on this site will help students learn more about important health issues while practicing English. *********************** Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From julie_mcKinney at worlded.org Thu Nov 1 12:15:33 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 01 Nov 2007 12:15:33 -0400 Subject: [HealthLiteracy 1468] Wednesday Question: Reflections of this list as a professional development tool Message-ID: <4729C3650200002D0000441E@bostongwia.jsi.com> Hi Everyone, Ok, I know it's Thursday, but here's the Wednesday Question: Think back over the past few months, and about what you have gained from this list. How has the list functioned as a professional development tool for you and other colleagues? How could it be better in this regard? Thanks for your feedback! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From Mikal.Steinbacher at lwtc.edu Thu Nov 1 15:33:46 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Thu, 1 Nov 2007 12:33:46 -0700 Subject: [HealthLiteracy 1469] Re: Wednesday Question: Reflections of this listas a professional development tool References: <4729C3650200002D0000441E@bostongwia.jsi.com> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E49@LUXOR.campus.lwtc.edu> I have gleaned a lot of material for the ESL health care bridge class I'll be teaching winter and spring quarter. Speaking and Listening skills are the most critical and hardest skills to develop at a professional level. My students are always asking for more opportunities and ideas. Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Thu 11/1/2007 9:15 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1468] Wednesday Question: Reflections of this listas a professional development tool Hi Everyone, Ok, I know it's Thursday, but here's the Wednesday Question: Think back over the past few months, and about what you have gained from this list. How has the list functioned as a professional development tool for you and other colleagues? How could it be better in this regard? Thanks for your feedback! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 5085 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071101/86b3393f/attachment.bin From helen at healthliteracy.com Thu Nov 1 19:03:36 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Thu, 1 Nov 2007 19:03:36 -0400 Subject: [HealthLiteracy 1470] Health Literacy Month 2007 Message-ID: <010a01c81cdb$70877440$6401a8c0@HLC> Hi all, Health Literacy Month '07 is now history. Thanks to you, it was another great success! As many of you know, I'm a great believer in measuring effectiveness. Here are a few of this year's stats: * There were 26 Health Literacy Month 2007 events posted on www.healthliteracymonth.org. These came from 2 Canadian provinces and 15 U.S. states. It is likely that many more took place. These are just the ones submitted to our event list. (It's not too late to add yours!) * Sponsoring organizations included: health councils, community coalitions, public health associations, hospitals, home care agencies, businesses, libraries, state and federal government groups, literacy programs, universities, foundations, and insurance companies. * Programs were amazing and included: awards presentations, community-wide committees, website articles and blogs, library programs, coloring contests, skills-building workshops, webinars, health literacy in the classroom (volunteers reading to children in primary grades), bulletin boards, health literacy tool-kits, pro-bono writing services, employee awareness programs and prizes, online health literacy learning modules, development of medication and allergy lists, and community events including health fairs, health fests, and healthcare extravaganzas. * Audiences included community members from 12 months old to seniors, college students, adult learners, and professionals of all disciplines. I'm wowed and hope you are as well. Thanks you for letting the world know why health literacy matters. And it's not too soon to prepare for 2008 which will be the 10th anniversary of Health Literacy Month. Together, we make an amazing difference! ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com & 508-653-1199 Speaker, Author, Plain Language Writer & Editor -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071101/c3f9f021/attachment.html From director at healthconnectsd.org Thu Nov 1 20:59:37 2007 From: director at healthconnectsd.org (director at healthconnectsd.org) Date: Thu, 1 Nov 2007 18:59:37 -0600 Subject: [HealthLiteracy 1471] Re: Wednesday Question: Reflections of this list as a professional development tool In-Reply-To: <4729C3650200002D0000441E@bostongwia.jsi.com> References: <4729C3650200002D0000441E@bostongwia.jsi.com> Message-ID: <1193965177.472a76795514c@webmail.midco.net> Julie - I don't "talk" alot on the list, but I am "listening and learning" a great deal in areas that you just can't get at a workshop or class. The discussion is very candid and free-flowing, which allows everyone to be comfortable in "talking". Thanks for sponsoring and maintaining the list. To me it has been an invaluable resource for the work I am doing in the field of health literacy. Fran Fran Rice Health Connect P.O. Box 89306 1309 W. 51st Street Sioux Falls, SD 57109-9306 director at healthconnectsd.org http://www.healthconnectsd.info 1-888-761-5437 (toll-free nationwide) 605-371-1000 Quoting Julie McKinney : > Hi Everyone, > > Ok, I know it's Thursday, but here's the Wednesday Question: > > Think back over the past few months, and about what you have gained from this > list. How has the list functioned as a professional development tool for you > and other colleagues? How could it be better in this regard? > > Thanks for your feedback! > > All the best, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to director at healthconnectsd.org > From jataylor at utk.edu Fri Nov 2 10:01:39 2007 From: jataylor at utk.edu (Taylor, Jackie) Date: Fri, 2 Nov 2007 10:01:39 -0400 Subject: [HealthLiteracy 1472] Professional Development Quality Standards Discussion Message-ID: <0913EC48F2B05C4FBE4878BAFCABBFEC0127B33E@KFSVS2.utk.tennessee.edu> Dear Colleagues, Have you ever attended a professional development (PD) activity and wondered why you spent your time participating? Have you ever attended professional development and felt that your practice significantly improved because of it? Join the Adult Literacy Professional Development Discussion List for a three-part discussion of quality professional development that will culminate in finalizing a set of PD quality standards that AALPD will use to advance quality professional development in the field. Subscribe: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment When: November 12 - 30th (Quiet week November 19-23) History: http://tinyurl.com/36raut Additional Resources: http://tinyurl.com/3xd5c8 Please see below for details. For a web-based version of the announcement, visit: http://tinyurl.com/32k3zr I hope you will join us! Best, Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu Part I: Quality Professional Development When: November 12 - 16 What makes quality professional development? Join us to discuss what subscribers identify as quality PD, and to explore the benefits and issues with building a professional development system based on quality standards. * What are characteristics of quality professional development? * How do you know it when you see it? * What is the value added in having PD standards? * What are the drawbacks? * PD Providers: Are standards really going to help you provide better PD? * Practitioners: Are standards really going to help you identify quality PD? Part II: Reflection Week When: November 19 - 23 AALPD will disseminate a set of quality professional development standards and indicators that the AALPD PD Standards Committee has drafted. This is a quiet week to: 1. Reflect on the quality characteristics generated by list subscribers during Part I. 2. Review the AALPD draft PD Standards. Ask yourself the questions listed in Part III below, to prepare. Part III: AALPD Professional Development Quality Standards When: November 26 - 30 Join us to discuss the draft AALPD PD Quality Standards. Based on this important discussion, a final draft of the AALPD PD Quality Standards will be sent to the AALPD Membership for an up or down vote. A final version will be placed on the AALPD Website, and will become the foundation for a program and state self-assessment tool to advance quality professional development in our field. Discussion Questions Include (but are not limited to): * How well does this draft measure up with what subscribers have indicated is quality professional development? * From this draft: * What are the most important PD standards or indicators from your perspective? * What are the most important standards to advance PD in your area/state? * What PD Standards would be easy to implement? * What would be hard to implement? * Is there anything missing? * Is there anything that isn't clear? * What would need to be in place in order to make these standards possible? ------------------------------------------------------------------------ ---------------- >From the Association of Adult Literacy Professional Developers (AALPD) Standards Committee and Executive Board http://www.aalpd.org/ ------------------------------------------------------------------------ ---------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071102/42305c5f/attachment.html From Cindy.Brach at ahrq.hhs.gov Fri Nov 2 15:23:37 2007 From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ)) Date: Fri, 2 Nov 2007 15:23:37 -0400 Subject: [HealthLiteracy 1473] NEW AHRQ TOOLS HELP PHARMACIES BETTER SERVE PATIENTS WITH LIMITED HEALTH LITERACY Message-ID: <04B4EF9F9E334C48903C284C4B16A197071D61D2@AVN3VS004.ees.hhs.gov> Agency for Healthcare Research and Quality FOR IMMEDIATE RELEASE Contact: AHRQ Public Affairs Tuesday, October 30, 2007 (301) 427-1539 (301) 427-1241 NEW AHRQ TOOLS HELP PHARMACIES BETTER SERVE PATIENTS WITH LIMITED HEALTH LITERACY The U.S. Department of Health and Human Services' Agency for Healthcare Research and Quality today announced two new tools to help pharmacies provide better quality services to people with limited health literacy. The tools are titled, Is Our Pharmacy Meeting Patients' Needs? A Pharmacy Health Literacy Assessment Tool User's Guide and Strategies to Improve Communication between Pharmacy Staff and Patients: A Training Program for Pharmacy Staff. Studies have found that people with limited health literacy are 12 to 18 times more likely to be unable to identify their own medications and distinguish them from one another than people who are more health literate. They also have difficulty understanding simple instructions, such as taking a medication every 6 hours, or how their medications work. People with limited health literacy also are less likely to understand potential side effects and more likely to misinterpret drug warning labels. "Ensuring that people with limited health literacy understand how to take their medications safely is key to improving the quality of health care and reducing medical errors," said AHRQ Director Carolyn M. Clancy, M.D. "Pharmacists play an important role in this effort, and these new tools will help them help their patients." The tools resulted from a study that was co-funded by AHRQ and the Robert Wood Johnson Foundation and were developed under contract by Emory University. The pharmacy assessment tool can help raise pharmacy staff awareness of health literacy issues, detect barriers that may prevent individuals with limited literacy skills from using and understanding health information provided by a pharmacy, and may help identify opportunities for improving services. This tool includes a pharmacy assessment tour to be completed by trained, objective auditors; a survey to be completed by pharmacy staff; and a guide for focus groups with pharmacy patients. The three parts are complementary and are designed to form a comprehensive assessment. The training program for pharmacy staff includes the use of explanatory slides and small group breakout discussions. Participants will role play using handouts before concluding with a question-and-answer session. More than a third of adult Americans have levels of health literacy that are below what is required to understand typical medication information, according to the National Assessment of Adult Literacy. This problem is more acute for certain groups, including the elderly, minorities, immigrants, and the poor. AHRQ's 2006 National Healthcare Disparities Report (http://www.ahrq.gov/qual/nhdr06/nhdr06.htm) found that these same groups tend to have poorer health care, suggesting that limited health literacy may be at least partially responsible for the disparities. Is Our Pharmacy Meeting Patients' Needs? A Pharmacy Health Literacy Assessment Tool User's Guide can be found online at http://www.ahrq.gov/qual/pharmlit/. Printed copies may be obtained by calling the AHRQ Publications Clearinghouse at (800) 358-9295 or sending an e-mail to ahrqpubs at ahrq.hhs.gov . Strategies to Improve Communication between Pharmacy Staff and Patients: A Training Program for Pharmacy Staff can be found at http://www.ahrq.gov/qual/pharmlit/pharmtrain.htm. For more information about AHRQ's health literacy activities, go to http://www.ahrq.gov/browse/hlitix.htm. ### -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071102/18728710/attachment.html From diehl at email.unc.edu Fri Nov 2 17:13:12 2007 From: diehl at email.unc.edu (Sandra J.Diehl, MPH) Date: Fri, 02 Nov 2007 17:13:12 -0400 Subject: [HealthLiteracy 1474] Re: bridging the gap between health and literacy educators Message-ID: <20071102171312.wtcc1il6yscso84g@webmail4.isis.unc.edu> Hi Julie, I have incorporated health education into my intermediate-level ESL classes, by inviting guest speakers, using health-related curriculum, and practicing health-related skills. I talk about this experience in an article I wrote for the journal Adult Learning. A link to the article, "Life Skills to Life Saving: Health Literacy in Adult Education" can be found on the website www.expectingthebest.org. One example, which I talk about in the article, involved inviting a Red Cross First Aid trainer into our class to demonstrate basic first aid and choking skills following a choking emergency one of my students had with his young child. Beyond the first aid demonstration, in a subsequent class we also talked about the cost of health care and resources that might help including insurance programs such as SCHIP and indigent care. Also on the website is information about a fourteen-lesson health literacy curriculum that we introduced into North Carolina Community College ESL classrooms and community-based organizations. We will be presenting a poster with our evaluation results at this year's APHA meeting, on Monday, for anyone on the list who is attending the conference. Our presenter, Kristin Hoeft, will also have a limited number of cd-roms of the curriculum on hand for anyone who stops by! Thanks, Sandy Diehl, MPH Department of Health Behavior and Health Education University of North Carolina at Chapel Hill Quoting Julie McKinney : > Thanks, Marg, for these resources! I like this emphasis on the > support network. That's where I think adult education programs can > really have an impact. If learners can use the safe and supportive > environment of their classroom to practice the kind of dialog, > questioning and vocabulary they will need for effective communication > in the more intimidating environment of the health system, then they > can gain confidence and make real progress. > > Here's a link to a chapter in "Family Health and Literacy" about > collaborating between literacy and health programs: > > http://healthliteracy.worlded.org/docs/family/started.html#collaborating > > I'd love to hear from some other teachers who have addressed health > in the classroom, or from health educators who have been a guest in > an ABE classroom! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Marg Rose" 10/20/07 6:09 PM >>> > HI folks. This topic has raised not only questions, but great input and > change agent ideas. Kudos. When conducting field research on the factors > that hinder or enhance collaboration between literacy and health educators, > one health promotion director exhorted the literacy teachers in the room to > encourage learners to take a tape recorder into every medical interview. > > Often, emotions and learning modalities (as Dr. Zeitz has discussed in the > last exchange) are working full-time to make the most of the limited face > time with a medical professional these days. So, comprehension is limited, > and that affects the "compliance" factor. She said that research shows that > clinicians actually judge those patients who tape interviews as more engaged > and positive. Learners then can take the tape (or these days, Ipod or MP3 > player!) back to their families and to their literacy program for more > careful analysis, discussion, planning and enlist what Thomas Sticht has > called a "group mind". Much like what some of us do when trying to load a > new computer program, or program a VCR--we turn to the younger generation or > our children. > > Is a low health literacy score for an individual really an indicator of > their ability to navigate various settings or health information? Perhaps > not, since the impact of their support team also plays a factor. Bill Putnam > talks about the impact of isolation in his book "Bowling alone: The future > of communities" as outweighing many other social determinants. So, whatever > we can do in our various settings to link people to support systems is > crucial to improving their health. > > Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see > http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of > checklists and accompanying video depict ways to adjust intake and client > interaction in various social services settings to make them more welcoming > to all, and especially to encourage adults with low literacy to feel more > comfortable about asking questions. > > The Askme3 campaign, which encourages ALL of us to be more assertive abuot > asking questions is the ultimate solution. Instead of relying on health > professionals or literacy folks to intervene after the fact, it is more > efficient to encourage patients themselves feel more comfortable speaking > up. Of course, iin some cultures, open dialogue is just not a common trait > for authoritarian situations like a medical interview. So, the Ask Me 3 > campaign sets the stage for expecting dialogue. That's why we devleoped the > Patient Prompt Card in our coalition, to encourage all adults to own their > own information and practice asking questions. The Going to the Doctor > booklet and facilitator's guide is available through Literacy Partners of > Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or > 204-947-5757 or a northern learner's original edition through Yukon Learn > http://www.yukonlearn.com/publications/index.php. > > Hope this helps! > > Marg Rose, M.Ad.Ed > Health Literacy Consulting Group > Victoria, BC > 250-592-7321 > > "Life is 10% what you make it and 90% how you take it." > ~Irving > Berlin > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of > healthliteracy-request at nifl.gov > Sent: Saturday, October 20, 2007 9:00 AM > To: healthliteracy at nifl.gov > Subject: HealthLiteracy Digest, Vol 25, Issue 32 > > > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1423] Discussion continues through Monday! > Some questions... (Julie McKinney) > 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and > hearingpatients (Helen Osborne) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 19 Oct 2007 16:31:30 -0400 > From: "Julie McKinney" > Subject: [HealthLiteracy 1423] Discussion continues through Monday! > Some questions... > To: > Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > I just want to remind everyone that this discussion will not end today, but > continue officially through Monday the 22nd. I will continue to check for > messages over the weekend for those who will have time to read and respond. > Of course, as always, we can continue as long as we want, but the panelists > plan to be available through Monday. > > Today's discussion has been interesting, practical and informative! Howard's > information below really gave me a new way to understand communication and > learning. > > To think about in the next couple days: > > How can we encourage patients to be open and forthright about how they > prefer to get information? ("Dr., I will understand this much better if you > can show me a picture...") > > How can ABE and ESOL teachers use their unique environment to encourage this > kind of self-advocacy and help improve communication skills for learners? > > How do we create a "shame-free" environment for people with lower literacy > skills? > > Thank you all for your contributions! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 3:28 PM >>> > Julie: I have come to understand visual, auditory and kinesthetic learning > as a result of: a)professional development for medical school faculty > (teacher training workshops); and b)collaborations with K-12 teachers and > administrators. > > Technically, we are not talking about learning styles; we are talking > about "portals of entry". Information enters the brain through 3 portals > of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic > actions). Once information enters a portal (for example, the eyes), it > travels along one or more pathways to one or more regions of the brain > where it is processed. If the eye, the pathway and the brain region are > all normal, the result will be understanding. So called "visual learners" > generally use this learning strategy preferentially for any number of > reasons. However, the best results occur if the learner can acquire > information on the topic at hand through all 3 portals. So if I talk about > asthma, the person with asthma listens and asks me questions, I answer > those questions with words AND pictures I draw, AND the person takes notes > (kinesthetic movement), the new information is entering all 3 portals > (sight, hearing and touch) and will be processed in multiple brain > compartments. If I give a mini-lecture without pictures, discussion and > note taking, very little learning will occur. > > During discussion/conversation, the best way to recognize "visual > learners" is to observe their facial expressions. Perhaps the 3 most > common are: blank look, facial question mark and deer-in-the-headlights. > A second way to recognize visual learners is through their verbal > responses: I'm not sure I understand; could you repeat that; and the > ever-popular "dead silence". The final way is by asking them to > "teach-back" the information; after discussion without visual input, an > auditory or kinesthetic learner usually can complete the teach-back but a > visual learner cannot. > > As to your last question re quick access to visuals, I have little to add. > Perhaps other participants in this discussion can answer. When I have > searched for usable/helpful visuals, I generally have found visuals that > are as complicated as the usual Grade 12-16 written documents that pretend > to teach health related topics. I would be happy to learn more about > reliable sources of usable/productive/helpful visuals. > > Howard > > ============================================================================ > > On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: >> Howard, >> >> Thanks for bringing up the issue of different learning styles, such as >> visual, auditory, and kinesthetic. This is something that teachers are >> often aware of, but the medical community may not be. (This is one reason >> why collaborations between adult literacy programs and health programs can >> be so helpful to everyone involved!) >> >> I would love to know how you became aware of this phenomenon, and how you >> learned to recognize when you are talking with a visual learner? What cues >> do you look for? >> >> I love that you draw pictures during an explanation, and agree that this >> act is a "symbol of personal care", AND will help the patient to retain >> the information better. But for those clinicians who are not comfortable >> doing that, how else could they access visuals quickly to help with an >> explanation? >> >> Such as... >> * lots of posters on wall >> * collection of good brochures/fact sheets with pictures to point to >> * index card file with variety of pictures you could refer to >> * other ideas? >> >> Thanks again for a great example of clear communication! >> >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> >> When working as a clinician doctor (Latin root = teacher), I "teach" all >> day long. (In my world, teach=helping someone understand something.) >> >> I hand-draw pictures most of the time, and I use file pictures once in a >> while. The common phrase is "a picture is worth a thousand words"; in the >> medical world, a picture is worth a million words. Teachers sometimes talk >> about people either as visual learners, auditory learners or kinesthetic >> learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through >> practice I can now recognize easily when I am having a conversation with a >> "visual learner"; I immediately start drawing pictures, then talk from the >> pictures--adding labels as I talk. Finally, the act of creating the >> picture on the spot carries the symbol of personal care (this is not an >> off-the-rack picture that everyone receives, this is MY picture). The >> picture then goes home with the individual to help them share what they >> learned with other family members. >> >> Kinesthetic learners need models they can touch and/or manipulate. >> Auditory learners do not need pictures and/or models, but their learning >> is deeper and broader with pictures and/or models. Individuals with >> auditory disabilities MUST have pictures and/or models. >> >> There are several reasons why these strategies are not used more often. >> The most commonly cited reason is the time it takes to help someone truly >> understand something; time is money in the modern world and reimbursement >> for healthcare education is not reimbursed well if at all in most >> healthcare scenarios. Perhaps an even more common but unacknowledged >> reason is that most clinicians have little if any training in teaching and >> LEARNING. If the clinician knows nothing about learning, s/he cannot >> possibly appreciate the value of pictures in medical/health education. >> Both of these root causes are remediable---but only with the development >> of the political will to make it happen. >> >> Howard J Zeitz, MD >> Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) >> >> Medical Director, Asthma and Allergy Services >> University of Illinois College of Medicine--Rockford >> >> > ============================================================================ >> >> On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >>> Thank you, Nancy, for sharing with us this eye-opening information about >>> health literacy issues for the Deaf community. It certainly seems like >>> more efforts need to be initiated in this area. I have many questions, >>> but >>> for now I want to stick to those that relate to communication between >>> the >>> patient and the health team. >>> >>> How effective is it with Deaf patients to pair pictures with the >>> information that is being translated? It has been shown in hearing >>> patients that the use of pictures can improve compehension and >>> especially >>> recall of the information. >>> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >>> >>> This is a question that I want to bring up for everyone now. We have not >>> yet talked about the use of pictures while communicating, yet they have >>> been found to be enormously effective not just in take-home materials, >>> but >>> during a clinical encounter as well. How many of you (whether as a >>> patient >>> or health professional) have experienced using pictures during a visit >>> while communicating? How well has it worked for you? Why don't we do it >>> more often? >>> >>> I would love to hear some responses to these questions! >>> >>> Thanks all, >>> Julie >>> >>> Julie McKinney >>> Discussion List Moderator >>> World Education/NCSALL >>> jmckinney at worlded.org >>> >>>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >>> I would like to briefly comment on a couple of the topics that have come >>> up. >>> My primary experience has been with the Deaf Community in the area of >>> health >>> education and health literacy. First, health literacy assumes English >>> literacy for non-English users. It helped a great deal when I told an >>> audience of Deaf people that most medical terms are from Latin. We break >>> the >>> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >>> expand their knowledge "in context" of one topic. Second, "Teach Back" >>> is >>> not as effective or reliable when the physician/health professional is >>> completely dependent on an interpreter. It is difficult to measure >>> comprehension when all that is happening is the information is coming >>> back >>> through an interpreter. With American Sign Language this is particularly >>> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >>> adults here are examples of the results: "Forty percent of respondents >>> could >>> not list any symptoms of a heart attack, while over 60% could not list >>> any >>> symptoms of a stroke. Less than half of respondents identified chest >>> pain/pressure as a symptom of a heart attack. Only 61% reported that >>> they >>> would call 911 in response to cardiovascular disease symptoms." Some >>> people's health literacy is so low, that nothing short of someone from >>> the >>> culture teaching in the native language can fill the gap. For Deaf >>> people, >>> that means more Community Health Workers (3 in the whole of the US is >>> not >>> much), ALL health information in ASL which means video. Finally, the >>> issue >>> of people learning more about how to advocate for themselves. Deaf >>> people >>> do >>> not want to ask too many questions because if the physician comes back >>> with >>> another question, they will not be able to answer it. Without knowledge >>> and >>> access to information we cannot expect people to advocate...complain >>> sometimes...but not advocate. With HIPPA and other "restrictions" health >>> advocates and even chaplains are finding it difficult to visit and serve >>> as >>> support people. I recently was with a Deaf breast cancer survivor who is >>> in >>> her 3rd bout with cancer. She attended a conference we organized with >>> oncologists etc. One topic the Deaf women wanted to learn about was >>> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >>> you >>> think that is what I have?" How could she have cancer for the 3rd time >>> and >>> no one has explained to her what that is. Currently we are making a >>> documentary about Deaf Breast Cancer Survivors and interviewing these >>> women. >>> Their stories are eye openers into all the questions posed about the >>> environment. I think the lessons and learnings with this population are >>> transferrable to many. >>> >>> Nancy Meyers, MS >>> Consultant to the Deaf Community >>> Founder of the Deaf Hospice Education & Volunteer Project >>> >>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > > ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to julie_mckinney at worlded.org >> >> ---------------------------------------------------- > > > Howard J Zeitz, MD > University of Illinois > 1601 Parkview Ave > Rockford, IL 61107 > T: 815-395-5964 > F: 815-395-5671 > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > > > ------------------------------ > > Message: 2 > Date: Fri, 19 Oct 2007 17:12:19 -0400 > From: "Helen Osborne" > Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and > hearingpatients > To: "The Health and Literacy Discussion List" > > Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> > Content-Type: text/plain; format=flowed; charset="iso-8859-1"; > reply-type=original > > Julie asked where to buy already-drawn tear sheets. Here are some companies > that quickly come to mind (and likely there are many more): > > Pritchett & Hull, http://www.p-h.com > Krames, http://www.krames.com > Anatomical Chart Company, http://www.anatomical.com > > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > ----- Original Message ----- > From: "Julie McKinney" > To: > Sent: Friday, October 19, 2007 4:17 PM > Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and > hearingpatients > > >> Helen, >> >> Do you know where to get these tear sheets with pre-drawn pitcures? What a >> great idea! >> >> Also, just to reinforce a point that Anne made, another nice thing about >> using pictures is that they encourage the subtle yet effective habit of >> sitting next to each other when communicating! >> >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Helen Osborne" 10/19/07 3:11 PM >>> >> One reason I think that clinicians don't draw is that they think they >> can't. >> To get beyond this hurdle, in some of my workshops I review how to draw >> stick figures, including proper body proportions. With little practice and >> lots of humor, most participants are soon able to draw recognizable >> figures. >> >> For those who can't or don't want to draw pictures (especially of internal >> body parts), I suggest using tear sheets with pictures already drawn on >> them. For instance, when explaining heart procedure the clinician only >> needs >> to highlight, draw, circle, or otherwise mark where the problems are and >> what was done. >> >> Whether drawing "from scratch" or adding to a pre-drawn picture, it is >> important to supplement it with simply written text. And then give the >> picture to the patient, of course! >> ~Helen >> >> Helen Osborne, M.Ed., OTR/L >> Health Literacy Consulting & Health Literacy Month >> www.healthliteracy.com & www.healthliteracymonth.org >> helen at healthliteracy.com >> 508-653-1199 >> Ask me about the new "Health Literacy Month Handbook" >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to julie_mckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to helen at healthliteracy.com > > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 25, Issue 32 > ********************************************** > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to diehl at email.unc.edu > From mvillaire at iha4health.org Fri Nov 2 17:57:37 2007 From: mvillaire at iha4health.org (Michael Villaire) Date: Fri, 2 Nov 2007 14:57:37 -0700 Subject: [HealthLiteracy 1475] Tool to integrate health into ESL In-Reply-To: <20071102171312.wtcc1il6yscso84g@webmail4.isis.unc.edu> References: <20071102171312.wtcc1il6yscso84g@webmail4.isis.unc.edu> Message-ID: <9F8831D6F89CC14897300484F62E17BE20EF56@ihaex01.iha4health.pri> Another tool to consider is a full ESL curriculum called HELP: Health Education Literacy Program--Teaching Literacy and Health Together, which we created in collaboration with the State of Louisiana Department of Education under a grant. The CD containing the entire curriculum is available free of charge from our website, www.iha4health.org. The curriculum teaches reading, writing, and speaking skills using our self-help health book, What To Do When Your Child Gets Sick, as the text. This book is written at an average 3rd grade reading level. The HELP curriculum contains more than a thousand pages of handouts and teacher materials, in five learning domains (listening, speaking, writing, reading, thinking) and three levels. -- Michael Villaire, MSLM Director, Programs & Operations Institute for Healthcare Advancement (562) 690-4001 ext. 202 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Sandra J.Diehl, MPH Sent: Friday, November 02, 2007 2:13 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1474] Re: bridging the gap between healthand literacy educators Hi Julie, I have incorporated health education into my intermediate-level ESL classes, by inviting guest speakers, using health-related curriculum, and practicing health-related skills. I talk about this experience in an article I wrote for the journal Adult Learning. A link to the article, "Life Skills to Life Saving: Health Literacy in Adult Education" can be found on the website www.expectingthebest.org. One example, which I talk about in the article, involved inviting a Red Cross First Aid trainer into our class to demonstrate basic first aid and choking skills following a choking emergency one of my students had with his young child. Beyond the first aid demonstration, in a subsequent class we also talked about the cost of health care and resources that might help including insurance programs such as SCHIP and indigent care. Also on the website is information about a fourteen-lesson health literacy curriculum that we introduced into North Carolina Community College ESL classrooms and community-based organizations. We will be presenting a poster with our evaluation results at this year's APHA meeting, on Monday, for anyone on the list who is attending the conference. Our presenter, Kristin Hoeft, will also have a limited number of cd-roms of the curriculum on hand for anyone who stops by! Thanks, Sandy Diehl, MPH Department of Health Behavior and Health Education University of North Carolina at Chapel Hill Quoting Julie McKinney : > Thanks, Marg, for these resources! I like this emphasis on the > support network. That's where I think adult education programs can > really have an impact. If learners can use the safe and supportive > environment of their classroom to practice the kind of dialog, > questioning and vocabulary they will need for effective communication > in the more intimidating environment of the health system, then they > can gain confidence and make real progress. > > Here's a link to a chapter in "Family Health and Literacy" about > collaborating between literacy and health programs: > > http://healthliteracy.worlded.org/docs/family/started.html#collaborating > > I'd love to hear from some other teachers who have addressed health > in the classroom, or from health educators who have been a guest in > an ABE classroom! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Marg Rose" 10/20/07 6:09 PM >>> > HI folks. This topic has raised not only questions, but great input and > change agent ideas. Kudos. When conducting field research on the factors > that hinder or enhance collaboration between literacy and health educators, > one health promotion director exhorted the literacy teachers in the room to > encourage learners to take a tape recorder into every medical interview. > > Often, emotions and learning modalities (as Dr. Zeitz has discussed in the > last exchange) are working full-time to make the most of the limited face > time with a medical professional these days. So, comprehension is limited, > and that affects the "compliance" factor. She said that research shows that > clinicians actually judge those patients who tape interviews as more engaged > and positive. Learners then can take the tape (or these days, Ipod or MP3 > player!) back to their families and to their literacy program for more > careful analysis, discussion, planning and enlist what Thomas Sticht has > called a "group mind". Much like what some of us do when trying to load a > new computer program, or program a VCR--we turn to the younger generation or > our children. > > Is a low health literacy score for an individual really an indicator of > their ability to navigate various settings or health information? Perhaps > not, since the impact of their support team also plays a factor. Bill Putnam > talks about the impact of isolation in his book "Bowling alone: The future > of communities" as outweighing many other social determinants. So, whatever > we can do in our various settings to link people to support systems is > crucial to improving their health. > > Another resource is the Literacy Audit Kit, sold by Literacy Alberta (see > http://www.literacyalberta.ca/resource/auditkit/audktpg1.htm). The series of > checklists and accompanying video depict ways to adjust intake and client > interaction in various social services settings to make them more welcoming > to all, and especially to encourage adults with low literacy to feel more > comfortable about asking questions. > > The Askme3 campaign, which encourages ALL of us to be more assertive abuot > asking questions is the ultimate solution. Instead of relying on health > professionals or literacy folks to intervene after the fact, it is more > efficient to encourage patients themselves feel more comfortable speaking > up. Of course, iin some cultures, open dialogue is just not a common trait > for authoritarian situations like a medical interview. So, the Ask Me 3 > campaign sets the stage for expecting dialogue. That's why we devleoped the > Patient Prompt Card in our coalition, to encourage all adults to own their > own information and practice asking questions. The Going to the Doctor > booklet and facilitator's guide is available through Literacy Partners of > Manitoba at http://www.plainlanguage.mb.literacy.ca/resource.htm or > 204-947-5757 or a northern learner's original edition through Yukon Learn > http://www.yukonlearn.com/publications/index.php. > > Hope this helps! > > Marg Rose, M.Ad.Ed > Health Literacy Consulting Group > Victoria, BC > 250-592-7321 > > "Life is 10% what you make it and 90% how you take it." > ~Irving > Berlin > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of > healthliteracy-request at nifl.gov > Sent: Saturday, October 20, 2007 9:00 AM > To: healthliteracy at nifl.gov > Subject: HealthLiteracy Digest, Vol 25, Issue 32 > > > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1423] Discussion continues through Monday! > Some questions... (Julie McKinney) > 2. [HealthLiteracy 1424] Re: Use of pictures for Deaf and > hearingpatients (Helen Osborne) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 19 Oct 2007 16:31:30 -0400 > From: "Julie McKinney" > Subject: [HealthLiteracy 1423] Discussion continues through Monday! > Some questions... > To: > Message-ID: <4718DBE20200002D000041AC at bostongwia.jsi.com> > Content-Type: text/plain; charset=US-ASCII > > I just want to remind everyone that this discussion will not end today, but > continue officially through Monday the 22nd. I will continue to check for > messages over the weekend for those who will have time to read and respond. > Of course, as always, we can continue as long as we want, but the panelists > plan to be available through Monday. > > Today's discussion has been interesting, practical and informative! Howard's > information below really gave me a new way to understand communication and > learning. > > To think about in the next couple days: > > How can we encourage patients to be open and forthright about how they > prefer to get information? ("Dr., I will understand this much better if you > can show me a picture...") > > How can ABE and ESOL teachers use their unique environment to encourage this > kind of self-advocacy and help improve communication skills for learners? > > How do we create a "shame-free" environment for people with lower literacy > skills? > > Thank you all for your contributions! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Zeitz, Howard" 10/19/07 3:28 PM >>> > Julie: I have come to understand visual, auditory and kinesthetic learning > as a result of: a)professional development for medical school faculty > (teacher training workshops); and b)collaborations with K-12 teachers and > administrators. > > Technically, we are not talking about learning styles; we are talking > about "portals of entry". Information enters the brain through 3 portals > of entry (eyes/vision, ears/hearing, hands/feet/touch/movement=kinesthetic > actions). Once information enters a portal (for example, the eyes), it > travels along one or more pathways to one or more regions of the brain > where it is processed. If the eye, the pathway and the brain region are > all normal, the result will be understanding. So called "visual learners" > generally use this learning strategy preferentially for any number of > reasons. However, the best results occur if the learner can acquire > information on the topic at hand through all 3 portals. So if I talk about > asthma, the person with asthma listens and asks me questions, I answer > those questions with words AND pictures I draw, AND the person takes notes > (kinesthetic movement), the new information is entering all 3 portals > (sight, hearing and touch) and will be processed in multiple brain > compartments. If I give a mini-lecture without pictures, discussion and > note taking, very little learning will occur. > > During discussion/conversation, the best way to recognize "visual > learners" is to observe their facial expressions. Perhaps the 3 most > common are: blank look, facial question mark and deer-in-the-headlights. > A second way to recognize visual learners is through their verbal > responses: I'm not sure I understand; could you repeat that; and the > ever-popular "dead silence". The final way is by asking them to > "teach-back" the information; after discussion without visual input, an > auditory or kinesthetic learner usually can complete the teach-back but a > visual learner cannot. > > As to your last question re quick access to visuals, I have little to add. > Perhaps other participants in this discussion can answer. When I have > searched for usable/helpful visuals, I generally have found visuals that > are as complicated as the usual Grade 12-16 written documents that pretend > to teach health related topics. I would be happy to learn more about > reliable sources of usable/productive/helpful visuals. > > Howard > > ======================================================================== ==== > > On Fri, October 19, 2007 12:47 pm, Julie McKinney wrote: >> Howard, >> >> Thanks for bringing up the issue of different learning styles, such as >> visual, auditory, and kinesthetic. This is something that teachers are >> often aware of, but the medical community may not be. (This is one reason >> why collaborations between adult literacy programs and health programs can >> be so helpful to everyone involved!) >> >> I would love to know how you became aware of this phenomenon, and how you >> learned to recognize when you are talking with a visual learner? What cues >> do you look for? >> >> I love that you draw pictures during an explanation, and agree that this >> act is a "symbol of personal care", AND will help the patient to retain >> the information better. But for those clinicians who are not comfortable >> doing that, how else could they access visuals quickly to help with an >> explanation? >> >> Such as... >> * lots of posters on wall >> * collection of good brochures/fact sheets with pictures to point to >> * index card file with variety of pictures you could refer to >> * other ideas? >> >> Thanks again for a great example of clear communication! >> >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Zeitz, Howard" 10/19/07 11:55 AM >>> >> When working as a clinician doctor (Latin root = teacher), I "teach" all >> day long. (In my world, teach=helping someone understand something.) >> >> I hand-draw pictures most of the time, and I use file pictures once in a >> while. The common phrase is "a picture is worth a thousand words"; in the >> medical world, a picture is worth a million words. Teachers sometimes talk >> about people either as visual learners, auditory learners or kinesthetic >> learners. Pictures are ESSENTIAL/MANDATORY for visual learners. Through >> practice I can now recognize easily when I am having a conversation with a >> "visual learner"; I immediately start drawing pictures, then talk from the >> pictures--adding labels as I talk. Finally, the act of creating the >> picture on the spot carries the symbol of personal care (this is not an >> off-the-rack picture that everyone receives, this is MY picture). The >> picture then goes home with the individual to help them share what they >> learned with other family members. >> >> Kinesthetic learners need models they can touch and/or manipulate. >> Auditory learners do not need pictures and/or models, but their learning >> is deeper and broader with pictures and/or models. Individuals with >> auditory disabilities MUST have pictures and/or models. >> >> There are several reasons why these strategies are not used more often. >> The most commonly cited reason is the time it takes to help someone truly >> understand something; time is money in the modern world and reimbursement >> for healthcare education is not reimbursed well if at all in most >> healthcare scenarios. Perhaps an even more common but unacknowledged >> reason is that most clinicians have little if any training in teaching and >> LEARNING. If the clinician knows nothing about learning, s/he cannot >> possibly appreciate the value of pictures in medical/health education. >> Both of these root causes are remediable---but only with the development >> of the political will to make it happen. >> >> Howard J Zeitz, MD >> Co-Chair, Rockford Regional Partnership for Health Literacy (RRPHL) >> >> Medical Director, Asthma and Allergy Services >> University of Illinois College of Medicine--Rockford >> >> > ======================================================================== ==== >> >> On Fri, October 19, 2007 7:48 am, Julie McKinney wrote: >>> Thank you, Nancy, for sharing with us this eye-opening information about >>> health literacy issues for the Deaf community. It certainly seems like >>> more efforts need to be initiated in this area. I have many questions, >>> but >>> for now I want to stick to those that relate to communication between >>> the >>> patient and the health team. >>> >>> How effective is it with Deaf patients to pair pictures with the >>> information that is being translated? It has been shown in hearing >>> patients that the use of pictures can improve compehension and >>> especially >>> recall of the information. >>> (See: http://healthliteracy.worlded.org/doaks_houts_article.pdf ) >>> >>> This is a question that I want to bring up for everyone now. We have not >>> yet talked about the use of pictures while communicating, yet they have >>> been found to be enormously effective not just in take-home materials, >>> but >>> during a clinical encounter as well. How many of you (whether as a >>> patient >>> or health professional) have experienced using pictures during a visit >>> while communicating? How well has it worked for you? Why don't we do it >>> more often? >>> >>> I would love to hear some responses to these questions! >>> >>> Thanks all, >>> Julie >>> >>> Julie McKinney >>> Discussion List Moderator >>> World Education/NCSALL >>> jmckinney at worlded.org >>> >>>>>> "Nancy Meyers" 10/17/07 4:43 PM >>> >>> I would like to briefly comment on a couple of the topics that have come >>> up. >>> My primary experience has been with the Deaf Community in the area of >>> health >>> education and health literacy. First, health literacy assumes English >>> literacy for non-English users. It helped a great deal when I told an >>> audience of Deaf people that most medical terms are from Latin. We break >>> the >>> long words apart. Cario=heart, pulmonary=breathing/lungs etc. This helps >>> expand their knowledge "in context" of one topic. Second, "Teach Back" >>> is >>> not as effective or reliable when the physician/health professional is >>> completely dependent on an interpreter. It is difficult to measure >>> comprehension when all that is happening is the information is coming >>> back >>> through an interpreter. With American Sign Language this is particularly >>> true. In 2002, Sinai Health System in Chicago interviewed (in ASL) 204 >>> adults here are examples of the results: "Forty percent of respondents >>> could >>> not list any symptoms of a heart attack, while over 60% could not list >>> any >>> symptoms of a stroke. Less than half of respondents identified chest >>> pain/pressure as a symptom of a heart attack. Only 61% reported that >>> they >>> would call 911 in response to cardiovascular disease symptoms." Some >>> people's health literacy is so low, that nothing short of someone from >>> the >>> culture teaching in the native language can fill the gap. For Deaf >>> people, >>> that means more Community Health Workers (3 in the whole of the US is >>> not >>> much), ALL health information in ASL which means video. Finally, the >>> issue >>> of people learning more about how to advocate for themselves. Deaf >>> people >>> do >>> not want to ask too many questions because if the physician comes back >>> with >>> another question, they will not be able to answer it. Without knowledge >>> and >>> access to information we cannot expect people to advocate...complain >>> sometimes...but not advocate. With HIPPA and other "restrictions" health >>> advocates and even chaplains are finding it difficult to visit and serve >>> as >>> support people. I recently was with a Deaf breast cancer survivor who is >>> in >>> her 3rd bout with cancer. She attended a conference we organized with >>> oncologists etc. One topic the Deaf women wanted to learn about was >>> lymphedema. Sitting there with her arm and hand swollen she asked, "Do >>> you >>> think that is what I have?" How could she have cancer for the 3rd time >>> and >>> no one has explained to her what that is. Currently we are making a >>> documentary about Deaf Breast Cancer Survivors and interviewing these >>> women. >>> Their stories are eye openers into all the questions posed about the >>> environment. I think the lessons and learnings with this population are >>> transferrable to many. >>> >>> Nancy Meyers, MS >>> Consultant to the Deaf Community >>> Founder of the Deaf Hospice Education & Volunteer Project >>> >>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > >>>> > > ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to julie_mckinney at worlded.org >> >> ---------------------------------------------------- > > > Howard J Zeitz, MD > University of Illinois > 1601 Parkview Ave > Rockford, IL 61107 > T: 815-395-5964 > F: 815-395-5671 > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > > > ------------------------------ > > Message: 2 > Date: Fri, 19 Oct 2007 17:12:19 -0400 > From: "Helen Osborne" > Subject: [HealthLiteracy 1424] Re: Use of pictures for Deaf and > hearingpatients > To: "The Health and Literacy Discussion List" > > Message-ID: <011c01c81294$bc4b9970$6401a8c0 at HLC> > Content-Type: text/plain; format=flowed; charset="iso-8859-1"; > reply-type=original > > Julie asked where to buy already-drawn tear sheets. Here are some companies > that quickly come to mind (and likely there are many more): > > Pritchett & Hull, http://www.p-h.com > Krames, http://www.krames.com > Anatomical Chart Company, http://www.anatomical.com > > ~Helen > > Helen Osborne, M.Ed., OTR/L > Health Literacy Consulting & Health Literacy Month > www.healthliteracy.com & www.healthliteracymonth.org > helen at healthliteracy.com > 508-653-1199 > Ask me about the new "Health Literacy Month Handbook" > ----- Original Message ----- > From: "Julie McKinney" > To: > Sent: Friday, October 19, 2007 4:17 PM > Subject: [HealthLiteracy 1422] Re: Use of pictures for Deaf and > hearingpatients > > >> Helen, >> >> Do you know where to get these tear sheets with pre-drawn pitcures? What a >> great idea! >> >> Also, just to reinforce a point that Anne made, another nice thing about >> using pictures is that they encourage the subtle yet effective habit of >> sitting next to each other when communicating! >> >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >>>>> "Helen Osborne" 10/19/07 3:11 PM >>> >> One reason I think that clinicians don't draw is that they think they >> can't. >> To get beyond this hurdle, in some of my workshops I review how to draw >> stick figures, including proper body proportions. With little practice and >> lots of humor, most participants are soon able to draw recognizable >> figures. >> >> For those who can't or don't want to draw pictures (especially of internal >> body parts), I suggest using tear sheets with pictures already drawn on >> them. For instance, when explaining heart procedure the clinician only >> needs >> to highlight, draw, circle, or otherwise mark where the problems are and >> what was done. >> >> Whether drawing "from scratch" or adding to a pre-drawn picture, it is >> important to supplement it with simply written text. And then give the >> picture to the patient, of course! >> ~Helen >> >> Helen Osborne, M.Ed., OTR/L >> Health Literacy Consulting & Health Literacy Month >> www.healthliteracy.com & www.healthliteracymonth.org >> helen at healthliteracy.com >> 508-653-1199 >> Ask me about the new "Health Literacy Month Handbook" >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to julie_mckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to helen at healthliteracy.com > > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 25, Issue 32 > ********************************************** > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to julie_mckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to diehl at email.unc.edu > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mvillaire at iha4health.org From Cindy.Brach at ahrq.hhs.gov Tue Nov 6 11:40:20 2007 From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ)) Date: Tue, 6 Nov 2007 11:40:20 -0500 Subject: [HealthLiteracy 1476] AHRQ's New Guide : Accessible Health Information Technology for Populations with Limited Literacy Message-ID: <04B4EF9F9E334C48903C284C4B16A19707351C65@AVN3VS004.ees.hhs.gov> The Agency for Healthcare Research and Quality has just published, "Accessible Health Information Technology (IT) for Populations with Limited Literacy: A Guide for Developers and Purchasers of Health IT." See the below description and URL. As most health information technology (IT) developers have little knowledge of populations with limited literacy and of the technical standards and aspects of accessible health IT design, this guide and checklist provide a structure, strategies, and other resources for the development of these technologies. Similarly, purchasers of health IT (e.g., heath plans, pharmaceutical companies, foundations, and other non-profit organizations) that desire to make technologies available to limited-literacy adults, can use this guide and checklist to evaluate a health IT product. For those purchasers who contract out the development of their product, this guide can be used to direct and validate the developer's work. http://healthit.ahrq.gov/portal/server.pt?open=514&objID=5554&mode=2&hol derDisplayURL=http://prodportallb.ahrq.gov:7087/publishedcontent/publish /communities/k_o/knowledge_library/features_archive/features/accessible_ health_information_technology__it__for_populations_with_limited_literacy __a_guide_for_developers_and_purchasers_of_health_it.html -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071106/a96e3ad0/attachment.html From tsticht at znet.com Tue Nov 6 21:36:53 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Tue, 06 Nov 2007 18:36:53 -0800 Subject: [HealthLiteracy 1477] The "Mother's Milk" of Literacy Message-ID: <1194403013.473124c5bfe91@webmail.znet.net> November 6, 2007 The "Mother's Milk" of Literacy: How Breastfeeding May Improve Literacy Tom Sticht International Consultant in Adult Education Research has long established strong, positive correlations among most IQ tests and literacy (Gottfredson, 1997). This is based largely on the role of reasoning, language, and knowledge common to both intelligence and literacy tests. Now recent research has revealed a relationship among breastfeeding and IQ scores indicating that the average IQ scores of children whose mothers possessed a particular gene, and who breastfed their children when they were babies, was seven points higher than the children whose mothers also had the special gene but did not breastfeed them when they were babies (BBC News, 2007). Referring to the effects of IQ upon educational achievement, according to the researchers, " Seven points difference is enough to put the child in the top third of the class." Given that a major factor in educational achievement is the acquisition and development of literacy, and literacy and IQ are highly related, the new research suggests that literacy itself may be affected by breastfeeding amongst women who also possess the special gene. Genetic research indicates that some 90 percent of women possess the special gene. For this reason, Belinda Phipps, of the National Childbirth Trust in the United Kingdom, said: "This shows for the majority of parents they can have a positive effect on their babies IQ by breastfeeding." Teach the Mothers and Reach The Children The new research on genetics and breastfeeding of infants focuses attention upon the importance of educating women. For many decades, nations have emphasized the education and literacy development of boys and men. The failure to focus resources on girls and women shows itself in the international literacy statistics compiled by UNESCO. From 1980 to 1995, the illiterate population of men fell from 327 to 318 million, while the numbers of illiterate women grew from 551 to 565 million (Aksornkool, 2001). However, research for UNESCO (Sticht & McDonald, 1990) illustrates the many positive effects of girl?s and women?s education on children and their educational development at various stages from before birth to the school years: Before Pregnancy Better educated girls/women show higher economic productivity; better personal health care; lower fertility rates; and hence they produce smaller families. The latter, in turn, is related to the preschool cognitive development of children and their subsequent achievement in school. During Pregnancy and at Birth Better educated women provide better pre-natal care; produce more full term babies; provide better post-natal care and this results in babies with fewer learning disabilities. Before Going To School Better educated women produce better children?s health care; better cognitive, language, and pre-literacy development; and better preparation for schoolwork. During The School Years Better educated women produce higher participation rates in schooling; better management of homework; better advocacy for children?s education and negotiation of school/child conflicts; and they produce children who achieve higher levels of education and literacy. All this, and the new evidence on genetics and breastfeeding of infants, suggests that we should pay special attention to the need for resources to provide literacy educational opportunities to the millions of less literate women who will bring the next generation of children into the world. We should remember that, when we teach the mothers, we reach the children! Poorly educated children are the source of adult functional illiteracy, and functionally illiterate adults are the source of poorly educated children. Perhaps through education based on a Multiple Life Cycles policy (Sticht, 2006), in which children are guaranteed their right to educated parents, the vicious intergenerational cycles of functional illiteracy can be stopped at their sources. References Aksornkool, N. (2001). Literacy: A key to Empowering Women Farmers. Paris: United National Educational, Scientific, and Cultural Organization. BBC NEWS (2007, November 6). Gene 'links breastfeeding to IQ': A single gene influences whether breastfeeding improves a child's intelligence, say London researchers. Retrieved online on 11/06/07 at: http://news.bbc.co.uk/go/pr/fr/-/2/hi/health/7075511.stm Gottfredson, L. S. (1997). Why g Matters: The Complexity of Everyday Life. Intelligence, 24, 79-132. Sticht, T. (2006). Toward a Multiple Life Cycles Education Policy: Investing in the Education of Adults to Improve the Educability of Children. Retrieved online 12/06/06 at http://www.nald.ca/library/research/sticht/06dec/06dec.pdf Sticht, T. & McDonald, B. (1990). Teach the Mother and Reach the Child: Literacy Across Generations. Geneva: UNESCO International Bureau of Education. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From julie_mcKinney at worlded.org Wed Nov 7 14:34:11 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 07 Nov 2007 14:34:11 -0500 Subject: [HealthLiteracy 1478] Wednesday Question: How do health and health practices affect literacy? Message-ID: <4731CCE40200002D00004574@bostongwia.jsi.com> Hi Everyone, Tom's post (below), about mothers passing on higher IQs to children through breastfeeding, was an interesting twist in what we usually emphasize in the relationship between health and literacy! We talk mostly about how literacy affects people's ability to care for their health, but now this reminds us that our health and health practices also affect literacy. So today's question is: In what ways do health and health practices affect literacy? I look forward to hearing some thoughts! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 11/06/07 9:36 PM >>> November 6, 2007 The "Mother's Milk" of Literacy: How Breastfeeding May Improve Literacy Tom Sticht International Consultant in Adult Education Research has long established strong, positive correlations among most IQ tests and literacy (Gottfredson, 1997). This is based largely on the role of reasoning, language, and knowledge common to both intelligence and literacy tests. Now recent research has revealed a relationship among breastfeeding and IQ scores indicating that the average IQ scores of children whose mothers possessed a particular gene, and who breastfed their children when they were babies, was seven points higher than the children whose mothers also had the special gene but did not breastfeed them when they were babies (BBC News, 2007). Referring to the effects of IQ upon educational achievement, according to the researchers, " Seven points difference is enough to put the child in the top third of the class." Given that a major factor in educational achievement is the acquisition and development of literacy, and literacy and IQ are highly related, the new research suggests that literacy itself may be affected by breastfeeding amongst women who also possess the special gene. Genetic research indicates that some 90 percent of women possess the special gene. For this reason, Belinda Phipps, of the National Childbirth Trust in the United Kingdom, said: "This shows for the majority of parents they can have a positive effect on their babies IQ by breastfeeding." Teach the Mothers and Reach The Children The new research on genetics and breastfeeding of infants focuses attention upon the importance of educating women. For many decades, nations have emphasized the education and literacy development of boys and men. The failure to focus resources on girls and women shows itself in the international literacy statistics compiled by UNESCO. From 1980 to 1995, the illiterate population of men fell from 327 to 318 million, while the numbers of illiterate women grew from 551 to 565 million (Aksornkool, 2001). However, research for UNESCO (Sticht & McDonald, 1990) illustrates the many positive effects of girl?s and women?s education on children and their educational development at various stages from before birth to the school years: Before Pregnancy Better educated girls/women show higher economic productivity; better personal health care; lower fertility rates; and hence they produce smaller families. The latter, in turn, is related to the preschool cognitive development of children and their subsequent achievement in school. During Pregnancy and at Birth Better educated women provide better pre-natal care; produce more full term babies; provide better post-natal care and this results in babies with fewer learning disabilities. Before Going To School Better educated women produce better children?s health care; better cognitive, language, and pre-literacy development; and better preparation for schoolwork. During The School Years Better educated women produce higher participation rates in schooling; better management of homework; better advocacy for children?s education and negotiation of school/child conflicts; and they produce children who achieve higher levels of education and literacy. All this, and the new evidence on genetics and breastfeedingprovide literacy educational opportunities to the millions of less literate women who will bring the next generation of children into the world. We should remember that, when we teach the mothers, we reach the children! Poorly educated children are the source of adult functional illiteracy, and functionally illiterate adults are the source of poorly educated children. Perhaps through education based on a Multiple Life Cycles policy (Sticht, 2006), in which children are guaranteed their right to educated parents, the vicious intergenerational cycles of functional illiteracy can be stopped at their sources. References Aksornkool, N. (2001). Literacy: A key to Empowering Women Farmers. Paris: United National Educational, Scientific, and Cultural Organization. BBC NEWS (2007, November 6). Gene 'links breastfeeding to IQ': A single gene influences whether breastfeeding improves a child's intelligence, say London researchers. Retrieved online on 11/06/07 at: http://news.bbc.co.uk/go/pr/fr/-/2/hi/health/7075511.stm Gottfredson, L. S. (1997). Why g Matters: The Complexity of Everyday Life. Intelligence, 24, 79-132. Sticht, T. (2006). Toward a Multiple Life Cycles Education Policy: Investing in the Education of Adults to Improve the Educability of Children. Retrieved online 12/06/06 at http://www.nald.ca/library/research/sticht/06dec/06dec.pdf Sticht, T. & McDonald, B. (1990). Teach the Mother and Reach the Child: Literacy Across Generations. Geneva: UNESCO International Bureau of Education. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From tsticht at znet.com Wed Nov 7 15:40:19 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Wed, 07 Nov 2007 12:40:19 -0800 Subject: [HealthLiteracy 1479] Correction to "Mother's Milk" article Message-ID: <1194468019.473222b3b37a2@webmail.znet.net> Colleagues: My previous version of the report on "Mother's Milk" was seriously garbled and misrepresented the research on breastfeeding and genetics. Please accept my sincere apologies, discard the earlier piece, and refer to the corrected version of the piece below. Tom Sticht November 8, 2007 The "Mother's Milk" of Literacy: How Breastfeeding May Improve Literacy Tom Sticht International Consultant in Adult Education Research has long established strong, positive correlations among most IQ tests and literacy (Gottfredson, 1997). This is based largely on the role of reasoning, language, and knowledge common to both intelligence and literacy tests. Now recent research has revealed a relationship among breastfeeding, genetics and IQ scores indicating that the average IQ scores of children who possessed a particular gene and whose mothers breastfed them when they were babies, was seven points higher in later years than breastfed children who lacked the special gene (BBC News, 2007). According to the article, "The gene in question helps break down fatty acids from the diet, which have been linked with brain development." Referring to the effects of IQ upon educational achievement, according to the researchers, " Seven points difference is enough to put the child in the top third of the class." Given that a major factor in educational achievement is the acquisition and development of literacy, and literacy and IQ are highly related, the new research suggests that literacy itself may be affected by breastfeeding amongst women whose children also possess the special gene. Genetic research indicates that some 90 percent of children possess the special gene. For this reason, Belinda Phipps, of the National Childbirth Trust in the United Kingdom, said: "This shows for the majority of parents they can have a positive effect on their babies IQ by breastfeeding." Teach the Mothers and Reach The Children The new research on genetics and breastfeeding of infants focuses attention upon the importance of educating women. For many decades, nations have emphasized the education and literacy development of boys and men. The failure to focus resources on girls and women shows itself in the international literacy statistics compiled by UNESCO. From 1980 to 1995, the illiterate population of men fell from 327 to 318 million, while the numbers of illiterate women grew from 551 to 565 million (Aksornkool, 2001). However, research for UNESCO (Sticht & McDonald, 1990) illustrates the many positive effects of girl?s and women?s education on children and their educational development at various stages from before birth to the school years: Before Pregnancy Better educated girls/women show higher economic productivity; better personal health care; lower fertility rates; and hence they produce smaller families. The latter, in turn, is related to the preschool cognitive development of children and their subsequent achievement in school. During Pregnancy and at Birth Better educated women provide better pre-natal care; produce more full term babies; provide better post-natal care and this results in babies with fewer learning disabilities. Before Going To School Better educated women produce better children?s health care; better cognitive, language, and pre-literacy development; and better preparation for schoolwork. During The School Years Better educated women produce higher participation rates in schooling; better management of homework; better advocacy for children?s education and negotiation of school/child conflicts; and they produce children who achieve higher levels of education and literacy. All this, and the new evidence on genetics and breastfeeding of infants with a special gene, suggests that we should pay special attention to the need for resources to provide literacy educational opportunities to the millions of less literate women who will bring the next generation of children into the world. We should remember that, when we teach the mothers, we reach the children! Poorly educated children are the source of adult functional illiteracy, and functionally illiterate adults are the source of poorly educated children. Perhaps through education based on a Multiple Life Cycles policy (Sticht, 2006), in which children are guaranteed their right to educated parents, the vicious intergenerational cycles of functional illiteracy can be stopped at their sources. References Aksornkool, N. (2001). Literacy: A key to Empowering Women Farmers. Paris: United National Educational, Scientific, and Cultural Organization. BBC NEWS (2007, November 6). Gene 'links breastfeeding to IQ': A single gene influences whether breastfeeding improves a child's intelligence, say London researchers. Retrieved online on 11/06/07 at: http://news.bbc.co.uk/go/pr/fr/-/2/hi/health/7075511.stm Gottfredson, L. S. (1997). Why g Matters: The Complexity of Everyday Life. Intelligence, 24, 79-132. Sticht, T. (2006). Toward a Multiple Life Cycles Education Policy: Investing in the Education of Adults to Improve the Educability of Children. Retrieved online 12/06/06 at http://www.nald.ca/library/research/sticht/06dec/06dec.pdf Sticht, T. & McDonald, B. (1990). Teach the Mother and Reach the Child: Literacy Across Generations. Geneva: UNESCO International Bureau of Education. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From joan at ipns.com Wed Nov 7 18:37:23 2007 From: joan at ipns.com (Joan Guthrie Medlen) Date: Wed, 7 Nov 2007 16:37:23 -0700 (MST) Subject: [HealthLiteracy 1480] Re: Wednesday Question: How do health and health practices affect literacy? In-Reply-To: <4731CCE40200002D00004574@bostongwia.jsi.com> References: <4731CCE40200002D00004574@bostongwia.jsi.com> Message-ID: <2596.66.78.88.166.1194478643.squirrel@webmail.ipns.com> So today's question is: In what ways do health and health practices affect literacy? ------------------------- I am always struck by how much we expect from others without a strong visual example. For example, many people with Intellectual/Developmental disabilities have support people around them 24/7. A constant rub in any health promotion education or health literacy initiative is that no matter what we teach, what tools we give to assist with self-management, and so on, the visual example surrounding them day-in and day-out is the stronger educational tool. In this work, the health practices of professionals and others who provide support directly impact the outcome of improved health literacy. Joan Medlen, RD, LD Clinical Advisor, Health Literacy & Communication Special Olympics, Healthy Athlete, Health Promotion. From lisamjones44 at hotmail.com Thu Nov 8 12:27:20 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Thu, 8 Nov 2007 17:27:20 +0000 Subject: [HealthLiteracy 1481] how does health impact literacy? Message-ID: I can think of several great examples of health impacting literacy. There is substantial evidence that babies born prematurely have lower levels of educational attainment. Health practices that impact the rate of premature birth will impact the literacy of the next generation. It follows then, that if you can improve maternal health literacy (with programs like Baby Basics) you can improve the literacy of the next generation. Another quick example is the diagnosis and treatment of ADHD. When properly diagnosed and treated early in life, patient literacy can be improved. Finally, medical care of diabetes can decrease the rates of blindness. Blindness certainly alters the way people access health information. I know that's only a couple quick examples, but I'm sure there are many many more. Health care should not just lengthen life, but improve the quality of the life lived. Lisa Lisa M. Jones, MD www.wellLifeEducation.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071108/bc50cbc7/attachment.html From julie_mcKinney at worlded.org Thu Nov 8 14:16:16 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 08 Nov 2007 14:16:16 -0500 Subject: [HealthLiteracy 1482] Re: how does health impact literacy? Message-ID: <47331A300200002D000045B4@bostongwia.jsi.com> Thanks, Lisa, for these examples! I have a couple others: For those who are taking classes to improve their literacy, health issues can mean more missed classes and perhaps losing the momentum of the learning curve. (Often, these adults are juggling one or more jobs, raising families and other tasks that have to be proirities over going to class. If they are sick, class may have to be the first thing to go!) As we have mentioned, at the moment of listening to instructions or details from one's health team, being sick and/or feeling the stress of a diagnosis can impede comprehension and recall. Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> lisa jones 11/08/07 12:27 PM >>> I can think of several great examples of health impacting literacy. There is substantial evidence that babies born prematurely have lower levels of educational attainment. Health practices that impact the rate of premature birth will impact the literacy of the next generation. It follows then, that if you can improve maternal health literacy (with programs like Baby Basics) you can improve the literacy of the next generation. Another quick example is the diagnosis and treatment of ADHD. When properly diagnosed and treated early in life, patient literacy can be improved. Finally, medical care of diabetes can decrease the rates of blindness. Blindness certainly alters the way people access health information. I know that's only a couple quick examples, but I'm sure there are many many more. Health care should not just lengthen life, but improve the quality of the life lived. Lisa Lisa M. Jones, MD www.wellLifeEducation.com From dana.donohue at gmail.com Thu Nov 8 19:53:43 2007 From: dana.donohue at gmail.com (Dana Donohue) Date: Thu, 8 Nov 2007 19:53:43 -0500 Subject: [HealthLiteracy 1483] Re: how does health impact literacy? In-Reply-To: <47331A300200002D000045B4@bostongwia.jsi.com> References: <47331A300200002D000045B4@bostongwia.jsi.com> Message-ID: Also, I think that there is the important moderating/mediating variable of social class that affects both health and literacy. Social class can affect whether an individual has time to exercise or money to buy healthy food. Social class can influence whether an adult can attend literacy classes or whether that person has time to help their child read. Furthermore, social class strongly impacts physical and mental health. Those with mental health issues often have difficulty with basic survival, let alone their literacy skills. Dana On 11/8/07, Julie McKinney wrote: > > Thanks, Lisa, for these examples! I have a couple others: > > For those who are taking classes to improve their literacy, health issues > can mean more missed classes and perhaps losing the momentum of the learning > curve. (Often, these adults are juggling one or more jobs, raising families > and other tasks that have to be proirities over going to class. If they are > sick, class may have to be the first thing to go!) > > As we have mentioned, at the moment of listening to instructions or > details from one's health team, being sick and/or feeling the stress of a > diagnosis can impede comprehension and recall. > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > >>> lisa jones 11/08/07 12:27 PM >>> > > > > I can think of several great examples of health impacting literacy. > > There is substantial evidence that babies born prematurely have lower > levels of educational attainment. Health practices that impact the rate of > premature birth will impact the literacy of the next generation. It > follows then, that if you can improve maternal health literacy (with > programs like Baby Basics) you can improve the literacy of the next > generation. > > Another quick example is the diagnosis and treatment of ADHD. When > properly diagnosed and treated early in life, patient literacy can be > improved. > > Finally, medical care of diabetes can decrease the rates of > blindness. Blindness certainly alters the way people access health > information. > > I know that's only a couple quick examples, but I'm sure there are many > many more. > > Health care should not just lengthen life, but improve the quality of the > life lived. > > > Lisa > > Lisa M. Jones, MD > www.wellLifeEducation.com > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to dana.donohue at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071108/f6c4c869/attachment.html From seubert.douglas at marshfieldclinic.org Fri Nov 9 09:41:15 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Fri, 9 Nov 2007 08:41:15 -0600 Subject: [HealthLiteracy 1484] how does health impact literacy? Message-ID: <3df8301c822de$948cd200$7205010a@mfldclinframe.org> Memory is crucial to learning, making it possible to retain and process information. There is a lot of evidence that depressed patients perform poorly on memory tests. Data suggest that not only retrieval but also encoding of information into memory may be impaired in depression. Combine that with studies that suggest a person's willingness to seek help for depression is lowered by a lack of perceived need, being unaware of services or insurance coverage, skepticism about treatment effectiveness, low socioeconomic background, and cultural attitudes toward health care in general and mental health care in particular. One recent study suggested that among Latino immigrants, for example, the intention to seek help for depression was also impacted by attitudes toward their doctors' interpersonal skills, perceived barriers to care, and bad experiences with past service use. Depression also often affects patients with chronic illness, and can very likely impair the ability of patients to understand their health condition, to understand and adhere to treatment, to actively engage in self care management, and engage in shared decision making regarding their care. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org From Mhrsemh at omh.state.ny.us Fri Nov 9 11:16:57 2007 From: Mhrsemh at omh.state.ny.us (Elizabeth Horvath) Date: Fri, 09 Nov 2007 11:16:57 -0500 Subject: [HealthLiteracy 1485] Re: how does health impact literacy? In-Reply-To: <3df8301c822de$948cd200$7205010a@mfldclinframe.org> References: <3df8301c822de$948cd200$7205010a@mfldclinframe.org> Message-ID: <473441A8.43A9.0076.0@omh.state.ny.us> Ah, and if you think depression is bad, try psychosis. Patients with schizophrenia often lose cognitive abilities as their illness progresses. Psychotropic medications also can lead to cognitive difficulties. Some of the newer antipsychotics often lead to diabetes and other metabolic difficulties, and there is a real problem trying to teach a person about taking care of a medical problem that is caused by the medication that is keeping them functional mentally. Beti Horvath, MLS Library Services Mid-Hudson Forensic Psychiatric Center New Hampton NY 10958 mhrsemh at omh.state.ny.us 845-374-8700x3625 Fax 845-374-8853 >>> 11/9/2007 9:41 am >>> Memory is crucial to learning, making it possible to retain and process information. There is a lot of evidence that depressed patients perform poorly on memory tests. Data suggest that not only retrieval but also encoding of information into memory may be impaired in depression. Combine that with studies that suggest a person's willingness to seek help for depression is lowered by a lack of perceived need, being unaware of services or insurance coverage, skepticism about treatment effectiveness, low socioeconomic background, and cultural attitudes toward health care in general and mental health care in particular. One recent study suggested that among Latino immigrants, for example, the intention to seek help for depression was also impacted by attitudes toward their doctors' interpersonal skills, perceived barriers to care, and bad experiences with past service use. Depression also often affects patients with chronic illness, and can very likely impair the ability of patients to understand their health condition, to understand and adhere to treatment, to actively engage in self care management, and engage in shared decision making regarding their care. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mhrsemh at omh.state.ny.us IMPORTANT NOTICE: This e-mail is meant only for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this e-mail in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing or copying the e-mail. PLEASE NOTIFY US IMMEDIATELY OF THE ERROR BY RETURN E-MAIL AND DELETE THIS MESSAGE FROM YOUR SYSTEM. Thank you for your cooperation. From seubert.douglas at marshfieldclinic.org Fri Nov 9 11:26:24 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Fri, 9 Nov 2007 10:26:24 -0600 Subject: [HealthLiteracy 1486] Re: how does health impact literacy? Message-ID: <40d4d01c822ed$45875630$7205010a@mfldclinframe.org> Here's another good example of how health can impact literacy and leaning... Study Links Second-Hand Smoke To Decline In Test Scores Researchers believe they have found a connection between children's exposure to second-hand smoke and a decline in their learning skills. A new study from researchers at Cincinnati Children's Hospital Medical Center shows that exposure to second-hand smoke, even at extremely low levels, is associated with decreases in certain cognitive skills -- including reading, math, and logic and reasoning -- in children and adolescents. See: Adolescent environmental tobacco smoke exposure predicts academic achievement test failure. J Adolesc Health. 2007 Oct;41(4):363-70. Epub 2007 Jul 12. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "seubert.douglas at marshfieldclinic.org" Date: Fri Nov 09, 2007 -- 10:01:11 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1484] how does health impact literacy? Memory is crucial to learning, making it possible to retain and process information. There is a lot of evidence that depressed patients perform poorly on memory tests. Data suggest that not only retrieval but also encoding of information into memory may be impaired in depression. Combine that with studies that suggest a person's willingness to seek help for depression is lowered by a lack of perceived need, being unaware of services or insurance coverage, skepticism about treatment effectiveness, low socioeconomic background, and cultural attitudes toward health care in general and mental health care in particular. One recent study suggested that among Latino immigrants, for example, the intention to seek help for depression was also impacted by attitudes toward their doctors' interpersonal skills, perceived barriers to care, and bad experiences with past service use. Depression also often affects patients with chronic illness, and can very likely impair the ability of patients to understand their health condition, to understand and adhere to treatment, to actively engage in self care management, and engage in shared decision making regarding their care. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From AZSA at aol.com Fri Nov 9 12:47:48 2007 From: AZSA at aol.com (AZSA at aol.com) Date: Fri, 9 Nov 2007 12:47:48 EST Subject: [HealthLiteracy 1487] Re: how does health impact literacy? Message-ID: The number of health issues that can have a direct impact on literacy is vast. I'd like to add a few more to the ones already named in the discussion. Some of them are, in fact, rather common! * asthma/bronchitis/common cold - anything that generates frequent coughing * pin worms and other parasitic diseases - these not only cause sleep deprivation, but daytime symptoms as well (not to mention nutritional aspects) * dental and oral issues - pain, embarrassment, speech and nutritional considerations (even 'normal' growth and development events like losing primary teeth can be incredibly distracting) * anything causing itching - poison ivy, scabies/lice, eczema, etc. * menstrual symptoms * sleep deprivation * bullying and interpersonal violence * eating disorders Anne Zettek-Sumner, RN., M.Ed. ************************************** See what's new at http://www.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment.html From NDavies at dthr.ab.ca Tue Nov 13 17:40:40 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 13 Nov 2007 15:40:40 -0700 Subject: [HealthLiteracy 1488] Re: The dark side of google. In-Reply-To: Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F046AE@DTHREXCL1.dthr.ab.ca> http://www.time.com/time/health/article/0,8599,1681838-2,00.html I have also copied and pasted the story below; I have noticed these Time links like to skip around and "page not found" on me. What do you think of this - it's almost like the dark side of Health Literacy. I highlighted in red the part that spoke to me most. It sounds like this list mostly talks about the first kind of patient; of empowering the "just get me better, doc" kind. Have we any resources or discussion points for Susans of the world? Nicola ******************************************************* We had never met, but as we talked on the phone I knew she was Googling me. The way she drew out her conjunctions, just a little, that was the tip off - stalling for time as new pages loaded. It was barely audible, but the soft click-click of the keyboard in the background confirmed it. Oh, well, it's the information age. Normally, she'd have to go through my staff first, but I gave her an appointment. Susan was well spoken and in good shape, an attractive woman in her mid-40s. She had brought her three-year-old to my office, but was ignoring the little monster as he ripped up magazines, threw fish crackers and Cheerios, and stomped them into my rug. I tried to ignore him too, which was hard as he dribbled chocolate milk from his sippy cup all over my upholstered chairs. Eventually his screeching made conversation impossible. "This is not an acceptable form of behavior, not acceptable at all," was Susan's excruciatingly well-enunciated and perfunctory response to Junior's screaming. The toddler's defiant delight signaled that he understood just enough to ignore her back. Meanwhile, Mom launched into me with a barrage of excruciatingly well-informed questions. I soon felt like throwing Cheerios at her too. Susan had chosen me because she had researched my education, read a paper I had written, determined my university affiliation and knew where I lived. It was a little too much - as if she knew how stinky and snorey I was last Sunday morning. Yes, she was simply researching important aspects of her own health care. Yes, who your surgeon is certainly affects what your surgeon does. But I was unnerved by how she brandished her information, too personal and just too rude on our first meeting. Every doctor knows patients like this. They're called "brainsuckers." By the time they come in, they've visited many other docs already - somehow unable to stick with any of them. They have many complaints, which rarely translate to hard findings on any objective tests. They talk a lot. I often wonder, while waiting for them to pause, if there are patients like this in poor, war-torn countries where the need for doctors is more dire. Susan got me thinking about patients. Nurses are my favorites - they know our language and they're used to putting their trust in doctors. And they laugh at my jokes. But engineers, as a class, are possibly the best patients. They're logical and they're accustomed to the concept of consultation - they're interested in how the doctor thinks about their problem. They know how to use experts. If your orthopedist thinks about arthritis, for instance, in terms of friction between roughened joint surfaces, you should try to think about it, generally, in the same way. There is little use coming to him or her for help if you insist your arthritis is due to an imbalance between yin and yang, an interruption of some imaginary force field or a dietary deficiency of molybdenum. There's so much information (as well as misinformation) in medicine - and, yes, a lot of it can be Googled - that one major responsibility of an expert is to know what to ignore. Susan had neither the trust of a nurse nor the teachability of an engineer. She would ignore no theory of any culture or any quack, regarding her very common brand of knee pain. On and on she went as I retreated further within. I marveled, sitting there silenced by her diatribe. Hers was such a fully orbed and vigorous self-concern that it possessed virtue in its own right. Her complete and utter selfishness was nearly a thing of beauty. When to punt is not a topic taught in medical school. There is but one observation that I can offer: Patients like Susan, as self-absorbed as they are, know it immediately. They can tell when you're about to punt. I knew full well what was wrong with this woman, and I could treat her, probably as well as anyone. But treating her condition, which was chronic patellofemoral pain, would test the mettle of patient and surgeon. What we have doesn't work very well nor very quickly. The swelling takes months to go down, the muscles take even longer to strengthen. Good patients often complain, "It was better before we started," in desperation or anger, before they see improvement. But with plenty of therapy, braces, exercises and one or two operations, this knee does improve. It's often tough going, though, and patients have to stick with you. I like to be straight - "It gets worse before it gets better" is what I tell them. Susan's style, her history and, somehow, most telling, the way she treated her son said she was not going to make it through this. Not with me, anyway. A seasoned doc gets good at sizing up what kind of patient he's got and how to adjust his communicative style accordingly. Some patients are non-compliant Bozos who won't read anything longer than a headline. They don't want to know what's wrong with them, they don't know what medicines they're taking, they don't even seem to care what kind of operation you're planning to do on them. "Just get me better, doc," is all they say. At the other end of our spectrum are patients like Susan: They're often suspicious and distrustful, their pressured sentences burst with misused, mispronounced words and half-baked ideas. Unfortunately, both types of patients get sick with roughly the same frequency. I knew Susan was a Googler - queen, perhaps, of all Googlers. But I couldn't dance with this one. I couldn't even get a word in edgewise. So, I cut her off. I punted. I told her there was nothing I could do differently than her last three orthopedists, but I could refer her to another who might be able to help. A certain Dr. Brown, whom I'd known as a resident, had been particularly interested in her type of knee problem. Disappointed and annoyed, Susan stopped for a beat. "You mean Larry Brown on Central Avenue?" "Uh, yes -" I started. "I have an appointment with him on Friday. And, Dr. Haig?" she said, pulling Junior by the arm out my office door, "Watch out on your drive home tonight. There was an accident near your exit." -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071113/7088934c/attachment.html From julie_mcKinney at worlded.org Wed Nov 14 15:27:42 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 14 Nov 2007 15:27:42 -0500 Subject: [HealthLiteracy 1489] Another comment on "Mother's Milk" article Message-ID: <473B13EF0200002D00004701@bostongwia.jsi.com> Hi Everyone, Here's a comment sent to me by a list member about the "Mother's Milk" article. Sorry for the long delay! Julie *********** While breast feeding is fabulous when it's possible, it's also important to remember than HIV positive mothers can transmit HIV to their babies via breast milk and should talk to their doctors about whether to breast feed or not. Partners in Health clinics, for example, have the HIV positive moms they treat use formula. Barb Garner Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> 11/07/07 3:40 PM >>> Colleagues: My previous version of the report on "Mother's Milk" was seriously garbled and misrepresented the research on breastfeeding and genetics. Please accept my sincere apologies, discard the earlier piece, and refer to the corrected version of the piece below. Tom Sticht November 8, 2007 The "Mother's Milk" of Literacy: How Breastfeeding May Improve Literacy Tom Sticht International Consultant in Adult Education Research has long established strong, positive correlations among most IQ tests and literacy (Gottfredson, 1997). This is based largely on the role of reasoning, language, and knowledge common to both intelligence and literacy tests. Now recent research has revealed a relationship among breastfeeding, genetics and IQ scores indicating that the average IQ scores of children who possessed a particular gene and whose mothers breastfed them when they were babies, was seven points higher in later years than breastfed children who lacked the special gene (BBC News, 2007). According to the article, "The gene in question helps break down fatty acids from the diet, which have been linked with brain development." Referring to the effects of IQ upon educational achievement, according to the researchers, " Seven points difference is enough to put the child in the top third of the class." Given that a major factor in educational achievement is the acquisition and development of literacy, and literacy and IQ are highly related, the new research suggests that literacy itself may be affected by breastfeeding amongst women whose children also possess the special gene. Genetic research indicates that some 90 percent of children possess the special gene. For this reason, Belinda Phipps, of the National Childbirth Trust in the United Kingdom, said: "This shows for the majority of parents they can have a positive effect on their babies IQ by breastfeeding." Teach the Mothers and Reach The Children The new research on genetics and breastfeeding of infants focuses attention upon the importance of educating women. For many decades, nations have emphasized the education and literacy development of boys and men. The failure to focus resources on girls and women shows itself in the international literacy statistics compiled by UNESCO. From 1980 to 1995, the illiterate population of men fell from 327 to 318 million, while the numbers of illiterate women grew from 551 to 565 million (Aksornkool, 2001). However, research for UNESCO (Sticht & McDonald, 1990) illustrates the many positive effects of girl?s and women?s education on children and their educational development at various stages from before birth to the school years: Before Pregnancy Better educated girls/women show higher economic productivity; better personal health care; lower fertility rates; and hence they produce smaller families. The latter, in turn, is related to the preschool cognitive development of children and their subsequent achievement in school. During Pregnancy and at Birth Better educated women provide better pre-natal care; produce more full term babies; provide better post-natal care and this results in babies with fewer learning disabilities. Before Going To School Better educated women produce better children?s health care; better cognitive, language, and pre-literacy development; and better preparation for schoolwork. During Thbetter management of homework; better advocacy for children?s education and negotiation of school/child conflicts; and they produce children who achieve higher levels of education and literacy. All this, and the new evidence on genetics and breastfeeding of infants with a special gene, suggests that we should pay special attention to the need for resources to provide literacy educational opportunities to the millions of less literate women who will bring the next generation of children into the world. We should remember that, when we teach the mothers, we reach the children! Poorly educated children are the source of adult functional illiteracy, and functionally illiterate adults are the source of poorly educated children. Perhaps through education based on a Multiple Life Cycles policy (Sticht, 2006), in which children are guaranteed their right to educated parents, the vicious intergenerational cycles of functional illiteracy can be stopped at their sources. References Aksornkool, N. (2001). Literacy: A key to Empowering Women Farmers. Paris: United National Educational, Scientific, and Cultural Organization. BBC NEWS (2007, November 6). Gene 'links breastfeeding to IQ': A single gene influences whether breastfeeding improves a child's intelligence, say London researchers. Retrieved online on 11/06/07 at: http://news.bbc.co.uk/go/pr/fr/-/2/hi/health/7075511.stm Gottfredson, L. S. (1997). Why g Matters: The Complexity of Everyday Life. Intelligence, 24, 79-132. Sticht, T. (2006). Toward a Multiple Life Cycles Education Policy: Investing in the Education of Adults to Improve the Educability of Children. Retrieved online 12/06/06 at http://www.nald.ca/library/research/sticht/06dec/06dec.pdf Sticht, T. & McDonald, B. (1990). Teach the Mother and Reach the Child: Literacy Across Generations. Geneva: UNESCO International Bureau of Education. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From helen at healthliteracy.com Thu Nov 15 08:49:53 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Thu, 15 Nov 2007 08:49:53 -0500 Subject: [HealthLiteracy 1490] NPR interview Message-ID: <006301c8278e$6729a180$6401a8c0@HLC> Hi all, Thought you'd be interested to know that I was recently interviewed on an hour-long NPR/affiliate radio show -- of course, talking about health litearcy. The show aired Tuesday night. Here's a link, http://www.publicbroadcasting.net/wamc/news.newsmain?action=article&ARTICLE_ID=1182746§ionID=851 I will soon add this file to my Health Literacy Consulting website though haven't done so yet. Happy almost Thanksgiving, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com & 508-653-1199 Speaker, Author, Plain Language Writer & Editor -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071115/30b40376/attachment.html From julie_mcKinney at worlded.org Fri Nov 16 11:54:06 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 16 Nov 2007 11:54:06 -0500 Subject: [HealthLiteracy 1491] Re: The dark side of google. Message-ID: <473D84DE0200002D000047D3@bostongwia.jsi.com> Hi Nicola, Thanks for sharing this. It's certainly the other side of the coin, isn't it? As for our role in the mangament of the Susans of the world...it feels like being asked to address obesity when we're trying to feed the hungry! The point that struck me most with regard to our work, was this: "A seasoned doc gets good at sizing up what kind of patient he's got and how to adjust his communicative style accordingly." This reminds us that there are many a seasoned doc out there who have spent years communicating with patients, and have developed some very specific communication skills. (This applies, of course, to all members of the health team: nurses, etc.) If they can learn to recognize the "brainsuckers" within the first minute of an appointment, they can certainly learn to size up patients with other special communication challenges, and surely many of them do. And then they adjust their style accordingly. How do they develop this skill, and how can we help encourage it? Is it addressed in medical training? Does it come only after years of experience? What factors could speed up the development of this "sizing up" skill? (...and the adjusting the communication style skill.) (Can this be the Friday Question for this week?) All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Davies, Nicola" 11/13/07 5:40 PM >>> http://www.time.com/time/health/article/0,8599,1681838-2,00.html I have also copied and pasted the story below; I have noticed these Time links like to skip around and "page not found" on me. What do you think of this - it's almost like the dark side of Health Literacy. I highlighted in red the part that spoke to me most. It sounds like this list mostly talks about the first kind of patient; of empowering the "just get me better, doc" kind. Have we any resources or discussion points for Susans of the world? Nicola ******************************************************* We had never met, but as we talked on the phone I knew she was Googling me. The way she drew out her conjunctions, just a little, that was the tip off - stalling for time as new pages loaded. It was barely audible, but the soft click-click of the keyboard in the background confirmed it. Oh, well, it's the information age. Normally, she'd have to go through my staff first, but I gave her an appointment. Susan was well spoken and in good shape, an attractive woman in her mid-40s. She had brought her three-year-old to my office, but was ignoring the little monster as he ripped up magazines, threw fish crackers and Cheerios, and stomped them into my rug. I tried to ignore him too, which was hard as he dribbled chocolate milk from his sippy cup all over my upholstered chairs. Eventually his screeching made conversation impossible. "This is not an acceptable form of behavior, not acceptable at all," was Susan's excruciatingly well-enunciated and perfunctory response to Junior's screaming. The toddler's defiant delight signaled that he understood just enough to ignore her back. Meanwhile, Mom launched into me with a barrage of excruciatingly well-informed questions. I soon felt like throwing Cheerios at her too. Susan had chosen me because she had researched my education, read a paper I had written, determined my university affiliation and knew where I lived. It was a little too much - as if she knew how stinky and snorey I was last Sunday morning. Yes, she was simply researching important aspects of her own health care. Yes, who your surgeon is certainly affects what your surgeon does. But I was unnerved by how she brandished her information, too personal and just too rude on our first meeting. Every doctor knows patients like this. They're called "brainsuckers." By the time they come in, they've visited many other docs already - somehow unable to stick with any of them. They have many complaints, which rarely translate to hard findings on any objective tests. They talk a lot. I often wonder, while waiting for them to pause, if there are patients like this in poor, war-torn countries where the need for doctors is more dire. Susan got me thinking about patients. Nurses are my favorites - they know our language and they're used to putting their trust in doctors. And they laugh at my jokes. But engineers, as a class, are possibly the best patients. They're logical and they're accustomed to the concept of consultation - they're interested in how the doctor thinks about their problem. They know how to use experts. If your orthopedist thinks about arthritis, for instance, in terms of friction between roughened joint surfaces, you should try to think about it, generally, in the same way. There is little use coming to him or her for help if you insist your arthritis is due to an imbalance between yin and yang, an interruption of some imaginary force field or a dietary deficiency of molybdenum. There's so much information (as well as misinformation) in medicine - and, yes, a lot of it can be Googled - that one major responsibility of an expert is to know what to ignore. Susan had neither the trust of a nurse nor the teachability of an engineer. She would ignore no theory of any culture or any quack, regarding her very common brand of knee pain. On and on she went as I retreated further within. I marveled, sitting there silenced by her diatribe. Hers was such a fully orbed and vigorous self-concern that it possessed virtue in its own right. Her complete and utter selfishness was nearly a thing of beauty. When to punt is not a topic taught in medical school. There is but one observation that I can offer: Patients like Susan, as self-absorbed as they are, know it immediately. They can tell when you're about to punt. I knew full well what was wrong with this woman, and I could treat her, probably as well as anyone. But treating her condition, which was chronic patellofemoral pain, would test the mettle of patient and surgeon. What we have doesn't work very well nor very quickly. The swelling takes months to go down, the muscles take even longer to strengthen. Good patients often complain, "It was better before we started," in desperation or anger, before they see improvement. But with plenty of therapy, braces, exercises and one or two operations, this knee does improve. It's often tough going, though, and patients have to stick with you. I like to be straight - "It gets worse before it gets better" is what I tell them. Susan's style, her history and, somehow, most telling, the way she treated her son said she was not going to make it through this. Not with me, anyway. A seasoned doc gets good at sizing up what kind of patient he's got and how to adjust his communicative style accordingly. Some patients are non-compliant Bozos who won't read anything longer than a headline. They don't want to know what's wrong with them, they don't know what medicines they're taking, they don't even seem to care what kind of operation you're planning to do on them. "Just get me better, doc," is all they say. At the other end of our spectrum are patients like Susan: They're often suspicious and distrustful, their pressured sentences burst with misused, mispronounced words and half-baked ideas. Unfortunately, both types of patients get sick with roughly the same frequency. I knew Susan was a Googler - queen, perhaps, of all Googlers. But I couldn't dance with this one. I couldn't even get a word in edgewise. So, I cut her off. I punted. I told her there was nothing I could do differently than her last three orthopedists, but I could refer her to another who might be able to help. A certain Dr. Brown, whom I'd known as a resident, had been particularly interested in her type of knee problem. Disappointed and annoyed, Susan stopped for a beat. "You mean Larry Brown on Central Avenue?" "Uh, yes -" I started. "I have an appointment with him on Friday. And, Dr. Haig?" she said, pulling Junior by the arm out my office door, "Watch out on your drive home tonight. There was an accident near your exit." From lgarapaty at yahoo.com Sat Nov 17 18:22:35 2007 From: lgarapaty at yahoo.com (Lalitha Garapaty) Date: Sat, 17 Nov 2007 15:22:35 -0800 (PST) Subject: [HealthLiteracy 1492] Re: health impacting literacy In-Reply-To: Message-ID: <555114.80166.qm@web33406.mail.mud.yahoo.com> Think of Older adults, and retirees actively seeking education, for various reasons. Some learning for learning sake, others trying to improve their skills to continue in their present job or change to a new one. Declining cognitive and sensory process have a major impact on their learning. Some other questions - We hear a lot about supplementing with omega-fats, beta-carotene etc., for improving memory and cognitive processes. These are fats and fat soluble vitamins. What are the risks associated with such supplementation? Is there any research on safe doses? Similarly exercise of body and mind are also considered to improve cognitive processes. Are these claims just popular beliefs? Is there any existing research to support this? What other health related risks could be effecting the learning of these adults and how to navigate around these issues for a better learning experience? Any thoughts, research in this field? Lalitha --- healthliteracy-request at nifl.gov wrote: > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body > 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1487] Re: how does health > impact literacy? > (AZSA at aol.com) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 9 Nov 2007 12:47:48 EST > From: AZSA at aol.com > Subject: [HealthLiteracy 1487] Re: how does health > impact literacy? > To: healthliteracy at nifl.gov > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > The number of health issues that can have a direct > impact on literacy is > vast. I'd like to add a few more to the ones > already named in the discussion. > Some of them are, in fact, rather common! > * asthma/bronchitis/common cold - anything > that generates frequent > coughing > * pin worms and other parasitic diseases - > these not only cause sleep > deprivation, but daytime symptoms as well (not to > mention nutritional > aspects) > * dental and oral issues - pain, > embarrassment, speech and nutritional > considerations (even 'normal' growth and > development events like losing > primary teeth can be incredibly distracting) > * anything causing itching - poison ivy, > scabies/lice, eczema, etc. > * menstrual symptoms > * sleep deprivation > * bullying and interpersonal violence > * eating disorders > Anne Zettek-Sumner, RN., M.Ed. > > > > ************************************** See what's > new at http://www.aol.com > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 26, Issue 8 > ********************************************* > ____________________________________________________________________________________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ From a.rathbun at morehead-st.edu Sun Nov 18 12:47:37 2007 From: a.rathbun at morehead-st.edu (Ann Rathbun, Ph.D.) Date: Sun, 18 Nov 2007 12:47:37 -0500 Subject: [HealthLiteracy 1493] Re: health impacting literacy In-Reply-To: <555114.80166.qm@web33406.mail.mud.yahoo.com> References: <555114.80166.qm@web33406.mail.mud.yahoo.com> Message-ID: <20071118124737.8frarruz480c0880@webmail.moreheadstate.edu> Lalitha, Great questions! I was just asked to work with a group of seniors to get them 'up to speed' on being better consumers of health education and health services. I'll be interested in what the group has to say. Ann Quoting Lalitha Garapaty : > Think of Older adults, and retirees actively seeking > education, for various reasons. Some learning for > learning sake, others trying to improve their skills > to continue in their present job or change to a new > one. > > Declining cognitive and sensory process have a major > impact on their learning. > > Some other questions - > > We hear a lot about supplementing with omega-fats, > beta-carotene etc., for improving memory and cognitive > processes. These are fats and fat soluble vitamins. > What are the risks associated with such > supplementation? Is there any research on safe doses? > > Similarly exercise of body and mind are also > considered to improve cognitive processes. Are these > claims just popular beliefs? Is there any existing > research to support this? > > What other health related risks could be effecting the > learning of these adults and how to navigate around > these issues for a better learning experience? Any > thoughts, research in this field? > > Lalitha > > --- healthliteracy-request at nifl.gov wrote: > >> Send HealthLiteracy mailing list submissions to >> healthliteracy at nifl.gov >> >> To subscribe or unsubscribe via the World Wide Web, >> visit >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> or, via email, send a message with subject or body >> 'help' to >> healthliteracy-request at nifl.gov >> >> You can reach the person managing the list at >> healthliteracy-owner at nifl.gov >> >> When replying, please edit your Subject line so it >> is more specific >> than "Re: Contents of HealthLiteracy digest..." >> >> >> Today's Topics: >> >> 1. [HealthLiteracy 1487] Re: how does health >> impact literacy? >> (AZSA at aol.com) >> >> >> > ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Fri, 9 Nov 2007 12:47:48 EST >> From: AZSA at aol.com >> Subject: [HealthLiteracy 1487] Re: how does health >> impact literacy? >> To: healthliteracy at nifl.gov >> Message-ID: >> Content-Type: text/plain; charset="us-ascii" >> >> The number of health issues that can have a direct >> impact on literacy is >> vast. I'd like to add a few more to the ones >> already named in the discussion. >> Some of them are, in fact, rather common! >> * asthma/bronchitis/common cold - anything >> that generates frequent >> coughing >> * pin worms and other parasitic diseases - >> these not only cause sleep >> deprivation, but daytime symptoms as well (not to >> mention nutritional >> aspects) >> * dental and oral issues - pain, >> embarrassment, speech and nutritional >> considerations (even 'normal' growth and >> development events like losing >> primary teeth can be incredibly distracting) >> * anything causing itching - poison ivy, >> scabies/lice, eczema, etc. >> * menstrual symptoms >> * sleep deprivation >> * bullying and interpersonal violence >> * eating disorders >> Anne Zettek-Sumner, RN., M.Ed. >> >> >> >> ************************************** See what's >> new at http://www.aol.com >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment-0001.html >> >> >> ------------------------------ >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> End of HealthLiteracy Digest, Vol 26, Issue 8 >> ********************************************* >> > > > > > ____________________________________________________________________________________ > Be a better pen pal. > Text or chat with friends inside Yahoo! Mail. See how. > http://overview.mail.yahoo.com/ > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to a.rathbun at morehead-st.edu > Ann Rathbun, Ph.D. Department of HPES 200C Laughlin Health Bld. Morehead State University 606-783-2464 ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From KarpF at nia.nih.gov Mon Nov 19 10:33:05 2007 From: KarpF at nia.nih.gov (Karp, Freddi (NIH/NIA) [E]) Date: Mon, 19 Nov 2007 10:33:05 -0500 Subject: [HealthLiteracy 1494] Re: health impacting literacy In-Reply-To: <20071118124737.8frarruz480c0880@webmail.moreheadstate.edu> References: <555114.80166.qm@web33406.mail.mud.yahoo.com> <20071118124737.8frarruz480c0880@webmail.moreheadstate.edu> Message-ID: <774C0E17E48BA34190C8A7BE4ECE6D2F061DC0CA@NIHCESMLBX7.nih.gov> FYI: As background for Lalitha's question -- The National Institute on Aging has a wide variety of free consumer-oriented publications, especially on exercise for older people. You can order these free materials online, in bulk depending on inventory, at www.nia.nih.gov/HealthInformation or via our toll-free 1-800-222-2225 phone. The Institute's research findings, on a variety of areas pertinent to exercise and cognitive issue, are also available online at http://www.nia.nih.gov/NewsAndEvents/PressReleases/. I hope these resources are helpful Freddi Karp Chief, Health Information & Outreach Branch Office of Communications and Public Liaison National Institute on Aging -----Original Message----- From: Ann Rathbun, Ph.D. [mailto:a.rathbun at morehead-st.edu] Sent: Sunday, November 18, 2007 12:48 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1493] Re: health impacting literacy Lalitha, Great questions! I was just asked to work with a group of seniors to get them 'up to speed' on being better consumers of health education and health services. I'll be interested in what the group has to say. Ann Quoting Lalitha Garapaty : > Think of Older adults, and retirees actively seeking > education, for various reasons. Some learning for > learning sake, others trying to improve their skills > to continue in their present job or change to a new > one. > > Declining cognitive and sensory process have a major > impact on their learning. > > Some other questions - > > We hear a lot about supplementing with omega-fats, > beta-carotene etc., for improving memory and cognitive > processes. These are fats and fat soluble vitamins. > What are the risks associated with such > supplementation? Is there any research on safe doses? > > Similarly exercise of body and mind are also > considered to improve cognitive processes. Are these > claims just popular beliefs? Is there any existing > research to support this? > > What other health related risks could be effecting the > learning of these adults and how to navigate around > these issues for a better learning experience? Any > thoughts, research in this field? > > Lalitha > > --- healthliteracy-request at nifl.gov wrote: > >> Send HealthLiteracy mailing list submissions to >> healthliteracy at nifl.gov >> >> To subscribe or unsubscribe via the World Wide Web, >> visit >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> or, via email, send a message with subject or body >> 'help' to >> healthliteracy-request at nifl.gov >> >> You can reach the person managing the list at >> healthliteracy-owner at nifl.gov >> >> When replying, please edit your Subject line so it >> is more specific >> than "Re: Contents of HealthLiteracy digest..." >> >> >> Today's Topics: >> >> 1. [HealthLiteracy 1487] Re: how does health >> impact literacy? >> (AZSA at aol.com) >> >> >> > ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Fri, 9 Nov 2007 12:47:48 EST >> From: AZSA at aol.com >> Subject: [HealthLiteracy 1487] Re: how does health >> impact literacy? >> To: healthliteracy at nifl.gov >> Message-ID: >> Content-Type: text/plain; charset="us-ascii" >> >> The number of health issues that can have a direct >> impact on literacy is >> vast. I'd like to add a few more to the ones >> already named in the discussion. >> Some of them are, in fact, rather common! >> * asthma/bronchitis/common cold - anything >> that generates frequent >> coughing >> * pin worms and other parasitic diseases - >> these not only cause sleep >> deprivation, but daytime symptoms as well (not to >> mention nutritional >> aspects) >> * dental and oral issues - pain, >> embarrassment, speech and nutritional >> considerations (even 'normal' growth and >> development events like losing >> primary teeth can be incredibly distracting) >> * anything causing itching - poison ivy, >> scabies/lice, eczema, etc. >> * menstrual symptoms >> * sleep deprivation >> * bullying and interpersonal violence >> * eating disorders >> Anne Zettek-Sumner, RN., M.Ed. >> >> >> >> ************************************** See what's >> new at http://www.aol.com >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c29 73/attachment-0001.html >> >> >> ------------------------------ >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> >> End of HealthLiteracy Digest, Vol 26, Issue 8 >> ********************************************* >> > > > > > ________________________________________________________________________ ____________ > Be a better pen pal. > Text or chat with friends inside Yahoo! Mail. See how. > http://overview.mail.yahoo.com/ > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to a.rathbun at morehead-st.edu > Ann Rathbun, Ph.D. Department of HPES 200C Laughlin Health Bld. Morehead State University 606-783-2464 ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to karpf at nia.nih.gov From seubert.douglas at marshfieldclinic.org Mon Nov 19 10:33:55 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 19 Nov 2007 09:33:55 -0600 Subject: [HealthLiteracy 1495] Re: supplementing with omega-fats, beta-carotene etc Message-ID: <96aad01c82ac1$98557050$7205010a@mfldclinframe.org> RE: We hear a lot about supplementing with omega-fats, beta-carotene etc., for improving memory and cognitive processes. These are fats and fat soluble vitamins. What are the risks associated with such supplementation? Is there any research on safe doses? Here are some recent studies regarding the effect of vitamins and supplements to improve cognitive function. Most show little or no positive effect from multivitamin and multimineral supplements, antioxidant supplements, Vitamins B6 and B12, Vitamin E, folic acid, ginkgo biloba, or omega-3 fatty acids. (To keep this post short, I did not include the full abstract for these studies). McNeill G, Avenell A, Campbell MK, Cook JA, Hannaford PC, Kilonzo MM, Milne AC, Ramsay CR, Seymour DG, Stephen AI, Vale LD. Effect of multivitamin and multimineral supplementation on cognitive function in men and women aged 65 years and over: a randomised controlled trial. Nutr J. 2007 May 2;6:10. BACKGROUND: Observational studies have frequently reported an association between cognitive function and nutrition in later life but randomised trials of B vitamins and antioxidant supplements have mostly found no beneficial effect. We examined the effect of daily supplementation with 11 vitamins and 5 minerals on cognitive function in older adults to assess the possibility that this could help to prevent cognitive decline. CONCLUSION: The results provide no evidence for a beneficial effect of daily multivitamin and multimineral supplements on these domains of cognitive function in community-living people over 65 years. However, the possibility of beneficial effects in older people and those at greater risk of nutritional deficiency deserves further attention. Eussen SJ, de Groot LC, Joosten LW, Bloo RJ, Clarke R, Ueland PM, Schneede J, Blom HJ, Hoefnagels WH, van Staveren WA. Effect of oral vitamin B-12 with or without folic acid on cognitive function in older people with mild vitamin B-12 deficiency: a randomized, placebo-controlled trial. Am J Clin Nutr. 2006 Aug;84(2):361-70. BACKGROUND: Vitamin B-12 deficiency is associated with cognitive impairment in older people. However, evidence from randomized trials of the effects of vitamin B-12 supplementation on cognitive function is limited and inconclusive. CONCLUSION: Oral supplementation with vitamin B-12 alone or in combination with folic acid for 24 wk does not improve cognitive function. Malouf M, Grimley EJ, Areosa SA. Folic acid with or without vitamin B12 for cognition and dementia. Cochrane Database Syst Rev. 2003;(4):CD004514. BACKGROUND: Folates are vitamins essential to the development of the central nervous system. Insufficient folate activity at the time of conception and early pregnancy can result in congenital neural tube defects. In adult life folate deficiency has been known for decades to produce a characteristic form of anaemia ("megaloblastic"). More recently degrees of folate inadequacy, not severe enough to produce anaemia, have been found to be associated with high blood levels of the amino acid homocysteine. Such degrees of folate inadequacy can arise because of insufficient folates in the diet or because of inefficient absorption or metabolic utilisation of folates due to genetic variations. Conventional criteria for diagnosing folate deficiency may be inadequate for identifying people capable of benefiting from dietary supplementation. High blood levels of homocysteine have been linked with the risk of arterial disease, dementia and Alzheimer's disease. There is therefore interest! in whether dietary supplements of folic acid (an artificial chemical analogue of naturally occurring folates) can improve cognitive function of people at risk of cognitive decline associated with ageing or dementia, whether by affecting homocysteine metabolism or through other mechanisms.There is a risk that if folic acid is given to people who have undiagnosed deficiency of vitamin B12 it may lead to neurological damage. Vitamin B12 deficiency produces both an anaemia identical to that of folate deficiency but also causes irreversible damage to the central and peripheral nervous systems. Folic acid will correct the anaemia of vitamin B12 deficiency and so delay diagnosis but will not prevent progression to neurological damage. For this reason trials of folic acid supplements may involve simultaneous administration of vitamin B12. Apparent benefit from folic acid given in the combination would therefore need to be "corrected" for any effect of vitamin B12 alone. A separate! Cochrane review of vitamin B12 and cognitive function is being prepar ed. REVIEWER'S CONCLUSIONS: There was no beneficial effect of 750 mcg of folic acid per day on measures of cognition or mood in older healthy women. In patients with mild to moderate cognitive decline and different forms of dementia there was no benefit from folic acid on measures of cognition or mood. Folic acid plus vitamin B12 was effective in reducing the serum homocysteine concentrations. Folic acid was well tolerated and no adverse effects were reported. More studies are needed. Malouf R, Grimley Evans J. The effect of vitamin B6 on cognition. Cochrane Database Syst Rev. 2003;(4):CD004393. BACKGROUND: Micronutrient status can affect cognitive function at all ages. Vitamin deficiencies could influence memory function and might contribute to age-associated cognitive impairment and dementia.Vitamin B6, comprising three chemically distinct compounds pyridoxal, pyridoxamine, and pyridoxine, is involved in the regulation of mental function and mood. Vitamin B6 is also an essential homocysteine re-methylation cofactor, and deficiency is associated with increase in blood homocysteine levels. Homocysteine is a risk factor for cerebrovascular disease and may also have directly toxic effects on neurons of the central nervous system. Neuropsychiatric disorders including seizures, migraine, chronic pain and depression have been linked to vitamin B6 deficiency. Epidemiological studies indicate that poor vitamin B6 status is common among older people. Hyperhomocysteinaemia has been suggested as a cause or mechanism in the development Alzheimer's disease and other forms of de! mentia. Supplementation with B vitamins including vitamin B6 has been shown to reduce blood homocysteine levels. REVIEWER'S CONCLUSIONS: This review found no evidence for short-term benefit from vitamin B6 in improving mood (depression, fatigue and tension symptoms) or cognitive functions. For the older people included in one of the two trials included in the review, oral vitamin B6 supplements improved biochemical indices of vitamin B6 status, but potential effects on blood homocysteine levels were not assessed in either study. This review found evidence that there is scope for increasing some biochemical indices of vitamin B6 status among older people. More randomized controlled trials are needed to explore possible benefits from vitamin B6 supplementation for healthy older people and those with cognitively impairment or dementia. McMahon JA, Green TJ, Skeaff CM, Knight RG, Mann JI, Williams SM. A controlled trial of homocysteine lowering and cognitive performance. N Engl J Med. 2006 Jun 29;354(26):2764-72. BACKGROUND: The results of observational studies suggest that plasma homocysteine concentrations are inversely related to cognitive function in older people. Our objective was to test the hypothesis that lowering the plasma homocysteine concentration improves cognitive function in healthy older people. CONCLUSIONS: The results of this trial do not support the hypothesis that homocysteine lowering with B vitamins improves cognitive performance. Balk EM, Raman G, Tatsioni A, Chung M, Lau J, Rosenberg IH. Vitamin B6, B12, and folic acid supplementation and cognitive function: a systematic review of randomized trials. Arch Intern Med. 2007 Jan 8;167(1):21-30. BACKGROUND: Despite their important role in cognitive function, the value of B vitamin supplementation is unknown. A systematic review of the effect of pyridoxine hydrochloride (hereinafter "vitamin B(6)"), cyanocobalamin or hydroxycobalamin (hereinafter "vitamin B(12)"), and folic acid supplementation on cognitive function was performed. CONCLUSION: The evidence does not yet provide adequate evidence of an effect of vitamin B(6) or B(12) or folic acid supplementation, alone or in combination, on cognitive function testing in people with either normal or impaired cognitive function. Kang JH, Cook N, Manson J, Buring JE, Grodstein F. A randomized trial of vitamin E supplementation and cognitive function in women. Arch Intern Med. 2006 Dec 11-25;166(22):2462-8. BACKGROUND: Oxidative stress may play a key role in the development of cognitive impairment. Long-term supplementation with vitamin E, a strong antioxidant, may provide cognitive benefits. CONCLUSION: Long-term use of vitamin E supplements did not provide cognitive benefits among generally healthy older women. Elsabagh S, Hartley DE, File SE. Limited cognitive benefits in Stage +2 postmenopausal women after 6 weeks of treatment with Ginkgo biloba. J Psychopharmacol. 2005 Mar;19(2):173-81. Gingko biloba has cognitive benefits both in populations suffering from dementia and after acute treatment in healthy volunteers, with some evidence indicating that those with poorer cognitive performance show greater benefit. We have previously found that 1 week of treatment with ginkgo improved attention, memory and mental flexibility in post-menopausal women, but the evidence for any beneficial effects of longer treatment is less well-established. Arendash GW, Jensen MT, Salem N Jr, Hussein N, Cracchiolo J, Dickson A, Leighty R, Potter H. A diet high in omega-3 fatty acids does not improve or protect cognitive performance in Alzheimer's transgenic mice. Neuroscience. 2007 Oct 26;149(2):286-302. Epub 2007 Aug 14. Although a number of epidemiologic studies reported that higher intake of omega-3 fatty acids (largely associated with fish consumption) is protective against Alzheimer's disease (AD), other human studies reported no such effect. Our results suggest that diets high in omega-3 fatty acids, or use of fish oil supplements (DHA+EPA), will not protect against AD, at least in high-risk individuals. However, normal individuals conceivably could derive cognitive benefits from high omega-3 intake if it corrects an elevation in the brain level of n-6 fatty acids as a result. Alternatively, dietary fish may contain nutrients, other than DHA and EPA, that could provide some protection against AD. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Lalitha Garapaty" Date: Sun Nov 18, 2007 -- 08:17:22 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1492] Re: health impacting literacy Think of Older adults, and retirees actively seeking education, for various reasons. Some learning for learning sake, others trying to improve their skills to continue in their present job or change to a new one. Declining cognitive and sensory process have a major impact on their learning. Some other questions - We hear a lot about supplementing with omega-fats, beta-carotene etc., for improving memory and cognitive processes. These are fats and fat soluble vitamins. What are the risks associated with such supplementation? Is there any research on safe doses? Similarly exercise of body and mind are also considered to improve cognitive processes. Are these claims just popular beliefs? Is there any existing research to support this? What other health related risks could be effecting the learning of these adults and how to navigate around these issues for a better learning experience? Any thoughts, research in this field? Lalitha --- healthliteracy-request at nifl.gov wrote: > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body > 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1487] Re: how does health > impact literacy? > (AZSA at aol.com) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 9 Nov 2007 12:47:48 EST > From: AZSA at aol.com > Subject: [HealthLiteracy 1487] Re: how does health > impact literacy? > To: healthliteracy at nifl.gov > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > The number of health issues that can have a direct > impact on literacy is > vast. I'd like to add a few more to the ones > already named in the discussion. > Some of them are, in fact, rather common! > * asthma/bronchitis/common cold - anything > that generates frequent > coughing > * pin worms and other parasitic diseases - > these not only cause sleep > deprivation, but daytime symptoms as well (not to > mention nutritional > aspects) > * dental and oral issues - pain, > embarrassment, speech and nutritional > considerations (even 'normal' growth and > development events like losing > primary teeth can be incredibly distracting) > * anything causing itching - poison ivy, > scabies/lice, eczema, etc. > * menstrual symptoms > * sleep deprivation > * bullying and interpersonal violence > * eating disorders > Anne Zettek-Sumner, RN., M.Ed. > > > > ************************************** See what's > new at http://www.aol.com > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 26, Issue 8 > ********************************************* > ____________________________________________________________________________________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From seubert.douglas at marshfieldclinic.org Mon Nov 19 11:24:29 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 19 Nov 2007 10:24:29 -0600 Subject: [HealthLiteracy 1496] Re: exercise of body and mind Message-ID: <97ff901c82ac8$a9109080$7205010a@mfldclinframe.org> RE: Similarly exercise of body and mind are also considered to improve cognitive processes. Are these claims just popular beliefs? Is there any existing research to support this? Here is some information and research on "exercise of body" followed by "exercise of mind" and the positive effects on memory and cognitive processes: Bixby WR, Spalding TW, Haufler AJ, Deeny SP, Mahlow PT, Zimmerman JB, Hatfield BD. The unique relation of physical activity to executive function in older men and women. Med Sci Sports Exerc. 2007 Aug;39(8):1408-16. PURPOSE: To determine whether physical activity participation was specifically and positively associated with executive function in older individuals after accounting for age, education, and IQ. CONCLUSIONS: The results support specificity of the physical activity/cognition relationship in older individuals. The results may be explained by additive benefit from participation in physical activity to the frontal lobe (i.e., beyond any benefits from cognitive stimulation), a region that mediates executive function and experiences accelerated age-related decline. In summary, habitual physical activity is positively related to executive performance in older men and women into the 10th decade. Yaffe K, Barnes D, Nevitt M, Lui LY, Covinsky K. A prospective study of physical activity and cognitive decline in elderly women: women who walk. Arch Intern Med. 2001 Jul 23;161(14):1703-8. BACKGROUND: Several studies have suggested that physical activity is positively associated with cognitive function in elderly persons. Evidence about this association has been limited by the cross-sectional design of most studies and by the frequent lack of adjustment for potential confounding variables. We determined whether physical activity is associated with cognitive decline in a prospective study of older women. CONCLUSIONS: Women with higher levels of baseline physical activity were less likely to develop cognitive decline. This association was not explained by differences in baseline function or health status. This finding supports the hypothesis that physical activity prevents cognitive decline in older community-dwelling women. Laurin D, Verreault R, Lindsay J, MacPherson K, Rockwood K. Physical activity and risk of cognitive impairment and dementia in elderly persons. Arch Neurol. 2001 Mar;58(3):498-504. OBJECTIVE: To explore the association between physical activity and the risk of cognitive impairment and dementia. CONCLUSION: Regular physical activity could represent an important and potent protective factor for cognitive decline and dementia in elderly persons. van Gelder BM, Tijhuis MA, Kalmijn S, Giampaoli S, Nissinen A, Kromhout D. Physical activity in relation to cognitive decline in elderly men: the FINE Study. Neurology. 2004 Dec 28;63(12):2316-21. BACKGROUND: Physical activity may be associated with better cognition. OBJECTIVE: To investigate whether change in duration and intensity of physical activity is associated with 10-year cognitive decline in elderly men. CONCLUSIONS: Even in old age, participation in activities with at least a medium-low intensity may postpone cognitive decline. Moreover, a decrease in duration or intensity of physical activity results in a stronger cognitive decline than maintaining duration or intensity. Sturman MT, Morris MC, Mendes de Leon CF, Bienias JL, Wilson RS, Evans DA. Physical activity, cognitive activity, and cognitive decline in a biracial community population. Arch Neurol. 2005 Nov;62(11):1750-4. BACKGROUND: Findings from studies investigating whether physical activity reduces the risk of cognitive decline in old age have been inconsistent. OBJECTIVE: To examine whether participation in physical activity by older adults reduces the rate of cognitive decline after accounting for participation in cognitively stimulating activities. DESIGN: A prospective population study conducted from August 1993 to January 2003, with an average follow-up of 6.4 years. CONCLUSION: These data do not support the hypothesis that physical activity alone protects against cognitive decline among older adults. Colcombe S, Kramer AF. Fitness effects on the cognitive function of older adults: a meta-analytic study. Psychol Sci. 2003 Mar;14(2):125-30. A meta-analytic study was conducted to examine the hypothesis that aerobic fitness training enhances the cognitive vitality of healthy but sedentary older adults. Fitness training was found to have robust but selective benefits for cognition, with the largest fitness-induced benefits occurring for executive-control processes. Carretti B, Borella E, De Beni R. Does strategic memory training improve the working memory performance of younger and older adults? Exp Psychol. 2007;54(4):311-20. The paper examines the effect of strategic training on the performance of younger and older adults in an immediate list-recall and a working memory task. The experimental groups of younger and older adults received three sessions of memory training, teaching the use of mental images to improve the memorization of word lists. In contrast, the control groups were not instructed to use any particular strategy, but they were requested to carry out the memory exercises. The results showed that strategic training improved performance of both the younger and older experimental groups in the immediate list recall and in the working memory task. Of particular interest, the improvement in working memory performance of the older experimental group was comparable to that of the younger experimental group. Cavallini E, Pagnin A, Vecchi T. Aging and everyday memory: the beneficial effect of memory training. Arch Gerontol Geriatr. 2003 Nov-Dec;37(3):241-57. The authors investigated elderly people's ability to benefit from specific memory training. Empirical evidence of cognitive aging shows a deterioration in working memory ability but also suggests that elderly people maintain the ability to acquire new information and strategies. The aim of the present study was to investigate the effects of two different mnemonic strategies (Loci mnemonic vs. Strategic training) in young and older adults and to evaluate the ability of the older groups to improve performance. The elderly benefit from strategies as much as younger people; nevertheless, the memory performances of the latter are higher. Differences between the two trainings are found only in the task evaluating ability to re-use learnt strategies in other unfamiliar situations. Improvement in performance was more pronounced for the strategic training. Cook LJ. Exercises for mental wellness. Couldn't we all benefit? J Psychosoc Nurs Ment Health Serv. 2007 May;45(5):8-9. For most of us, our cognitive functioning could be improved in many ways. Many of us struggle with our thinking skills at times, especially during times of stress and information overload. Some of the research that supports the use of prescribed cognitive exercises to slow cognitive decline in older adults may ultimately prove to be beneficial for all of us. Mental health nurses should encourage regular daily mental workouts, along with aerobic physical exercises, for everyone, not just older adults. Personal fitness training should focus not only on physical fitness, but also on mental fitness. Ball K, Berch DB, Helmers KF, Jobe JB, Leveck MD, Marsiske M, Morris JN, Rebok GW, Smith DM, Tennstedt SL, Unverzagt FW, Willis SL; Advanced Cognitive Training for Independent and Vital Elderly Study Group. Effects of cognitive training interventions with older adults: a randomized controlled trial. JAMA. 2002 Nov 13;288(18):2271-81. CONTEXT: Cognitive function in older adults is related to independent living and need for care. However, few studies have addressed whether improving cognitive functions might have short- or long-term effects on activities related to living independently. OBJECTIVE: To evaluate whether 3 cognitive training interventions improve mental abilities and daily functioning in older, independent-living adults. CONCLUSIONS: Results support the effectiveness and durability of the cognitive training interventions in improving targeted cognitive abilities. Training effects were of a magnitude equivalent to the amount of decline expected in elderly persons without dementia over 7- to 14-year intervals. Because of minimal functional decline across all groups, longer follow-up is likely required to observe training effects on everyday function. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Lalitha Garapaty" Date: Sun Nov 18, 2007 -- 08:17:22 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1492] Re: health impacting literacy Think of Older adults, and retirees actively seeking education, for various reasons. Some learning for learning sake, others trying to improve their skills to continue in their present job or change to a new one. Declining cognitive and sensory process have a major impact on their learning. Some other questions - We hear a lot about supplementing with omega-fats, beta-carotene etc., for improving memory and cognitive processes. These are fats and fat soluble vitamins. What are the risks associated with such supplementation? Is there any research on safe doses? Similarly exercise of body and mind are also considered to improve cognitive processes. Are these claims just popular beliefs? Is there any existing research to support this? What other health related risks could be effecting the learning of these adults and how to navigate around these issues for a better learning experience? Any thoughts, research in this field? Lalitha --- healthliteracy-request at nifl.gov wrote: > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body > 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1487] Re: how does health > impact literacy? > (AZSA at aol.com) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Fri, 9 Nov 2007 12:47:48 EST > From: AZSA at aol.com > Subject: [HealthLiteracy 1487] Re: how does health > impact literacy? > To: healthliteracy at nifl.gov > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > The number of health issues that can have a direct > impact on literacy is > vast. I'd like to add a few more to the ones > already named in the discussion. > Some of them are, in fact, rather common! > * asthma/bronchitis/common cold - anything > that generates frequent > coughing > * pin worms and other parasitic diseases - > these not only cause sleep > deprivation, but daytime symptoms as well (not to > mention nutritional > aspects) > * dental and oral issues - pain, > embarrassment, speech and nutritional > considerations (even 'normal' growth and > development events like losing > primary teeth can be incredibly distracting) > * anything causing itching - poison ivy, > scabies/lice, eczema, etc. > * menstrual symptoms > * sleep deprivation > * bullying and interpersonal violence > * eating disorders > Anne Zettek-Sumner, RN., M.Ed. > > > > ************************************** See what's > new at http://www.aol.com > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment-0001.html > > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > > End of HealthLiteracy Digest, Vol 26, Issue 8 > ********************************************* > ____________________________________________________________________________________ Be a better pen pal. Text or chat with friends inside Yahoo! Mail. See how. http://overview.mail.yahoo.com/ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From lgarapaty at yahoo.com Tue Nov 20 08:03:19 2007 From: lgarapaty at yahoo.com (Lalitha Garapaty) Date: Tue, 20 Nov 2007 05:03:19 -0800 (PST) Subject: [HealthLiteracy 1497] health impacting literacy In-Reply-To: Message-ID: <628459.41954.qm@web33406.mail.mud.yahoo.com> Ann, We are exposed to too many health reports from popular media , little skepticism may be good sometimes. Thanks. Lalitha --- healthliteracy-request at nifl.gov wrote: > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body > 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1493] Re: health impacting > literacy > (Ann Rathbun, Ph.D.) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sun, 18 Nov 2007 12:47:37 -0500 > From: "Ann Rathbun, Ph.D." > > Subject: [HealthLiteracy 1493] Re: health impacting > literacy > To: healthliteracy at nifl.gov > Message-ID: > > <20071118124737.8frarruz480c0880 at webmail.moreheadstate.edu> > Content-Type: text/plain; charset=ISO-8859-1; > DelSp="Yes"; > format="flowed" > > Lalitha, > > Great questions! I was just asked to work with a > group of seniors to > get them 'up to speed' on being better consumers of > health education > and health services. I'll be interested in what the > group has to say. > > Ann > > Quoting Lalitha Garapaty : > > > Think of Older adults, and retirees actively > seeking > > education, for various reasons. Some learning for > > learning sake, others trying to improve their > skills > > to continue in their present job or change to a > new > > one. > > > > Declining cognitive and sensory process have a > major > > impact on their learning. > > > > Some other questions - > > > > We hear a lot about supplementing with omega-fats, > > beta-carotene etc., for improving memory and > cognitive > > processes. These are fats and fat soluble > vitamins. > > What are the risks associated with such > > supplementation? Is there any research on safe > doses? > > > > Similarly exercise of body and mind are also > > considered to improve cognitive processes. Are > these > > claims just popular beliefs? Is there any existing > > research to support this? > > > > What other health related risks could be effecting > the > > learning of these adults and how to navigate > around > > these issues for a better learning experience? Any > > thoughts, research in this field? > > > > Lalitha > > > > --- healthliteracy-request at nifl.gov wrote: > > > >> Send HealthLiteracy mailing list submissions to > >> healthliteracy at nifl.gov > >> > >> To subscribe or unsubscribe via the World Wide > Web, > >> visit > >> > http://www.nifl.gov/mailman/listinfo/healthliteracy > >> or, via email, send a message with subject or > body > >> 'help' to > >> healthliteracy-request at nifl.gov > >> > >> You can reach the person managing the list at > >> healthliteracy-owner at nifl.gov > >> > >> When replying, please edit your Subject line so > it > >> is more specific > >> than "Re: Contents of HealthLiteracy digest..." > >> > >> > >> Today's Topics: > >> > >> 1. [HealthLiteracy 1487] Re: how does health > >> impact literacy? > >> (AZSA at aol.com) > >> > >> > >> > > > ---------------------------------------------------------------------- > >> > >> Message: 1 > >> Date: Fri, 9 Nov 2007 12:47:48 EST > >> From: AZSA at aol.com > >> Subject: [HealthLiteracy 1487] Re: how does > health > >> impact literacy? > >> To: healthliteracy at nifl.gov > >> Message-ID: > >> Content-Type: text/plain; charset="us-ascii" > >> > >> The number of health issues that can have a > direct > >> impact on literacy is > >> vast. I'd like to add a few more to the ones > >> already named in the discussion. > >> Some of them are, in fact, rather common! > >> * asthma/bronchitis/common cold - anything > >> that generates frequent > >> coughing > >> * pin worms and other parasitic diseases - > >> these not only cause sleep > >> deprivation, but daytime symptoms as well (not to > >> mention nutritional > >> aspects) > >> * dental and oral issues - pain, > >> embarrassment, speech and nutritional > >> considerations (even 'normal' growth and > >> development events like losing > >> primary teeth can be incredibly distracting) > >> * anything causing itching - poison ivy, > >> scabies/lice, eczema, etc. > >> * menstrual symptoms > >> * sleep deprivation > >> * bullying and interpersonal violence > >> * eating disorders > >> Anne Zettek-Sumner, RN., M.Ed. > >> > >> > >> > >> ************************************** See what's > >> new at http://www.aol.com > >> -------------- next part -------------- > >> An HTML attachment was scrubbed... > >> URL: > >> > > > http://www.nifl.gov/pipermail/healthliteracy/attachments/20071109/419c2973/attachment-0001.html > >> > >> > >> ------------------------------ > >> > >> > ---------------------------------------------------- > >> National Institute for Literacy > >> Health and Literacy mailing list > >> HealthLiteracy at nifl.gov > >> To unsubscribe or change your subscription > settings, > >> please go to > >> > http://www.nifl.gov/mailman/listinfo/healthliteracy > >> > >> End of HealthLiteracy Digest, Vol 26, Issue 8 > >> ********************************************* > >> > > > > > > > > > > > ____________________________________________________________________________________ > > Be a better pen pal. > > Text or chat with friends inside Yahoo! Mail. See > how. === message truncated === ____________________________________________________________________________________ Be a better sports nut! Let your teams follow you with Yahoo Mobile. Try it now. http://mobile.yahoo.com/sports;_ylt=At9_qDKvtAbMuh1G1SQtBI7ntAcJ From lgarapaty at yahoo.com Tue Nov 20 22:12:55 2007 From: lgarapaty at yahoo.com (Lalitha Garapaty) Date: Tue, 20 Nov 2007 19:12:55 -0800 (PST) Subject: [HealthLiteracy 1498] Re: health impacting literacy In-Reply-To: Message-ID: <115632.50916.qm@web33403.mail.mud.yahoo.com> Freddie, Thanks, that will help. Lalitha --- healthliteracy-request at nifl.gov wrote: > Send HealthLiteracy mailing list submissions to > healthliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, > visit > http://www.nifl.gov/mailman/listinfo/healthliteracy > or, via email, send a message with subject or body > 'help' to > healthliteracy-request at nifl.gov > > You can reach the person managing the list at > healthliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it > is more specific > than "Re: Contents of HealthLiteracy digest..." > > > Today's Topics: > > 1. [HealthLiteracy 1494] Re: health impacting > literacy > (Karp, Freddi (NIH/NIA) [E]) > 2. [HealthLiteracy 1495] Re: supplementing with > omega-fats, > beta-carotene etc > (seubert.douglas at marshfieldclinic.org) > 3. [HealthLiteracy 1496] Re: exercise of body and > mind > (seubert.douglas at marshfieldclinic.org) > 4. [HealthLiteracy 1497] health impacting > literacy > (Lalitha Garapaty) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 19 Nov 2007 10:33:05 -0500 > From: "Karp, Freddi (NIH/NIA) [E]" > > Subject: [HealthLiteracy 1494] Re: health impacting > literacy > To: "The Health and Literacy Discussion List" > > Message-ID: > > <774C0E17E48BA34190C8A7BE4ECE6D2F061DC0CA at NIHCESMLBX7.nih.gov> > Content-Type: text/plain; charset="US-ASCII" > > FYI: As background for Lalitha's question -- The > National Institute on > Aging has a wide variety of free consumer-oriented > publications, > especially on exercise for older people. You can > order these free > materials online, in bulk depending on inventory, at > www.nia.nih.gov/HealthInformation or via our > toll-free 1-800-222-2225 > phone. The Institute's research findings, on a > variety of areas > pertinent to exercise and cognitive issue, are also > available online at > http://www.nia.nih.gov/NewsAndEvents/PressReleases/. > I hope these > resources are helpful > > Freddi Karp > Chief, Health Information & Outreach Branch > Office of Communications and Public Liaison > National Institute on Aging > > > -----Original Message----- > From: Ann Rathbun, Ph.D. > [mailto:a.rathbun at morehead-st.edu] > Sent: Sunday, November 18, 2007 12:48 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1493] Re: health impacting > literacy > > Lalitha, > > Great questions! I was just asked to work with a > group of seniors to > get them 'up to speed' on being better consumers of > health education > and health services. I'll be interested in what the > group has to say. > > Ann > > Quoting Lalitha Garapaty : > > > Think of Older adults, and retirees actively > seeking > > education, for various reasons. Some learning for > > learning sake, others trying to improve their > skills > > to continue in their present job or change to a > new > > one. > > > > Declining cognitive and sensory process have a > major > > impact on their learning. > > > > Some other questions - > > > > We hear a lot about supplementing with omega-fats, > > beta-carotene etc., for improving memory and > cognitive > > processes. These are fats and fat soluble > vitamins. > > What are the risks associated with such > > supplementation? Is there any research on safe > doses? > > > > Similarly exercise of body and mind are also > > considered to improve cognitive processes. Are > these > > claims just popular beliefs? Is there any existing > > research to support this? > > > > What other health related risks could be effecting > the > > learning of these adults and how to navigate > around > > these issues for a better learning experience? Any > > thoughts, research in this field? > > > > Lalitha > > > > --- healthliteracy-request at nifl.gov wrote: > > > >> Send HealthLiteracy mailing list submissions to > >> healthliteracy at nifl.gov > >> > >> To subscribe or unsubscribe via the World Wide > Web, > >> visit > >> > http://www.nifl.gov/mailman/listinfo/healthliteracy > >> or, via email, send a message with subject or > body > >> 'help' to > >> healthliteracy-request at nifl.gov > >> > >> You can reach the person managing the list at > >> healthliteracy-owner at nifl.gov > >> > >> When replying, please edit your Subject line so > it > >> is more specific > >> than "Re: Contents of HealthLiteracy digest..." > >> > >> > >> Today's Topics: > >> > >> 1. [HealthLiteracy 1487] Re: how does health > >> impact literacy? > >> (AZSA at aol.com) > >> > >> > >> > > > ---------------------------------------------------------------------- > >> > >> Message: 1 > >> Date: Fri, 9 Nov 2007 12:47:48 EST > >> From: AZSA at aol.com > >> Subject: [HealthLiteracy 1487] Re: how does > health > >> impact literacy? > >> To: healthliteracy at nifl.gov > >> Message-ID: > >> Content-Type: text/plain; charset="us-ascii" > >> > >> The number of health issues that can have a > direct > >> impact on literacy is > >> vast. I'd like to add a few more to the ones > >> already named in the discussion. > >> Some of them are, in fact, rather common! > >> * asthma/bronchitis/common cold - anything > >> that generates frequent > >> coughing > >> * pin worms and other parasitic diseases - > >> these not only cause sleep > >> deprivation, but daytime symptoms as well (not to > >> mention nutritional > >> aspects) > >> * dental and oral issues - pain, > >> embarrassment, speech and nutritional > >> considerations (even 'normal' growth and > >> development events like losing > >> primary teeth can be incredibly distracting) > >> * anything causing itching - poison ivy, > >> scabies/lice, eczema, etc. > >> * menstrual symptoms > >> * sleep deprivation > === message truncated === ____________________________________________________________________________________ Never miss a thing. Make Yahoo your home page. http://www.yahoo.com/r/hs From julie_mcKinney at worlded.org Wed Nov 21 16:35:23 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 21 Nov 2007 16:35:23 -0500 Subject: [HealthLiteracy 1499] Wednesday Question: giving thanks for health literacy work Message-ID: <47445E4B0200002D00004904@bostongwia.jsi.com> Hi Everyone, At this festive time, I want to thank you all for your efforts in health literacy and for sharing your knowledge, experience, questions and answers with us on the list! We have heard about amazing projects, unique collaborations, evaluations being created, and needed research being proposed and enacted. We have also heard how thousands of people, both health professionals and patients, have been trained in health literacy awareness, literacy skills, communication skills, cultural competency, and plain language. We have gained many new members on this list, which shows me that there are more of us concerned about health literacy and wanting to learn more. I thank you all, and ask for this week: What else should we give thanks for in regards to health literacy? Happy Thanksgiving! Eat well, and enjoy your loved ones! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From mdomb at hcsm.org Wed Nov 21 16:54:43 2007 From: mdomb at hcsm.org (Mindy Domb) Date: Wed, 21 Nov 2007 16:54:43 -0500 Subject: [HealthLiteracy 1500] Re: Wednesday Question: giving thanks for healthliteracy work References: <47445E4B0200002D00004904@bostongwia.jsi.com> Message-ID: <528AEC61AB51B448A3EA86920F0A7E092FD0E3@MAIL2K3.HCSM.org> And thank you to you! You do a great job with this listserve! Mindy Domb Director, SPHERE and The Statewide Homeless/HIV Integration Project (SH/HIP) programs of Health Care of Southeastern Massachusetts, Inc. PO Box 285 Amherst, MA 01004 Phone: 1-(800)-530-2770 ext.224 or (413)256-3406 Fax: (413)256-6371 E-Mail: mdomb at hcsm.org www.hcsm.org/sphere www.hcsm.org/shhip ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 11/21/2007 4:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1499] Wednesday Question: giving thanks for healthliteracy work Hi Everyone, At this festive time, I want to thank you all for your efforts in health literacy and for sharing your knowledge, experience, questions and answers with us on the list! We have heard about amazing projects, unique collaborations, evaluations being created, and needed research being proposed and enacted. We have also heard how thousands of people, both health professionals and patients, have been trained in health literacy awareness, literacy skills, communication skills, cultural competency, and plain language. We have gained many new members on this list, which shows me that there are more of us concerned about health literacy and wanting to learn more. I thank you all, and ask for this week: What else should we give thanks for in regards to health literacy? Happy Thanksgiving! Eat well, and enjoy your loved ones! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mdomb at hcsm.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4836 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071121/8c43bc9c/attachment.bin From NIELSEGA at ihs.org Fri Nov 23 17:08:13 2007 From: NIELSEGA at ihs.org (Nielsen, Gail) Date: Fri, 23 Nov 2007 16:08:13 -0600 Subject: [HealthLiteracy 1501] Re: Wednesday Question: giving thanks for healthliteracy work References: <47445E4B0200002D00004904@bostongwia.jsi.com> Message-ID: <6F3C1782FAFA224A8CE788E2E4985D9902111192@DSMXM003.ihs.org> Julie, I'm thankful for the patient and family members, such as Archie Willard, who give us their time, talents and expertise to help us make change in our healthcare environments. Through their eyes, ears and experiences, we make real improvements in helping our patients and families understand. Gail Nielsen ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Julie McKinney Sent: Wed 11/21/2007 3:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1499] Wednesday Question: giving thanks for healthliteracy work Hi Everyone, At this festive time, I want to thank you all for your efforts in health literacy and for sharing your knowledge, experience, questions and answers with us on the list! We have heard about amazing projects, unique collaborations, evaluations being created, and needed research being proposed and enacted. We have also heard how thousands of people, both health professionals and patients, have been trained in health literacy awareness, literacy skills, communication skills, cultural competency, and plain language. We have gained many new members on this list, which shows me that there are more of us concerned about health literacy and wanting to learn more. I thank you all, and ask for this week: What else should we give thanks for in regards to health literacy? Happy Thanksgiving! Eat well, and enjoy your loved ones! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nielsega at ihs.org ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4848 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071123/c1e6c56c/attachment.bin From deborah_magnan at yahoo.com Tue Nov 27 08:46:56 2007 From: deborah_magnan at yahoo.com (Deborah Magnan) Date: Tue, 27 Nov 2007 05:46:56 -0800 (PST) Subject: [HealthLiteracy 1501] Special supplement to Journal of General Internal Medicine Message-ID: <137984.20580.qm@web30511.mail.mud.yahoo.com> This may be of interest to some on this list. The Journal of General Internal Medicine has published a special supplement this month with the theme "Language barriers in health care." The journal home page for this supplement is http://www.springerlink.com/content/t744v8u05t62/?p=67996c6659af4025bb78cb7a01953c53&pi=13 Deborah Magnan, PT, MLIS, AHIP Associate Librarian Samuel and Sandra Hekemian Medical Library Hackensack University Medical Center 30 Prospect Ave. Hackensack, NJ 07601 email: deborah_magnan at yahoo.com phone: (201) 996-2326 fax: (201) 996-2467 --------------------------------- Be a better sports nut! Let your teams follow you with Yahoo Mobile. Try it now. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071127/9e6a88fa/attachment.html From julie_mcKinney at worlded.org Tue Nov 27 10:44:38 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 27 Nov 2007 10:44:38 -0500 Subject: [HealthLiteracy 1502] Unite For Sight Fifth Annual International Health Conference Message-ID: <474BF5160200002D000049A7@bostongwia.jsi.com> Hi Everyone, Those of you interested in international health literacy may be interested in this conference. All the best, Julie ********************************* The registration rate increases monthly, and the next registration deadline is November 30th. Please forward widely. Unite For Sight Fifth Annual International Health Conference Building Global Health For Today and Tomorrow April 12-13, 2008 Yale University, New Haven, Connecticut http://www.uniteforsight.org/conference/2008 Join 2,000 conference attendees and 150 speakers for a stimulating conference. Keynote Addresses By: Dr. Jeffrey Sachs, Dr. Sonia Sachs, Dr. Susan Blumenthal, and Dr. Jim Yong Kim Plus More Than 150 Featured Speakers Register For Conference - EARLY BIRD RATE ( $65 students, $90 all others) http://www.uniteforsight.org/conference/2008 REGISTER NOW TO SECURE LOWEST RATE. RATE INCREASES AFTER NOVEMBER 30TH. Who should attend? Anyone interested in international health, public health, international development, medicine, eye care, nonprofits, philanthropy, microfinance, social entrepreneurship, bioethics, anthropology, health policy, advocacy, environmental health, and public service. Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From CJohnston at mail.cho.org Tue Nov 27 13:14:13 2007 From: CJohnston at mail.cho.org (Christine Johnston) Date: Tue, 27 Nov 2007 10:14:13 -0800 Subject: [HealthLiteracy 1503] English language learning on television Message-ID: <474BEDF5.68BB.0012.0@mail.cho.org> Our pediatric hospital is in the process of installing a new closed circuit television system. As part of the installation, we are considering adding an "English learning" channel. We have a high number of English learners who are avid users of our print collection of materials, i.e. English for Latinos, etc. Some of our families who are in the hospital for lengthy period of time use the time for English learning. For those of you deep into literacy issues, is tv a productive mode of learning ? Could you recommend a program or series of lessons that would be sensible to string together and create an English language learning channel? If anyone has experience with this, please contact me directly. I don't really know if this is a sensible idea, but we'd like to take advantage of the opportunity, if it is. Thank you very much, Christine Johnston Family Resource & Information Center Children's Hospital & Research Center at Oakland 747 52nd St. Oakland, CA 94609 510 428-3549 cjohnston at mail.cho.org From Jsorensen at afmc.org Tue Nov 27 14:48:02 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 27 Nov 2007 13:48:02 -0600 Subject: [HealthLiteracy 1504] National Health Literacy Act Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3025B9DA1@AFMCFS6.NT_AFMC.local> Last week I received an e-mail about the National Health Literacy Act of 2007. I know I did not dream it, because I printed out two pdf files and they are on my desk -- a letter signed by Norm Coleman and Tom Harkin, and a draft of the bill. I was sure it came from this listserv, but I can't find the original e-mail, and to make matters worse, I can't find anything about this bill on the Web. If anyone has the original e-mail or any information about this bill, including the two files I mentioned (I didn't save them...), please forward the info to me. Meanwhile I will keep looking. Thanks! Janet Sorensen Web Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071127/ebfe5e77/attachment.html From NDavies at dthr.ab.ca Tue Nov 27 15:05:11 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 27 Nov 2007 13:05:11 -0700 Subject: [HealthLiteracy 1505] Re: English language learning on television In-Reply-To: <474BEDF5.68BB.0012.0@mail.cho.org> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca> Hi Christine, As far as learning goes, TV is a rather passive method of learning something as complex as a language. For vocabulary lessons it is fairly effective, but learning via TV really does not allow the learner (or the educator) to interact, correct pronunciation or grammatical flaws before they are internalised. TV learning is a rather linear method of instruction; there is no feedback or emotional connection. The same argument could be made for written materials, but the learner controls the speed and quantity of reading, and a page can be read again and again, and the learner can make notes on the page etc etc. A lesson in TV learning exists only in the present within which it is broadcast. I know that the BBC has some excellent interactive methods of English learning to help the huge influx of polish and Pakistani immigrants to the country... http://www.bbc.co.uk/worldservice/learningenglish/index.shtml also Dave's ESL Cafe online has excellent lesson planning ideas, although those are more for TESL teachers abroad. As for whether it is a sensible idea, my answer is that it is entirely what you make of it. In my health region, we have a TV station broadcast health information programs in to patients. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Christine Johnston Sent: Tuesday, November 27, 2007 11:14 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1503] English language learning on television Our pediatric hospital is in the process of installing a new closed circuit television system. As part of the installation, we are considering adding an "English learning" channel. We have a high number of English learners who are avid users of our print collection of materials, i.e. English for Latinos, etc. Some of our families who are in the hospital for lengthy period of time use the time for English learning. For those of you deep into literacy issues, is tv a productive mode of learning ? Could you recommend a program or series of lessons that would be sensible to string together and create an English language learning channel? If anyone has experience with this, please contact me directly. I don't really know if this is a sensible idea, but we'd like to take advantage of the opportunity, if it is. Thank you very much, Christine Johnston Family Resource & Information Center Children's Hospital & Research Center at Oakland 747 52nd St. Oakland, CA 94609 510 428-3549 cjohnston at mail.cho.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From julie_mcKinney at worlded.org Tue Nov 27 15:44:48 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 27 Nov 2007 15:44:48 -0500 Subject: [HealthLiteracy 1506] Re: National Health Literacy Act Message-ID: <474C3B700200002D000049BD@bostongwia.jsi.com> Janet, Ah, the surprise is out! We have some folks putting together a message that they will send to the list within a few days to tell us all about this exciting bill and where to learn more! Stay tuned, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Sorensen" 11/27/07 2:48 PM >>> Last week I received an e-mail about the National Health Literacy Act of 2007. I know I did not dream it, because I printed out two pdf files and they are on my desk -- a letter signed by Norm Coleman and Tom Harkin, and a draft of the bill. I was sure it came from this listserv, but I can't find the original e-mail, and to make matters worse, I can't find anything about this bill on the Web. If anyone has the original e-mail or any information about this bill, including the two files I mentioned (I didn't save them...), please forward the info to me. Meanwhile I will keep looking. Thanks! Janet Sorensen Web Writer Arkansas Foundation for Medical Care 501-212-8644 *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From lmyers at edc.org Tue Nov 27 16:27:32 2007 From: lmyers at edc.org (Lora Myers) Date: Tue, 27 Nov 2007 16:27:32 -0500 Subject: [HealthLiteracy 1507] Re: English language learning on television In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca> Message-ID: The concept of television as a passive method of learning no longer holds true -- if it ever did. As curriculum director of a nonprofit organization that produces multimedia learning materials -- which include video, print, and the web -- I have seen students with low literacy pick up on information in a video that they would have had trouble grasping were it presented in print. We all learn from television, and our reactions are far from passive and unemotional: for example, we get riled up by the latest news, we learn about health hazards to ourselves and to our children, we are moved to help people whose homes have been destroyed by a flood or earthquake, we are enchanted by the sights and sounds of other lands and other cultures. And this information increasingly is being presented in non-linear ways, particularly in narrative television programs. While I am a lover of reading and certainly a big supporter of teachers, in my twenty years' experience as a literacy professional I have found that good educational television is a very useful medium for teaching or introducing students to certain subjects. The problem is that there is a lot of bad TV out there -- not to mention a lot of pedestrian stuff in print. The trick is to find the best and most engaging teaching materials, in any medium. Of course, the nature of television is rapidly changing. Now, with streaming video and the Internet, people can talk back to the screen, engage in discussion with other viewers, visit websites to learn more about the subject presented on a TV show -- and in the case of our own public television series, TV411, visit www.tv411.org to practice the skills they've seen on the screen in the area of reading, writing, math, health, learning, and parenting. Lora Myers Curriculum Director Adult Literacy Media Alliance On 11/27/07 3:05 PM, "Davies, Nicola" wrote: > Hi Christine, > As far as learning goes, TV is a rather passive method of learning something > as complex as a language. For vocabulary lessons it is fairly effective, but > learning via TV really does not allow the learner (or the educator) to > interact, correct pronunciation or grammatical flaws before they are > internalised. > > TV learning is a rather linear method of instruction; there is no feedback or > emotional connection. The same argument could be made for written materials, > but the learner controls the speed and quantity of reading, and a page can be > read again and again, and the learner can make notes on the page etc etc. A > lesson in TV learning exists only in the present within which it is broadcast. > > I know that the BBC has some excellent interactive methods of English learning > to help the huge influx of polish and Pakistani immigrants to the country... > > http://www.bbc.co.uk/worldservice/learningenglish/index.shtml also Dave's ESL > Cafe online has excellent lesson planning ideas, although those are more for > TESL teachers abroad. > > As for whether it is a sensible idea, my answer is that it is entirely what > you make of it. In my health region, we have a TV station broadcast health > information programs in to patients. > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Christine Johnston > Sent: Tuesday, November 27, 2007 11:14 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1503] English language learning on television > > > Our pediatric hospital is in the process of installing a new closed circuit > television system. As part of the installation, we are considering adding an > "English learning" channel. We have a high number of English learners who are > avid users of our print collection of materials, i.e. English for Latinos, > etc. Some of our families who are in the hospital for lengthy period of time > use the time for English learning. > > For those of you deep into literacy issues, is tv a productive mode of > learning ? Could you recommend a program or series of lessons that would be > sensible to string together and create an English language learning channel? > If anyone has experience with this, please contact me directly. I don't > really know if this is a sensible idea, but we'd like to take advantage of the > opportunity, if it is. > > Thank you very much, > > > Christine Johnston > Family Resource & Information Center > Children's Hospital & Research Center at Oakland > 747 52nd St. > Oakland, CA 94609 > 510 428-3549 > cjohnston at mail.cho.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ndavies at dthr.ab.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lmyers at edc.org Lora Myers, Curriculum Director Adult Literacy Media Alliance (ALMA) 212-807-4289 Visit our website: tv411.org From Jsorensen at afmc.org Tue Nov 27 17:16:31 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Tue, 27 Nov 2007 16:16:31 -0600 Subject: [HealthLiteracy 1508] Re: National Health Literacy Act In-Reply-To: <474C3B700200002D000049BD@bostongwia.jsi.com> Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3025B9DE5@AFMCFS6.NT_AFMC.local> Sorry to beat you guys to the punch...I found the original e-mail and it was from a different listserv. Thanks to everyone who responded on and off list...jps -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Tuesday, November 27, 2007 2:45 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1506] Re: National Health Literacy Act Janet, Ah, the surprise is out! We have some folks putting together a message that they will send to the list within a few days to tell us all about this exciting bill and where to learn more! Stay tuned, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Janet Sorensen" 11/27/07 2:48 PM >>> Last week I received an e-mail about the National Health Literacy Act of 2007. I know I did not dream it, because I printed out two pdf files and they are on my desk -- a letter signed by Norm Coleman and Tom Harkin, and a draft of the bill. I was sure it came from this listserv, but I can't find the original e-mail, and to make matters worse, I can't find anything about this bill on the Web. If anyone has the original e-mail or any information about this bill, including the two files I mentioned (I didn't save them...), please forward the info to me. Meanwhile I will keep looking. Thanks! Janet Sorensen Web Writer Arkansas Foundation for Medical Care 501-212-8644 ************************************************************************ *** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. ************************************************************************ *** ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From rthornton at joimail.com Tue Nov 27 22:58:07 2007 From: rthornton at joimail.com (Rodney Thornton) Date: Tue, 27 Nov 2007 22:58:07 -0500 Subject: [HealthLiteracy 1509] Re: Tool to integrate health into ESL Message-ID: <000301c83172$e2852af0$a78f80d0$@com> I think it's an excellent thing to have tools that expose ESL students to health literacy. I used to teach ESL to newly resettled refugees. Their immediate language needs were learning the language necessary to find work, shop for food, and see a physician. I still often have contact with refugees that are trying to quickly master these language skills, so now I can refer them to this curriculum. Excellent! Rodney Thornton -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071127/6b7172d8/attachment.html From Mikal.Steinbacher at lwtc.edu Wed Nov 28 09:53:21 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Wed, 28 Nov 2007 06:53:21 -0800 Subject: [HealthLiteracy 1510] Re: English language learning on television References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> I often suggest that my ESL students listen to the news at night because here in the Seattle area the local news is on at 5 and again at 6, with national news at 5:30 and 6:30. Much of the news is repeated in the second half hour for both local and national news, if not verbatum, nearly so. This helps them with their listening skills, and helps them keep up with what is going on around them. But I'm not sure what else the drivel on TV these days can offer ... unless you go to the Discovery channel or one of the other educational channels. That's my two cent's worth! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Davies, Nicola Sent: Tue 11/27/2007 12:05 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1505] Re: English language learning on television Hi Christine, As far as learning goes, TV is a rather passive method of learning something as complex as a language. For vocabulary lessons it is fairly effective, but learning via TV really does not allow the learner (or the educator) to interact, correct pronunciation or grammatical flaws before they are internalised. TV learning is a rather linear method of instruction; there is no feedback or emotional connection. The same argument could be made for written materials, but the learner controls the speed and quantity of reading, and a page can be read again and again, and the learner can make notes on the page etc etc. A lesson in TV learning exists only in the present within which it is broadcast. I know that the BBC has some excellent interactive methods of English learning to help the huge influx of polish and Pakistani immigrants to the country... http://www.bbc.co.uk/worldservice/learningenglish/index.shtml also Dave's ESL Cafe online has excellent lesson planning ideas, although those are more for TESL teachers abroad. As for whether it is a sensible idea, my answer is that it is entirely what you make of it. In my health region, we have a TV station broadcast health information programs in to patients. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Christine Johnston Sent: Tuesday, November 27, 2007 11:14 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1503] English language learning on television Our pediatric hospital is in the process of installing a new closed circuit television system. As part of the installation, we are considering adding an "English learning" channel. We have a high number of English learners who are avid users of our print collection of materials, i.e. English for Latinos, etc. Some of our families who are in the hospital for lengthy period of time use the time for English learning. For those of you deep into literacy issues, is tv a productive mode of learning ? Could you recommend a program or series of lessons that would be sensible to string together and create an English language learning channel? If anyone has experience with this, please contact me directly. I don't really know if this is a sensible idea, but we'd like to take advantage of the opportunity, if it is. Thank you very much, Christine Johnston Family Resource & Information Center Children's Hospital & Research Center at Oakland 747 52nd St. Oakland, CA 94609 510 428-3549 cjohnston at mail.cho.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6722 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071128/0883bd3c/attachment.bin From Lendoak at aol.com Wed Nov 28 12:14:05 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Wed, 28 Nov 2007 12:14:05 EST Subject: [HealthLiteracy 1511] Re: English language learning on television - reply Message-ID: Dear Christine Johnson, A few comments on TV as a media for health care instructions: - TV can be a powerful learning media, but often the health care videos fall short. They are too long, they rarely are interactive, they present too much info at a rapid pace (like trying to drink out of a fire hose), the video is used alone and is not coupled with other media, there is little integration time for the viewer. (Years ago Australian TV for students in remote regions learned that they needed to stop-the-show after a maximum of about 8 minutes and get feedback.) We offer suggetions in our book "Teaching patients with low literacy skills, 2nd Ed", available free on line at _http://www.hsph.harvard.edu/healthliteracy/doak.html_ (http://www.hsph.harvard.edu/healthliteracy/doak.html) . Some suggestions include: Use TV with other media, such as a one or two page sheet for interaction; stop after each key point is made and ask the viewer to respond by writing or checking something on their handout page; include a brief review to integrate after a few key points have been presented. Would you let us know how well your use of TV works out? Bet wishes, Len and Ceci Doak **************************************Check out AOL's list of 2007's hottest products. (http://money.aol.com/special/hot-products-2007?NCID=aoltop00030000000001) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071128/dd96794d/attachment.html From mburton at nmdp.org Wed Nov 28 14:26:47 2007 From: mburton at nmdp.org (Martha Burton Santibanez) Date: Wed, 28 Nov 2007 13:26:47 -0600 Subject: [HealthLiteracy 1512] Re: English language learning on television In-Reply-To: <9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca> <9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> Message-ID: <474DC0F7.9050800@nmdp.org> My husband is from Mexico and can really struggle with English comprehension, at times. One TV viewing strategy that I've informally found to be very helpful is to have closed captions (in English) on all the time. I started doing it when I wanted to watch TV, but not wake up the kids - so I'd mute it and put on the captions. But then I noticed my husband would watch with the volume on and the captions going. We were both surprised at how much more information we caught and retained when we could hear and read the content of a TV show. Now, it's hard for us to watch TV without the subtitles. In hindsight, it's good learning theory in practice: you're listening AND reading. But since we've been doing it, it really seems as though his English reading proficiency is picking up. He's starting to transition from a labored, word-by-word reader to more efficient scanning. And his vocabulary is picking up, as well. Since he isn't a "reader" by nature, using English captions has been a very easy and effective way to increase his comprehension, proficiency and vocabulary. And now, we've finally figured out a way for him to watch Monty Python and understand what they're saying. ;-) Martha Steinbacher Mikal wrote: > I often suggest that my ESL students listen to the news at night because here in the Seattle area the local news is on at 5 and again at 6, with national news at 5:30 and 6:30. Much of the news is repeated in the second half hour for both local and national news, if not verbatum, nearly so. This helps them with their listening skills, and helps them keep up with what is going on around them. But I'm not sure what else the drivel on TV these days can offer ... unless you go to the Discovery channel or one of the other educational channels. > > That's my two cent's worth! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > _________ > From julie_mcKinney at worlded.org Wed Nov 28 14:37:58 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 28 Nov 2007 14:37:58 -0500 Subject: [HealthLiteracy 1513] Re: English language learning on television Message-ID: <474D7D460200002D000049E6@bostongwia.jsi.com> Christine, I think it's a great idea to use people's idle time while they are in the hospital to work on their ESL skills! You are adding something to a void of time that would most likely only be used to ramp up patient's fears, so this project shouldn't need as stringent guidelines as a specific ESL program might. They would probably be watching bad TV if you didn't offer this, so it will undoubtedly be more productive than that! TV has been used in literacy education, and these days there is a push to offer alternative modes for students who can't attend classes regularly. Do check out TV411 as has already been suggested. Also, see the article below from Focus on Basics: The GED via TV by Molly K Robertson http://www.ncsall.net/?id=1154 While this is about a GED-via-TV program, the people involved might offer some advice on finding programming for ESL. Also, if you are going to implement this, you could enhance the program by collaborating with local literacy programs. Try contacting Literacy Volunteers of America, or an adult basic education program in your area. They may be able to help you get some volunteer teachers or tutors to enhance what patients are getting through the TV channel in your hospital (They can do follow-up, practice, processing of what people have already watched, etc.) Literacy programs might also have some good ideas for appropriate TV programming. Find literacy volunteers in your area: http://www.proliteracy.org/locator/index.asp?uRef=volunteer Find literacy programs in your area: http://www.literacydirectory.org/ Good luck, and let us know how it goes! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Christine Johnston" 11/27/07 1:14 PM >>> Our pediatric hospital is in the process of installing a new closed circuit television system. As part of the installation, we are considering adding an "English learning" channel. We have a high number of English learners who are avid users of our print collection of materials, i.e. English for Latinos, etc. Some of our families who are in the hospital for lengthy period of time use the time for English learning. For those of you deep into literacy issues, is tv a productive mode of learning ? Could you recommend a program or series of lessons that would be sensible to string together and create an English language learning channel? If anyone has experience with this, please contact me directly. I don't really know if this is a sensible idea, but we'd like to take advantage of the opportunity, if it is. Thank you very much, Christine Johnston Family Resource & Information Center Children's Hospital & Research Center at Oakland 747 52nd St. Oakland, CA 94609 510 428-3549 cjohnston at mail.cho.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From Mikal.Steinbacher at lwtc.edu Wed Nov 28 17:38:32 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Wed, 28 Nov 2007 14:38:32 -0800 Subject: [HealthLiteracy 1514] Re: English language learning on television References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca><9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> <474DC0F7.9050800@nmdp.org> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E75@LUXOR.campus.lwtc.edu> That would work well as long as the learner can read well enough to get the content, and it sounds like your husband can. What channels do you get that consistently has subtitled broadcasts? I'd like to add them to my out of class recommendations for listening. Thanks! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Martha Burton Santibanez Sent: Wed 11/28/2007 11:26 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1512] Re: English language learning on television My husband is from Mexico and can really struggle with English comprehension, at times. One TV viewing strategy that I've informally found to be very helpful is to have closed captions (in English) on all the time. I started doing it when I wanted to watch TV, but not wake up the kids - so I'd mute it and put on the captions. But then I noticed my husband would watch with the volume on and the captions going. We were both surprised at how much more information we caught and retained when we could hear and read the content of a TV show. Now, it's hard for us to watch TV without the subtitles. In hindsight, it's good learning theory in practice: you're listening AND reading. But since we've been doing it, it really seems as though his English reading proficiency is picking up. He's starting to transition from a labored, word-by-word reader to more efficient scanning. And his vocabulary is picking up, as well. Since he isn't a "reader" by nature, using English captions has been a very easy and effective way to increase his comprehension, proficiency and vocabulary. And now, we've finally figured out a way for him to watch Monty Python and understand what they're saying. ;-) Martha Steinbacher Mikal wrote: > I often suggest that my ESL students listen to the news at night because here in the Seattle area the local news is on at 5 and again at 6, with national news at 5:30 and 6:30. Much of the news is repeated in the second half hour for both local and national news, if not verbatum, nearly so. This helps them with their listening skills, and helps them keep up with what is going on around them. But I'm not sure what else the drivel on TV these days can offer ... unless you go to the Discovery channel or one of the other educational channels. > > That's my two cent's worth! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > _________ > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mikal.steinbacher at lwtc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6242 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071128/6431b81f/attachment.bin From NIELSEGA at ihs.org Thu Nov 29 10:54:28 2007 From: NIELSEGA at ihs.org (Nielsen, Gail) Date: Thu, 29 Nov 2007 09:54:28 -0600 Subject: [HealthLiteracy 1515] Re: English language learning on television References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca><9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> <474DC0F7.9050800@nmdp.org> Message-ID: Closed Captions can make a difference in helping people learn another language. Our family has been amazed with our older adult Danish relatives (living in Denmark) who have learned multiple languages through TV with closed captions. Vocabulary, pronunciation and reading comprehension have all improved. Gail ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Martha Burton Santibanez Sent: Wed 11/28/2007 1:26 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1512] Re: English language learning on television My husband is from Mexico and can really struggle with English comprehension, at times. One TV viewing strategy that I've informally found to be very helpful is to have closed captions (in English) on all the time. I started doing it when I wanted to watch TV, but not wake up the kids - so I'd mute it and put on the captions. But then I noticed my husband would watch with the volume on and the captions going. We were both surprised at how much more information we caught and retained when we could hear and read the content of a TV show. Now, it's hard for us to watch TV without the subtitles. In hindsight, it's good learning theory in practice: you're listening AND reading. But since we've been doing it, it really seems as though his English reading proficiency is picking up. He's starting to transition from a labored, word-by-word reader to more efficient scanning. And his vocabulary is picking up, as well. Since he isn't a "reader" by nature, using English captions has been a very easy and effective way to increase his comprehension, proficiency and vocabulary. And now, we've finally figured out a way for him to watch Monty Python and understand what they're saying. ;-) Martha Steinbacher Mikal wrote: > I often suggest that my ESL students listen to the news at night because here in the Seattle area the local news is on at 5 and again at 6, with national news at 5:30 and 6:30. Much of the news is repeated in the second half hour for both local and national news, if not verbatum, nearly so. This helps them with their listening skills, and helps them keep up with what is going on around them. But I'm not sure what else the drivel on TV these days can offer ... unless you go to the Discovery channel or one of the other educational channels. > > That's my two cent's worth! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > _________ > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nielsega at ihs.org ******************************************** This message and accompanying documents are covered by the Electronic Communications Privacy Act, 18 U.S.C. ?? 2510-2521, and contain information intended for the specified individual(s) only. This information is confidential. If you are not the intended recipient or an agent responsible for delivering it to the intended recipient, you are hereby notified that you have received this document in error and that any review, dissemination, copying, or the taking of any action based on the contents of this information is strictly prohibited. If you have received this communication in error, please notify us immediately by e-mail, and delete the original message. ********************************************* -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 6002 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071129/8524adbf/attachment.bin From schail01 at med.nyu.edu Thu Nov 29 12:06:06 2007 From: schail01 at med.nyu.edu (Linda van Schaick) Date: Thu, 29 Nov 2007 12:06:06 -0500 Subject: [HealthLiteracy 1516] Re: English language learning on television In-Reply-To: <474BEDF5.68BB.0012.0@mail.cho.org> References: <474BEDF5.68BB.0012.0@mail.cho.org> Message-ID: <523c89000711290906g357399a9y12051256dca125ee@mail.gmail.com> Hi Christine: I'm writing from Bellevue Hospital Center in NYC. I wasn't sure if the closed circuit t.v. installation would include the outpatient pediatric clinics. We have struggled with the issue of t.v. programming in general in our pediatric clinic and although we can see the overall benefit of patient education during the time that parents wait to see their pediatricians, we feel that anything that would take the parents' attention from the needs of their children would be giving a message counter to the one we want them to receive from us. So, I would not recommend using specific English language learning programs in pediatric clinic settings. There are videos that can engage both parents and children and have important messages. One that we used in the past was called* Sesame Street Beginnings: Language to Literacy *(Spanish and English). There is also a very good DVD available in many languages, called Raising a Reader that children seem to enjoy even though the message is for the parents. When our hospital installed large monitors into our new ambulatory building and began showing adult health education programming--pediatrics got permission to turn them off. They created unnecessary noise and interfered with the volunteers reading to the children as part of our Reach Out and Read Program. We are developing "silent" programming--"slide shows" with positive photos of our families interacting with their children and group photos of our staff with simple written, multi lingual explanations of what services each division can help families with. We will also have a Frequently Asked Questions section and messages from our pediatricians. Hope this helps! Linda van Schaick Director, Children of Bellevue's Reach Out and Read/ The HELP Project On 11/27/07, Christine Johnston wrote: > Our pediatric hospital is in the process of installing a new closed > circuit television system. As part of the installation, we are considering > adding an "English learning" channel. We have a high number of English > learners who are avid users of our print collection of materials, i.e. > English for Latinos, etc. Some of our families who are in the hospital for > lengthy period of time use the time for English learning. > > For those of you deep into literacy issues, is tv a productive mode of > learning ? Could you recommend a program or series of lessons that would be > sensible to string together and create an English language learning > channel? If anyone has experience with this, please contact me directly. I > don't really know if this is a sensible idea, but we'd like to take > advantage of the opportunity, if it is. > > Thank you very much, > > > Christine Johnston > Family Resource & Information Center > Children's Hospital & Research Center at Oakland > 747 52nd St. > Oakland, CA 94609 > 510 428-3549 > cjohnston at mail.cho.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to schail01 at med.nyu.edu > > > -- Linda van Schaick, MS.Ed Director, Children of Bellevue's Reach Out and Read and the H.E.L.P. Project 212 562-3165 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071129/3d82c4ad/attachment.html From magillispie at healthyroadsmedia.org Thu Nov 29 12:18:27 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Thu, 29 Nov 2007 10:18:27 -0700 Subject: [HealthLiteracy 1517] Re: English language learning on television In-Reply-To: References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca> <9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> <474DC0F7.9050800@nmdp.org> Message-ID: <6.2.5.6.2.20071129094529.044e7950@healthyroadsmedia.org> Healthy Roads Media's health information materials are in multiple formats - handouts, audio, multimedia, web-video and (some) iPod videos. The multimedia, web-videos and iPod videos all show the text as it is being narrated - similar to what closed-captioning does. While our main goal is to try to reach non-English speakers in healthcare settings, we have heard from many ESL and adult education teachers that the English language materials are very helpful because they allow for various learning styles. Also, the ability to take home a handout with the same content is useful. Since it is possible to connect an iPod to a TV and create tailored play lists that are appropriate to the particular situation (classroom, waiting room, hospital, home visits, etc.) we are in the process of converting more of our materials to the iPod video format to make some multilingual health information content available for anyone who is interested to trying this strategy. Everything is free. Here is a link to the Healthy Roads Media iPod videos that have been created so far www.healthyroadsmedia.org/ipodvideos.htm A number of new mental health topics have been added this week. Any feedback or suggestions would be appreciated. - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 08:54 AM 11/29/2007, you wrote: >Closed Captions can make a difference in helping >people learn another language. Our family has >been amazed with our older adult Danish >relatives (living in Denmark) who have learned >multiple languages through TV with closed >captions. Vocabulary, pronunciation and reading >comprehension have all improved. > >Gail > >________________________________ > >From: healthliteracy-bounces at nifl.gov on behalf of Martha Burton Santibanez >Sent: Wed 11/28/2007 1:26 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1512] Re: English language learning on television > > > >My husband is from Mexico and can really struggle with English >comprehension, at times. One TV viewing strategy that I've informally >found to be very helpful is to have closed captions (in English) on all >the time. I started doing it when I wanted to watch TV, but not wake up >the kids - so I'd mute it and put on the captions. But then I noticed >my husband would watch with the volume on and the captions going. We >were both surprised at how much more information we caught and retained >when we could hear and read the content of a TV show. Now, it's hard >for us to watch TV without the subtitles. > >In hindsight, it's good learning theory in practice: you're listening >AND reading. But since we've been doing it, it really seems as though >his English reading proficiency is picking up. He's starting to >transition from a labored, word-by-word reader to more efficient >scanning. And his vocabulary is picking up, as well. Since he isn't a >"reader" by nature, using English captions has been a very easy and >effective way to increase his comprehension, proficiency and vocabulary. > >And now, we've finally figured out a way for him to watch Monty Python >and understand what they're saying. ;-) > >Martha > >Steinbacher Mikal wrote: > > I often suggest that my ESL students listen > to the news at night because here in the > Seattle area the local news is on at 5 and > again at 6, with national news at 5:30 and > 6:30. Much of the news is repeated in the > second half hour for both local and national > news, if not verbatum, nearly so. This helps > them with their listening skills, and helps > them keep up with what is going on around > them. But I'm not sure what else the drivel on > TV these days can offer ... unless you go to > the Discovery channel or one of the other educational channels. > > > > That's my two cent's worth! > > > > Mikal Steinbacher > > Instructor, ABE/ESL/English > > Lake Washington Technical College > > > > _________ > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to nielsega at ihs.org > > > ******************************************** > >This message and accompanying documents are covered by the >Electronic Communications Privacy Act, 18 U.S.C. ???? 2510-2521, >and contain information intended for the specified individual(s) only. >This information is confidential. If you are not the intended recipient >or an agent responsible for delivering it to the intended recipient, you >are hereby notified that you have received this document in error and >that any review, dissemination, copying, or the taking of any action >based on the contents of this information is strictly prohibited. If you >have received this communication in error, please notify us immediately >by e-mail, and delete the original message. > > ********************************************* > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org From rthornton at joimail.com Thu Nov 29 12:52:22 2007 From: rthornton at joimail.com (Rodney Thornton) Date: Thu, 29 Nov 2007 12:52:22 -0500 Subject: [HealthLiteracy 1518] Re: English language learning on television In-Reply-To: References: <521441A4F164E1418DCAC093C9EE6D9502F04735@DTHREXCL1.dthr.ab.ca><9664F36261DE32409334B83B21CAEE8E091E6E74@LUXOR.campus.lwtc.edu> <474DC0F7.9050800@nmdp.org> Message-ID: <001201c832b0$98220b60$c8662220$@com> I used to teach English to an older couple from Moscow, and they seemed to benefit from watching Russian movies with English subtitles. Although the subtitles were not exactly a direct translation of the dialog (liberties, I guess, must be taken when making subtitles, to preserve the atmosphere of scenes), they were able to see how English usage would be comparable to Russian. They could see how informal, conversational English related to informal, conversational Russian. I think it helped them quite a bit. Rodney From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nielsen, Gail Sent: Thursday, November 29, 2007 10:54 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1515] Re: English language learning on television Closed Captions can make a difference in helping people learn another language. Our family has been amazed with our older adult Danish relatives (living in Denmark) who have learned multiple languages through TV with closed captions. Vocabulary, pronunciation and reading comprehension have all improved. Gail _____ From: healthliteracy-bounces at nifl.gov on behalf of Martha Burton Santibanez Sent: Wed 11/28/2007 1:26 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1512] Re: English language learning on television My husband is from Mexico and can really struggle with English comprehension, at times. One TV viewing strategy that I've informally found to be very helpful is to have closed captions (in English) on all the time. I started doing it when I wanted to watch TV, but not wake up the kids - so I'd mute it and put on the captions. But then I noticed my husband would watch with the volume on and the captions going. We were both surprised at how much more information we caught and retained when we could hear and read the content of a TV show. Now, it's hard for us to watch TV without the subtitles. In hindsight, it's good learning theory in practice: you're listening AND reading. But since we've been doing it, it really seems as though his English reading proficiency is picking up. He's starting to transition from a labored, word-by-word reader to more efficient scanning. And his vocabulary is picking up, as well. Since he isn't a "reader" by nature, using English captions has been a very easy and effective way to increase his comprehension, proficiency and vocabulary. And now, we've finally figured out a way for him to watch Monty Python and understand what they're saying. ;-) Martha Steinbacher Mikal wrote: > I often suggest that my ESL students listen to the news at night because here in the Seattle area the local news is on at 5 and again at 6, with national news at 5:30 and 6:30. Much of the news is repeated in the second half hour for both local and national news, if not verbatum, nearly so. This helps them with their listening skills, and helps them keep up with what is going on around them. But I'm not sure what else the drivel on TV these days can offer ... unless you go to the Discovery channel or one of the other educational channels. > > That's my two cent's worth! > > Mikal Steinbacher > Instructor, ABE/ESL/English > Lake Washington Technical College > > _________ > ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nielsega at ihs.org -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 7622 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071129/c606e4a5/attachment.bin From julie_mcKinney at worlded.org Thu Nov 29 16:25:40 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Thu, 29 Nov 2007 16:25:40 -0500 Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Message-ID: <474EE8040200002D00004A41@bostongwia.jsi.com> Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From LUDKERL at UCMAIL.UC.EDU Thu Nov 29 16:32:28 2007 From: LUDKERL at UCMAIL.UC.EDU (Ludke, Robert (ludkerl)) Date: Thu, 29 Nov 2007 16:32:28 -0500 Subject: [HealthLiteracy 1520] Assessment of Health Literacy via Telephone Message-ID: I am looking for a way to quickly assess health literacy via a random digit dialed telephone survey. I realize that there are limitations to this approach, but an opportunity presents itself to gain some insight into the health literacy of a specific population. I have not found any telephone-based assessment tools. Do any exist? Any ideas on how to assess health literacy via the telephone? Your help and insights would be greatly appreciated. Thanks. Bob Robert L. Ludke, Ph.D. Professor of Family Medicine and Senior Research Scientist Institute for the Study of Health University of Cincinnati PO Box 670840 Cincinnati, Ohio 45267-0840 Phone: (513) 558-2757 Fax: (513) 558-2744 E-mail: Robert.Ludke at uc.edu Campus location: 260 Stetson Street, Suite 4000 Robert L. Ludke, Ph.D. Professor of Family Medicine and Senior Research Scientist Institute for the Study of Health University of Cincinnati PO Box 670840 Cincinnati, Ohio 45267-0840 Phone: (513) 558-2757 Fax: (513) 558-2744 E-mail: Robert.Ludke at uc.edu Campus location: 260 Stetson Street, Suite 4000 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071129/dfff5838/attachment.html From pleasant at AESOP.Rutgers.edu Thu Nov 29 17:03:37 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Thu, 29 Nov 2007 17:03:37 -0500 Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy via Telephone In-Reply-To: References: Message-ID: HI, This has not been done in a health literacy context as far as I am aware. There have been efforts to evaluate literacy via a telephone survey. Thomas Sticht wrote a report on this work in 2000 - the report is available via the ERIC database/clearing house. The Eric # is ED451383 - a google search will lead you right to it. Personally I think it may be possible but a primary goal of 'quick' is likely to become counter-productive. Several ideas, but have not had the resources (mainly time) to turn them into actual products yet. Best, Andrew Pleasant >Content-type: multipart/alternative; > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" >Content-class: urn:content-classes:message > >I am looking for a way to quickly assess health literacy via a >random digit dialed telephone survey. I realize that there are >limitations to this approach, but an opportunity presents itself to >gain some insight into the health literacy of a specific population. >I have not found any telephone-based assessment tools. Do any >exist? Any ideas on how to assess health literacy via the >telephone? Your help and insights would be greatly appreciated. >Thanks. > >Bob > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From jbkimbro at uncg.edu Fri Nov 30 10:41:20 2007 From: jbkimbro at uncg.edu (Jen Kimbrough JBKIMBRO) Date: Fri, 30 Nov 2007 10:41:20 -0500 Subject: [HealthLiteracy 1522] Re: Assessment of Health Literacy via Telephone In-Reply-To: References: Message-ID: We have read the STOFHLA to study participants when they indicated they wanted help. Although this approach has not been validated, the folks we read the instrument to still scored "inadequate" because of the difficult vocabulary. You could do a mini study with to validate the instrument as an oral instrument instead of a written instrument. Just a thought... Jen Kimbrough, PhD Associate Director Center for Youth, Family and Community Partnerships University of North Carolina at Greensboro 336.217.9737 From LJohnston-Lloyd at hrsa.gov Fri Nov 30 11:41:00 2007 From: LJohnston-Lloyd at hrsa.gov (Johnston-Lloyd, Linda (HRSA)) Date: Fri, 30 Nov 2007 11:41:00 -0500 Subject: [HealthLiteracy 1523] Re: Wednesday Question: Policy Wish List? In-Reply-To: <474EE8040200002D00004A41@bostongwia.jsi.com> Message-ID: <91F6B7EADFB4A24798236A118F59D2D20178BFA7@NIHHRSAMLBX.nih.gov> A performance measure for health literacy would be very helpful for collecting data. Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Thursday, November 29, 2007 4:26 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ljohnston-lloyd at hrsa.gov From poledc at slu.edu Fri Nov 30 15:26:14 2007 From: poledc at slu.edu (David Pole) Date: Fri, 30 Nov 2007 14:26:14 -0600 Subject: [HealthLiteracy 1523] Re: Wednesday Question: Policy Wish List? In-Reply-To: <91F6B7EADFB4A24798236A118F59D2D20178BFA7@NIHHRSAMLBX.nih.gov> Message-ID: <007d01c8338f$40c680f0$272e86a5@CFMJ6F23D1> Response to health literacy performance measure - One challenge we are having with AHEC programs in tracking health literacy efforts is the broad range of activities that are being done under this umbrella - provider training on the issue, provider training on skills to improve patient communications, assessment of patient materials, development of new patient materials, health professions student training, and community education and pre-health professions student training that addresses various health literacy levels on specific health topics Having a policy to include health literacy as a performance measure would have to include some discussion and thought on what story you/we want to tell with the data collected. If it is all lumped together, it can become a huge number but hard to determine the outcome impact of what your health literacy efforts have contributed - better care, improved patient satisfaction, better patient outcomes, better community understanding of access to care and self management behaviors... PS. New HRSA module on health communications looks very good, signed up today. ~David David Pole, MPH Deputy Director, Division of Community Health Promotion Deputy Director, AHEC Program Office Department of Community and Family Medicine Saint Louis University School of Medicine (P) 314-977-8484 (F) 314-977-5268 poledc at slu.edu SLU Community and Family Medicine ~ Innovations in Education, Research, and Primary Care -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Johnston-Lloyd, Linda (HRSA) Sent: Friday, November 30, 2007 10:41 AM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1523] Re: Wednesday Question: Policy Wish List? A performance measure for health literacy would be very helpful for collecting data. Linda Johnston Lloyd, HRSA Health Literacy Coordinator ~HRSA Center for Quality ~ Room 7-100 5600 Fishers Lane ~ Rockville, MD 20857 p: 301-443-0831~ f: 301-443-9795 ljohnston-lloyd at hrsa.gov ~ www.hrsa.gov -----Original Message----- From: Julie McKinney [mailto:julie_mcKinney at worlded.org] Sent: Thursday, November 29, 2007 4:26 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ljohnston-lloyd at hrsa.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to poledc at slu.edu From ar at plainlanguageworks.com Sat Dec 1 14:29:19 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Sat, 1 Dec 2007 12:29:19 -0700 Subject: [HealthLiteracy 1524] Re: Assessment of Health Literacy viaTelephone References: Message-ID: <006401c83450$786d0da0$6401a8c0@D5NPYT31> Hello, Dr. Ludke, One thing to consider with a telephone survey is that many of the people who are at risk of low literacy and, therefore, at risk of low health literacy do not have phones. In New Mexico, for example, we're a very poor state with a lot of lower income people living in rural areas. Many of those people cannot afford phones or do not have access to land lines yet. And, in those areas, cell phone and internet access are just now beginning to be available. So a random telephone survey for any topic would miss key groups you'd be especially interested in learning about. My two cents worth, Audrey Riffenburgh, M.A., President Plain Language Works (formerly Riffenburgh & Associates) Specialists in Health Literacy & Plain Language since 1994 Albuquerque, New Mexico, USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Andrew Pleasant To: The Health and Literacy Discussion List Sent: Thursday, November 29, 2007 3:03 PM Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy viaTelephone HI, This has not been done in a health literacy context as far as I am aware. There have been efforts to evaluate literacy via a telephone survey. Thomas Sticht wrote a report on this work in 2000 - the report is available via the ERIC database/clearing house. The Eric # is ED451383 - a google search will lead you right to it. Personally I think it may be possible but a primary goal of 'quick' is likely to become counter-productive. Several ideas, but have not had the resources (mainly time) to turn them into actual products yet. Best, Andrew Pleasant >Content-type: multipart/alternative; > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" >Content-class: urn:content-classes:message > >I am looking for a way to quickly assess health literacy via a >random digit dialed telephone survey. I realize that there are >limitations to this approach, but an opportunity presents itself to >gain some insight into the health literacy of a specific population. >I have not found any telephone-based assessment tools. Do any >exist? Any ideas on how to assess health literacy via the >telephone? Your help and insights would be greatly appreciated. >Thanks. > >Bob > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071201/9c9022a6/attachment.html From Linda.Harris at hhs.gov Sun Dec 2 20:55:39 2007 From: Linda.Harris at hhs.gov (Harris, Linda (HHS/OPHS)) Date: Sun, 2 Dec 2007 20:55:39 -0500 Subject: [HealthLiteracy 1525] Re: Assessment of Health Literacy viaTelephone References: <006401c83450$786d0da0$6401a8c0@D5NPYT31> Message-ID: <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> What percentage of people in NM do not have phones? Linda Harris ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Audrey Riffenburgh Sent: Sat 12/1/2007 2:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1524] Re: Assessment of Health Literacy viaTelephone Hello, Dr. Ludke, One thing to consider with a telephone survey is that many of the people who are at risk of low literacy and, therefore, at risk of low health literacy do not have phones. In New Mexico, for example, we're a very poor state with a lot of lower income people living in rural areas. Many of those people cannot afford phones or do not have access to land lines yet. And, in those areas, cell phone and internet access are just now beginning to be available. So a random telephone survey for any topic would miss key groups you'd be especially interested in learning about. My two cents worth, Audrey Riffenburgh, M.A., President Plain Language Works (formerly Riffenburgh & Associates) Specialists in Health Literacy & Plain Language since 1994 Albuquerque, New Mexico, USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Andrew Pleasant To: The Health and Literacy Discussion List Sent: Thursday, November 29, 2007 3:03 PM Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy viaTelephone HI, This has not been done in a health literacy context as far as I am aware. There have been efforts to evaluate literacy via a telephone survey. Thomas Sticht wrote a report on this work in 2000 - the report is available via the ERIC database/clearing house. The Eric # is ED451383 - a google search will lead you right to it. Personally I think it may be possible but a primary goal of 'quick' is likely to become counter-productive. Several ideas, but have not had the resources (mainly time) to turn them into actual products yet. Best, Andrew Pleasant >Content-type: multipart/alternative; > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" >Content-class: urn:content-classes:message > >I am looking for a way to quickly assess health literacy via a >random digit dialed telephone survey. I realize that there are >limitations to this approach, but an opportunity presents itself to >gain some insight into the health literacy of a specific population. >I have not found any telephone-based assessment tools. Do any >exist? Any ideas on how to assess health literacy via the >telephone? Your help and insights would be greatly appreciated. >Thanks. > >Bob > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071202/1fa2eb8b/attachment.html From ar at plainlanguageworks.com Sun Dec 2 23:59:35 2007 From: ar at plainlanguageworks.com (Audrey Riffenburgh) Date: Sun, 2 Dec 2007 21:59:35 -0700 Subject: [HealthLiteracy 1526] Households without phones References: <006401c83450$786d0da0$6401a8c0@D5NPYT31> <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> Message-ID: <005201c83569$4d5c1e20$6401a8c0@D5NPYT31> Hi, Linda, In 2000, New Mexico was 2nd in the nation (behind Mississippi) for the percentage of households without a telephone. At that time it was 5.7%. Mississippi was at 6.5%. It may not sound like much but it is significant enough to affect a lot of people! It was over 38,000 households in New Mexico. Audrey Riffenburgh, M.A., President Plain Language Works (formerly Riffenburgh & Associates) Specialists in Health Literacy & Plain Language since 1994 Albuquerque, New Mexico ----- Original Message ----- From: Harris, Linda (HHS/OPHS) To: Audrey Riffenburgh ; The Health and Literacy Discussion List ; The Health and Literacy Discussion List Sent: Sunday, December 02, 2007 6:55 PM Subject: RE: [HealthLiteracy 1524] Re: Assessment of Health Literacy viaTelephone What percentage of people in NM do not have phones? Linda Harris ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Audrey Riffenburgh Sent: Sat 12/1/2007 2:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1524] Re: Assessment of Health Literacy viaTelephone Hello, Dr. Ludke, One thing to consider with a telephone survey is that many of the people who are at risk of low literacy and, therefore, at risk of low health literacy do not have phones. In New Mexico, for example, we're a very poor state with a lot of lower income people living in rural areas. Many of those people cannot afford phones or do not have access to land lines yet. And, in those areas, cell phone and internet access are just now beginning to be available. So a random telephone survey for any topic would miss key groups you'd be especially interested in learning about. My two cents worth, Audrey Riffenburgh, M.A., President Plain Language Works (formerly Riffenburgh & Associates) Specialists in Health Literacy & Plain Language since 1994 Albuquerque, New Mexico, USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Andrew Pleasant To: The Health and Literacy Discussion List Sent: Thursday, November 29, 2007 3:03 PM Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy viaTelephone HI, This has not been done in a health literacy context as far as I am aware. There have been efforts to evaluate literacy via a telephone survey. Thomas Sticht wrote a report on this work in 2000 - the report is available via the ERIC database/clearing house. The Eric # is ED451383 - a google search will lead you right to it. Personally I think it may be possible but a primary goal of 'quick' is likely to become counter-productive. Several ideas, but have not had the resources (mainly time) to turn them into actual products yet. Best, Andrew Pleasant >Content-type: multipart/alternative; > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" >Content-class: urn:content-classes:message > >I am looking for a way to quickly assess health literacy via a >random digit dialed telephone survey. I realize that there are >limitations to this approach, but an opportunity presents itself to >gain some insight into the health literacy of a specific population. >I have not found any telephone-based assessment tools. Do any >exist? Any ideas on how to assess health literacy via the >telephone? Your help and insights would be greatly appreciated. >Thanks. > >Bob > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071202/2fd0e11d/attachment.html From SiobhanChamp-Blackwell at creighton.edu Mon Dec 3 10:13:34 2007 From: SiobhanChamp-Blackwell at creighton.edu (Champ-Blackwell, Siobhan) Date: Mon, 3 Dec 2007 09:13:34 -0600 Subject: [HealthLiteracy 1527] Re: Assessment of Health Literacy viaTelephone In-Reply-To: <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> References: <006401c83450$786d0da0$6401a8c0@D5NPYT31> <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> Message-ID: >From Infoplease.com, New Mexico Housing Statistics indicate that 5.7% of housing units (38,963) lack phone service. http://www.infoplease.com/us/census/data/new-mexico/housing.html Siobhan Siobhan Champ-Blackwell, MSLIS Community Outreach Liaison National Network of Libraries of Medicine, MidContinental Region Creighton University Health Sciences Library 2500 California Plaza Omaha, NE 68178 800-338-7657 in CO,KS,MO,NE,UT,WY 402-280-4156 outside the region siobhan at creighton.edu http://nnlm.gov/mcr/ (NN/LM MCR Web Site) http://library.med.utah.edu/blogs/BHIC/ (Web Log) http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital Divide Network Profile) ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Harris, Linda (HHS/OPHS) Sent: Sunday, December 02, 2007 7:56 PM To: Audrey Riffenburgh; The Health and Literacy Discussion List; The Health and Literacy Discussion List Subject: [HealthLiteracy 1525] Re: Assessment of Health Literacy viaTelephone What percentage of people in NM do not have phones? Linda Harris ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Audrey Riffenburgh Sent: Sat 12/1/2007 2:29 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1524] Re: Assessment of Health Literacy viaTelephone Hello, Dr. Ludke, One thing to consider with a telephone survey is that many of the people who are at risk of low literacy and, therefore, at risk of low health literacy do not have phones. In New Mexico, for example, we're a very poor state with a lot of lower income people living in rural areas. Many of those people cannot afford phones or do not have access to land lines yet. And, in those areas, cell phone and internet access are just now beginning to be available. So a random telephone survey for any topic would miss key groups you'd be especially interested in learning about. My two cents worth, Audrey Riffenburgh, M.A., President Plain Language Works (formerly Riffenburgh & Associates) Specialists in Health Literacy & Plain Language since 1994 Albuquerque, New Mexico, USA Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com Founding Member, The Clear Language Group, www.clearlanguagegroup.com Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net Ph.D. Student in Health Communication, Univ. of New Mexico ----- Original Message ----- From: Andrew Pleasant To: The Health and Literacy Discussion List Sent: Thursday, November 29, 2007 3:03 PM Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy viaTelephone HI, This has not been done in a health literacy context as far as I am aware. There have been efforts to evaluate literacy via a telephone survey. Thomas Sticht wrote a report on this work in 2000 - the report is available via the ERIC database/clearing house. The Eric # is ED451383 - a google search will lead you right to it. Personally I think it may be possible but a primary goal of 'quick' is likely to become counter-productive. Several ideas, but have not had the resources (mainly time) to turn them into actual products yet. Best, Andrew Pleasant >Content-type: multipart/alternative; > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" >Content-class: urn:content-classes:message > >I am looking for a way to quickly assess health literacy via a >random digit dialed telephone survey. I realize that there are >limitations to this approach, but an opportunity presents itself to >gain some insight into the health literacy of a specific population. >I have not found any telephone-based assessment tools. Do any >exist? Any ideas on how to assess health literacy via the >telephone? Your help and insights would be greatly appreciated. >Thanks. > >Bob > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >Robert L. Ludke, Ph.D. >Professor of Family Medicine and > Senior Research Scientist >Institute for the Study of Health >University of Cincinnati >PO Box 670840 >Cincinnati, Ohio 45267-0840 >Phone: (513) 558-2757 >Fax: (513) 558-2744 >E-mail: Robert.Ludke at uc.edu > >Campus location: 260 Stetson Street, Suite 4000 > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ar at plainlanguageworks.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/fc429b0e/attachment.html From julie_mcKinney at worlded.org Mon Dec 3 14:27:39 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Mon, 03 Dec 2007 14:27:39 -0500 Subject: [HealthLiteracy 1528] National Health Literacy Act of 2007! Message-ID: <4754125B0200002D00004B06@bostongwia.jsi.com> Hi Everyone, Great news for health literacy! Senator Coleman plans to introduce legislation for the National Health Literacy Act of 2007 within the next few days. This much needed federal support to advance our public's health literacy has bi-partisan support for introduction from Senator Harkin. You can read the draft of the bill at the following link: http://foundation.acponline.org/ We will post links soon where you can track the bill's progress on its journey. In the meantime, I would love to hear people's thoughts on the bill and any suggestions for those involved. (This is instead of this week's Wednesday Question: on Wednesday I will be at the National Coalition for Literacy Policy Forum on Health Literacy.) So let's hear any thoughts on the bill or policy ideas! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From klubimir at aol.com Mon Dec 3 14:29:05 2007 From: klubimir at aol.com (klubimir at aol.com) Date: Mon, 03 Dec 2007 14:29:05 -0500 Subject: [HealthLiteracy 1529] Medical School curriculum In-Reply-To: <474EE8040200002D00004A41@bostongwia.jsi.com> References: <474EE8040200002D00004A41@bostongwia.jsi.com> Message-ID: <8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12> Hello, I recieve the Health and literacy email discussion and find the breadth fascinating and heartening. I am a physician,completing fellowship training in specialty of Geriatric Medicine, at the John A Burns School of Medicine, University of Hawaii. My colleagues and I are in the process of developing a Health Literacy Curriculum for medical students and other physicians in training. A literature review has had low yield regarding other medical or professional schools intergrating the topic of Health Literacy into their curriculum. ? Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? Thank you in advance for your input. Karen Lubimir, M.D., D.M.D. Fellow,? Department of Geriatric Medicine John A. Burns School of Medicine University of Hawaii Honolulu, HI -----Original Message----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Thu, 29 Nov 2007 3:25 pm Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to klubimir at aol.com ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolcmp00050000000003 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/f0c7239f/attachment.html From SHill at chr.ab.ca Mon Dec 3 15:17:03 2007 From: SHill at chr.ab.ca (Hill, Shirley) Date: Mon, 3 Dec 2007 13:17:03 -0700 Subject: [HealthLiteracy 1530] FW: Assessment of Health Literacy via Telephone Message-ID: Hi Everyone; Thought this article might be of interest in regard to literacy and phone surveys. Shirley Hill,RN,B.N. Health Promotion Specialist Population Health, Chinook Health Subject: RE: [HealthLiteracy 1520] Assessment of Health Literacy via Telephone Hi Shirley, http://nnlm.gov/outreach/consumer/hlthlit.html for general info and this seems to be a good starting point, http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&list_uids=14630383&cm d=Retrieve&indexed=google 1: Patient Educ Couns. 2003 Nov;51(3):267-75. Links Health literacy and knowledge of chronic disease. Gazmararian JA , Williams MV , Peel J , Baker DW . Department of Health Policy and Management, Emory Center on Health Outcomes and Quality, Rollins School of Public Health of Emory University, 6th Floor, 1518 Clifton Road, NE, Atlanta, GA 30322, USA. jagazma at sph.emory.edu We sought to examine the relationship between health literacy and knowledge of disease among patients with a chronic disease. A total of 653 new Medicare enrollees aged 65 years or older who had at least one chronic disease (115 asthma, 266 diabetes, 166 congestive heart failure, 214 hypertension), completed both the in-person and telephone survey. Health literacy measured by the short test of functional health literacy in adults (S-TOFHLA) and demographic information were collected during the in-person survey. Knowledge of disease was assessed by questions based on key elements in educational materials during a telephone survey. Overall, 24% of patients had inadequate and 12% had marginal health literacy skills. Respondents with inadequate health literacy knew significantly less about their disease than those with adequate literacy. Multivariate analysis indicated that health literacy was independently related to disease knowledge. There are many opportunities to improve patients' knowledge of their chronic disease(s), and efforts need to consider their health literacy skills. PMID: 14630383 [PubMed - indexed for MEDLINE] Cathy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ludke, Robert (ludkerl) Sent: November 29, 2007 2:32 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1520] Assessment of Health Literacy via Telephone I am looking for a way to quickly assess health literacy via a random digit dialed telephone survey. I realize that there are limitations to this approach, but an opportunity presents itself to gain some insight into the health literacy of a specific population. I have not found any telephone-based assessment tools. Do any exist? Any ideas on how to assess health literacy via the telephone? Your help and insights would be greatly appreciated. Thanks. Bob Robert L. Ludke, Ph.D. Professor of Family Medicine and Senior Research Scientist Institute for the Study of Health University of Cincinnati PO Box 670840 Cincinnati, Ohio 45267-0840 Phone: (513) 558-2757 Fax: (513) 558-2744 E-mail: Robert.Ludke at uc.edu Campus location: 260 Stetson Street, Suite 4000 This communication is intended for the use of the recipient to which it is addressed, and may contain confidential, personal and or privileged information. Please contact us immediately if you are not the intended recipient. Do not copy, distribute or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/97ab9696/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 1631 bytes Desc: http:--linkinghub.elsevier.com-ihub-images-PubMedLink.gif Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/97ab9696/attachment.gif From cmatis at optonline.net Mon Dec 3 16:58:51 2007 From: cmatis at optonline.net (Chris Matis) Date: Mon, 03 Dec 2007 16:58:51 -0500 Subject: [HealthLiteracy 1531] Re: Assessment of Health Literacy viaTelephone In-Reply-To: <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> References: <006401c83450$786d0da0$6401a8c0@D5NPYT31> <10F7A3544261984CA0FBBF5D1025AC3B0EA51A@AVN3VS004.ees.hhs.gov> Message-ID: <7FD07F9B-55B6-4656-8208-8E2C9AF15BE6@optonline.net> Like Audrey stated random telephone surveys can miss key groups not only in New Mexico but in all low income areas where individuals don't have the resources to afford telephones or place value on the telephone given their financial constraints.... Many individuals have calling cards in case of an emergency.... These individuals would not be captured in your survey... Christine. On Dec 2, 2007, at 8:55 PM, Harris, Linda (HHS/OPHS) wrote: > > What percentage of people in NM do not have phones? > > Linda Harris > > From: healthliteracy-bounces at nifl.gov on behalf of Audrey Riffenburgh > Sent: Sat 12/1/2007 2:29 PM > To: The Health and Literacy Discussion List > Subject: [HealthLiteracy 1524] Re: Assessment of Health Literacy > viaTelephone > > Hello, Dr. Ludke, > > One thing to consider with a telephone survey is that many of the > people who are at risk of low literacy and, therefore, at risk of > low health literacy do not have phones. In New Mexico, for example, > we're a very poor state with a lot of lower income people living in > rural areas. Many of those people cannot afford phones or do not > have access to land lines yet. And, in those areas, cell phone and > internet access are just now beginning to be available. So a random > telephone survey for any topic would miss key groups you'd be > especially interested in learning about. > > My two cents worth, > > Audrey Riffenburgh, M.A., President > Plain Language Works (formerly Riffenburgh & Associates) > Specialists in Health Literacy & Plain Language since 1994 > Albuquerque, New Mexico, USA > Phone: (505) 345-1107 E-mail: ar at plainlanguageworks.com > Founding Member, The Clear Language Group, www.clearlanguagegroup.com > Co-founder, Health Literacy Institute, www.healthliteracyinstitute.net > Ph.D. Student in Health Communication, Univ. of New Mexico > > ----- Original Message ----- > From: Andrew Pleasant > To: The Health and Literacy Discussion List > Sent: Thursday, November 29, 2007 3:03 PM > Subject: [HealthLiteracy 1521] Re: Assessment of Health Literacy > viaTelephone > > HI, > > This has not been done in a health literacy context as far as I am > aware. There have been efforts to evaluate literacy via a telephone > survey. Thomas Sticht wrote a report on this work in 2000 - the > report is available via the ERIC database/clearing house. The Eric # > is ED451383 - a google search will lead you right to it. > > Personally I think it may be possible but a primary goal of 'quick' > is likely to become counter-productive. Several ideas, but have not > had the resources (mainly time) to turn them into actual products yet. > > Best, > > Andrew Pleasant > > > > >Content-type: multipart/alternative; > > boundary="Boundary_(ID_j0k6EJlV0+h8R+VbyWxsPg)" > >Content-class: urn:content-classes:message > > > >I am looking for a way to quickly assess health literacy via a > >random digit dialed telephone survey. I realize that there are > >limitations to this approach, but an opportunity presents itself to > >gain some insight into the health literacy of a specific population. > >I have not found any telephone-based assessment tools. Do any > >exist? Any ideas on how to assess health literacy via the > >telephone? Your help and insights would be greatly appreciated. > >Thanks. > > > >Bob > > > >Robert L. Ludke, Ph.D. > >Professor of Family Medicine and > > Senior Research Scientist > >Institute for the Study of Health > >University of Cincinnati > >PO Box 670840 > >Cincinnati, Ohio 45267-0840 > >Phone: (513) 558-2757 > >Fax: (513) 558-2744 > >E-mail: Robert.Ludke at uc.edu > > > >Campus location: 260 Stetson Street, Suite 4000 > > > > > >Robert L. Ludke, Ph.D. > >Professor of Family Medicine and > > Senior Research Scientist > >Institute for the Study of Health > >University of Cincinnati > >PO Box 670840 > >Cincinnati, Ohio 45267-0840 > >Phone: (513) 558-2757 > >Fax: (513) 558-2744 > >E-mail: Robert.Ludke at uc.edu > > > >Campus location: 260 Stetson Street, Suite 4000 > > > > > >---------------------------------------------------- > >National Institute for Literacy > >Health and Literacy mailing list > >HealthLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to pleasant at aesop.rutgers.edu > > > -- > ----------------------------------------------- > Andrew Pleasant > Assistant Professor > Department of Human Ecology > Extension Department of Family and Community Health Sciences > Rutgers, the State University of New Jersey > Cook Office Building, 55 Dudley Road #207 > New Brunswick, NJ 08901 > phone: 732-932-9153 x. 320; fax: 732-932-6667 > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ar at plainlanguageworks.com > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to cmatis at optonline.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/a2f30d12/attachment.html From christina.zarcadoolas at mssm.edu Mon Dec 3 17:05:52 2007 From: christina.zarcadoolas at mssm.edu (Zarcadoolas, Christina) Date: Mon, 03 Dec 2007 17:05:52 -0500 Subject: [HealthLiteracy 1532] Re: Medical School curriculum Message-ID: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu> I teach a course in Health Literacy to medical students and MPH students at our medical school. I'd be happy to share the curriculum. Christina Zarcadoolas PhD Dept. of Community and Preventive Medicine Mount Sinai School of Medicine One Gustave Levy Place Box 1043 New York, NY 10029 212-241-0625 christina.zarcadoolas at mssm.edu _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com Sent: Monday, December 03, 2007 2:29 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1529] Medical School curriculum Hello, I recieve the Health and literacy email discussion and find the breadth fascinating and heartening. I am a physician,completing fellowship training in specialty of Geriatric Medicine, at the John A Burns School of Medicine, University of Hawaii. My colleagues and I are in the process of developing a Health Literacy Curriculum for medical students and other physicians in training. A literature review has had low yield regarding other medical or professional schools intergrating the topic of Health Literacy into their curriculum. Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? Thank you in advance for your input. Karen Lubimir, M.D., D.M.D. Fellow, Department of Geriatric Medicine John A. Burns School of Medicine University of Hawaii Honolulu, HI -----Original Message----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Thu, 29 Nov 2007 3:25 pm Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to klubimir at aol.com _____ More new features than ever. Check out the new AOL Mail ! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/6b79f312/attachment.html From seubert.douglas at marshfieldclinic.org Mon Dec 3 18:35:34 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Mon, 3 Dec 2007 17:35:34 -0600 Subject: [HealthLiteracy 1533] Re: Medical School curriculum Message-ID: <53e0901c83605$3394b820$7405010a@mfldclinframe.org> Here's another good resource. The Agency for Healthcare Research and Quality (AHRQ) has some great tools for health literacy training with pharmacists. I think much of this can be adapted to use with any group of medical students or residents actually. Take a look at these "hands on" practice exercises: http://www.ahcpr.gov/qual/pharmlit/practice.htm In the "Strategies To Improve Communication Between Pharmacy Staff and Patients" there is a ready-made PowerPoint presentation with a great explanation of the teach back method, complete with sample scripts: http://www.ahcpr.gov/qual/pharmlit/pharmtrain2.htm#slides There is also a Pharmacy Health Literacy Assessment Tool User's Guide: http://www.ahrq.gov/qual/pharmlit/index.html All of these are available as web pages or downloadable PDF files. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Reply Message------ From: Seubert, Douglas Date: Mon Dec 03, 2007 -- 04:51:49 PM To: klubimir at aol.com Subject: Re: [HealthLiteracy 1529] Medical School curriculum Dr. Lubimir: Marshfield Clinic is currently developing a health literacy curriculum for our residency programs. We just piloted a training session with our pediatric residents last week. For more information you can contact Mary Jo Knobloch in the Division of Education. Her email is knobloch.maryjo at marshfieldclinic.org. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "klubimir at aol.com" Date: Mon Dec 03, 2007 -- 03:57:07 PM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1529] Medical School curriculum Hello, I recieve the Health and literacy email discussion and find the breadth fascinating and heartening. I am a physician,completing fellowship training in specialty of Geriatric Medicine, at the John A Burns School of Medicine, University of Hawaii. My colleagues and I are in the process of developing a Health Literacy Curriculum for medical students and other physicians in training. A literature review has had low yield regarding other medical or professional schools intergrating the topic of Health Literacy into their curriculum. ? Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? Thank you in advance for your input. Karen Lubimir, M.D., D.M.D. Fellow,? Department of Geriatric Medicine John A. Burns School of Medicine University of Hawaii Honolulu, HI -----Original Message----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Thu, 29 Nov 2007 3:25 pm Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to klubimir at aol.com ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolcmp00050000000003 From jagazma at sph.emory.edu Mon Dec 3 18:48:09 2007 From: jagazma at sph.emory.edu (Julie Gazmararian) Date: Mon, 3 Dec 2007 18:48:09 -0500 Subject: [HealthLiteracy 1534] Re: FW: Assessment of Health Literacy viaTelephone References: Message-ID: <017201c83606$f62bfa00$0200000a@JULIEG> MessageAn important point with the article below -- we used the phone survey to assess knowledge of chronic condition -- but we had already measured health literacy with the S-TOFHLA - based on previous in-person surveys. Julie Gazmararian ----- Original Message ----- From: Hill, Shirley To: The Health and Literacy Discussion List Sent: Monday, December 03, 2007 3:17 PM Subject: [HealthLiteracy 1530] FW: Assessment of Health Literacy viaTelephone Hi Everyone; Thought this article might be of interest in regard to literacy and phone surveys. Shirley Hill,RN,B.N. Health Promotion Specialist Population Health, Chinook Health Subject: RE: [HealthLiteracy 1520] Assessment of Health Literacy via Telephone Hi Shirley, http://nnlm.gov/outreach/consumer/hlthlit.html for general info and this seems to be a good starting point, http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&list_uids=14630383&cmd=Retrieve&indexed=google 1: Patient Educ Couns. 2003 Nov;51(3):267-75. Links Health literacy and knowledge of chronic disease. Gazmararian JA, Williams MV, Peel J, Baker DW. Department of Health Policy and Management, Emory Center on Health Outcomes and Quality, Rollins School of Public Health of Emory University, 6th Floor, 1518 Clifton Road, NE, Atlanta, GA 30322, USA. jagazma at sph.emory.edu We sought to examine the relationship between health literacy and knowledge of disease among patients with a chronic disease. A total of 653 new Medicare enrollees aged 65 years or older who had at least one chronic disease (115 asthma, 266 diabetes, 166 congestive heart failure, 214 hypertension), completed both the in-person and telephone survey. Health literacy measured by the short test of functional health literacy in adults (S-TOFHLA) and demographic information were collected during the in-person survey. Knowledge of disease was assessed by questions based on key elements in educational materials during a telephone survey. Overall, 24% of patients had inadequate and 12% had marginal health literacy skills. Respondents with inadequate health literacy knew significantly less about their disease than those with adequate literacy. Multivariate analysis indicated that health literacy was independently related to disease knowledge. There are many opportunities to improve patients' knowledge of their chronic disease(s), and efforts need to consider their health literacy skills. PMID: 14630383 [PubMed - indexed for MEDLINE] Cathy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Ludke, Robert (ludkerl) Sent: November 29, 2007 2:32 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1520] Assessment of Health Literacy via Telephone I am looking for a way to quickly assess health literacy via a random digit dialed telephone survey. I realize that there are limitations to this approach, but an opportunity presents itself to gain some insight into the health literacy of a specific population. I have not found any telephone-based assessment tools. Do any exist? Any ideas on how to assess health literacy via the telephone? Your help and insights would be greatly appreciated. Thanks. Bob Robert L. Ludke, Ph.D. Professor of Family Medicine and Senior Research Scientist Institute for the Study of Health University of Cincinnati PO Box 670840 Cincinnati, Ohio 45267-0840 Phone: (513) 558-2757 Fax: (513) 558-2744 E-mail: Robert.Ludke at uc.edu Campus location: 260 Stetson Street, Suite 4000 This communication is intended for the use of the recipient to which it is addressed, and may contain confidential, personal and or privileged information. Please contact us immediately if you are not the intended recipient. Do not copy, distribute or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jagazma at sph.emory.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/1b8e01b8/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 1631 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/1b8e01b8/attachment.gif From lisamjones44 at hotmail.com Mon Dec 3 19:35:56 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 4 Dec 2007 00:35:56 +0000 Subject: [HealthLiteracy 1535] Medical School curriculum In-Reply-To: References: Message-ID: Karen - Its great to hear from another physician trying to address health literacy from the medical school level. I have done a bit of work helping residency programs develop health literacy curriculum. I'd love to talk off line about your project. Lisa Lisa Jones, MD FACOG lisamjones44 at hotmail.com > > Message: 2> Date: Mon, 03 Dec 2007 14:29:05 -0500> From: klubimir at aol.com> Subject: [HealthLiteracy 1529] Medical School curriculum> To: healthliteracy at nifl.gov> Message-ID: <8CA03F9E6BAD05E-B4C-73D at WEBMAIL-DG12>> Content-Type: text/plain; charset="us-ascii"> > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. My > colleagues and I are in the process of developing a Health Literacy Curriculum > for medical students and other physicians in training. A literature review has > had low yield regarding other medical or professional schools intergrating the > topic of Health Literacy into their curriculum.> ?> Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? > > Thank you in advance for your input.> > Karen Lubimir, M.D., D.M.D.> Fellow,? Department of Geriatric Medicine> John A. Burns School of Medicine> University of Hawaii> Honolulu, HI > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/168a952c/attachment.html From Sandy.Cornett at osumc.edu Mon Dec 3 19:43:18 2007 From: Sandy.Cornett at osumc.edu (Cornett, Sandy ) Date: Mon, 3 Dec 2007 19:43:18 -0500 Subject: [HealthLiteracy 1536] Re: Medical School curriculum References: <53e0901c83605$3394b820$7405010a@mfldclinframe.org> Message-ID: I teach an interdisciplinary course on health literacy to graduate students and health sciences professional students, including medical students. I will be glad to share the syllabus. Sandra Cornett, RN, Ph.D. Director, AHEC Clear Health Communication Program Outreach & Engagement The Ohio State University College of Medicine 052 Meiling Hall 370 W. 9th Ave. Columbus, OH 43210 P: 614-688-3327 (Tues/Thurs) F: 614-292-5364 sandy.cornett at osumc.edu "In the world of the future, the new illiterate will be the person who has not learned how to learn." ~ Alvin Toffler, Futurist & Author Future Shock, The Third Wave, & Powershift. -----Original Message----- From: healthliteracy-bounces at nifl.gov on behalf of seubert.douglas at marshfieldclinic.org Sent: Mon 12/3/2007 6:35 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1533] Re: Medical School curriculum Here's another good resource. The Agency for Healthcare Research and Quality (AHRQ) has some great tools for health literacy training with pharmacists. I think much of this can be adapted to use with any group of medical students or residents actually. Take a look at these "hands on" practice exercises: http://www.ahcpr.gov/qual/pharmlit/practice.htm In the "Strategies To Improve Communication Between Pharmacy Staff and Patients" there is a ready-made PowerPoint presentation with a great explanation of the teach back method, complete with sample scripts: http://www.ahcpr.gov/qual/pharmlit/pharmtrain2.htm#slides There is also a Pharmacy Health Literacy Assessment Tool User's Guide: http://www.ahrq.gov/qual/pharmlit/index.html All of these are available as web pages or downloadable PDF files. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Reply Message------ From: Seubert, Douglas Date: Mon Dec 03, 2007 -- 04:51:49 PM To: klubimir at aol.com Subject: Re: [HealthLiteracy 1529] Medical School curriculum Dr. Lubimir: Marshfield Clinic is currently developing a health literacy curriculum for our residency programs. We just piloted a training session with our pediatric residents last week. For more information you can contact Mary Jo Knobloch in the Division of Education. Her email is knobloch.maryjo at marshfieldclinic.org. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "klubimir at aol.com" Date: Mon Dec 03, 2007 -- 03:57:07 PM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1529] Medical School curriculum Hello, I recieve the Health and literacy email discussion and find the breadth fascinating and heartening. I am a physician,completing fellowship training in specialty of Geriatric Medicine, at the John A Burns School of Medicine, University of Hawaii. My colleagues and I are in the process of developing a Health Literacy Curriculum for medical students and other physicians in training. A literature review has had low yield regarding other medical or professional schools intergrating the topic of Health Literacy into their curriculum. ? Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? Thank you in advance for your input. Karen Lubimir, M.D., D.M.D. Fellow,? Department of Geriatric Medicine John A. Burns School of Medicine University of Hawaii Honolulu, HI -----Original Message----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Thu, 29 Nov 2007 3:25 pm Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to klubimir at aol.com ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?ncid=aolc mp00050000000003 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to sandy.cornett at osumc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071203/0953f3bb/attachment.html From mgsantos at sfsu.edu Tue Dec 4 09:35:07 2007 From: mgsantos at sfsu.edu (Maricel G. Santos) Date: Tue, 04 Dec 2007 06:35:07 -0800 Subject: [HealthLiteracy 1537] Re: Medical School curriculum In-Reply-To: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu> References: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu> Message-ID: <20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) From djrosen at comcast.net Tue Dec 4 09:39:43 2007 From: djrosen at comcast.net (David J. Rosen) Date: Tue, 4 Dec 2007 09:39:43 -0500 Subject: [HealthLiteracy 1538] Re: National Health Literacy Act of 2007! In-Reply-To: <4754125B0200002D00004B06@bostongwia.jsi.com> References: <4754125B0200002D00004B06@bostongwia.jsi.com> Message-ID: <39752B2B-AFB4-4714-BC1C-1D543F117F6A@comcast.net> Julie and others, It is heartening to see a bi-partisan bill on health literacy introduced in Congress. However, it is disquieting to know that basic literacy and numeracy services to adults could be losing $12.5 million federal funds a year at the same time that health literacy gets funded for $10m a year. It is important, I believe, for those who are advocating for health literacy not to do so in a vacuum but also to advocate for services that will help adults learn to read, write, do numeracy, and, for immigrants, to learn English. I encourage those who may be interested in advocacy to subscribe to the AAACE-NLA discussion list whose focus is adult literacy public policy advocacy. To do so go to: http://lists.literacytent.org/mailman/listinfo/aaace-nla David J. Rosen djrosen at comcast.net On Dec 3, 2007, at 2:27 PM, Julie McKinney wrote: > Hi Everyone, > > Great news for health literacy! > > Senator Coleman plans to introduce legislation for the National Health > Literacy Act of 2007 within the next few days. This much needed > federal > support to advance our public's health literacy has bi-partisan > support for > introduction from Senator Harkin. > > You can read the draft of the bill at the following link: > http://foundation.acponline.org/ > > We will post links soon where you can track the bill's progress on > its journey. In the meantime, I would love to hear people's > thoughts on the bill and any suggestions for those involved. > > (This is instead of this week's Wednesday Question: on Wednesday I > will be at the National Coalition for Literacy Policy Forum on > Health Literacy.) So let's hear any thoughts on the bill or policy > ideas! > > All the best, > Julie > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to djrosen at comcast.net From lilian.hill at usm.edu Tue Dec 4 10:29:30 2007 From: lilian.hill at usm.edu (Lilian Hill) Date: Tue, 4 Dec 2007 09:29:30 -0600 Subject: [HealthLiteracy 1539] Re: Medical School curriculum In-Reply-To: <8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12> Message-ID: <200712041529.lB4FTSsq006598@mcvs5.otr.usm.edu> Karen, did you locate this article: Sicat, B. L., & Hill, L. H. (2005). Enhancing student knowledge about the prevalence and consequences of low health literacy. American Journal of Pharmaceutical Education, 69(4), Article 62. To view: http://www.ajpe.org/view.asp?art=aj690462&pdf=yes Lilian H. Hill Assistant Professor of Adult Education University of Southern Mississippi #5027, 118 College Drive Hattiesburg, MS 39406-0001 601-266-4622 FAX 601-266-5141 The important thing is not to stop questioning. Albert Einstein _____ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com Sent: Monday, December 03, 2007 1:29 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1529] Medical School curriculum Hello, I recieve the Health and literacy email discussion and find the breadth fascinating and heartening. I am a physician,completing fellowship training in specialty of Geriatric Medicine, at the John A Burns School of Medicine, University of Hawaii. My colleagues and I are in the process of developing a Health Literacy Curriculum for medical students and other physicians in training. A literature review has had low yield regarding other medical or professional schools intergrating the topic of Health Literacy into their curriculum. Does anyone have any knowledge of medical or other professional schools incorporating health literacy into their training curriculum? Thank you in advance for your input. Karen Lubimir, M.D., D.M.D. Fellow, Department of Geriatric Medicine John A. Burns School of Medicine University of Hawaii Honolulu, HI -----Original Message----- From: Julie McKinney To: healthliteracy at nifl.gov Sent: Thu, 29 Nov 2007 3:25 pm Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? Hi Everyone, I don't want to interrupt the topic of using TV for ESOL in health settings, but I want to ask for some feedback for this week's question. What kinds of policy changes would be helpful to health literacy efforts? It could be national or state policy, policy within your professional system, or policy within your specific program. The field is open. Any ideas or wishes? Thanks, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to klubimir at aol.com _____ size=2 width="100%" align=center> More new features than ever. Check out the new AOL Mail ! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/f5406841/attachment.html From seubert.douglas at marshfieldclinic.org Tue Dec 4 10:39:56 2007 From: seubert.douglas at marshfieldclinic.org (seubert.douglas at marshfieldclinic.org) Date: Tue, 4 Dec 2007 09:39:56 -0600 Subject: [HealthLiteracy 1540] Re: Medical School curriculum Message-ID: <58ee101c8368b$ebd184f0$7405010a@mfldclinframe.org> In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org From pleasant at AESOP.Rutgers.edu Tue Dec 4 10:52:54 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Tue, 04 Dec 2007 10:52:54 -0500 Subject: [HealthLiteracy 1541] Re: Medical School curriculum In-Reply-To: <20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> References: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu> <20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> Message-ID: Hi everyone ... If you would want to ... please send me your collected syllabi (either as Word or .pdf documents) and I will begin a collection of them online in one place. thanks, Andrew Pleasant >Dear all -- > >I teach in a field outside medicine: applied linguistics, also >sometimes known as TESOL (Teaching English to Speakers of Other >Languages), basically, teacher education for future ESL/EFL teachers. >Last summer, I taught a new course called Seminar in Immigrant >Literacies which includes a unit on health literacy. The class is >directed towards advanced undergrad and grad students in our program >but we recruit in Health Ed, Nursing, and Public Health. Last summer >we had students from the nursing program taking the class alongside >students from the TESOL program. The cross-disciplinary dynamic is >fascinating, with the nursing students learning more about the >language demands of the health care context, and the TESOL students >learning more about the health care system and content of health care >tasks. Both groups come away with a fuller understanding of the health >care needs of immigrant communities... > >I can share the syllabus with interested folks. > >Maricel Santos > > >eQuoting "Zarcadoolas, Christina" : > >> I teach a course in Health Literacy to medical students and MPH students >> at our medical school. >> I'd be happy to share the curriculum. >> >> >> Christina Zarcadoolas PhD >> Dept. of Community and Preventive Medicine >> Mount Sinai School of Medicine >> One Gustave Levy Place >> Box 1043 >> New York, NY 10029 >> 212-241-0625 >> christina.zarcadoolas at mssm.edu >> >> >> >> _____ >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >> Sent: Monday, December 03, 2007 2:29 PM >> To: healthliteracy at nifl.gov >> Subject: [HealthLiteracy 1529] Medical School curriculum >> >> >> Hello, >> >> I recieve the Health and literacy email discussion and find the breadth >> fascinating and heartening. >> I am a physician,completing fellowship training in specialty of >> Geriatric >> Medicine, at the John A Burns School of Medicine, University of Hawaii. >> My >> colleagues and I are in the process of developing a Health Literacy >> Curriculum >> for medical students and other physicians in training. A literature >> review has >> had low yield regarding other medical or professional schools >> intergrating the >> topic of Health Literacy into their curriculum. >> >> Does anyone have any knowledge of medical or other professional schools >> incorporating health literacy into their training curriculum? >> >> Thank you in advance for your input. >> >> Karen Lubimir, M.D., D.M.D. >> Fellow, Department of Geriatric Medicine >> John A. Burns School of Medicine >> University of Hawaii >> Honolulu, HI >> >> >> -----Original Message----- >> From: Julie McKinney >> To: healthliteracy at nifl.gov >> Sent: Thu, 29 Nov 2007 3:25 pm >> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >> >> >> Hi Everyone, >> >> I don't want to interrupt the topic of using TV for ESOL in health >> settings, but >> I want to ask for some feedback for this week's question. >> >> What kinds of policy changes would be helpful to health literacy >> efforts? It >> could be national or state policy, policy within your professional >> system, or >> policy within your specific program. The field is open. Any ideas or >> wishes? >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to klubimir at aol.com >> >> _____ >> >> More new features than ever. Check out the new AOL Mail > > > d=aolcmp00050000000003> ! >> >> > > > >-- >Maricel G. Santos >Assistant Professor >English Department, MA TESOL Program >San Francisco State University >1600 Holloway Avenue >San Francisco, CA 94132 >415-338-7445 (office) >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From Cheryl.Pasternack at nychhc.org Tue Dec 4 12:02:40 2007 From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack) Date: Tue, 04 Dec 2007 12:02:40 -0500 Subject: [HealthLiteracy 1542] Re: Medical School curriculum In-Reply-To: <20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> References: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu> <20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> Message-ID: <475541DF.0CC1.0041.0@nychhc.org> I am very interested. Cheryl Pasternack, CHES Director, Grants Management Lincoln Medical and Mental Health Center 234 E. 149th Street, Room 4C-162 Bronx, NY 10451 Phone: (718) 579-5697 Fax: (718) 579-4602 Email: Cheryl.Pasternack at nychhc.org >>> "Maricel G. Santos" 12/4/2007 9:35 AM >>> Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cheryl.pasternack at nychhc.org ----------------------------------------- Visit www.nyc.gov/hhc CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential and may be legally privileged. It is intended solely for the addressee(s). If you are not the intended recipient, any disclosure, copying, distribution or any action taken or omitted to be taken in reliance on this e-mail, is prohibited and may be unlawful. If you have received this E-Mail message in error, notify the sender by reply E-Mail and delete the message. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/2cd29c80/attachment.html From cmurbain at pediatrichomeservice.com Tue Dec 4 13:15:51 2007 From: cmurbain at pediatrichomeservice.com (Cathleen M. Urbain) Date: Tue, 4 Dec 2007 12:15:51 -0600 Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 Message-ID: <58479A9FD3A8F24888F358EE4C3367E5687B6FC9@FRODO.pediatrichomeservice.com> The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): ...to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/cf720631/attachment.html From tsticht at znet.com Tue Dec 4 13:35:31 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Tue, 04 Dec 2007 10:35:31 -0800 Subject: [HealthLiteracy 1544] Re: Assessment of Health Literacy via Telephone Message-ID: <1196793331.47559df34229c@webmail.znet.net> Colleagues and I have produced three papers on the use of random digit dialing telephone surveys to assess various aspects of adult literacy, including self-assessments of health in relation to literacy. Two papers are not online but I will send copies to interested folks who send me a snail mail address and an email address. Tom Sticht email: tsticht at aznet.net Sticht, T., Hofstetter, R., and Hofstetter, C. (1996). Assessing adult literacy by telephone. Journal of Literacy Research., 28, 525-559. Hofstetter, R., Sticht, T. and Hofstetter, C. (1999). Knowledge, Literacy and Power. Communication Research, 26, 58-80. Sticht, T. (1999, April). Using Telephone and Mail Surveys as a Supplement or Alternative to Door-to-Door Surveys in the Assessment of Adult Literacy. Washington, DC: Education Statistics Service Institute, National Center for Education Statistics. (Online at: http://nces.ed.gov/pubs2000/200006.pdf. Abstract This paper discusses the use of telephone surveys as a substitute for, or addition to, the use of door-to-door surveys in assessing adult literacy ability. Part 1 addresses issues of validity in adult literacy assessment. Part 2 is a review of related research that has used telephone and mail surveys to assess the cognitive abilities of adults. Part 3 discusses the theoretical model of literacy that the National Adult Literacy Survey (NALS) and International Adult Literacy Survey (IALS) have used and how that model can be modified to incorporate a developmental and componential model of literacy that also includes the oral language aspects of literacy given in the Adult Education and Family Literacy Act of 1998. Finally, Part 4 addresses several issues about the use of telephone and mail surveys, including concerns about using these survey methods in such a way as to make continuity in trend data from previous surveys of adult literacy possible. From MercedesBlanco at maximus.com Tue Dec 4 14:10:31 2007 From: MercedesBlanco at maximus.com (Mercedes Blanco/MAXIMUS) Date: Tue, 4 Dec 2007 14:10:31 -0500 Subject: [HealthLiteracy 1545] Re: Medical School curriculum In-Reply-To: Message-ID: Andrew: Please add me as the Center for Health Literacy if you are sharing a curriculum. thanks. Mercedes Blanco Center for Health Literacy Director Cell: 774-451-4178 Fax: 703-251-8240 www.maximus.com/chl Andrew Pleasant Sent by: healthliteracy-bounces at nifl.gov 12/04/2007 10:52 AM Please respond to The Health and Literacy Discussion List To The Health and Literacy Discussion List cc Subject [HealthLiteracy 1541] Re: Medical School curriculum Hi everyone ... If you would want to ... please send me your collected syllabi (either as Word or .pdf documents) and I will begin a collection of them online in one place. thanks, Andrew Pleasant >Dear all -- > >I teach in a field outside medicine: applied linguistics, also >sometimes known as TESOL (Teaching English to Speakers of Other >Languages), basically, teacher education for future ESL/EFL teachers. >Last summer, I taught a new course called Seminar in Immigrant >Literacies which includes a unit on health literacy. The class is >directed towards advanced undergrad and grad students in our program >but we recruit in Health Ed, Nursing, and Public Health. Last summer >we had students from the nursing program taking the class alongside >students from the TESOL program. The cross-disciplinary dynamic is >fascinating, with the nursing students learning more about the >language demands of the health care context, and the TESOL students >learning more about the health care system and content of health care >tasks. Both groups come away with a fuller understanding of the health >care needs of immigrant communities... > >I can share the syllabus with interested folks. > >Maricel Santos > > >eQuoting "Zarcadoolas, Christina" : > >> I teach a course in Health Literacy to medical students and MPH students >> at our medical school. >> I'd be happy to share the curriculum. >> >> >> Christina Zarcadoolas PhD >> Dept. of Community and Preventive Medicine >> Mount Sinai School of Medicine >> One Gustave Levy Place >> Box 1043 >> New York, NY 10029 >> 212-241-0625 >> christina.zarcadoolas at mssm.edu >> >> >> >> _____ >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >> Sent: Monday, December 03, 2007 2:29 PM >> To: healthliteracy at nifl.gov >> Subject: [HealthLiteracy 1529] Medical School curriculum >> >> >> Hello, >> >> I recieve the Health and literacy email discussion and find the breadth >> fascinating and heartening. >> I am a physician,completing fellowship training in specialty of >> Geriatric >> Medicine, at the John A Burns School of Medicine, University of Hawaii. >> My >> colleagues and I are in the process of developing a Health Literacy >> Curriculum >> for medical students and other physicians in training. A literature >> review has >> had low yield regarding other medical or professional schools >> intergrating the >> topic of Health Literacy into their curriculum. >> >> Does anyone have any knowledge of medical or other professional schools >> incorporating health literacy into their training curriculum? >> >> Thank you in advance for your input. >> >> Karen Lubimir, M.D., D.M.D. >> Fellow, Department of Geriatric Medicine >> John A. Burns School of Medicine >> University of Hawaii >> Honolulu, HI >> >> >> -----Original Message----- >> From: Julie McKinney >> To: healthliteracy at nifl.gov >> Sent: Thu, 29 Nov 2007 3:25 pm >> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >> >> >> Hi Everyone, >> >> I don't want to interrupt the topic of using TV for ESOL in health >> settings, but >> I want to ask for some feedback for this week's question. >> >> What kinds of policy changes would be helpful to health literacy >> efforts? It >> could be national or state policy, policy within your professional >> system, or >> policy within your specific program. The field is open. Any ideas or >> wishes? >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to klubimir at aol.com >> >> _____ >> >> More new features than ever. Check out the new AOL Mail > > < http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/text.htm?nci >> d=aolcmp00050000000003> ! >> >> > > > >-- >Maricel G. Santos >Assistant Professor >English Department, MA TESOL Program >San Francisco State University >1600 Holloway Avenue >San Francisco, CA 94132 >415-338-7445 (office) >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mercedesblanco at maximus.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/eb023cc5/attachment.html From EMarcus at med.miami.edu Tue Dec 4 14:13:46 2007 From: EMarcus at med.miami.edu (Marcus, Erin) Date: Tue, 4 Dec 2007 14:13:46 -0500 Subject: [HealthLiteracy 1546] Re: Medical School curriculum In-Reply-To: <58ee101c8368b$ebd184f0$7405010a@mfldclinframe.org> References: <58ee101c8368b$ebd184f0$7405010a@mfldclinframe.org> Message-ID: <8CC27D78DD2724488C83543641729B330792E291@MEDEX09.ad.med.miami.edu> The American Academy on Healthcare Communication, together with Drexel University, has created a website called Doc.com that's used by many medical schools as part of their clinical skills and communication skills curricula. This website includes information on low literacy in several of its "learning modules" and also addresses strategies that have been advocated for improving patient understanding, such as the teach-back method. The website address is: http://webcampus.drexelmed.edu/doccom/user/ Erin N. Marcus, M.D., M.P.H., F.A.C.P. Associate Professor of Clinical Medicine Associate Medical Director Institute for Women's Health University of Miami Miller School of Medicine Clinical Research Building, 1120 NW 14th St. (M-716) Miami, FL 33136 The information contained in this transmission may contain privileged and confidential information, including patient information protected by federal and state privacy laws. It is intended only for the use of the person(s) named above. If you are not the intended recipient, you are hereby notified that any review, dissemination, distribution or duplication of this communication is strictly prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Tuesday, December 04, 2007 10:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1540] Re: Medical School curriculum In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to emarcus at med.miami.edu From b.garner4 at verizon.net Tue Dec 4 13:55:23 2007 From: b.garner4 at verizon.net (Barbara Garner) Date: Tue, 04 Dec 2007 12:55:23 -0600 (CST) Subject: [HealthLiteracy 1547] Re: Medical School curriculum Message-ID: <2266200.14438211196794524017.JavaMail.root@vms124.mailsrvcs.net> Dear All, I've been following this discussion with great interest. "Focus on Basics" (see http://www.ncsall.net/index.php?id=1150 or http://www.ncsall.net/index.php?id=149 if you're not familiar with the publication) has recently been funded to publish another issue on literacy and health. Our charge is to make this issue a true partnership between health and literacy (our usual audience and writers are the adult basic education/ESOL communities). What articles do you think should be in the issue? Assume that the readership is adult basic educators and medical students who, unlike subscribers to this list, are not well versed in health literacy. I look forward to your thinking on this, Barb Garner Editor, "Focus on Basics" ===================== From: "Maricel G. Santos" Date: 2007/12/04 Tue AM 08:35:07 CST To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to b.garner4 at verizon.net From gol8 at cdc.gov Tue Dec 4 15:25:16 2007 From: gol8 at cdc.gov (Richardson, Stevenson (CDC/CCHP/NCBDDD)) Date: Tue, 4 Dec 2007 15:25:16 -0500 Subject: [HealthLiteracy 1548] Assess reading level of materials in Spanish? Message-ID: <8673138980022945B4D7A5FA1E4256DC0447615E@exp-clft4.cdc.gov> Does anyone know of valid assessment tools to measure reading level of materials in Spanish? Thank you, Steve Richardson Stevenson (Steve) Richardson, MPH Health Education Specialist Early Hearing Detection and Intervention (EHDI) Team National Center on Birth Defects and Developmental Disabilities Centers for Disease Control and Prevention Richardson, Stevenson (CDC/CCHP/NCBDDD) (404) 498-3035 Phone / (404) 498-3060 Fax http://www.cdc.gov/ncbddd/ehdi/ -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/b02e3b7d/attachment.html From michele at wisconsinliteracy.org Tue Dec 4 15:43:34 2007 From: michele at wisconsinliteracy.org (Michele Erikson) Date: Tue, 4 Dec 2007 14:43:34 -0600 Subject: [HealthLiteracy 1549] Re: Medical School curriculum In-Reply-To: <58ee101c8368b$ebd184f0$7405010a@mfldclinframe.org> Message-ID: <20071204204408.F078411C1A@mail.nifl.gov> As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are working hard in Wisconsin to bring Health Literacy resources to both the healthcare and the adult literacy communities. Michele Erikson Executive Director Wisconsin Literacy, Inc. 211 South Paterson Street Suite 310 Madison, WI 53703 608-257-1655 608-661-0208 (Fax) michele at wisconsinliteracy.org www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Tuesday, December 04, 2007 9:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1540] Re: Medical School curriculum In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to michele at wisconsinliteracy.org From NDavies at dthr.ab.ca Tue Dec 4 16:43:32 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 4 Dec 2007 14:43:32 -0700 Subject: [HealthLiteracy 1550] Re: Medical School curriculum In-Reply-To: <20071204204408.F078411C1A@mail.nifl.gov> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04790@DTHREXCL1.dthr.ab.ca> Maybe I misunderstood. Weren't the resources being put online at a place for us all to share later on?? Did I misunderstand? -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Michele Erikson Sent: Tuesday, December 04, 2007 1:44 PM To: 'The Health and Literacy Discussion List' Subject: [HealthLiteracy 1549] Re: Medical School curriculum As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are working hard in Wisconsin to bring Health Literacy resources to both the healthcare and the adult literacy communities. Michele Erikson Executive Director Wisconsin Literacy, Inc. 211 South Paterson Street Suite 310 Madison, WI 53703 608-257-1655 608-661-0208 (Fax) michele at wisconsinliteracy.org www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Tuesday, December 04, 2007 9:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1540] Re: Medical School curriculum In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to michele at wisconsinliteracy.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to ndavies at dthr.ab.ca From podschung at ada.org Tue Dec 4 16:46:32 2007 From: podschung at ada.org (Podschun, Gary) Date: Tue, 4 Dec 2007 15:46:32 -0600 Subject: [HealthLiteracy 1551] Re: Medical School curriculum In-Reply-To: <8CC27D78DD2724488C83543641729B330792E291@MEDEX09.ad.med.miami.edu> Message-ID: Is anyone familiar with any published reports about the extent to which health literacy/communication is included in medical school curricula? That is, has there been a survey/assessment of all medical training programs to evaluate curricula with regard to health literacy? Thanks. _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marcus, Erin Sent: Tuesday, December 04, 2007 1:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1546] Re: Medical School curriculum The American Academy on Healthcare Communication, together with Drexel University, has created a website called Doc.com that's used by many medical schools as part of their clinical skills and communication skills curricula. This website includes information on low literacy in several of its "learning modules" and also addresses strategies that have been advocated for improving patient understanding, such as the teach-back method. The website address is: http://webcampus.drexelmed.edu/doccom/user/ Erin N. Marcus, M.D., M.P.H., F.A.C.P. Associate Professor of Clinical Medicine Associate Medical Director Institute for Women's Health University of Miami Miller School of Medicine Clinical Research Building, 1120 NW 14th St. (M-716) Miami, FL 33136 The information contained in this transmission may contain privileged and confidential information, including patient information protected by federal and state privacy laws. It is intended only for the use of the person(s) named above. If you are not the intended recipient, you are hereby notified that any review, dissemination, distribution or duplication of this communication is strictly prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Tuesday, December 04, 2007 10:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1540] Re: Medical School curriculum In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine Mount Sinai School of > Medicine One Gustave Levy Place Box 1043 New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric Medicine, at the John A Burns School of Medicine, University > of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum for medical students and other physicians in training. A > literature review has had low yield regarding other medical or > professional schools intergrating the topic of Health Literacy into > their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine John A. Burns School of > Medicine University of Hawaii Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but I want to ask for some feedback for this week's > question. > > What kinds of policy changes would be helpful to health literacy > efforts? It could be national or state policy, policy within your > professional system, or policy within your specific program. The field > is open. Any ideas or wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to emarcus at med.miami.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org From julie_mcKinney at worlded.org Tue Dec 4 16:50:22 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Tue, 04 Dec 2007 16:50:22 -0500 Subject: [HealthLiteracy 1552] Re: Medical School curriculum Message-ID: <4755854E0200002D00004B62@bostongwia.jsi.com> Andrew, thanks for doing this! When you are done, please let us know on the list. I would love to put it on the ALE Wiki as well. Those of you who wrote in with just an address, or a "Me too!"--I assume you wanted to get the final compilation. When it's available online, we will lead you to a link. If you have a curriculum to submit, send it to Andrew Pleasant. (Is that correct, Andrew?) What a great idea! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> Andrew Pleasant 12/04/07 10:52 AM >>> Hi everyone ... If you would want to ... please send me your collected syllabi (either as Word or .pdf documents) and I will begin a collection of them online in one place. thanks, Andrew Pleasant >Dear all -- > >I teach in a field outside medicine: applied linguistics, also >sometimes known as TESOL (Teaching English to Speakers of Other >Languages), basically, teacher education for future ESL/EFL teachers. >Last summer, I taught a new course called Seminar in Immigrant >Literacies which includes a unit on health literacy. The class is >directed towards advanced undergrad and grad students in our program >but we recruit in Health Ed, Nursing, and Public Health. Last summer >we had students from the nursing program taking the class alongside >students from the TESOL program. The cross-disciplinary dynamic is >fascinating, with the nursing students learning more about the >language demands of the health care context, and the TESOL students >learning more about the health care system and content of health care >tasks. Both groups come away with a fuller understanding of the health >care needs of immigrant communities... > >I can share the syllabus with interested folks. > >Maricel Santos > > >eQuoting "Zarcadoolas, Christina" : > >> I teach a course in Health Literacy to medical students and MPH students >> at our medical school. >> I'd be happy to share the curriculum. >> >> >> Christina Zarcadoolas PhD >> Dept. of Community and Preventive Medicine >> Mount Sinai School of Medicine >> One Gustave Levy Place >> Box 1043 >> New York, NY 10029 >> 212-241-0625 >> christina.zarcadoolas at mssm.edu >> >> >> >> _____ >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >> Sent: Monday, December 03, 2007 2:29 PM >> To: healthliteracy at nifl.gov >> Subject: [HealthLiteracy 1529] Medical School curriculum >> >> >> Hello, >> >> I recieve the Health and literacy email discussion and find the breadth >> fascinating and heartening. >> I am a physician,completing fellowship training in specialty of >> Geriatric >> Medicine, at the John A Burns School of Medicine, University of Hawaii. >> My >> colleagues and I are in the process of developing a Health Literacy >> Curriculum >> for medical students and other physicians in training. A literature >> review has >> had low yield regarding other medical or professional schools >> intergrating the >> topic of Health Literacy into their curriculum. >> >> Does anyone have any knowledge of medical or other professional schools >> incorporating health literacy into their training curriculum? >> >> Thank you in advance for your input. >> >> Karen Lubimir, M.D., D.M.D. >> Fellow, Department of Geriatric Medicine >> John A. Burns School of Medicine >> University of Hawaii >> Honolulu, HI >> >> >> -----Original Message----- >> From: Julie McKinney >> To: healthliteracy at nifl.gov >> Sent: Thu, 29 Nov 2007 3:25 pm >> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >> >> >> Hi Everyone, >> >> I don't want to interrupt the topic of using TV for ESOL in health >> settings, but >> I want to ask for some feedback for this week's question. >> >> What kinds of policy changes would be helpful to health literacy >> efforts? It >> could be national or state policy, policy within your professional >> system, or >> policy within your specific program. The field is open. Any ideas or >> wishes? >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to klubimir at aol.com >> >> _____ >> >> More new features than ever. Check out the new AOL Mail > > > d=aolcmp00050000000003> ! >> >> > > > >-- >Maricel G. Santos >Assistant Professor >English Department, MA TESOL Program >San Francisco State University >1600 Holloway Avenue >San Francisco, CA 94132 >415-338-7445 (office) >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From pleasant at aesop.rutgers.edu Mon Dec 3 19:39:51 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Mon, 03 Dec 2007 19:39:51 -0500 Subject: [HealthLiteracy 1553] Re: Medical School curriculum In-Reply-To: <8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12> References: <474EE8040200002D00004A41@bostongwia.jsi.com> <8CA03F9E6BAD05E-B4C-73D@WEBMAIL-DG12> Message-ID: Hi, I and folks at UMDNJ are currently crafting a health literacy training program and curriculum that includes developing standardized patients. This is not explicitly for inclusion in a medical school curriculum (at the moment) but as a stand alone training program for practicing physicians. The first training sessions are scheduled for 2008, the curriculum will be finalized sometime in January. You might also be interested in my existing health literacy class, but it is not explicitly targeted at medical students, at www.aesop.rutgers.edu/~healthlit Best, (or Aloha) Andrew Pleasant >Hello, > >I recieve the Health and literacy email discussion and find the breadth >fascinating and heartening. >I am a physician,completing fellowship training in specialty of Geriatric >Medicine, at the John A Burns School of Medicine, University of Hawaii. My >colleagues and I are in the process of developing a Health Literacy Curriculum >for medical students and other physicians in training. A literature review has >had low yield regarding other medical or professional schools intergrating the >topic of Health Literacy into their curriculum. > >Does anyone have any knowledge of medical or other professional >schools incorporating health literacy into their training curriculum? > >Thank you in advance for your input. > >Karen Lubimir, M.D., D.M.D. >Fellow, Department of Geriatric Medicine >John A. Burns School of Medicine >University of Hawaii >Honolulu, HI > > >-----Original Message----- >From: Julie McKinney >To: healthliteracy at nifl.gov >Sent: Thu, 29 Nov 2007 3:25 pm >Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > >Hi Everyone, > >I don't want to interrupt the topic of using TV for ESOL in health >settings, but >I want to ask for some feedback for this week's question. > >What kinds of policy changes would be helpful to health literacy efforts? It >could be national or state policy, policy within your professional system, or >policy within your specific program. The field is open. Any ideas or wishes? > >Thanks, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to klubimir at aol.com > > >More new features than ever. Check out the new >AOL >Mail! > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From NDavies at dthr.ab.ca Tue Dec 4 17:56:35 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Tue, 4 Dec 2007 15:56:35 -0700 Subject: [HealthLiteracy 1554] Audio Visual In-Reply-To: <200712041529.lB4FTSsq006598@mcvs5.otr.usm.edu> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F04795@DTHREXCL1.dthr.ab.ca> Does anybody have information about evaluating audio-visual resources for health literacy? I am involved primarily in print resources, but a colleague of mine would like to know, and I am intrigued too. Thanks, Nicola Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk 8 ndavies at dthr.ab.ca ) (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/e7295841/attachment.html From magillispie at healthyroadsmedia.org Tue Dec 4 22:03:06 2007 From: magillispie at healthyroadsmedia.org (HealthyRoadsMedia) Date: Tue, 04 Dec 2007 20:03:06 -0700 Subject: [HealthLiteracy 1555] Re: Audio Visual In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04795@DTHREXCL1.dthr.ab .ca> References: <200712041529.lB4FTSsq006598@mcvs5.otr.usm.edu> <521441A4F164E1418DCAC093C9EE6D9502F04795@DTHREXCL1.dthr.ab.ca> Message-ID: <6.2.5.6.2.20071204200038.03dab5e0@healthyroadsmedia.org> This book, " Wired for Health and Well-Being: The Emergence of Interactive Health Communication" has some helpful guidance on different types of evaluation for new-media health education strategies. It is all on-line at /www.health.gov/scipich/pubs/finalreport.htm - Mary Alice Mary Alice Gillispie, MD Healthy Roads Media, Director www.healthyroadsmedia.org Tel 406-556-5877 At 03:56 PM 12/4/2007, you wrote: >Content-class: urn:content-classes:message >Content-Type: multipart/alternative; > boundary="----_=_NextPart_001_01C836C8.EBD607C9" > >Does anybody have information about evaluating audio-visual >resources for health literacy? I am involved primarily in print >resources, but a colleague of mine would like to know, and I am intrigued too. > >Thanks, >Nicola > > > >Nicola Davies, BA > > > >Health Literacy Specialist > >Wellness Centre Coordinator > >Media Services Publications Clerk > >8 ndavies at dthr.ab.ca > >) (403)-352-7643 > >* Red Deer Regional Hospital > > 3942-50A Ave > > Red Deer, AB > T4N 4E7 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to magillispie at healthyroadsmedia.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071204/39d1da4d/attachment.html From pleasant at aesop.rutgers.edu Tue Dec 4 22:06:19 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Tue, 04 Dec 2007 22:06:19 -0500 Subject: [HealthLiteracy 1556] Re: Medical School curriculum In-Reply-To: <4755854E0200002D00004B62@bostongwia.jsi.com> References: <4755854E0200002D00004B62@bostongwia.jsi.com> Message-ID: Hi, I will and yes that is correct. If you (anyone) has a curriculum that you can send me in either MS Word or Adobe Acrobat (pdf) format I will post it on the web and begin to create a collection of health literacy curriculum that can be updated as we (continue to) grow as an academic community. Along with the syllabus, do let me know who you are, where you are, and what type of students the course is targeted at. After I get them all posted, I will let the list know the URL. Andrew >Andrew, thanks for doing this! When you are done, please let us know >on the list. I would love to put it on the ALE Wiki as well. > >Those of you who wrote in with just an address, or a "Me too!"--I >assume you wanted to get the final compilation. When it's available >online, we will lead you to a link. If you have a curriculum to >submit, send it to Andrew Pleasant. (Is that correct, Andrew?) > >What a great idea! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> Andrew Pleasant 12/04/07 10:52 AM >>> >Hi everyone ... > >If you would want to ... please send me your collected syllabi >(either as Word or .pdf documents) and I will begin a collection of >them online in one place. > >thanks, > >Andrew Pleasant > > > >>Dear all -- >> >>I teach in a field outside medicine: applied linguistics, also >>sometimes known as TESOL (Teaching English to Speakers of Other >>Languages), basically, teacher education for future ESL/EFL teachers. >>Last summer, I taught a new course called Seminar in Immigrant >>Literacies which includes a unit on health literacy. The class is >>directed towards advanced undergrad and grad students in our program >>but we recruit in Health Ed, Nursing, and Public Health. Last summer >>we had students from the nursing program taking the class alongside >>students from the TESOL program. The cross-disciplinary dynamic is >>fascinating, with the nursing students learning more about the >>language demands of the health care context, and the TESOL students >>learning more about the health care system and content of health care >>tasks. Both groups come away with a fuller understanding of the health >>care needs of immigrant communities... >> >>I can share the syllabus with interested folks. >> >>Maricel Santos >> >> >>eQuoting "Zarcadoolas, Christina" : >> >>> I teach a course in Health Literacy to medical students and MPH students >>> at our medical school. >>> I'd be happy to share the curriculum. >>> >>> >>> Christina Zarcadoolas PhD >>> Dept. of Community and Preventive Medicine >>> Mount Sinai School of Medicine >>> One Gustave Levy Place >>> Box 1043 >>> New York, NY 10029 >>> 212-241-0625 >>> christina.zarcadoolas at mssm.edu >>> >>> >>> >>> _____ >>> >>> From: healthliteracy-bounces at nifl.gov >>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >>> Sent: Monday, December 03, 2007 2:29 PM >>> To: healthliteracy at nifl.gov >>> Subject: [HealthLiteracy 1529] Medical School curriculum >>> >>> >>> Hello, >>> >>> I recieve the Health and literacy email discussion and find the breadth >>> fascinating and heartening. >>> I am a physician,completing fellowship training in specialty of >>> Geriatric >>> Medicine, at the John A Burns School of Medicine, University of Hawaii. >>> My >>> colleagues and I are in the process of developing a Health Literacy >>> Curriculum >>> for medical students and other physicians in training. A literature >>> review has >>> had low yield regarding other medical or professional schools >>> intergrating the >>> topic of Health Literacy into their curriculum. >>> >>> Does anyone have any knowledge of medical or other professional schools >>> incorporating health literacy into their training curriculum? >>> >>> Thank you in advance for your input. >>> >>> Karen Lubimir, M.D., D.M.D. >>> Fellow, Department of Geriatric Medicine > >> John A. Burns School of Medicine >>> University of Hawaii >>> Honolulu, HI >>> >>> >>> -----Original Message----- >>> From: Julie McKinney >>> To: healthliteracy at nifl.gov >>> Sent: Thu, 29 Nov 2007 3:25 pm >>> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >>> >>> >>> Hi Everyone, >>> >>> I don't want to interrupt the topic of using TV for ESOL in health >>> settings, but >>> I want to ask for some feedback for this week's question. >>> >>> What kinds of policy changes would be helpful to health literacy >>> efforts? It >>> could be national or state policy, policy within your professional >>> system, or >>> policy within your specific program. The field is open. Any ideas or >>> wishes? >>> >>> Thanks, >>> Julie >>> >>> Julie McKinney >>> Discussion List Moderator >>> World Education/NCSALL >>> jmckinney at worlded.org >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Health and Literacy mailing list >>> HealthLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/healthliteracy >>> Email delivered to klubimir at aol.com >>> >>> _____ >>> >>> More new features than ever. Check out the new AOL Mail >> > >> d=aolcmp00050000000003> ! >>> >>> >> >> >> >>-- >>Maricel G. Santos >>Assistant Professor >>English Department, MA TESOL Program >>San Francisco State University >>1600 Holloway Avenue >>San Francisco, CA 94132 >>415-338-7445 (office) >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to julie_mckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu > -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From b.garner4 at verizon.net Tue Dec 4 22:26:07 2007 From: b.garner4 at verizon.net (Barbara Garner) Date: Tue, 04 Dec 2007 21:26:07 -0600 (CST) Subject: [HealthLiteracy 1557] Re: Medical School curriculum Message-ID: <2155672.10094481196825167599.JavaMail.root@vms063.mailsrvcs.net> Andrew, I'm curious: what is a standardized patient? Barb Garner ===================== From: Andrew Pleasant Date: 2007/12/03 Mon PM 06:39:51 CST To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1553] Re: Medical School curriculum Hi, I and folks at UMDNJ are currently crafting a health literacy training program and curriculum that includes developing standardized patients. This is not explicitly for inclusion in a medical school curriculum (at the moment) but as a stand alone training program for practicing physicians. The first training sessions are scheduled for 2008, the curriculum will be finalized sometime in January. You might also be interested in my existing health literacy class, but it is not explicitly targeted at medical students, at www.aesop.rutgers.edu/~healthlit Best, (or Aloha) Andrew Pleasant >Hello, > >I recieve the Health and literacy email discussion and find the breadth >fascinating and heartening. >I am a physician,completing fellowship training in specialty of Geriatric >Medicine, at the John A Burns School of Medicine, University of Hawaii. My >colleagues and I are in the process of developing a Health Literacy Curriculum >for medical students and other physicians in training. A literature review has >had low yield regarding other medical or professional schools intergrating the >topic of Health Literacy into their curriculum. > >Does anyone have any knowledge of medical or other professional >schools incorporating health literacy into their training curriculum? > >Thank you in advance for your input. > >Karen Lubimir, M.D., D.M.D. >Fellow, Department of Geriatric Medicine >John A. Burns School of Medicine >University of Hawaii >Honolulu, HI > > >-----Original Message----- >From: Julie McKinney >To: healthliteracy at nifl.gov >Sent: Thu, 29 Nov 2007 3:25 pm >Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > >Hi Everyone, > >I don't want to interrupt the topic of using TV for ESOL in health >settings, but >I want to ask for some feedback for this week's question. > >What kinds of policy changes would be helpful to health literacy efforts? It >could be national or state policy, policy within your professional system, or >policy within your specific program. The field is open. Any ideas or wishes? > >Thanks, >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to klubimir at aol.com > > >More new features than ever. Check out the new >AOL >Mail! > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to b.garner4 at verizon.net From sabrina_kurtz-rossi at comcast.net Wed Dec 5 09:52:48 2007 From: sabrina_kurtz-rossi at comcast.net (Sabrina Kurtz-Rossi) Date: Wed, 5 Dec 2007 09:52:48 -0500 Subject: [HealthLiteracy 1558] Re: Medical School curriculum In-Reply-To: Message-ID: <20071205145246.E618611B8F@mail.nifl.gov> Dear Andrew and the List, It is great that you are doing this and I am wondering how you are defining medical school curriculum. I teach a Seminar in Health Literacy at Tufts University School of Medicine. It is a skills oriented course and attracts a multi-disciplinary group of students, including health communication majors, nutrition majors, and medical students. It is not just for medical students but I assume this course would meet the criteria as it is being offered through a medical school. But, I am also developing a CME course on health information literacy that will NOT be offered through a medical school but through hospital-based libraries. Would you want to include this type of medical education course as well? What about other health care provider trainings? Sabrina --------------------- Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant Adjunct Clinical Instruction, Tufts University School of Medicine Coordinator, Health Information Literacy Research Project Medical Library Association 781-835-6488 phone; 781-391-4409 fax; sabrina_kurtz-rossi at comcast.net -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Tuesday, December 04, 2007 10:06 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1556] Re: Medical School curriculum Hi, I will and yes that is correct. If you (anyone) has a curriculum that you can send me in either MS Word or Adobe Acrobat (pdf) format I will post it on the web and begin to create a collection of health literacy curriculum that can be updated as we (continue to) grow as an academic community. Along with the syllabus, do let me know who you are, where you are, and what type of students the course is targeted at. After I get them all posted, I will let the list know the URL. Andrew >Andrew, thanks for doing this! When you are done, please let us know >on the list. I would love to put it on the ALE Wiki as well. > >Those of you who wrote in with just an address, or a "Me too!"--I >assume you wanted to get the final compilation. When it's available >online, we will lead you to a link. If you have a curriculum to >submit, send it to Andrew Pleasant. (Is that correct, Andrew?) > >What a great idea! > >Julie > >Julie McKinney >Discussion List Moderator >World Education/NCSALL >jmckinney at worlded.org > >>>> Andrew Pleasant 12/04/07 10:52 AM >>> >Hi everyone ... > >If you would want to ... please send me your collected syllabi >(either as Word or .pdf documents) and I will begin a collection of >them online in one place. > >thanks, > >Andrew Pleasant > > > >>Dear all -- >> >>I teach in a field outside medicine: applied linguistics, also >>sometimes known as TESOL (Teaching English to Speakers of Other >>Languages), basically, teacher education for future ESL/EFL teachers. >>Last summer, I taught a new course called Seminar in Immigrant >>Literacies which includes a unit on health literacy. The class is >>directed towards advanced undergrad and grad students in our program >>but we recruit in Health Ed, Nursing, and Public Health. Last summer >>we had students from the nursing program taking the class alongside >>students from the TESOL program. The cross-disciplinary dynamic is >>fascinating, with the nursing students learning more about the >>language demands of the health care context, and the TESOL students >>learning more about the health care system and content of health care >>tasks. Both groups come away with a fuller understanding of the health >>care needs of immigrant communities... >> >>I can share the syllabus with interested folks. >> >>Maricel Santos >> >> >>eQuoting "Zarcadoolas, Christina" : >> >>> I teach a course in Health Literacy to medical students and MPH students >>> at our medical school. >>> I'd be happy to share the curriculum. >>> >>> >>> Christina Zarcadoolas PhD >>> Dept. of Community and Preventive Medicine >>> Mount Sinai School of Medicine >>> One Gustave Levy Place >>> Box 1043 >>> New York, NY 10029 >>> 212-241-0625 >>> christina.zarcadoolas at mssm.edu >>> >>> >>> >>> _____ >>> >>> From: healthliteracy-bounces at nifl.gov >>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >>> Sent: Monday, December 03, 2007 2:29 PM >>> To: healthliteracy at nifl.gov >>> Subject: [HealthLiteracy 1529] Medical School curriculum >>> >>> >>> Hello, >>> >>> I recieve the Health and literacy email discussion and find the breadth >>> fascinating and heartening. >>> I am a physician,completing fellowship training in specialty of >>> Geriatric >>> Medicine, at the John A Burns School of Medicine, University of Hawaii. >>> My >>> colleagues and I are in the process of developing a Health Literacy >>> Curriculum >>> for medical students and other physicians in training. A literature >>> review has >>> had low yield regarding other medical or professional schools >>> intergrating the >>> topic of Health Literacy into their curriculum. >>> >>> Does anyone have any knowledge of medical or other professional schools >>> incorporating health literacy into their training curriculum? >>> >>> Thank you in advance for your input. >>> >>> Karen Lubimir, M.D., D.M.D. >>> Fellow, Department of Geriatric Medicine > >> John A. Burns School of Medicine >>> University of Hawaii >>> Honolulu, HI >>> From Mikal.Steinbacher at lwtc.edu Wed Dec 5 10:15:18 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Wed, 5 Dec 2007 07:15:18 -0800 Subject: [HealthLiteracy 1559] Re: Medical School curriculum References: <95BB757D785CD34F94A5649B1D573B1712ED2D@exch.mssm.edu><20071204063507.elxhk0o7sccso4kc@webmail.sfsu.edu> <475541DF.0CC1.0041.0@nychhc.org> Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6E7C@LUXOR.campus.lwtc.edu> I will be teaching a class to ESL students that is designed to give them a "bridge" into the health care programs at a technical college here in Washington. I'd be very interested in your program to see if it fits in with the topics I'm planning to teach. Thanks! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Cheryl Pasternack Sent: Tue 12/4/2007 9:02 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1542] Re: Medical School curriculum I am very interested. Cheryl Pasternack, CHES Director, Grants Management Lincoln Medical and Mental Health Center 234 E. 149th Street, Room 4C-162 Bronx, NY 10451 Phone: (718) 579-5697 Fax: (718) 579-4602 Email: Cheryl.Pasternack at nychhc.org >>> "Maricel G. Santos" 12/4/2007 9:35 AM >>> Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl..gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl..gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cheryl.pasternack at nychhc.org ________________________________ ----------------------------------------- Visit www.nyc.gov/hhc CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential and may be legally privileged. It is intended solely for the addressee(s). If you are not the intended recipient, any disclosure, copying, distribution or any action taken or omitted to be taken in reliance on this e-mail, is prohibited and may be unlawful. If you have received this E-Mail message in error, notify the sender by reply E-Mail and delete the message. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 9386 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071205/9817fd04/attachment.bin From jgroner at mail.ncmissouri.edu Tue Dec 4 16:56:13 2007 From: jgroner at mail.ncmissouri.edu (Jana Groner) Date: Tue, 4 Dec 2007 15:56:13 -0600 Subject: [HealthLiteracy 1560] Re: Medical School curriculum References: <20071204204408.F078411C1A@mail.nifl.gov> Message-ID: <011f01c836c0$7d582ad0$7001a8c0@JANA> As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are working hard in Missouri in to bring Health Literacy resources to the adult literacy community. We added our first presentation to our library of presentations just this fall. It has been accepted very well but I am always looking at what other states are doing as well for suggestions and trends. Best Regards, Jana Groner Professional Development Specialist Missouri AEL Professional Development Center North Central Missouri College Phone: 636.462.8150 Email: jgroner at mail.ncmissouri.edu Website: www.maelpdc.org ----- Original Message ----- From: "Michele Erikson" To: "'The Health and Literacy Discussion List'" Sent: Tuesday, December 04, 2007 2:43 PM Subject: [HealthLiteracy 1549] Re: Medical School curriculum > As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are working > hard > in Wisconsin to bring Health Literacy resources to both the healthcare and > the adult literacy communities. > > Michele Erikson > Executive Director > Wisconsin Literacy, Inc. > 211 South Paterson Street > Suite 310 > Madison, WI 53703 > 608-257-1655 > 608-661-0208 (Fax) > michele at wisconsinliteracy.org > www.wisconsinliteracy.org > > > -----Original Message----- > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of > seubert.douglas at marshfieldclinic.org > Sent: Tuesday, December 04, 2007 9:40 AM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1540] Re: Medical School curriculum > > > In the messages about health literacy curriculum, several people stated "I > can share the syllabus with interested folks." > > Whomever's making the list of "interested folks,"... PUT ME ON IT! > > I'd be grateful to receive any information on this topic and share what I > have as well. > > Thanks. > > Doug Seubert > Guideline Editor > Quality Improvement & Care Management > Marshfield Clinic > 1000 N Oak Avenue > Marshfield, WI 54449 > (715) 387-5096 (1-800-782-8581 ext. 75096) > seubert.douglas at marshfieldclinic.org > > > ------Original Message------ > From: "Maricel G. Santos" > Date: Tue Dec 04, 2007 -- 09:34:07 AM > To: "healthliteracy at nifl.gov" > Subject: [HealthLiteracy 1537] Re: Medical School curriculum > > > > > Dear all -- > > I teach in a field outside medicine: applied linguistics, also > sometimes known as TESOL (Teaching English to Speakers of Other > Languages), basically, teacher education for future ESL/EFL teachers. > Last summer, I taught a new course called Seminar in Immigrant > Literacies which includes a unit on health literacy. The class is > directed towards advanced undergrad and grad students in our program > but we recruit in Health Ed, Nursing, and Public Health. Last summer > we had students from the nursing program taking the class alongside > students from the TESOL program. The cross-disciplinary dynamic is > fascinating, with the nursing students learning more about the > language demands of the health care context, and the TESOL students > learning more about the health care system and content of health care > tasks. Both groups come away with a fuller understanding of the health > care needs of immigrant communities... > > I can share the syllabus with interested folks. > > Maricel Santos > > > eQuoting "Zarcadoolas, Christina" : > >> I teach a course in Health Literacy to medical students and MPH students >> at our medical school. >> I'd be happy to share the curriculum. >> >> >> Christina Zarcadoolas PhD >> Dept. of Community and Preventive Medicine >> Mount Sinai School of Medicine >> One Gustave Levy Place >> Box 1043 >> New York, NY 10029 >> 212-241-0625 >> christina.zarcadoolas at mssm.edu >> >> >> >> _____ >> >> From: healthliteracy-bounces at nifl.gov >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >> Sent: Monday, December 03, 2007 2:29 PM >> To: healthliteracy at nifl.gov >> Subject: [HealthLiteracy 1529] Medical School curriculum >> >> >> Hello, >> >> I recieve the Health and literacy email discussion and find the breadth >> fascinating and heartening. >> I am a physician,completing fellowship training in specialty of >> Geriatric >> Medicine, at the John A Burns School of Medicine, University of Hawaii. >> My >> colleagues and I are in the process of developing a Health Literacy >> Curriculum >> for medical students and other physicians in training. A literature >> review has >> had low yield regarding other medical or professional schools >> intergrating the >> topic of Health Literacy into their curriculum. >> >> Does anyone have any knowledge of medical or other professional schools >> incorporating health literacy into their training curriculum? >> >> Thank you in advance for your input. >> >> Karen Lubimir, M.D., D.M.D. >> Fellow, Department of Geriatric Medicine >> John A. Burns School of Medicine >> University of Hawaii >> Honolulu, HI >> >> >> -----Original Message----- >> From: Julie McKinney >> To: healthliteracy at nifl.gov >> Sent: Thu, 29 Nov 2007 3:25 pm >> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >> >> >> Hi Everyone, >> >> I don't want to interrupt the topic of using TV for ESOL in health >> settings, but >> I want to ask for some feedback for this week's question. >> >> What kinds of policy changes would be helpful to health literacy >> efforts? It >> could be national or state policy, policy within your professional >> system, or >> policy within your specific program. The field is open. Any ideas or >> wishes? >> >> Thanks, >> Julie >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to klubimir at aol.com >> >> _____ >> >> More new features than ever. Check out the new AOL Mail >> > d=aolcmp00050000000003> ! >> >> > > > > -- > Maricel G. Santos > Assistant Professor > English Department, MA TESOL Program > San Francisco State University > 1600 Holloway Avenue > San Francisco, CA 94132 > 415-338-7445 (office) > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to michele at wisconsinliteracy.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to jgroner at mail.ncmissouri.edu From nfaux at vcu.edu Wed Dec 5 11:44:00 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Wed, 5 Dec 2007 11:44:00 -0500 Subject: [HealthLiteracy 1561] Re: Medical School curriculum In-Reply-To: <2266200.14438211196794524017.JavaMail.root@vms124.mailsrvcs.net> Message-ID: Barb, Without a doubt, you should consult with Kate Singleton, author of the Virginia Adult Educaiton Health Literacy Toolkit. This can be found at http://www.aelweb.vcu.edu/publications/healthlit/ You can contact me directly for her contact information (if you need it). Nancy ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University 3600 W. Broad Street, Suite 669 Richmond, VA 23230-4930 nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 Barbara Garner Sent by: healthliteracy-bounces at nifl.gov 12/04/2007 04:41 PM Please respond to b.garner4 at verizon.net; Please respond to The Health and Literacy Discussion List To "Maricel G. Santos" , healthliteracy at nifl.gov cc Subject [HealthLiteracy 1547] Re: Medical School curriculum Dear All, I've been following this discussion with great interest. "Focus on Basics" (see http://www.ncsall.net/index.php?id=1150 or http://www.ncsall.net/index.php?id=149 if you're not familiar with the publication) has recently been funded to publish another issue on literacy and health. Our charge is to make this issue a true partnership between health and literacy (our usual audience and writers are the adult basic education/ESOL communities). What articles do you think should be in the issue? Assume that the readership is adult basic educators and medical students who, unlike subscribers to this list, are not well versed in health literacy. I look forward to your thinking on this, Barb Garner Editor, "Focus on Basics" ===================== From: "Maricel G. Santos" Date: 2007/12/04 Tue AM 08:35:07 CST To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine > Mount Sinai School of Medicine > One Gustave Levy Place > Box 1043 > New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric > Medicine, at the John A Burns School of Medicine, University of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum > for medical students and other physicians in training. A literature > review has > had low yield regarding other medical or professional schools > intergrating the > topic of Health Literacy into their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine > John A. Burns School of Medicine > University of Hawaii > Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but > I want to ask for some feedback for this week's question. > > What kinds of policy changes would be helpful to health literacy > efforts? It > could be national or state policy, policy within your professional > system, or > policy within your specific program. The field is open. Any ideas or > wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to b.garner4 at verizon.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nfaux at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071205/6cc6c7cf/attachment.html From rn.simpson at sympatico.ca Wed Dec 5 15:25:38 2007 From: rn.simpson at sympatico.ca (Nancy Simpson) Date: Wed, 5 Dec 2007 15:25:38 -0500 Subject: [HealthLiteracy 1562] Re: Audio Visual In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F04795@DTHREXCL1.dthr.ab.ca> Message-ID: Hi Nicola, I have an evaluation tool for AV resources that was developed some time ago but is still very relevant. The goal is to select health related AV resources that suit the general population so plain language is a factor in the selection but so are several other characteristics. There is also an excellent tool for evaluating AV resources (SAM) in Doak, Doak and Root?s book, Teaching People with Low Literacy Skills. Hope this helps. Nancy -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Davies, Nicola Sent: Tuesday, December 04, 2007 5:57 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1554] Audio Visual Does anybody have information about evaluating audio-visual resources for health literacy? I am involved primarily in print resources, but a colleague of mine would like to know, and I am intrigued too. Thanks, Nicola Nicola Davies, BA Health Literacy Specialist Wellness Centre Coordinator Media Services Publications Clerk * ndavies at dthr.ab.ca * (403)-352-7643 * Red Deer Regional Hospital 3942-50A Ave Red Deer, AB T4N 4E7 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071205/f764fd9d/attachment.html From AboutDiabetes at aol.com Wed Dec 5 17:13:40 2007 From: AboutDiabetes at aol.com (AboutDiabetes at aol.com) Date: Wed, 5 Dec 2007 17:13:40 EST Subject: [HealthLiteracy 1563] Re: Assess reading level of materials in Spanish? Message-ID: Steven: Ms. Aracely Rosales, President of Rosales Communications in Philadelphia, may be able to help you. If you have problems contacting her, let me know. I have her contact information at home and will be returning from a trip in a few days. Good luck. Paul Tracey Learning About Diabetes, Inc. _www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org/) **************************************Check out AOL's list of 2007's hottest products. (http://money.aol.com/special/hot-products-2007?NCID=aoltop00030000000001) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071205/011ea9a0/attachment.html From pleasant at aesop.rutgers.edu Wed Dec 5 22:06:55 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Wed, 05 Dec 2007 22:06:55 -0500 Subject: [HealthLiteracy 1564] Re: Medical School curriculum In-Reply-To: <20071205145246.E618611B8F@mail.nifl.gov> References: <20071205145246.E618611B8F@mail.nifl.gov> Message-ID: Hi all ... Fascinating amount of interest. Personally I think more is better. If you can make it one of the following I can find a way to put it online and lots of people can use it. - MS Word document (.doc) -- NOT .docx (please) - Acrobat file (.pdf) - A link to an existing web resource. As before, add a note about who you are, what the class is, and who it is targeted at to help organize them. Best, Andrew Pleasant >Dear Andrew and the List, > >It is great that you are doing this and I am wondering how you are defining >medical school curriculum. > >I teach a Seminar in Health Literacy at Tufts University School of Medicine. >It is a skills oriented course and attracts a multi-disciplinary group of >students, including health communication majors, nutrition majors, and >medical students. It is not just for medical students but I assume this >course would meet the criteria as it is being offered through a medical >school. > >But, I am also developing a CME course on health information literacy that >will NOT be offered through a medical school but through hospital-based >libraries. Would you want to include this type of medical education course >as well? What about other health care provider trainings? > >Sabrina >--------------------- >Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant >Adjunct Clinical Instruction, Tufts University School of Medicine >Coordinator, Health Information Literacy Research Project >Medical Library Association >781-835-6488 phone; 781-391-4409 fax; >sabrina_kurtz-rossi at comcast.net > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >Sent: Tuesday, December 04, 2007 10:06 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1556] Re: Medical School curriculum > >Hi, > >I will and yes that is correct. > >If you (anyone) has a curriculum that you can send me in either MS >Word or Adobe Acrobat (pdf) format I will post it on the web and >begin to create a collection of health literacy curriculum that can >be updated as we (continue to) grow as an academic community. Along >with the syllabus, do let me know who you are, where you are, and >what type of students the course is targeted at. > >After I get them all posted, I will let the list know the URL. > >Andrew > > > >>Andrew, thanks for doing this! When you are done, please let us know >>on the list. I would love to put it on the ALE Wiki as well. >> >>Those of you who wrote in with just an address, or a "Me too!"--I >>assume you wanted to get the final compilation. When it's available >>online, we will lead you to a link. If you have a curriculum to >>submit, send it to Andrew Pleasant. (Is that correct, Andrew?) >> >>What a great idea! >> >>Julie >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >>>>> Andrew Pleasant 12/04/07 10:52 AM >>> >>Hi everyone ... >> >>If you would want to ... please send me your collected syllabi >>(either as Word or .pdf documents) and I will begin a collection of >>them online in one place. >> >>thanks, >> >>Andrew Pleasant >> >> >> >>>Dear all -- >>> >>>I teach in a field outside medicine: applied linguistics, also >>>sometimes known as TESOL (Teaching English to Speakers of Other >>>Languages), basically, teacher education for future ESL/EFL teachers. >>>Last summer, I taught a new course called Seminar in Immigrant >>>Literacies which includes a unit on health literacy. The class is >>>directed towards advanced undergrad and grad students in our program >>>but we recruit in Health Ed, Nursing, and Public Health. Last summer >>>we had students from the nursing program taking the class alongside >>>students from the TESOL program. The cross-disciplinary dynamic is >>>fascinating, with the nursing students learning more about the >>>language demands of the health care context, and the TESOL students > >>learning more about the health care system and content of health care >>>tasks. Both groups come away with a fuller understanding of the health >>>care needs of immigrant communities... >>> >>>I can share the syllabus with interested folks. >>> >>>Maricel Santos >>> >>> >>>eQuoting "Zarcadoolas, Christina" : >>> >>>> I teach a course in Health Literacy to medical students and MPH >students >>>> at our medical school. >>>> I'd be happy to share the curriculum. >>>> >>>> >>>> Christina Zarcadoolas PhD >>>> Dept. of Community and Preventive Medicine >>>> Mount Sinai School of Medicine >>>> One Gustave Levy Place >>>> Box 1043 >>>> New York, NY 10029 >>>> 212-241-0625 >>>> christina.zarcadoolas at mssm.edu >>>> >>>> >>>> >>>> _____ >>>> >>>> From: healthliteracy-bounces at nifl.gov >>>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >>>> Sent: Monday, December 03, 2007 2:29 PM >>>> To: healthliteracy at nifl.gov >>>> Subject: [HealthLiteracy 1529] Medical School curriculum >>>> >>>> >>>> Hello, >>>> >>>> I recieve the Health and literacy email discussion and find the >breadth >>>> fascinating and heartening. >>>> I am a physician,completing fellowship training in specialty of >>>> Geriatric >>>> Medicine, at the John A Burns School of Medicine, University of >Hawaii. >>>> My >>>> colleagues and I are in the process of developing a Health Literacy >>>> Curriculum >>>> for medical students and other physicians in training. A literature >>>> review has >>>> had low yield regarding other medical or professional schools >>>> intergrating the >>>> topic of Health Literacy into their curriculum. >>>> >>>> Does anyone have any knowledge of medical or other professional >schools >>>> incorporating health literacy into their training curriculum? >>>> >>>> Thank you in advance for your input. >>>> >>>> Karen Lubimir, M.D., D.M.D. >>>> Fellow, Department of Geriatric Medicine >> >> John A. Burns School of Medicine >>>> University of Hawaii >>>> Honolulu, HI >>>> > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From vlewis at suffolk.lib.ny.us Thu Dec 6 12:34:54 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Thu, 6 Dec 2007 12:34:54 -0500 Subject: [HealthLiteracy 1565] Re: National Health Literacy Act of 2007 In-Reply-To: <58479A9FD3A8F24888F358EE4C3367E5687B6FC9@FRODO.pediatrichomeservice.com> Message-ID: <008f01c8382e$5074c4a0$aa6310ac@enigma.suffolk.lib.ny.us> Is there any language in the "act" to provide health literacy information or training in regard to producing materials in alternative formats for people with disabilities? Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cathleen M. Urbain Sent: Tuesday, December 04, 2007 1:16 PM To: jmckinney at worlded.org; HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): .to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. From podschung at ada.org Thu Dec 6 16:11:30 2007 From: podschung at ada.org (Podschun, Gary) Date: Thu, 6 Dec 2007 15:11:30 -0600 Subject: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 In-Reply-To: <008f01c8382e$5074c4a0$aa6310ac@enigma.suffolk.lib.ny.us> Message-ID: Does anyone know when this legislation is supposed to be introduced to Congress? _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Valerie Lewis Sent: Thursday, December 06, 2007 11:35 AM To: 'The Health and Literacy Discussion List'; jmckinney at worlded.org Subject: [HealthLiteracy 1565] Re: National Health Literacy Act of 2007 Is there any language in the "act" to provide health literacy information or training in regard to producing materials in alternative formats for people with disabilities? Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cathleen M. Urbain Sent: Tuesday, December 04, 2007 1:16 PM To: jmckinney at worlded.org; HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): .to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org From pleasant at AESOP.Rutgers.edu Thu Dec 6 16:11:43 2007 From: pleasant at AESOP.Rutgers.edu (Andrew Pleasant) Date: Thu, 06 Dec 2007 16:11:43 -0500 Subject: [HealthLiteracy 1567] Re: Medical School curriculum Message-ID: Barb and everyone - 'Standardized patient' is a teaching tool used in the medical world. (I dislike the term but am not going to take on that battle at the moment.) In essence, a 'standardized patient' is an individual trained to 'present' to a person in training (e.g. physician/ med. student) in a controlled, simulated situation. Often these can be professional actors but that is not a requirement per se. These are usually done in mock exam rooms that allow for observation and taping. The interaction is done in hopefully a standardized fashion - so everyone being trained receives the same input/ information. Evaluation is of the responses from the person being trained. In theory it moves education from an act of primarily 'listening' to more of an act of 'doing'. As there is an association for everything these days ... there is an Association for Standardized Patient Educators. and that is already probably more than you wanted to know ... :) Best (and keep sending those syllabi etc. ... despite all the interest so far I have only received one) Andrew >Andrew, >I'm curious: what is a standardized patient? > >Barb Garner > >===================== >From: Andrew Pleasant >Date: 2007/12/03 Mon PM 06:39:51 CST >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1553] Re: Medical School curriculum > >Hi, > >I and folks at UMDNJ are currently crafting a health literacy >training program and curriculum that includes developing standardized >patients. This is not explicitly for inclusion in a medical school >curriculum (at the moment) but as a stand alone training program for >practicing physicians. The first training sessions are scheduled for >2008, the curriculum will be finalized sometime in January. > >You might also be interested in my existing health literacy class, >but it is not explicitly targeted at medical students, at >www.aesop.rutgers.edu/~healthlit > >Best, (or Aloha) > >Andrew Pleasant > > > >>Hello, >> >>I recieve the Health and literacy email discussion and find the breadth >>fascinating and heartening. >>I am a physician,completing fellowship training in specialty of Geriatric >>Medicine, at the John A Burns School of Medicine, University of Hawaii. My >>colleagues and I are in the process of developing a Health Literacy >>Curriculum >>for medical students and other physicians in training. A literature >>review has >>had low yield regarding other medical or professional schools >>intergrating the >>topic of Health Literacy into their curriculum. >> >>Does anyone have any knowledge of medical or other professional >>schools incorporating health literacy into their training curriculum? >> >>Thank you in advance for your input. >> >>Karen Lubimir, M.D., D.M.D. >>Fellow, Department of Geriatric Medicine >>John A. Burns School of Medicine >>University of Hawaii >>Honolulu, HI >> >> >>-----Original Message----- >>From: Julie McKinney >>To: healthliteracy at nifl.gov >>Sent: Thu, 29 Nov 2007 3:25 pm >>Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? >> >>Hi Everyone, >> >>I don't want to interrupt the topic of using TV for ESOL in health >>settings, but >>I want to ask for some feedback for this week's question. >> >>What kinds of policy changes would be helpful to health literacy efforts? It >>could be national or state policy, policy within your professional system, or >>policy within your specific program. The field is open. Any ideas or wishes? >> >>Thanks, >>Julie >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy > >Email delivered to klubimir at aol.com >> >> >>More new features than ever. Check out the new >>AOL >>Mail! >> >> >>---------------------------------------------------- >>National Institute for Literacy >>Health and Literacy mailing list >>HealthLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/healthliteracy >>Email delivered to pleasant at aesop.rutgers.edu > > >-- >----------------------------------------------- >Andrew Pleasant >Assistant Professor >Department of Human Ecology >Extension Department of Family and Community Health Sciences >Rutgers, the State University of New Jersey >Cook Office Building, 55 Dudley Road #207 >New Brunswick, NJ 08901 >phone: 732-932-9153 x. 320; fax: 732-932-6667 >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to b.garner4 at verizon.net -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From Cindy.Brach at ahrq.hhs.gov Fri Dec 7 10:48:56 2007 From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ)) Date: Fri, 7 Dec 2007 10:48:56 -0500 Subject: [HealthLiteracy 1568] Re: National Health Literacy Act of 2007 References: Message-ID: <04B4EF9F9E334C48903C284C4B16A19702D19FDE@AVN3VS004.ees.hhs.gov> It was introduced yesterday. ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Podschun, Gary Sent: Thu 12/6/2007 4:11 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 Does anyone know when this legislation is supposed to be introduced to Congress? _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Valerie Lewis Sent: Thursday, December 06, 2007 11:35 AM To: 'The Health and Literacy Discussion List'; jmckinney at worlded.org Subject: [HealthLiteracy 1565] Re: National Health Literacy Act of 2007 Is there any language in the "act" to provide health literacy information or training in regard to producing materials in alternative formats for people with disabilities? Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cathleen M. Urbain Sent: Tuesday, December 04, 2007 1:16 PM To: jmckinney at worlded.org; HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): .to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cindy.brach at ahrq.hhs.gov -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8583 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071207/3446783d/attachment.bin From Lendoak at aol.com Fri Dec 7 11:57:14 2007 From: Lendoak at aol.com (Lendoak at aol.com) Date: Fri, 7 Dec 2007 11:57:14 EST Subject: [HealthLiteracy 1569] Med. School Literacy "standard patients" Message-ID: Dear List Surv, Here is a brief summary of a health/literacy program that was conducted during the 1990s at the Univ. of Colorado Med School. The purpose was to create awareness of the literacy problems, and teach mediating actions to reduce the problems. The program was funded by NCI and ran for 2 years. Laurie Schneider of AMC was involved in facilitating the program. (Ceci and I had very minor roles as consultants.) To teach awareness of the problems, the program employed actors and actresses of several ethnic groups to act as "standarized patients". They were given training to act as patients who had limited literacy skills. (The students were not told in advance that this was role playing.) The actors interacted with the med students in typical examining room situations. After these interactions, students were advised of ways they could have improved their communications with the pts. Some findings: - The awareness goal was reached, and the students enjoyed the encounters. - The actors/actresses did not like their roles. They felt demeanded to play "dumb" characters. - Soon the word got around to the students that these were not real patients, and being bright young people, and they began to "game" the system. - I believe that the program died; primarily for lack of funds. (And perhaps for lack of a strong advocate.) - A preliminary report was issued at the end of 2 years, but I don't believe there was a final report. We hope this can add a bit on curriculum. Is it of any help? Ceci and Len Doak **************************************Check out AOL's list of 2007's hottest products. (http://money.aol.com/special/hot-products-2007?NCID=aoltop00030000000001) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071207/8186d844/attachment.html From ALCDGG at langate.gsu.edu Fri Dec 7 12:02:22 2007 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 07 Dec 2007 12:02:22 -0500 Subject: [HealthLiteracy 1570] Re: National Health Literacy Act of 2007! In-Reply-To: <39752B2B-AFB4-4714-BC1C-1D543F117F6A@comcast.net> References: <4754125B0200002D00004B06@bostongwia.jsi.com> <39752B2B-AFB4-4714-BC1C-1D543F117F6A@comcast.net> Message-ID: <475936D0.919D.0031.0@langate.gsu.edu> When I first heard about this a few weeks ago, I was very excited. However, as I have had time to think about this, my excitement has lessened. It is confusing that Congress would be considering a new literacy related bill, while at the same time considering to cut adult literacy funding. Is the health literacy community not aware of this, or is the health literacy community thinking that the best way to get money for adult literacy would be to introduce a new type of bill, or maybe because there is so little communication between health literacy folks and general adult literacy folks, that much thought wasn't given to this confusion? If the health literacy bill is funded, AND the general adult literacy funding cut, does this imply that for example, workplace literacy folks should go for their own bill as should all other aspects of adult literacy? Here is my perception: Health literacy focuses on all aspects of literacy related to health. So for example, if I am a 60 year old man with poor literacy skills and prostrate cancer, a good health literacy program for me, would focus on aspects of literacy related to prostrate cancer, screenings, hospital visits, medication, surgery, etc. I many not have time/inclination for learning about other aspects of literacy related to other issues surrounding health-such as dental care, psychological therapies, etc. General adult literacy focuses on lifelong literacy skills that will help individuals tackle literacy tasks, regardless of content area-and therefore focuses on decoding, comprehension, spelling, critical thinking- tools that generalize to all aspects of literacy and generalize to all types of lifelong tasks-whether one experiences them at the age of 20 or 90. It therefore seems to me that health literacy and general adult literacy need to work together, and one could argue that each type of approach is vital and necessary, and neither approach is sufficient on its own. This would be true for other aspects of literacy as well (for example, workplace literacy). So for example, when I am newly diagnosed with something, I may need very functional literacy skills-I need the sight vocabulary and the understanding of all the new concepts that will be presented to me. This is a strength of a health literacy program. So for example, I will need to learn to read the word prostrate but not necessarily the skills of why the word says prostrate. However, knowing why prostrate says prostrate, are the exact skills that if I learned them, would help me when I had my next medical crisis hit and would need to learn a whole new set of words. And this is where the general adult literacy classes come in. Ideally, we want to be able to teach the person the tools s/he will need for the future. If my thinking is correct, then what needs to happen is a coming together of the field at large. We should not be splintering adult literacy into health literacy bills, workplace literacy bills, general adult literacy bills, etc. Daphne Greenberg Georgia State University >>> "David J. Rosen" 12/4/2007 9:39 AM >>> Julie and others, It is heartening to see a bi-partisan bill on health literacy introduced in Congress. However, it is disquieting to know that basic literacy and numeracy services to adults could be losing $12.5 million federal funds a year at the same time that health literacy gets funded for $10m a year. It is important, I believe, for those who are advocating for health literacy not to do so in a vacuum but also to advocate for services that will help adults learn to read, write, do numeracy, and, for immigrants, to learn English. I encourage those who may be interested in advocacy to subscribe to the AAACE-NLA discussion list whose focus is adult literacy public policy advocacy. To do so go to: http://lists.literacytent.org/mailman/listinfo/aaace-nla David J. Rosen djrosen at comcast.net On Dec 3, 2007, at 2:27 PM, Julie McKinney wrote: > Hi Everyone, > > Great news for health literacy! > > Senator Coleman plans to introduce legislation for the National Health > Literacy Act of 2007 within the next few days. This much needed > federal > support to advance our public's health literacy has bi-partisan > support for > introduction from Senator Harkin. > > You can read the draft of the bill at the following link: > http://foundation.acponline.org/ > > We will post links soon where you can track the bill's progress on > its journey. In the meantime, I would love to hear people's > thoughts on the bill and any suggestions for those involved. > > (This is instead of this week's Wednesday Question: on Wednesday I > will be at the National Coalition for Literacy Policy Forum on > Health Literacy.) So let's hear any thoughts on the bill or policy > ideas! > > All the best, > Julie > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alcdgg at langate.gsu.edu From podschung at ada.org Fri Dec 7 12:27:00 2007 From: podschung at ada.org (Podschun, Gary) Date: Fri, 7 Dec 2007 11:27:00 -0600 Subject: [HealthLiteracy 1571] Re: National Health Literacy Act of 2007 In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19702D19FDE@AVN3VS004.ees.hhs.gov> Message-ID: Thanks for the information. Does anyone happen to have the bill number? I can't find it on THOMAS. _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Brach, Cindy (AHRQ) Sent: Friday, December 07, 2007 9:49 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 It was introduced yesterday. ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Podschun, Gary Sent: Thu 12/6/2007 4:11 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 Does anyone know when this legislation is supposed to be introduced to Congress? _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Valerie Lewis Sent: Thursday, December 06, 2007 11:35 AM To: 'The Health and Literacy Discussion List'; jmckinney at worlded.org Subject: [HealthLiteracy 1565] Re: National Health Literacy Act of 2007 Is there any language in the "act" to provide health literacy information or training in regard to producing materials in alternative formats for people with disabilities? Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cathleen M. Urbain Sent: Tuesday, December 04, 2007 1:16 PM To: jmckinney at worlded.org; HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): .to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cindy.brach at ahrq.hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071207/a093c439/attachment.html From cfairweather at misn-ny.org Fri Dec 7 12:40:05 2007 From: cfairweather at misn-ny.org (cfairweather at misn-ny.org) Date: Fri, 07 Dec 2007 10:40:05 -0700 Subject: [HealthLiteracy 1572] Re: National Health Literacy Act of 2007! Message-ID: <20071207104005.8f9f3a3d8dd0cc8b9af6ac19783baa8b.15ff7b43a6.wbe@email.secureserver.net> An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071207/01e710e3/attachment.html From julie_mcKinney at worlded.org Fri Dec 7 13:19:52 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Fri, 07 Dec 2007 13:19:52 -0500 Subject: [HealthLiteracy 1573] Re: National Health Literacy Act of 2007! Message-ID: <475948780200002D00004C37@bostongwia.jsi.com> Daphne and others, I appreciate you raising this valid point. I did actually mention this concern to Andrew McKechnie, the staff member from Senator Coleman's office who is working on this. I really think that, while it seems that this effort may be in competition with general adult literacy efforts, that it is not actually competing as directly as it seems. In some ways, bringing this issue into the limelight may actually help raise awareness of the need for addressing adult literacy in general. Health literacy is not just a subset of adult literacy, and efforts (interventions, projects, research, resources, etc.) related to health literacy are not just a subset of adult education efforts. The medical community is a full partner in this, and any work towards improving health literacy will involve them. In general, health tends to have better funding than adult education. I think it's reasonable to assume that any funds directed at health literacy will not be simply deducted from adult literacy funds, but identified from a variety of sources that fund health programs as well. For example, there are funds that go to programs within the Health Resources and Services Administration (HRSA) directed at reducing health disparities in the U.S. This is an area that could make tremendous progress by focusing on health literacy. The interventions and research that may materialize from a bill like this would involve (hopefully!) hospitals and health systems improving their service delivery just as much, if not more, than they would focus on adult literacy programs including health in their curricula. How might this actually help adult literacy? I can think of two ways. I talked with members of the National Coalition for Literacy this week in their policy forum on health literacy, and they seemed to think that health literacy may be able to serve as a "hook" that will bring adult literacy issues into Americans' consciousness in a way that has not been achieved so far. Also, the bill has potential to bring about a better connection between health professionals and adult literacy professionals. (Also something that we have been working towards, but slowly...) Ideally this would bring to light how instrumental adult literacy practitioners' expertise is in connecting effectively with hard-to-reach populations. This would, hopefully raise the status of literacy professionals. Sorry to go on so long. I hope this makes sense, and I would love to hear from others! All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org >>> "Daphne Greenberg" 12/07/07 12:02 PM >>> When I first heard about this a few weeks ago, I was very excited. However, as I have had time to think about this, my excitement has lessened. It is confusing that Congress would be considering a new literacy related bill, while at the same time considering to cut adult literacy funding. Is the health literacy community not aware of this, or is the health literacy community thinking that the best way to get money for adult literacy would be to introduce a new type of bill, or maybe because there is so little communication between health literacy folks and general adult literacy folks, that much thought wasn't given to this confusion? If the health literacy bill is funded, AND the general adult literacy funding cut, does this imply that for example, workplace literacy folks should go for their own bill as should all other aspects of adult literacy? Here is my perception: Health literacy focuses on all aspects of literacy related to health. So for example, if I am a 60 year old man with poor literacy skills and prostrate cancer, a good health literacy program for me, would focus on aspects of literacy related to prostrate cancer, screenings, hospital visits, medication, surgery, etc. I many not have time/inclination for learning about other aspects of literacy related to other issues surrounding health-such as dental care, psychological therapies, etc. General adult literacy focuses on lifelong literacy skills that will help individuals tackle literacy tasks, regardless of content area-and therefore focuses on decoding, comprehension, spelling, critical thinking- tools that generalize to all aspects of literacy and generalize to all types of lifelong tasks-whether one experiences them at the age of 20 or 90. It therefore seems to me that health literacy and general adult literacy need to work together, and one could argue that each type of approach is vital and necessary, and neither approach is sufficient on its own. This would be true for other aspects of literacy as well (for example, workplace literacy). So for example, when I am newly diagnosed with something, I may need very functional literacy skills-I need the sight vocabulary and the understanding of all the new concepts that will be presented to me. This is a strength of a health literacy program. So for example, I will need to learn to read the word prostrate but not necessarily the skills of why the word says prostrate. However, knowing why prostrate says prostrate, are the exact skills that if I learned them, would help me when I had my next medical crisis hit and would need to learn a whole new set of words. And this is where the general adult literacy classes come in. Ideally, we want to be able to teach the person the tools s/he will need for the future. If my thinking is correct, then what needs to happen is a coming together of the field at large. We should not be splintering adult literacy into health literacy bills, workplace literacy bills, general adult literacy bills, etc. Daphne Greenberg Georgia State University >>> "David J. Rosen" 12/4/2007 9:39 AM >>> Julie and others, It is heartening to see a bi-partisan bill on health literacy introduced in Congress. However, it is disquieting to know that basic literacy and numeracy services to adults could be losing $12.5 million federal funds a year at the same time that health literacy gets funded for $10m a year. It is important, I believe, for those who are advocating for health literacy not to do so in a vacuum but also to advocate for services that will help adults learn to read, write, do numeracy, and, for immigrants, to learn English. I encourage those who may be interested in advocacy to subscribe to the AAACE-NLA discussion list whose focus is adult literacy public policy advocacy. To do so go to: http://lists.literacytent.org/mailman/listinfo/aaace-nla David J. Rosen djrosen at comcast.net On Dec 3, 2007, at 2:27 PM, Julie McKinney wrote: > Hi Everyone, > > Great news for health literacy! > > Senator Coleman plans to introduce legislation for the National Health > Literacy Act of 2007 within the next few days. This much needed > federal > support to advance our public's health literacy has bi-partisan > support for > introduction from Senator Harkin. > > You can read the draft of the bill at the following link: > http://foundation.acponline.org/ > > We will post links soon where you can track the bill's progress on > its journey. In the meantime, I would love to hear people's > thoughts on the bill and any suggestions for those involved. > > (This is instead of this week's Wednesday Question: on Wednesday I > will be at the National Coalition for Literacy Policy Forum on > Health Literacy.) So let's hear any thoughts on the bill or policy > ideas! > > All the best, > Julie > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alcdgg at langate.gsu.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to julie_mckinney at worlded.org From Charlene.Landis at pfizer.com Fri Dec 7 13:25:18 2007 From: Charlene.Landis at pfizer.com (Landis, Charlene - Consultant) Date: Fri, 7 Dec 2007 13:25:18 -0500 Subject: [HealthLiteracy 1574] Re: National Health Literacy Act of 2007 In-Reply-To: Message-ID: <4B51B91E7336134996EA388F015E4271077C3B47@mopamrexm25.amer.pfizer.com> S. 2424. ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Podschun, Gary Sent: Friday, December 07, 2007 12:27 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1571] Re: National Health Literacy Act of 2007 Thanks for the information. Does anyone happen to have the bill number? I can't find it on THOMAS. _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Brach, Cindy (AHRQ) Sent: Friday, December 07, 2007 9:49 AM To: The Health and Literacy Discussion List Subject: RE: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 It was introduced yesterday. ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of Podschun, Gary Sent: Thu 12/6/2007 4:11 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1566] Re: National Health Literacy Act of 2007 Does anyone know when this legislation is supposed to be introduced to Congress? _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Valerie Lewis Sent: Thursday, December 06, 2007 11:35 AM To: 'The Health and Literacy Discussion List'; jmckinney at worlded.org Subject: [HealthLiteracy 1565] Re: National Health Literacy Act of 2007 Is there any language in the "act" to provide health literacy information or training in regard to producing materials in alternative formats for people with disabilities? Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Cathleen M. Urbain Sent: Tuesday, December 04, 2007 1:16 PM To: jmckinney at worlded.org; HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1543] National Health Literacy Act of 2007 The National Health Literacy Act of 2007 draft legislation is exciting because it is testament to an increasingly effective lobby on the issue of health literacy. Thank you in advance for providing easy links to track the bill's progress. I appreciate the importance of an infrastructure to move an issue forward through coordination, education, identification of emerging focus needs, advocacy, etc. Nonetheless, the focus of the bill on the development of this infrastructure leaves efforts that are currently in progress unsupported. It takes a long time to develop a national center and the state structures it will fund. Is it possible to arrange interim support through one of the existing organizations providing national leadership in health literacy, or in some other manner address the focus on future infrastructure versus current groundswell efforts? A few other items- Under the Center's proposed duties: * Adding language to include the Maternal and Child Health Bureau of HHS and its medical home initiative to the areas of implementation partnership [Section 3 (b) (2) (F)]? * Adding the italicized language to Section 3 (b) (2) (G): .to facilitate the coordination and promote the development of health literacy activities within the Department of Health and Human Services and the Department of Education. * Adding language to insure the upfront inclusion of special education within the health literacy initiatives in elementary and secondary schools [Section 3 (b) (2) (C) Under State Health Literacy Resource Centers: * Adding language to Eligibility [Section 3 (c) (2)] to allow funding of organizations that have initiatives of nationwide scope. The emphasis on state initiatives could be met by requiring the organization to have in place agreements to partner with several of the state centers. I give many thanks to everyone who spent much time and sustained effort in bringing this proposed legislation into being. Congratulations! Cathleen Urbain, Ph.D. Patient Advocacy Pediatric Home Service 2800 Cleveland Ave N Roseville, MN 55113 (P) 651-789-2114 (F) 651-638-0680 www.pediatrichomeservice.com taking care of the child The information contained in this message is privileged and confidential information intended only for the use of the individual or entity named. If the reader of this message is not the intended recipient, you are hereby on notice that you are in possession of confidential and privileged information. Any dissemination, distribution or copying of this communication is strictly prohibited. You will immediately notify the sender of your inadvertent receipt and return the original message to the sender. ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cindy.brach at ahrq.hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071207/b01f5fe6/attachment.html From hzeitz at uic.edu Fri Dec 7 13:45:10 2007 From: hzeitz at uic.edu (Zeitz, Howard) Date: Fri, 7 Dec 2007 12:45:10 -0600 (CST) Subject: [HealthLiteracy 1575] Re: National Health Literacy Act of 2007! In-Reply-To: <475948780200002D00004C37@bostongwia.jsi.com> References: <475948780200002D00004C37@bostongwia.jsi.com> Message-ID: <9830.198.190.160.3.1197053110.squirrel@webmail.uic.edu> Julie: I agree with your comments. Our local Health Literacy Partnership "walks the talk"--it is a joint venture between the Literacy Council, the University of Illinois, and many members of the local health care delivery community. Our assessment is the same as yours, namely that delivery of safe effective health care provides an opportunity to acquire a larger pool of resources than literacy alone curently attracts. A large portion of the dollars could be used to initiate or enhance the overall literacy program which would then incorporate the health literacy initiative into its curriculum; the remaining dollars could be directed towards training for the health care professionals working in the health care delivery agencies. Howard =========================================================================== On Fri, December 7, 2007 12:19 pm, Julie McKinney wrote: > Daphne and others, > > I appreciate you raising this valid point. I did actually mention this > concern to Andrew McKechnie, the staff member from Senator Coleman's > office who is working on this. I really think that, while it seems that > this effort may be in competition with general adult literacy efforts, > that it is not actually competing as directly as it seems. In some ways, > bringing this issue into the limelight may actually help raise awareness > of the need for addressing adult literacy in general. > > Health literacy is not just a subset of adult literacy, and efforts > (interventions, projects, research, resources, etc.) related to health > literacy are not just a subset of adult education efforts. The medical > community is a full partner in this, and any work towards improving health > literacy will involve them. In general, health tends to have better > funding than adult education. I think it's reasonable to assume that any > funds directed at health literacy will not be simply deducted from adult > literacy funds, but identified from a variety of sources that fund health > programs as well. > > For example, there are funds that go to programs within the Health > Resources and Services Administration (HRSA) directed at reducing health > disparities in the U.S. This is an area that could make tremendous > progress by focusing on health literacy. > > The interventions and research that may materialize from a bill like this > would involve (hopefully!) hospitals and health systems improving their > service delivery just as much, if not more, than they would focus on adult > literacy programs including health in their curricula. > > How might this actually help adult literacy? I can think of two ways. I > talked with members of the National Coalition for Literacy this week in > their policy forum on health literacy, and they seemed to think that > health literacy may be able to serve as a "hook" that will bring adult > literacy issues into Americans' consciousness in a way that has not been > achieved so far. Also, the bill has potential to bring about a better > connection between health professionals and adult literacy professionals. > (Also something that we have been working towards, but slowly...) Ideally > this would bring to light how instrumental adult literacy practitioners' > expertise is in connecting effectively with hard-to-reach populations. > This would, hopefully raise the status of literacy professionals. > > Sorry to go on so long. I hope this makes sense, and I would love to hear > from others! > > All the best, > Julie > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > >>>> "Daphne Greenberg" 12/07/07 12:02 PM >>> > When I first heard about this a few weeks ago, I was very excited. > However, as I have had time to think about this, my excitement has > lessened. It is confusing that Congress would be considering a new > literacy related bill, while at the same time considering to cut adult > literacy funding. Is the health literacy community not aware of this, or > is the health literacy community thinking that the best way to get money > for adult literacy would be to introduce a new type of bill, or maybe > because there is so little communication between health literacy folks and > general adult literacy folks, that much thought wasn't given to this > confusion? > > If the health literacy bill is funded, AND the general adult literacy > funding cut, does this imply that for example, workplace literacy folks > should go for their own bill as should all other aspects of adult > literacy? > > Here is my perception: > > Health literacy focuses on all aspects of literacy related to health. So > for example, if I am a 60 year old man with poor literacy skills and > prostrate cancer, a good health literacy program for me, would focus on > aspects of literacy related to prostrate cancer, screenings, hospital > visits, medication, surgery, etc. I many not have time/inclination for > learning about other aspects of literacy related to other issues > surrounding health-such as dental care, psychological therapies, etc. > > General adult literacy focuses on lifelong literacy skills that will help > individuals tackle literacy tasks, regardless of content area-and > therefore focuses on decoding, comprehension, spelling, critical thinking- > tools that generalize to all aspects of literacy and generalize to all > types of lifelong tasks-whether one experiences them at the age of 20 or > 90. > > It therefore seems to me that health literacy and general adult literacy > need to work together, and one could argue that each type of approach is > vital and necessary, and neither approach is sufficient on its own. This > would be true for other aspects of literacy as well (for example, > workplace literacy). So for example, when I am newly diagnosed with > something, I may need very functional literacy skills-I need the sight > vocabulary and the understanding of all the new concepts that will be > presented to me. This is a strength of a health literacy program. So for > example, I will need to learn to read the word prostrate but not > necessarily the skills of why the word says prostrate. However, knowing > why prostrate says prostrate, are the exact skills that if I learned them, > would help me when I had my next medical crisis hit and would need to > learn a whole new set of words. And this is where the general adult > literacy classes come in. Ideally, we want to be able to teach the person > the tools s/he will need for the future. > > If my thinking is correct, then what needs to happen is a coming together > of the field at large. We should not be splintering adult literacy into > health literacy bills, workplace literacy bills, general adult literacy > bills, etc. > > Daphne Greenberg > Georgia State University > >>>> "David J. Rosen" 12/4/2007 9:39 AM >>> > Julie and others, > > It is heartening to see a bi-partisan bill on health literacy > introduced in Congress. However, it is disquieting to know that basic > literacy and numeracy services to adults could be losing $12.5 > million federal funds a year at the same time that health literacy > gets funded for $10m a year. It is important, I believe, for those > who are advocating for health literacy not to do so in a vacuum but > also to advocate for services that will help adults learn to read, > write, do numeracy, and, for immigrants, to learn English. I > encourage those who may be interested in advocacy to subscribe to the > AAACE-NLA discussion list whose focus is adult literacy public policy > advocacy. To do so go to: > > http://lists.literacytent.org/mailman/listinfo/aaace-nla > > David J. Rosen > djrosen at comcast.net > > > On Dec 3, 2007, at 2:27 PM, Julie McKinney wrote: > >> Hi Everyone, >> >> Great news for health literacy! >> >> Senator Coleman plans to introduce legislation for the National Health >> Literacy Act of 2007 within the next few days. This much needed >> federal >> support to advance our public's health literacy has bi-partisan >> support for >> introduction from Senator Harkin. >> >> You can read the draft of the bill at the following link: >> http://foundation.acponline.org/ >> >> We will post links soon where you can track the bill's progress on >> its journey. In the meantime, I would love to hear people's >> thoughts on the bill and any suggestions for those involved. >> >> (This is instead of this week's Wednesday Question: on Wednesday I >> will be at the National Coalition for Literacy Policy Forum on >> Health Literacy.) So let's hear any thoughts on the bill or policy >> ideas! >> >> All the best, >> Julie >> >> >> >> >> >> Julie McKinney >> Discussion List Moderator >> World Education/NCSALL >> jmckinney at worlded.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to djrosen at comcast.net > ---------------------------------------------------- Howard J Zeitz, MD Rockford Regional Partnership for Health Literacy (RRPHL) 1601 Parkview Ave Rockford, IL 61107 T: 815-395-5693 F: 815-395-5671 From pleasant at aesop.rutgers.edu Fri Dec 7 14:12:57 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Fri, 07 Dec 2007 14:12:57 -0500 Subject: [HealthLiteracy 1576] Re: Med. School Literacy "standard patients" In-Reply-To: References: Message-ID: Hi Would be very helpful if you could hunt down one report or the other on this. (for me at least) I wouldn't recommend not letting participants know these sort of activities are learning exercises. Deception never works in the end. Given that 88% of the country (almost 9 out of 10) is below the proficient level (NAAL), there is no justification to 'dumb down' the process - it is demeaning and the barriers and challenges are significant enough without that. Health literacy is everyone's problem, not just someone else's. thanks, Andrew >Dear List Surv, > >Here is a brief summary of a health/literacy program that was >conducted during the 1990s at the Univ. of Colorado Med School. > >The purpose was to create awareness of the literacy problems, >and teach mediating actions to reduce the problems. The program was >funded by NCI and ran for 2 years. Laurie Schneider of AMC was >involved in facilitating the program. (Ceci and I had very minor >roles as consultants.) > >To teach awareness of the problems, the program employed actors and >actresses of several ethnic groups to act as "standarized patients". >They were given training to act as patients who had limited literacy >skills. (The students were not told in advance that this was role >playing.) The actors interacted with the med students in typical >examining room situations. After these interactions, students were >advised of ways they could have improved their communications with >the pts. > >Some findings: > >- The awareness goal was reached, and the students enjoyed the encounters. > >- The actors/actresses did not like their roles. They felt >demeanded to play "dumb" characters. > >- Soon the word got around to the students that these were not real >patients, and being bright young people, and they began to "game" >the system. > >- I believe that the program died; primarily for lack of funds. >(And perhaps for lack of a strong advocate.) > >- A preliminary report was issued at the end of 2 years, but I >don't believe there was a final report. > >We hope this can add a bit on curriculum. Is it of any help? > >Ceci and Len Doak > > > > > > > > > > > >Check out AOL Money & Finance's list of the >hottest >products and >top >money wasters of 2007. > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From BBayldon at childrensmemorial.org Sat Dec 8 09:01:42 2007 From: BBayldon at childrensmemorial.org (Bayldon, Barbara) Date: Sat, 8 Dec 2007 08:01:42 -0600 Subject: [HealthLiteracy 1577] Re: Medical School curriculum In-Reply-To: Message-ID: <9646597D854D1F4C819DD231BEACD63382130B@CMHEXC02EVS.childrensmemorial.org> I am sorry to enter this discussion at such a late date; I was unable to earlier. I and a colleague of mine, Mariana Glusman, from the Section of Primary Care at Children's Memorial Hospital in Chicago have become involved with health literacy efforts, and went to the AMA Train the Trainor Workshop on health literacy a few years ago, and have since started doing workshops at various area medical centers in conjunction with our state chapter of the American Academy of Pediatrics and have created a workshop for our residents, which we are continuing to develop. I am not clear about whether the workshop would be the type of thing that you are looking for. We are currently working on curriculum for residents and other heath profiessionals at our institution. It is great to learn of all the efforts which are on-going at this time, I still have many e-mails to read from this disucssion, but from my perspective as a pediatrician feel that it is really important to figure out the right hook for pediatricians who are much less advanced in this area in terms of research,awareness (the AAP just completed a survey looking at perceptions of health literacy and techniques used, data just beng looked at) and skills to address the gap between demands of the system and skills of the families. Barbara BayldonBarbara Bayldon, M.D. Assistant Professor Northwestern University Head Section of Primary Care Division of General Academic Medicine Children's Memorial Hospital 2300 Children's Plaza Chicago Il 60614 Phone 773-880-3830 e-mail bbayldon at childrensmemorial.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Wednesday, December 05, 2007 9:07 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1564] Re: Medical School curriculum Hi all ... Fascinating amount of interest. Personally I think more is better. If you can make it one of the following I can find a way to put it online and lots of people can use it. - MS Word document (.doc) -- NOT .docx (please) - Acrobat file (.pdf) - A link to an existing web resource. As before, add a note about who you are, what the class is, and who it is targeted at to help organize them. Best, Andrew Pleasant >Dear Andrew and the List, > >It is great that you are doing this and I am wondering how you are >defining medical school curriculum. > >I teach a Seminar in Health Literacy at Tufts University School of Medicine. >It is a skills oriented course and attracts a multi-disciplinary group >of students, including health communication majors, nutrition majors, >and medical students. It is not just for medical students but I assume >this course would meet the criteria as it is being offered through a >medical school. > >But, I am also developing a CME course on health information literacy >that will NOT be offered through a medical school but through >hospital-based libraries. Would you want to include this type of >medical education course as well? What about other health care provider trainings? > >Sabrina >--------------------- >Sabrina Kurtz-Rossi, M.Ed., Health Literacy Consultant Adjunct Clinical >Instruction, Tufts University School of Medicine Coordinator, Health >Information Literacy Research Project Medical Library Association >781-835-6488 phone; 781-391-4409 fax; >sabrina_kurtz-rossi at comcast.net > > >-----Original Message----- >From: healthliteracy-bounces at nifl.gov >[mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant >Sent: Tuesday, December 04, 2007 10:06 PM >To: The Health and Literacy Discussion List >Subject: [HealthLiteracy 1556] Re: Medical School curriculum > >Hi, > >I will and yes that is correct. > >If you (anyone) has a curriculum that you can send me in either MS Word >or Adobe Acrobat (pdf) format I will post it on the web and begin to >create a collection of health literacy curriculum that can be updated >as we (continue to) grow as an academic community. Along with the >syllabus, do let me know who you are, where you are, and what type of >students the course is targeted at. > >After I get them all posted, I will let the list know the URL. > >Andrew > > > >>Andrew, thanks for doing this! When you are done, please let us know >>on the list. I would love to put it on the ALE Wiki as well. >> >>Those of you who wrote in with just an address, or a "Me too!"--I >>assume you wanted to get the final compilation. When it's available >>online, we will lead you to a link. If you have a curriculum to >>submit, send it to Andrew Pleasant. (Is that correct, Andrew?) >> >>What a great idea! >> >>Julie >> >>Julie McKinney >>Discussion List Moderator >>World Education/NCSALL >>jmckinney at worlded.org >> >>>>> Andrew Pleasant 12/04/07 10:52 AM >>>>> >>> >>Hi everyone ... >> >>If you would want to ... please send me your collected syllabi (either >>as Word or .pdf documents) and I will begin a collection of them >>online in one place. >> >>thanks, >> >>Andrew Pleasant >> >> >> >>>Dear all -- >>> >>>I teach in a field outside medicine: applied linguistics, also >>>sometimes known as TESOL (Teaching English to Speakers of Other >>>Languages), basically, teacher education for future ESL/EFL teachers. >>>Last summer, I taught a new course called Seminar in Immigrant >>>Literacies which includes a unit on health literacy. The class is >>>directed towards advanced undergrad and grad students in our program >>>but we recruit in Health Ed, Nursing, and Public Health. Last summer >>>we had students from the nursing program taking the class alongside >>>students from the TESOL program. The cross-disciplinary dynamic is >>>fascinating, with the nursing students learning more about the >>>language demands of the health care context, and the TESOL students > >>learning more about the health care system and content of health > care >>>tasks. Both groups come away with a fuller understanding of the >>>health care needs of immigrant communities... >>> >>>I can share the syllabus with interested folks. >>> >>>Maricel Santos >>> >>> >>>eQuoting "Zarcadoolas, Christina" : >>> >>>> I teach a course in Health Literacy to medical students and MPH >students >>>> at our medical school. >>>> I'd be happy to share the curriculum. >>>> >>>> >>>> Christina Zarcadoolas PhD >>>> Dept. of Community and Preventive Medicine >>>> Mount Sinai School of Medicine >>>> One Gustave Levy Place >>>> Box 1043 >>>> New York, NY 10029 >>>> 212-241-0625 >>>> christina.zarcadoolas at mssm.edu >>>> >>>> >>>> >>>> _____ >>>> >>>> From: healthliteracy-bounces at nifl.gov >>>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com >>>> Sent: Monday, December 03, 2007 2:29 PM >>>> To: healthliteracy at nifl.gov >>>> Subject: [HealthLiteracy 1529] Medical School curriculum >>>> >>>> >>>> Hello, >>>> >>>> I recieve the Health and literacy email discussion and find the >breadth >>>> fascinating and heartening. >>>> I am a physician,completing fellowship training in specialty of >>>> Geriatric >>>> Medicine, at the John A Burns School of Medicine, University of >Hawaii. >>>> My >>>> colleagues and I are in the process of developing a Health Literacy >>>> Curriculum >>>> for medical students and other physicians in training. A literature >>>> review has >>>> had low yield regarding other medical or professional schools >>>> intergrating the >>>> topic of Health Literacy into their curriculum. >>>> >>>> Does anyone have any knowledge of medical or other professional >schools >>>> incorporating health literacy into their training curriculum? >>>> >>>> Thank you in advance for your input. >>>> >>>> Karen Lubimir, M.D., D.M.D. >>>> Fellow, Department of Geriatric Medicine >> >> John A. Burns School of Medicine >>>> University of Hawaii >>>> Honolulu, HI >>>> > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bbayldon at childrensmemorial.org From BBayldon at childrensmemorial.org Sat Dec 8 09:27:34 2007 From: BBayldon at childrensmemorial.org (Bayldon, Barbara) Date: Sat, 8 Dec 2007 08:27:34 -0600 Subject: [HealthLiteracy 1578] Re: Medical School curriculum In-Reply-To: Message-ID: <9646597D854D1F4C819DD231BEACD633821312@CMHEXC02EVS.childrensmemorial.org> There has been a survey regarding ped resident awareness etc, but not that I ma aware of by pediatric program. Barbara Bayldon, M.D. Assistant Professor Northwestern University Head Section of Primary Care Division of General Academic Medicine Children's Memorial Hospital 2300 Children's Plaza Chicago Il 60614 Phone 773-880-3830 e-mail bbayldon at childrensmemorial.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Podschun, Gary Sent: Tuesday, December 04, 2007 3:47 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1551] Re: Medical School curriculum Is anyone familiar with any published reports about the extent to which health literacy/communication is included in medical school curricula? That is, has there been a survey/assessment of all medical training programs to evaluate curricula with regard to health literacy? Thanks. _________________________________ Gary D. Podschun Manager, Community Outreach and Cultural Competence Council on Access, Prevention and Interprofessional Relations 312.440.7487 T 312.440.4640 F podschung at ada.org American Dental Association | 211 E. Chicago Ave. | Chicago, IL 60611 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Marcus, Erin Sent: Tuesday, December 04, 2007 1:14 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1546] Re: Medical School curriculum The American Academy on Healthcare Communication, together with Drexel University, has created a website called Doc.com that's used by many medical schools as part of their clinical skills and communication skills curricula. This website includes information on low literacy in several of its "learning modules" and also addresses strategies that have been advocated for improving patient understanding, such as the teach-back method. The website address is: http://webcampus.drexelmed.edu/doccom/user/ Erin N. Marcus, M.D., M.P.H., F.A.C.P. Associate Professor of Clinical Medicine Associate Medical Director Institute for Women's Health University of Miami Miller School of Medicine Clinical Research Building, 1120 NW 14th St. (M-716) Miami, FL 33136 The information contained in this transmission may contain privileged and confidential information, including patient information protected by federal and state privacy laws. It is intended only for the use of the person(s) named above. If you are not the intended recipient, you are hereby notified that any review, dissemination, distribution or duplication of this communication is strictly prohibited. If you are not the intended recipient, please contact the sender by reply email and destroy all copies of the original message. -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of seubert.douglas at marshfieldclinic.org Sent: Tuesday, December 04, 2007 10:40 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1540] Re: Medical School curriculum In the messages about health literacy curriculum, several people stated "I can share the syllabus with interested folks." Whomever's making the list of "interested folks,"... PUT ME ON IT! I'd be grateful to receive any information on this topic and share what I have as well. Thanks. Doug Seubert Guideline Editor Quality Improvement & Care Management Marshfield Clinic 1000 N Oak Avenue Marshfield, WI 54449 (715) 387-5096 (1-800-782-8581 ext. 75096) seubert.douglas at marshfieldclinic.org ------Original Message------ From: "Maricel G. Santos" Date: Tue Dec 04, 2007 -- 09:34:07 AM To: "healthliteracy at nifl.gov" Subject: [HealthLiteracy 1537] Re: Medical School curriculum Dear all -- I teach in a field outside medicine: applied linguistics, also sometimes known as TESOL (Teaching English to Speakers of Other Languages), basically, teacher education for future ESL/EFL teachers. Last summer, I taught a new course called Seminar in Immigrant Literacies which includes a unit on health literacy. The class is directed towards advanced undergrad and grad students in our program but we recruit in Health Ed, Nursing, and Public Health. Last summer we had students from the nursing program taking the class alongside students from the TESOL program. The cross-disciplinary dynamic is fascinating, with the nursing students learning more about the language demands of the health care context, and the TESOL students learning more about the health care system and content of health care tasks. Both groups come away with a fuller understanding of the health care needs of immigrant communities... I can share the syllabus with interested folks. Maricel Santos eQuoting "Zarcadoolas, Christina" : > I teach a course in Health Literacy to medical students and MPH students > at our medical school. > I'd be happy to share the curriculum. > > > Christina Zarcadoolas PhD > Dept. of Community and Preventive Medicine Mount Sinai School of > Medicine One Gustave Levy Place Box 1043 New York, NY 10029 > 212-241-0625 > christina.zarcadoolas at mssm.edu > > > > _____ > > From: healthliteracy-bounces at nifl.gov > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > Sent: Monday, December 03, 2007 2:29 PM > To: healthliteracy at nifl.gov > Subject: [HealthLiteracy 1529] Medical School curriculum > > > Hello, > > I recieve the Health and literacy email discussion and find the breadth > fascinating and heartening. > I am a physician,completing fellowship training in specialty of > Geriatric Medicine, at the John A Burns School of Medicine, University > of Hawaii. > My > colleagues and I are in the process of developing a Health Literacy > Curriculum for medical students and other physicians in training. A > literature review has had low yield regarding other medical or > professional schools intergrating the topic of Health Literacy into > their curriculum. > > Does anyone have any knowledge of medical or other professional schools > incorporating health literacy into their training curriculum? > > Thank you in advance for your input. > > Karen Lubimir, M.D., D.M.D. > Fellow, Department of Geriatric Medicine John A. Burns School of > Medicine University of Hawaii Honolulu, HI > > > -----Original Message----- > From: Julie McKinney > To: healthliteracy at nifl.gov > Sent: Thu, 29 Nov 2007 3:25 pm > Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > > > Hi Everyone, > > I don't want to interrupt the topic of using TV for ESOL in health > settings, but I want to ask for some feedback for this week's > question. > > What kinds of policy changes would be helpful to health literacy > efforts? It could be national or state policy, policy within your > professional system, or policy within your specific program. The field > is open. Any ideas or wishes? > > Thanks, > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to klubimir at aol.com > > _____ > > More new features than ever. Check out the new AOL Mail > d=aolcmp00050000000003> ! > > -- Maricel G. Santos Assistant Professor English Department, MA TESOL Program San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 415-338-7445 (office) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to seubert.douglas at marshfieldclinic.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to emarcus at med.miami.edu ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to podschung at ada.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to bbayldon at childrensmemorial.org From Cindy.Brach at ahrq.hhs.gov Tue Dec 11 12:16:54 2007 From: Cindy.Brach at ahrq.hhs.gov (Brach, Cindy (AHRQ)) Date: Tue, 11 Dec 2007 12:16:54 -0500 Subject: [HealthLiteracy 1578] Ideas for collaboration between adult literacy and health communities Message-ID: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> Last week I attended the National Coalition for Literacy's policy forum, "Health Literacy: Dual Problem, Dual Solution." Unfortunately, I had to leave before the breakout groups that brainstormed ideas for collaboration between the adult literacy and health communities met. I thought I would use this listserv to profile a couple of examples of successful collaboration. In Iowa there is a four-year collaboration between the Iowa Health System and the New Readers of Iowa. I had the privilege to attend their joint conference last spring (http://wiki.literacytent.org/index.php/The_Iowa_New_Readers_of_Iowa_Coa lition_Conference:_Building_Health_Literacy_Leaders). New Readers shared experiences about what it was like for them when they accessed the health system. New Readers also reported the ease of way-finding when they conducted a facility walk-through. Health professionals participating in a Health Literacy Collaborative described getting input from New Readers when simplifying their informed consent forms. Pharmacy students conducted brown bag medication reviews for New Readers. Health Professionals practiced health communication skills with New Readers in role playing exercises (e.g., giving patient discharge instructions). Mary Ann Abrams (Iowa Health System) and Archie Willard (New Readers of Iowa) deserve a huge amount of credit for their joint undertakings. In New York City community-based literacy programs and health providers have created health literacy partnerships. Elyse Barbell Rudolph, of NY's Literacy Assistance Center, is one of the powerful forces behind this collaboration. The literacy programs implemented Rima Rudd's Health Literacy Study Circles (www.hsph.harvard.edu/healthliteracy/curricula.html), resulting in 20% of class time being devoted to health literacy topics. Health educators and administrators visited classes, and hosted field trips to facilities. Health providers also educated their staff about health literacy. A speaker at the NCL policy forum (was it Dr. Lynn Nielsen??) mentioned research indicating that adult learners who study health topics learn faster than those studying other topics. I hope those working on the local level will take inspiration from these examples and share some of their own. Cindy Brach Center for Delivery, Organization, and Markets Agency for Healthcare Research and Quality 540 Gaither Road Rockville, MD 20850 phone: 301-427-1444 fax: (301) 427-1430 Cindy.Brach at ahrq.hhs.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071211/a4123dc8/attachment.html From mdrewhohn at aol.com Tue Dec 11 14:49:47 2007 From: mdrewhohn at aol.com (mdrewhohn at aol.com) Date: Tue, 11 Dec 2007 14:49:47 -0500 Subject: [HealthLiteracy 1579] Re: National Health Literacy Act of 2007 Message-ID: <8CA0A461E8B8C59-3CC-1EA7@FWM-M19.sysops.aol.com> I would like to?echo the concerns voiced by Julie McKinney, Daphne Greenberg and David Rosen?about the National Health Literacy Act competing with Adult Literacy funding.? And to comment that the potential for the two movements to work together is very strong.? Already there are terrific models of?the adult literacy and health literacy education systems working collaborately to integrate health literacy education into adult literacy curriculum and to enhance delivery of health care services for vulnerable populations. Here in Massachusetts, 10 programs are funded to do "participatory health education" in a student-led, empowerment model.? A large number of other Massachusetts programs integrate health in a variety of other ways but all of the Massachusetts programs rely on community health literacy educators to assist them in teaching/learning -- and in facilitating access to health services.? Health screening services on site?are common.? Some programs are?even working with health organizations to develop adult literacy students as "community health educators" California, Georgia, Illinois?and New York City have also done a lot of work to integrate health literacy education into adult literacy program.? I believe Iowa has also done signficant work.? And I am sure there is lots of other great work going on that I don't know about. I hope folks from these states on the list will give us more details about what they are currently doing. Looking at these models and their collaborations will?develop?understanding of how the two fields could work together to address health disparities and leverage resources for both fields. Marcia Drew Hohn, Ed.D. Director of Public Education Immigrant Learning Center 442 Main St., Malden, MA 02148 781-322-9777 ________________________________________________________________________ More new features than ever. Check out the new AOL Mail ! - http://webmail.aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071211/fa9371ca/attachment.html From Alisha_F_Ellwood at bluecrossmn.com Tue Dec 11 15:29:49 2007 From: Alisha_F_Ellwood at bluecrossmn.com (Alisha_F_Ellwood at bluecrossmn.com) Date: Tue, 11 Dec 2007 14:29:49 -0600 Subject: [HealthLiteracy 1580] Re: Ideas for collaboration between adult literacy and health communities In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> Message-ID: In Minnesota, we too are working to collaborate with adult literacy programs. In 2006 we formed the Minnesota Health Literacy Partnership as a program of the Minnesota Literacy Council (MLC). We strongly believe that understanding the key aspects of adult education will enhance the work we do to promote health literacy and educate health care consumers about their health. To learn more about the Partnership you can visit our website http://healthlit.themlc.org. You may also visit MLC's website www.themlc.org to learn more about their work in Minnesota. Alisha Ellwood, MA, LAMFT Minnesota Health Literacy Partnership chair Project Manager, Health Care Improvement Department Blue Cross and Blue Shield of Minnesota Phone: 651-662-0986 Fax: 651-662-0718 E-mail: alisha_ellwood at bluecrossmn.com Health Care Improvement makes a healthy difference in people's lives through improving processes and outcomes and by enhancing relationships. "Brach, Cindy (AHRQ)" Sent by: healthliteracy-bounces at nifl.gov 12/11/2007 01:28 PM Please respond to The Health and Literacy Discussion List To HealthLiteracy at nifl.gov cc ncl at ncldc.net Subject [HealthLiteracy 1578] Ideas for collaboration between adult literacy and health communities Last week I attended the National Coalition for Literacy's policy forum, "Health Literacy: Dual Problem, Dual Solution." Unfortunately, I had to leave before the breakout groups that brainstormed ideas for collaboration between the adult literacy and health communities met. I thought I would use this listserv to profile a couple of examples of successful collaboration. In Iowa there is a four-year collaboration between the Iowa Health System and the New Readers of Iowa. I had the privilege to attend their joint conference last spring ( http://wiki.literacytent.org/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_Building_Health_Literacy_Leaders ). New Readers shared experiences about what it was like for them when they accessed the health system. New Readers also reported the ease of way-finding when they conducted a facility walk-through. Health professionals participating in a Health Literacy Collaborative described getting input from New Readers when simplifying their informed consent forms. Pharmacy students conducted brown bag medication reviews for New Readers. Health Professionals practiced health communication skills with New Readers in role playing exercises (e.g., giving patient discharge instructions). Mary Ann Abrams (Iowa Health System) and Archie Willard (New Readers of Iowa) deserve a huge amount of credit for their joint undertakings. In New York City community-based literacy programs and health providers have created health literacy partnerships. Elyse Barbell Rudolph, of NY's Literacy Assistance Center, is one of the powerful forces behind this collaboration. The literacy programs implemented Rima Rudd's Health Literacy Study Circles (www.hsph.harvard.edu/healthliteracy/curricula.html ), resulting in 20% of class time being devoted to health literacy topics. Health educators and administrators visited classes, and hosted field trips to facilities. Health providers also educated their staff about health literacy. A speaker at the NCL policy forum (was it Dr. Lynn Nielsen??) mentioned research indicating that adult learners who study health topics learn faster than those studying other topics. I hope those working on the local level will take inspiration from these examples and share some of their own. Cindy Brach Center for Delivery, Organization, and Markets Agency for Healthcare Research and Quality 540 Gaither Road Rockville, MD 20850 phone: 301-427-1444 fax: (301) 427-1430 Cindy.Brach at ahrq.hhs.gov ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to alisha_f_ellwood at bluecrossmn.com ---------------------------- Important news about email communications: If our business rules identify sensitive information, you will receive a ZixMail Secure Message with a link to view your message. First-time recipients will be asked to create a password before they are granted access. To learn more about ZixMail, ZixCorp Secure Email Message Center, and other ZixCorp offerings, please go to http://userawareness.zixcorp.com/secure4/index.php ---------------------------- The information contained in this communication may be confidential, and is intended only for the use of the recipient(s) named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this communication, or any of its contents, is strictly prohibited. If you have received this communication in error, please return it to the sender immediately and delete the original message and any copy of it from your computer system. If you have any questions concerning this message, please contact the sender. Unencrypted, unauthenticated Internet e-mail is inherently insecure. Internet messages may be corrupted or incomplete, or may incorrectly identify the sender. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071211/866a681a/attachment.html From pleasant at aesop.rutgers.edu Tue Dec 11 22:20:40 2007 From: pleasant at aesop.rutgers.edu (Andrew Pleasant) Date: Tue, 11 Dec 2007 22:20:40 -0500 Subject: [HealthLiteracy 1581] Re: Ideas for collaboration between adult literacy and health communities In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> References: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> Message-ID: Hi Cindy et al. (geez, I was trying to stay off the list for a bit ...sorry) Agreed ... very nice meeting indeed. One unfortunate observation is that so few people (1-2 at most I think) attended both this and the American College of Physicians health literacy conference held just down the street a week earlier. I hope that will change in the future. It wasn't Lynn Nielsen, but Paul Smith of Wisconsin who as part of his quite interesting talk delivered the report from a study (not his own) that folks learned faster when using health materials. Does anyone happen to know the original source of that data? And regarding the curricula (replying to Barbara's et al. last questions in particular) ... do send them still. Many emails on the topic, but only a couple with curricula attached. Best, Andrew >Content-type: multipart/alternative; > boundary="Boundary_(ID_h6PjJGzlfXDQtRq+UlrJJw)" >Content-class: urn:content-classes:message > >Last week I attended the National Coalition for Literacy's policy >forum, "Health Literacy: Dual Problem, Dual Solution." >Unfortunately, I had to leave before the breakout groups that >brainstormed ideas for collaboration between the adult literacy and >health communities met. I thought I would use this listserv to >profile a couple of examples of successful collaboration. > >In Iowa there is a four-year collaboration between the Iowa Health >System and the New Readers of Iowa. I had the privilege to attend >their joint conference last spring >(http://wiki.literacytent.org/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_Building_Health_Literacy_Leaders). >New Readers shared experiences about what it was like for them when >they accessed the health system. New Readers also reported the ease >of way-finding when they conducted a facility walk-through. Health >professionals participating in a Health Literacy Collaborative >described getting input from New Readers when simplifying their >informed consent forms. Pharmacy students conducted brown bag >medication reviews for New Readers. Health Professionals practiced >health communication skills with New Readers in role playing >exercises (e.g., giving patient discharge instructions). Mary Ann >Abrams (Iowa Health System) and Archie Willard (New Readers of Iowa) >deserve a huge amount of credit for their joint undertakings. > >In New York City community-based literacy programs and health >providers have created health literacy partnerships. Elyse Barbell >Rudolph, of NY's Literacy Assistance Center, is one of the powerful >forces behind this collaboration. The literacy programs implemented >Rima Rudd's Health Literacy Study Circles >(www.hsph.harvard.edu/healthliteracy/curricula.html), >resulting in 20% of class time being devoted to health literacy >topics. Health educators and administrators visited classes, and >hosted field trips to facilities. Health providers also educated >their staff about health literacy. A speaker at the NCL policy forum >(was it Dr. Lynn Nielsen??) mentioned research indicating that adult >learners who study health topics learn faster than those studying >other topics. > >I hope those working on the local level will take inspiration from >these examples and share some of their own. > >Cindy Brach >Center for Delivery, Organization, and Markets >Agency for Healthcare Research and Quality >540 Gaither Road >Rockville, MD 20850 >phone: 301-427-1444 >fax: (301) 427-1430 >Cindy.Brach at ahrq.hhs.gov > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 From Jsorensen at afmc.org Wed Dec 12 12:35:35 2007 From: Jsorensen at afmc.org (Janet Sorensen) Date: Wed, 12 Dec 2007 11:35:35 -0600 Subject: [HealthLiteracy 1582] Re: Ideas for collaboration between adult literacy and health communities In-Reply-To: Message-ID: <6EE40CD48836434BBF299E57FBBB2AD3025BABC8@AFMCFS6.NT_AFMC.local> If someone does have the original source for the report on the study that showed people learn faster when studying health materials, please post it to the entire list! I'd love to make a case for that kind of collaboration here in Arkansas. We need all the help we can get in improving literacy, health and health literacy. Also, our former governors keep running for president but I suppose nothing can be done about that... Janet Sorensen Web Writer Arkansas Foundation for Medical Care 501-212-8644 -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Tuesday, December 11, 2007 9:21 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1581] Re: Ideas for collaboration between adult literacy and health communities Hi Cindy et al. (geez, I was trying to stay off the list for a bit ...sorry) Agreed ... very nice meeting indeed. One unfortunate observation is that so few people (1-2 at most I think) attended both this and the American College of Physicians health literacy conference held just down the street a week earlier. I hope that will change in the future. It wasn't Lynn Nielsen, but Paul Smith of Wisconsin who as part of his quite interesting talk delivered the report from a study (not his own) that folks learned faster when using health materials. Does anyone happen to know the original source of that data? And regarding the curricula (replying to Barbara's et al. last questions in particular) ... do send them still. Many emails on the topic, but only a couple with curricula attached. Best, Andrew >Content-type: multipart/alternative; > boundary="Boundary_(ID_h6PjJGzlfXDQtRq+UlrJJw)" >Content-class: urn:content-classes:message > >Last week I attended the National Coalition for Literacy's policy >forum, "Health Literacy: Dual Problem, Dual Solution." >Unfortunately, I had to leave before the breakout groups that >brainstormed ideas for collaboration between the adult literacy and >health communities met. I thought I would use this listserv to profile >a couple of examples of successful collaboration. > >In Iowa there is a four-year collaboration between the Iowa Health >System and the New Readers of Iowa. I had the privilege to attend their >joint conference last spring >(http://wiki.litera cytent.org/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_ Building_Health_Literacy_Leaders). >New Readers shared experiences about what it was like for them when >they accessed the health system. New Readers also reported the ease of >way-finding when they conducted a facility walk-through. Health >professionals participating in a Health Literacy Collaborative >described getting input from New Readers when simplifying their >informed consent forms. Pharmacy students conducted brown bag >medication reviews for New Readers. Health Professionals practiced >health communication skills with New Readers in role playing exercises >(e.g., giving patient discharge instructions). Mary Ann Abrams (Iowa >Health System) and Archie Willard (New Readers of Iowa) deserve a huge >amount of credit for their joint undertakings. > >In New York City community-based literacy programs and health providers >have created health literacy partnerships. Elyse Barbell Rudolph, of >NY's Literacy Assistance Center, is one of the powerful forces behind >this collaboration. The literacy programs implemented Rima Rudd's >Health Literacy Study Circles >(www.hsph.ha >rvard.edu/healthliteracy/curricula.html), >resulting in 20% of class time being devoted to health literacy topics. >Health educators and administrators visited classes, and hosted field >trips to facilities. Health providers also educated their staff about >health literacy. A speaker at the NCL policy forum (was it Dr. Lynn >Nielsen??) mentioned research indicating that adult learners who study >health topics learn faster than those studying other topics. > >I hope those working on the local level will take inspiration from >these examples and share some of their own. > >Cindy Brach >Center for Delivery, Organization, and Markets Agency for Healthcare >Research and Quality 540 Gaither Road Rockville, MD 20850 >phone: 301-427-1444 >fax: (301) 427-1430 >Cindy.Brach at ahrq.hhs.gov > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jsorensen at afmc.org *************************************************************************** CONFIDENTIALITY NOTICE: The information in this E-mail is confidential and may be privileged. This E-mail is intended solely for the named recipient or recipients. If you are not the intended recipient, any use, disclosure, copying or distribution of this E-mail is prohibited. If you are not the intended recipient, please inform us by replying with the subject line marked "Wrong Address" and then deleting this E-mail and any attachments. Arkansas Foundation for Medical Care, Inc. (AFMC) uses regularly updated anti-virus software in an attempt to reduce the possibility of transmitting computer viruses. We do not guarantee, however, that any attachments to this E-mail are virus-free. *************************************************************************** From julie_mcKinney at worlded.org Wed Dec 12 12:40:34 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 12 Dec 2007 12:40:34 -0500 Subject: [HealthLiteracy 1583] Wednesday Question: How can HL save $$? Message-ID: <475FD6C20200002D00004D1C@bostongwia.jsi.com> Hi Everyone, Money seems to drive everything, doesn't it? We never have enough to do the kind of teaching, intervention, research and training that we hope to do. Also, saving money is often the biggest motivator for supporting projects. In that light, today's question is about how health literacy efforts of various kinds can save money. There has been research showing that patients with inadequate health literacy cost the health system huge amounts of money in longer hospital stays, more frequent emergency room visits and poor management of chronic health conditions. I know that adult literacy is underfunded, and there is concern about a health literacy bill taking money away. But I want us to bring out all the ways in which improving health literacy (on the part of both patients and health care teams) can save money. If we can save millions of dollars from implementing good health literacy practices, that money could fund health literacy efforts and adult literacy efforts, which would in turn save more money down the road. So I invite you all to write in and tell us examples of how good health literacy practices can save money! Here's an example from NPR (It's only 7 minutes): Doctor Saved Michigan $100 Million http://www.npr.org/templates/story/story.php?storyId=17060374&sc=emaf&sc=emaf All the best, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From NDavies at dthr.ab.ca Wed Dec 12 13:24:20 2007 From: NDavies at dthr.ab.ca (Davies, Nicola) Date: Wed, 12 Dec 2007 11:24:20 -0700 Subject: [HealthLiteracy 1584] Changing Snippets In-Reply-To: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> Message-ID: <521441A4F164E1418DCAC093C9EE6D9502F047F4@DTHREXCL1.dthr.ab.ca> Hi Everyone, As flu season is here, I was wondering whether any of you have heard about initiatives referring to the flu as "influenza" because people are confusing the word 'flu' with 'stomach flu' because 'stomach flu' is a bit of a misnomer? Somebody in our health region asked me about this, and I have to admit, I have never heard of this before. Is this something new? Do any of you know anything about anything similar?? I am tempted to say that we refer to the vaccine as a "flu shot", not an "influenza shot", and lots of government information refers to it as "flu". Does anybody have any thoughts about this? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071212/4a6062c2/attachment.html From kellra at cox.net Wed Dec 12 13:25:02 2007 From: kellra at cox.net (kellra at cox.net) Date: Wed, 12 Dec 2007 10:25:02 -0800 Subject: [HealthLiteracy 1585] Re: Ideas for collaboration between adult literacy and health communities In-Reply-To: Message-ID: <20071212132502.8AAWL.11884.root@fed1wml27.mgt.cox.net> I realize I have shared this before, but in San Diego we have formed a formal partnership between the San DIego Council on Literacy and CHIP. We will be rolling out our official plan and final implementation report in early 2008. Our plans include cross training by both literacy and health professionals. More to come, including a website and currciculum development for adult literacy practitioners. Please dont hesitate to contact me with any questions. Kelli Sandman-Hurley Health Literacy Consultant San Diego Council on LIteracy ---- Alisha_F_Ellwood at bluecrossmn.com wrote: > In Minnesota, we too are working to collaborate with adult literacy > programs. In 2006 we formed the Minnesota Health Literacy Partnership as > a program of the Minnesota Literacy Council (MLC). We strongly believe > that understanding the key aspects of adult education will enhance the > work we do to promote health literacy and educate health care consumers > about their health. > > To learn more about the Partnership you can visit our website > http://healthlit.themlc.org. You may also visit MLC's website > www.themlc.org to learn more about their work in Minnesota. > > Alisha Ellwood, MA, LAMFT > Minnesota Health Literacy Partnership chair > Project Manager, Health Care Improvement Department > Blue Cross and Blue Shield of Minnesota > Phone: 651-662-0986 > Fax: 651-662-0718 > E-mail: alisha_ellwood at bluecrossmn.com > Health Care Improvement makes a healthy difference in people's lives > through improving processes and outcomes and by enhancing relationships. > > > > > "Brach, Cindy (AHRQ)" > Sent by: healthliteracy-bounces at nifl.gov > 12/11/2007 01:28 PM > Please respond to > The Health and Literacy Discussion List > > > To > HealthLiteracy at nifl.gov > cc > ncl at ncldc.net > Subject > [HealthLiteracy 1578] Ideas for collaboration between adult literacy and > health communities > > > > > > > Last week I attended the National Coalition for Literacy's policy forum, > "Health Literacy: Dual Problem, Dual Solution." Unfortunately, I had to > leave before the breakout groups that brainstormed ideas for collaboration > between the adult literacy and health communities met. I thought I would > use this listserv to profile a couple of examples of successful > collaboration. > In Iowa there is a four-year collaboration between the Iowa Health System > and the New Readers of Iowa. I had the privilege to attend their joint > conference last spring ( > http://wiki.literacytent.org/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_Building_Health_Literacy_Leaders > ). New Readers shared experiences about what it was like for them when > they accessed the health system. New Readers also reported the ease of > way-finding when they conducted a facility walk-through. Health > professionals participating in a Health Literacy Collaborative described > getting input from New Readers when simplifying their informed consent > forms. Pharmacy students conducted brown bag medication reviews for New > Readers. Health Professionals practiced health communication skills with > New Readers in role playing exercises (e.g., giving patient discharge > instructions). Mary Ann Abrams (Iowa Health System) and Archie Willard > (New Readers of Iowa) deserve a huge amount of credit for their joint > undertakings. > In New York City community-based literacy programs and health providers > have created health literacy partnerships. Elyse Barbell Rudolph, of NY's > Literacy Assistance Center, is one of the powerful forces behind this > collaboration. The literacy programs implemented Rima Rudd's Health > Literacy Study Circles (www.hsph.harvard.edu/healthliteracy/curricula.html > ), resulting in 20% of class time being devoted to health literacy topics. > Health educators and administrators visited classes, and hosted field > trips to facilities. Health providers also educated their staff about > health literacy. A speaker at the NCL policy forum (was it Dr. Lynn > Nielsen??) mentioned research indicating that adult learners who study > health topics learn faster than those studying other topics. > I hope those working on the local level will take inspiration from these > examples and share some of their own. > Cindy Brach > Center for Delivery, Organization, and Markets > Agency for Healthcare Research and Quality > 540 Gaither Road > Rockville, MD 20850 > phone: 301-427-1444 > fax: (301) 427-1430 > Cindy.Brach at ahrq.hhs.gov > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to alisha_f_ellwood at bluecrossmn.com > > > ---------------------------- > Important news about email communications: > > If our business rules identify sensitive information, you will receive a ZixMail Secure Message with a link to view your message. First-time recipients will be asked to create a password before they are granted access. To learn more about ZixMail, ZixCorp Secure Email Message Center, and other ZixCorp offerings, please go to http://userawareness.zixcorp.com/secure4/index.php > ---------------------------- > > The information contained in this communication may be confidential, and is intended only for the use of the recipient(s) named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution, or copying of this communication, or any of its contents, is strictly prohibited. If you have received this communication in error, please return it to the sender immediately and delete the original message and any copy of it from your computer system. If you have > any questions concerning this message, please contact the sender. > > Unencrypted, unauthenticated Internet e-mail is inherently insecure. Internet messages may be corrupted or incomplete, or may incorrectly identify the sender. From helen at healthliteracy.com Wed Dec 12 13:56:27 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Wed, 12 Dec 2007 13:56:27 -0500 Subject: [HealthLiteracy 1586] Re: Wednesday Question: How can HL save $$? References: <475FD6C20200002D00004D1C@bostongwia.jsi.com> Message-ID: <005001c83cf0$b3f75e90$6401a8c0@HLC> Hi all, I'm glad the topic of money has come up. Yes, it is well documented that health literacy (or rather, the lack thereof) is costly. But actual savings may be harder, if not impossible, to measure. In my hospital days as a department manager, it seemed that only the wisest leaders were willing to invest in making health literacy improvements as the payoffs would be long-term, not immediate. My ongoing recommendation is that folks doing this work use all opportunities to measure the benefits of health literacy. I used to be required to do quarterly quality improvement studies. My thinking then, as now, is that health literacy interventions are ripe for study. Just my two cents (so to speak), ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com & 508-653-1199 Speaker, Author, Plain Language Writer & Editor ----- Original Message ----- From: "Julie McKinney" To: Sent: Wednesday, December 12, 2007 12:40 PM Subject: [HealthLiteracy 1583] Wednesday Question: How can HL save $$? > Hi Everyone, > > Money seems to drive everything, doesn't it? We never have enough to do > the kind of teaching, intervention, research and training that we hope to > do. Also, saving money is often the biggest motivator for supporting > projects. In that light, today's question is about how health literacy > efforts of various kinds can save money. There has been research showing > that patients with inadequate health literacy cost the health system huge > amounts of money in longer hospital stays, more frequent emergency room > visits and poor management of chronic health conditions. > > I know that adult literacy is underfunded, and there is concern about a > health literacy bill taking money away. But I want us to bring out all the > ways in which improving health literacy (on the part of both patients and > health care teams) can save money. > > If we can save millions of dollars from implementing good health literacy > practices, that money could fund health literacy efforts and adult > literacy efforts, which would in turn save more money down the road. > > So I invite you all to write in and tell us examples of how good health > literacy practices can save money! > > Here's an example from NPR (It's only 7 minutes): > > Doctor Saved Michigan $100 Million > http://www.npr.org/templates/story/story.php?storyId=17060374&sc=emaf&sc=emaf > > All the best, > Julie > > > > > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com From alf8 at CDC.GOV Wed Dec 12 17:04:53 2007 From: alf8 at CDC.GOV (Friedman, Allison (CDC/CCID/NCHHSTP)) Date: Wed, 12 Dec 2007 17:04:53 -0500 Subject: [HealthLiteracy 1587] Re: Changing Snippets In-Reply-To: <521441A4F164E1418DCAC093C9EE6D9502F047F4@DTHREXCL1.dthr.ab.ca> References: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> <521441A4F164E1418DCAC093C9EE6D9502F047F4@DTHREXCL1.dthr.ab.ca> Message-ID: Nicola, I've cc'd Kari Sapsis on this, who's led CDC's flu campaign and is now leading the adolescent vaccine campaign. She may have some thoughts on this. Allison ________________________________ From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Davies, Nicola Sent: Wednesday, December 12, 2007 1:24 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1584] Changing Snippets Hi Everyone, As flu season is here, I was wondering whether any of you have heard about initiatives referring to the flu as "influenza" because people are confusing the word 'flu' with 'stomach flu' because 'stomach flu' is a bit of a misnomer? Somebody in our health region asked me about this, and I have to admit, I have never heard of this before. Is this something new? Do any of you know anything about anything similar?? I am tempted to say that we refer to the vaccine as a "flu shot", not an "influenza shot", and lots of government information refers to it as "flu". Does anybody have any thoughts about this? -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071212/b666e39b/attachment.html From Sheida.White at ed.gov Wed Dec 12 17:28:33 2007 From: Sheida.White at ed.gov (White, Sheida) Date: Wed, 12 Dec 2007 17:28:33 -0500 Subject: [HealthLiteracy 1588] U. of MD health literacy center Message-ID: <9AD130C5A9C3AF4E819FF940E4319F9913C64703@wdcrobe2m02.ed.gov> This past fall, University of Maryland launched the nation's only university-based center solely devoted to health literacy. Below is an excerpt from the University of Maryland's website: http://www.newsdesk.umd.edu/uniini/release.cfm?ArticleID=1507 Sheida White Health Literacy Recognizing that health literacy is among the most important contributors to overall health, the School of Public Health has made improving health literacy a major priority. The School of Public Health today also received a $2 million gift establishing the Herschel S. Horowitz Endowed Chair in Health Literacy, laying the foundation for the nation's first academic center on health literacy, the Herschel S. Horowitz Center for Health Literacy. >From left, Dean Robert Gold, Dr. Alice Horowitz and University of Maryland President C.D. Mote, Jr The Center will look at how to improve public health by increasing health literacy and will promote and conduct health literacy research and related education. The endowed chair will fund a faculty member to conduct interdisciplinary research and service initiatives that examine the complex factors influencing health literacy, with a focus on increasing the health literacy of young children and their parents in underserved populations. Recognized Programs The University of Maryland, College Park School of Public Health will also build on the former College of Health and Human Performance nationally recognized programs and faculty in community and family health, kinesiology, biostatistics, and health services administration. The University of Maryland, College Park School of Public Health began offering new graduate courses this fall leading to new degrees in public health, health services administration, epidemiology and biostatistics, and maternal and child health. From mcook at lvcv.org Thu Dec 13 09:31:08 2007 From: mcook at lvcv.org (Margarete Cook) Date: Thu, 13 Dec 2007 08:31:08 -0600 Subject: [HealthLiteracy 1589] Re: [JStarNet Spam Filter] Re: Ideas for collaboration between adultliteracy and health communities In-Reply-To: References: <04B4EF9F9E334C48903C284C4B16A19707ECA86F@AVN3VS004.ees.hhs.gov> Message-ID: <001801c83d94$cd7dffa0$6401a8c0@Notebook3> We are fortunate here in Wisconsin to have Dr. Paul Smith from the University of Wisconsin Family Medicine program be a very active board member of our statewide membership organization of literacy councils, Wisconsin Literacy. Paul helped form an official standing committee of the board for health literacy and in 2004 organized our first Health Literacy Summit that brought together adult education providers with a variety of health care providers to begin the process of raising awareness and discussions about collaborative possibilities for addressing health literacy issues in Wisconsin. This past June, over 250 adult educators, legislators, health care providers and others attended Wisconsin Literacy's 2nd Health Literacy Summit. This well attended summit, not only brought together literacy and health care, but moved beyond this meeting to forming four regional health literacy committees. These regional committees are comprised of representatives of hospitals, clinics, literacy councils, technical colleges, Area Health Education Centers, public health, media and insurance among others. They have been meeting to develop surveys of current health literacy activities, ways to raise awareness in their regions about health literacy and intervention plans for each region. We are waiting to hear about funding applications that will support numerous other projects such as forming a statewide steering committee that includes learners and other stakeholders to help oversee the regional committees and bring a cohesive message and plan to Wisconsin and a project that will develop a model for hospitals to collaborate with literacy councils to develop low level learner panels to guide the improvement of the health literacy environment of hospitals in Wisconsin. These efforts are extensions of a research project done by Dr. Smith with focus groups of low level learners that identified barriers to health care. We are very excited that Wisconsin has developed some important partnerships for addressing a huge and widespread issue of health literacy. The challenges we all face in trying to improve the health literacy of all people is the huge scope of the issue. Our hope is that by trying to address needs through regional efforts, we will be able to look at the unique needs that each partnership brings to the table. We are trying to build an infastructure that will work toward improving the health literacy levels of all portions of Wisconsin by using regional committees. Perhaps the most exciting piece of this approach has been the bi-partisan support we have seen from all stakeholders. The issue of health literacy is common to all and rises above local political partisanism. We will be happy to share our efforts as we move forward in the new year. Our first year of our regional efforts has been one of planning and information gathering that is intended to move forward into action plans as we progress. For more information, feel free to visit our website: wisconsinliteracy.org. Without a doubt, collaboration and partnership is the key to addressing this issue that crosses into so many businesses, services and lives. By having literacy councils as one of the major players at the table, you bring with you access to a population that is in the high risk category for health literacy, but has committed to improving and working toward improving their risk factors. Who better to help us, help them? Margarete Cook Northwest Regional Literacy Consultant Wisconsin Literacy http:wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Tuesday, December 11, 2007 9:21 PM To: The Health and Literacy Discussion List Subject: [JStarNet Spam Filter] [HealthLiteracy 1581] Re: Ideas for collaboration between adultliteracy and health communities Hi Cindy et al. (geez, I was trying to stay off the list for a bit ...sorry) Agreed ... very nice meeting indeed. One unfortunate observation is that so few people (1-2 at most I think) attended both this and the American College of Physicians health literacy conference held just down the street a week earlier. I hope that will change in the future. It wasn't Lynn Nielsen, but Paul Smith of Wisconsin who as part of his quite interesting talk delivered the report from a study (not his own) that folks learned faster when using health materials. Does anyone happen to know the original source of that data? And regarding the curricula (replying to Barbara's et al. last questions in particular) ... do send them still. Many emails on the topic, but only a couple with curricula attached. Best, Andrew >Content-type: multipart/alternative; > boundary="Boundary_(ID_h6PjJGzlfXDQtRq+UlrJJw)" >Content-class: urn:content-classes:message > >Last week I attended the National Coalition for Literacy's policy >forum, "Health Literacy: Dual Problem, Dual Solution." >Unfortunately, I had to leave before the breakout groups that >brainstormed ideas for collaboration between the adult literacy and >health communities met. I thought I would use this listserv to profile >a couple of examples of successful collaboration. > >In Iowa there is a four-year collaboration between the Iowa Health >System and the New Readers of Iowa. I had the privilege to attend their >joint conference last spring >(http://wiki.literacytent.o rg/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_Building_Hea lth_Literacy_Leaders). >New Readers shared experiences about what it was like for them when >they accessed the health system. New Readers also reported the ease of >way-finding when they conducted a facility walk-through. Health >professionals participating in a Health Literacy Collaborative >described getting input from New Readers when simplifying their >informed consent forms. Pharmacy students conducted brown bag >medication reviews for New Readers. Health Professionals practiced >health communication skills with New Readers in role playing exercises >(e.g., giving patient discharge instructions). Mary Ann Abrams (Iowa >Health System) and Archie Willard (New Readers of Iowa) deserve a huge >amount of credit for their joint undertakings. > >In New York City community-based literacy programs and health providers >have created health literacy partnerships. Elyse Barbell Rudolph, of >NY's Literacy Assistance Center, is one of the powerful forces behind >this collaboration. The literacy programs implemented Rima Rudd's >Health Literacy Study Circles >(www.hsph.ha >rvard.edu/healthliteracy/curricula.html), >resulting in 20% of class time being devoted to health literacy topics. >Health educators and administrators visited classes, and hosted field >trips to facilities. Health providers also educated their staff about >health literacy. A speaker at the NCL policy forum (was it Dr. Lynn >Nielsen??) mentioned research indicating that adult learners who study >health topics learn faster than those studying other topics. > >I hope those working on the local level will take inspiration from >these examples and share some of their own. > >Cindy Brach >Center for Delivery, Organization, and Markets Agency for Healthcare >Research and Quality 540 Gaither Road Rockville, MD 20850 >phone: 301-427-1444 >fax: (301) 427-1430 >Cindy.Brach at ahrq.hhs.gov > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to mcook at lvcv.org From michele at wisconsinliteracy.org Thu Dec 13 18:46:35 2007 From: michele at wisconsinliteracy.org (Michele Erikson) Date: Thu, 13 Dec 2007 17:46:35 -0600 Subject: [HealthLiteracy 1590] Re: Ideas for collaboration between adult literacy and health communities In-Reply-To: Message-ID: <20071213234653.2798E11C66@mail.nifl.gov> Hello All, Regarding the Health Literacy curricula research that was mentioned by Dr. Paul Smith from Wisconsin: As part of Wisconsin Literacy's Health Literacy Summit in June of 2007 we had Susan Levy Ph.D., Professor Emerita Public Health and Education, University of Illinois at Chicago, and Fellow, Chicago Institute for Health Research and Policy, present her research on Health Literacy Curricula and specifically on a curriculum she developed and is soon to be published in early 2008. You can access her PowerPoint presentation from our web site. On the home page the second Special Topic item gives you a link to the web cast and another link to "More Info." Click on "more info" and scroll to bottom of page to find her Power Point. We're grateful to Kaye Beall of World Education and Tim Ponder from Ohio Literacy Resource Center for helping to get Dr. Levy to the Summit. I would also recommend viewing the Web cast of Dr. Smith's presentation and Marsha Tait's presentation, Sr. Vice President of ProLiteracy Worldwide. If you are interested in contacting Dr. Levy I can get her contact information to you. It is good to be sharing - so many are doing great things! Michele Erikson Executive Director Wisconsin Literacy, Inc. 211 South Paterson Street Suite 310 Madison, WI 53703 608-257-1655 608-661-0208 (Fax) michele at wisconsinliteracy.org www.wisconsinliteracy.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Andrew Pleasant Sent: Tuesday, December 11, 2007 9:21 PM To: The Health and Literacy Discussion List Subject: [HealthLiteracy 1581] Re: Ideas for collaboration between adult literacy and health communities Hi Cindy et al. (geez, I was trying to stay off the list for a bit ...sorry) Agreed ... very nice meeting indeed. One unfortunate observation is that so few people (1-2 at most I think) attended both this and the American College of Physicians health literacy conference held just down the street a week earlier. I hope that will change in the future. It wasn't Lynn Nielsen, but Paul Smith of Wisconsin who as part of his quite interesting talk delivered the report from a study (not his own) that folks learned faster when using health materials. Does anyone happen to know the original source of that data? And regarding the curricula (replying to Barbara's et al. last questions in particular) ... do send them still. Many emails on the topic, but only a couple with curricula attached. Best, Andrew >Content-type: multipart/alternative; > boundary="Boundary_(ID_h6PjJGzlfXDQtRq+UlrJJw)" >Content-class: urn:content-classes:message > >Last week I attended the National Coalition for Literacy's policy >forum, "Health Literacy: Dual Problem, Dual Solution." >Unfortunately, I had to leave before the breakout groups that >brainstormed ideas for collaboration between the adult literacy and >health communities met. I thought I would use this listserv to >profile a couple of examples of successful collaboration. > >In Iowa there is a four-year collaboration between the Iowa Health >System and the New Readers of Iowa. I had the privilege to attend >their joint conference last spring >(http://wiki.literacytent.o rg/index.php/The_Iowa_New_Readers_of_Iowa_Coalition_Conference:_Building_Hea lth_Literacy_Leaders). >New Readers shared experiences about what it was like for them when >they accessed the health system. New Readers also reported the ease >of way-finding when they conducted a facility walk-through. Health >professionals participating in a Health Literacy Collaborative >described getting input from New Readers when simplifying their >informed consent forms. Pharmacy students conducted brown bag >medication reviews for New Readers. Health Professionals practiced >health communication skills with New Readers in role playing >exercises (e.g., giving patient discharge instructions). Mary Ann >Abrams (Iowa Health System) and Archie Willard (New Readers of Iowa) >deserve a huge amount of credit for their joint undertakings. > >In New York City community-based literacy programs and health >providers have created health literacy partnerships. Elyse Barbell >Rudolph, of NY's Literacy Assistance Center, is one of the powerful >forces behind this collaboration. The literacy programs implemented >Rima Rudd's Health Literacy Study Circles >(www.hsph.harvar d.edu/healthliteracy/curricula.html), >resulting in 20% of class time being devoted to health literacy >topics. Health educators and administrators visited classes, and >hosted field trips to facilities. Health providers also educated >their staff about health literacy. A speaker at the NCL policy forum >(was it Dr. Lynn Nielsen??) mentioned research indicating that adult >learners who study health topics learn faster than those studying >other topics. > >I hope those working on the local level will take inspiration from >these examples and share some of their own. > >Cindy Brach >Center for Delivery, Organization, and Markets >Agency for Healthcare Research and Quality >540 Gaither Road >Rockville, MD 20850 >phone: 301-427-1444 >fax: (301) 427-1430 >Cindy.Brach at ahrq.hhs.gov > > >---------------------------------------------------- >National Institute for Literacy >Health and Literacy mailing list >HealthLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/healthliteracy >Email delivered to pleasant at aesop.rutgers.edu -- ----------------------------------------------- Andrew Pleasant Assistant Professor Department of Human Ecology Extension Department of Family and Community Health Sciences Rutgers, the State University of New Jersey Cook Office Building, 55 Dudley Road #207 New Brunswick, NJ 08901 phone: 732-932-9153 x. 320; fax: 732-932-6667 ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to michele at wisconsinliteracy.org From gspangenberg at caalusa.org Fri Dec 14 07:16:57 2007 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Fri, 14 Dec 2007 07:16:57 -0500 Subject: [HealthLiteracy 1591] CAAL Releases New Commission Papers Message-ID: NEWS RELEASE (December 14, NYC) -- Two new papers prepared for the National Commission on Adult Literacy were released today by the Council for Advancement of Adult Literacy: THE FISCAL CONSEQUENCES OF ADULT EDUCATIONAL ATTAINMENT (66 pages) was prepared for the Commission?s December 4th meeting by a team of researchers from the Center for Labor Management Studies of Northeastern University, under the leadership of Commissioner Andrew Sum. The report studies the earnings of adults according to their level of education achievement in terms of the impact those earnings have on the fiscal affairs of the states and the lives of individuals. Appendix E of the report gives estimates of annual net fiscal contributions of adults by education attainment level for the 13 largest states. The report findings have major implications for the purposes and conduct of the nation?s adult education and literacy enterprise at all levels of service. The report should also be of high interest to state and federal polilcymakers and planners, as well as the business community. CHALLENGES IN ASSESSING FOR POSTSECONDARY READINESS (26 pages) was also prepared for the Commission's December 4th meeting. This Policy Brief was written by Daryl F. Mellard and Gretchen Anderson of the Division of Adult Studies, Center for Research on Learning, University of Kansas. It examines the major assessments in use today to measure adult learning gains and determine student placements ? e.g., BEST, CASAS, TABE, COMPASS, ASSET, and ACCUPLACER in terms of their uses and how they well they align with postsecondary education entry requirements. Special attention is given to the GED. The authors identify several problems and challenges as well as recommendations to resolve them. The two papers are available in PDF from the Publication page of the websites of the Commission and of CAAL: www.nationalcommissiononadultliteracy.org or www.caalusa.org. Both publications are also available in bound form from CAAL (contact bheitner at caalusa.org for ordering instructions The work of the National Commission on Adult Literacy is funded by the Dollar General Corporation, The Mc-Graw-HIll Companies, Harold W. McGraw, Jr., the Charles Stewart Mott Foundation, the Ford Foundation, and individual donors. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071214/ad61f18a/attachment.html From kbeall at onlyinternet.net Mon Dec 17 15:31:00 2007 From: kbeall at onlyinternet.net (Kaye Beall) Date: Mon, 17 Dec 2007 15:31:00 -0500 Subject: [HealthLiteracy 1592] New issue of Focus on Basics published by World Education Message-ID: <001c01c840eb$bca63300$030ba8c0@D14J7YD1> The new issue of "Focus on Basics" is now available at www.worlded.org. Published by World Education, the theme is Learning Disabilities. Articles include: - An update on the neurobiology of dyslexia - A look at legal issues related to LD and what they mean for programs - The evolution of an ABE teacher and her practice, a program and its practices, and states and their policies, all as they relate to learning disabilities - ESOL and LD, theory and practice - Assistive technology - Transitioning students with learning disabilities to college Soon you'll be able to discuss the articles with the authors and your colleagues on this list. Watch for notices soon. Regards, Barb Garner Editor -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071217/c64c2418/attachment.html From LN at uvic.ca Mon Dec 17 17:23:00 2007 From: LN at uvic.ca (Laura Nimmon) Date: Mon, 17 Dec 2007 14:23:00 -0800 (PST) Subject: [HealthLiteracy 1593] Photonovels Message-ID: <1148.142.104.193.193.1197930180.squirrel@wm3.uvic.ca> I am recently new to this great site and the recent discussion on photonovels caught my attention. My MA study in Language and Literacy Education at the University of Victoria, Canada, focused on appropriate ways to educate ESL-speaking immigrant women about health information. The immigrant women in my study created a participatory photonovel focusing on their struggles with nutrition upon migrating to Canada. I found that having the women as active participants in creating a health literacy material was very empowering for them. The process built community amongst the women and gave them a voice in their new country. Creating a photonovel is very user-friendly and economical. All you need is a digital camera, lap top and a comic producing program that costs 40 dollars. They also look great. Furthermore, because they are created by participants, they become a comprehensible health literacy tool for a similar linguistic population. I won a National Population and Public Health Student Research Award for study (2006) and my findings were published in the Canadian Journal of Public Health (July/August 2007). To see the photonovel go to my website at www.photonovel.ca (View: From Junk Food to Healthy Eating: Tanya's Journey to a Better Life) Also, Rima Rudd at Harvard University has previously been active in creating photonovels as a health literacy tool. Rudd, Comings [1994]. Learner Developed Materials: An Empowering Product, Health Education Quarterly, 21(3):33-47 I have found her work around learner developed health literacy materials to be very informative. Laura Nimmon-MA Canada -- Laura Nimmon, MA www.photonovel.ca From jpotter at gha.org Tue Dec 18 06:39:55 2007 From: jpotter at gha.org (Jan Potter) Date: Tue, 18 Dec 2007 06:39:55 -0500 Subject: [HealthLiteracy 1594] Re: Photonovels In-Reply-To: <1148.142.104.193.193.1197930180.squirrel@wm3.uvic.ca> Message-ID: Can you tell me what that software was? I've been looking at a few and would like a "good" opinion. Jan Potter -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Laura Nimmon Sent: Monday, December 17, 2007 5:23 PM To: HealthLiteracy at nifl.gov Subject: [HealthLiteracy 1593] Photonovels I am recently new to this great site and the recent discussion on photonovels caught my attention. My MA study in Language and Literacy Education at the University of Victoria, Canada, focused on appropriate ways to educate ESL-speaking immigrant women about health information. The immigrant women in my study created a participatory photonovel focusing on their struggles with nutrition upon migrating to Canada. I found that having the women as active participants in creating a health literacy material was very empowering for them. The process built community amongst the women and gave them a voice in their new country. Creating a photonovel is very user-friendly and economical. All you need is a digital camera, lap top and a comic producing program that costs 40 dollars. They also look great. Furthermore, because they are created by participants, they become a comprehensible health literacy tool for a similar linguistic population. I won a National Population and Public Health Student Research Award for study (2006) and my findings were published in the Canadian Journal of Public Health (July/August 2007). To see the photonovel go to my website at www.photonovel.ca (View: From Junk Food to Healthy Eating: Tanya's Journey to a Better Life) Also, Rima Rudd at Harvard University has previously been active in creating photonovels as a health literacy tool. Rudd, Comings [1994]. Learner Developed Materials: An Empowering Product, Health Education Quarterly, 21(3):33-47 I have found her work around learner developed health literacy materials to be very informative. Laura Nimmon-MA Canada -- Laura Nimmon, MA www.photonovel.ca ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to jpotter at gha.org From cjackson at humana.com Tue Dec 18 09:23:31 2007 From: cjackson at humana.com (Charles Jackson) Date: Tue, 18 Dec 2007 09:23:31 -0500 Subject: [HealthLiteracy 1595] Searching for free health-information downloads that are silent Message-ID: Our foundation donated a plasma screen for the wall of a health-information center at the Central Branch of the Atlanta Public Library, but there is no sound system. I know that the American Ad Council offers free health PSAs, but we are looking for free content that is silent and can be downloaded. Does anyone have any suggestions? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071218/d3bbebef/attachment.html From lisamjones44 at hotmail.com Tue Dec 18 12:12:04 2007 From: lisamjones44 at hotmail.com (lisa jones) Date: Tue, 18 Dec 2007 17:12:04 +0000 Subject: [HealthLiteracy 1596] Photonovels In-Reply-To: References: Message-ID: Laura Susan Auger has also done some great work with pregnancy education using photonovels. I agree that this can be an invaluable tool. Lisa Jones > ------------------------------> > Message: 2> Date: Mon, 17 Dec 2007 14:23:00 -0800 (PST)> From: "Laura Nimmon" > Subject: [HealthLiteracy 1593] Photonovels> To: HealthLiteracy at nifl.gov> Message-ID: <1148.142.104.193.193.1197930180.squirrel at wm3.uvic.ca>> Content-Type: text/plain;charset=iso-8859-1> > I am recently new to this great site and the recent discussion on> photonovels caught my attention.> My MA study in Language and Literacy Education at the University of> Victoria, Canada, focused on appropriate ways to educate ESL-speaking> immigrant women about health information. The immigrant women in my study> created a participatory photonovel focusing on their struggles with> nutrition upon migrating to Canada. I found that having the women as> active participants in creating a health literacy material was very> empowering for them. The process built community amongst the women and> gave them a voice in their new country.> Creating a photonovel is very user-friendly and economical. All you need> is a digital camera, lap top and a comic producing program that costs 40> dollars. They also look great. Furthermore, because they are created by> participants, they become a comprehensible health literacy tool for a> similar linguistic population.> I won a National Population and Public Health Student Research Award for> study (2006) and my findings were published in the Canadian Journal of> Public Health (July/August 2007).> To see the photonovel go to my website at www.photonovel.ca (View: From> Junk Food to Healthy Eating: Tanya's Journey to a Better Life)> Also, Rima Rudd at Harvard University has previously been active in> creating photonovels as a health literacy tool.> Rudd, Comings [1994]. Learner Developed Materials: An Empowering Product,> Health Education Quarterly, 21(3):33-47> I have found her work around learner developed health literacy materials> to be very informative.> Laura Nimmon-MA> Canada> > --> Laura Nimmon, MA> www.photonovel.ca> -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071218/6c056ecd/attachment.html From CJohnston at mail.cho.org Tue Dec 18 12:24:43 2007 From: CJohnston at mail.cho.org (Christine Johnston) Date: Tue, 18 Dec 2007 09:24:43 -0800 Subject: [HealthLiteracy 1597] informed consent--video Message-ID: <476791DB02000012001C3A09@smtp1a.mail.cho.org> Hi, We are in the process of building out the health information component of our closed-circuit tv system. One of our critical care doctors mentioned that he would like to see something on informed consent. Does anyone have a recommendation for a video/DVD on generic informed consent? Any suggestions would be appreciated. Thank you very much, Christine Johnston Family Resource & Information Center Children's Hospital & Research Center at Oakland 747 52nd St. Oakland, CA 94609 510 428-3549 cjohnston at mail.cho.org From vlewis at suffolk.lib.ny.us Tue Dec 18 13:41:45 2007 From: vlewis at suffolk.lib.ny.us (Valerie Lewis) Date: Tue, 18 Dec 2007 13:41:45 -0500 Subject: [HealthLiteracy 1598] Re: Searching for free health-informationdownloads that are silent In-Reply-To: Message-ID: <006d01c841a5$a462b240$aa6310ac@enigma.suffolk.lib.ny.us> Please keep in mind that if your information is silent, it will be of no use to people who are visually impaired or blind. Valerie "Let the shameful walls of exclusion finally come tumbling down" Preamble to the Americans with Disabilities Act George Bush, 1990 Valerie Lewis, Director Long Island Talking Book Library Administrator of Outreach Services Suffolk Cooperative Library System P.O. Box 9000 Bellport, NY 11713-9000 Phone: (631)286-1600, X1365 FAX: (631)286-1647 vlewis at suffolk.lib.ny.us -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson Sent: Tuesday, December 18, 2007 9:24 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1595] Searching for free health-informationdownloads that are silent Our foundation donated a plasma screen for the wall of a health-information center at the Central Branch of the Atlanta Public Library, but there is no sound system. I know that the American Ad Council offers free health PSAs, but we are looking for free content that is silent and can be downloaded. Does anyone have any suggestions? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. From LN at uvic.ca Tue Dec 18 14:38:19 2007 From: LN at uvic.ca (Laura Nimmon) Date: Tue, 18 Dec 2007 11:38:19 -0800 (PST) Subject: [HealthLiteracy 1599] Photonovel Software In-Reply-To: References: Message-ID: <1470.142.104.193.193.1198006699.squirrel@wm3.uvic.ca> Jan, The software I used for my MAC computer is called "Comic Life". You can purchase it on line from "Free Verse" at http://plasq.com/comiclife-win It costs around 30 dollars. For a PC computer you can use "Comic Life" for windows or a program called "Comic Book Creator" http://www.mycomicbookcreator.com/ Both are very easy to use. When I did my project, neither programs existed. The comic programs were introduced this year, so it's great for people interested in facilitating photonovel projects. Laura Laura Nimmon MA Language and Literacy Education www.photonovel.ca From jpotter at gha.org Tue Dec 18 17:25:09 2007 From: jpotter at gha.org (Jan Potter) Date: Tue, 18 Dec 2007 17:25:09 -0500 Subject: [HealthLiteracy 1600] Re: Searching for free health-informationdownloads that are silent In-Reply-To: Message-ID: I work for the Georgia Hospital Association and we are currently working on a library collaborative with the libraries in Georgia. We will be providing online patient education resources many of which have been converted for displays similar to this in other libraries (as self-playing PowerPoints). Please contact me if you wish more information. Jan Potter jpotter at gha.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Charles Jackson Sent: Tuesday, December 18, 2007 9:24 AM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1595] Searching for free health-informationdownloads that are silent Our foundation donated a plasma screen for the wall of a health-information center at the Central Branch of the Atlanta Public Library, but there is no sound system. I know that the American Ad Council offers free health PSAs, but we are looking for free content that is silent and can be downloaded. Does anyone have any suggestions? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071218/73700ee8/attachment.html From AboutDiabetes at aol.com Tue Dec 18 18:05:29 2007 From: AboutDiabetes at aol.com (AboutDiabetes at aol.com) Date: Tue, 18 Dec 2007 18:05:29 EST Subject: [HealthLiteracy 1601] Re: Searching for free health-information downloads tha... Message-ID: You are welcome to consider condensing some of our free diabetes education downloads into slide presentations on selected topics. Paul Tracey Learning About Diabetes, Inc. _www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org) **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071218/a88ee866/attachment.html From helen at healthliteracy.com Wed Dec 19 08:35:14 2007 From: helen at healthliteracy.com (Helen Osborne) Date: Wed, 19 Dec 2007 08:35:14 -0500 Subject: [HealthLiteracy 1602] Re: Photonovels References: <1148.142.104.193.193.1197930180.squirrel@wm3.uvic.ca> Message-ID: <006a01c84243$fdb886f0$6401a8c0@HLC> Hi Laura, Kudos to you and your ESL students for making this excellent photonovella. I was so intrigued that I watched, read, and listened to every word. Great job! This is a wonderful example of communicating in whatever ways work -- a necessary health literacy skill, indeed. Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com & 508-653-1199 Speaker, Author, Plain Language Writer & Editor ----- Original Message ----- From: "Laura Nimmon" To: Sent: Monday, December 17, 2007 5:23 PM Subject: [HealthLiteracy 1593] Photonovels >I am recently new to this great site and the recent discussion on > photonovels caught my attention. > My MA study in Language and Literacy Education at the University of > Victoria, Canada, focused on appropriate ways to educate ESL-speaking > immigrant women about health information. The immigrant women in my study > created a participatory photonovel focusing on their struggles with > nutrition upon migrating to Canada. I found that having the women as > active participants in creating a health literacy material was very > empowering for them. The process built community amongst the women and > gave them a voice in their new country. > Creating a photonovel is very user-friendly and economical. All you need > is a digital camera, lap top and a comic producing program that costs 40 > dollars. They also look great. Furthermore, because they are created by > participants, they become a comprehensible health literacy tool for a > similar linguistic population. > I won a National Population and Public Health Student Research Award for > study (2006) and my findings were published in the Canadian Journal of > Public Health (July/August 2007). > To see the photonovel go to my website at www.photonovel.ca (View: From > Junk Food to Healthy Eating: Tanya's Journey to a Better Life) > Also, Rima Rudd at Harvard University has previously been active in > creating photonovels as a health literacy tool. > Rudd, Comings [1994]. Learner Developed Materials: An Empowering Product, > Health Education Quarterly, 21(3):33-47 > I have found her work around learner developed health literacy materials > to be very informative. > Laura Nimmon-MA > Canada > > -- > Laura Nimmon, MA > www.photonovel.ca > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com From nfaux at vcu.edu Wed Dec 19 09:57:02 2007 From: nfaux at vcu.edu (Nancy R Faux/AC/VCU) Date: Wed, 19 Dec 2007 09:57:02 -0500 Subject: [HealthLiteracy 1603] Re: Photonovels In-Reply-To: <006a01c84243$fdb886f0$6401a8c0@HLC> Message-ID: Laura. I agree. These 'fotonovelas" are wonderful. They are very well done. I had to watch the entire one on dating just to find out how they solved their conflict. Nancy ********************************************************* Nancy R. Faux ESOL Specialist Virginia Adult Learning Resource Center Virginia Commonwealth University 3600 W. Broad Street, Suite 669 Richmond, VA 23230-4930 nfaux at vcu.edu http://www.valrc.org 1-800-237-0178 "Helen Osborne" Sent by: healthliteracy-bounces at nifl.gov 12/19/2007 09:52 AM Please respond to The Health and Literacy Discussion List To "The Health and Literacy Discussion List" cc Subject [HealthLiteracy 1602] Re: Photonovels Hi Laura, Kudos to you and your ESL students for making this excellent photonovella. I was so intrigued that I watched, read, and listened to every word. Great job! This is a wonderful example of communicating in whatever ways work -- a necessary health literacy skill, indeed. Best, ~Helen Helen Osborne, M.Ed., OTR/L Health Literacy Consulting & Health Literacy Month www.healthliteracy.com & www.healthliteracymonth.org helen at healthliteracy.com & 508-653-1199 Speaker, Author, Plain Language Writer & Editor ----- Original Message ----- From: "Laura Nimmon" To: Sent: Monday, December 17, 2007 5:23 PM Subject: [HealthLiteracy 1593] Photonovels >I am recently new to this great site and the recent discussion on > photonovels caught my attention. > My MA study in Language and Literacy Education at the University of > Victoria, Canada, focused on appropriate ways to educate ESL-speaking > immigrant women about health information. The immigrant women in my study > created a participatory photonovel focusing on their struggles with > nutrition upon migrating to Canada. I found that having the women as > active participants in creating a health literacy material was very > empowering for them. The process built community amongst the women and > gave them a voice in their new country. > Creating a photonovel is very user-friendly and economical. All you need > is a digital camera, lap top and a comic producing program that costs 40 > dollars. They also look great. Furthermore, because they are created by > participants, they become a comprehensible health literacy tool for a > similar linguistic population. > I won a National Population and Public Health Student Research Award for > study (2006) and my findings were published in the Canadian Journal of > Public Health (July/August 2007). > To see the photonovel go to my website at www.photonovel.ca (View: From > Junk Food to Healthy Eating: Tanya's Journey to a Better Life) > Also, Rima Rudd at Harvard University has previously been active in > creating photonovels as a health literacy tool. > Rudd, Comings [1994]. Learner Developed Materials: An Empowering Product, > Health Education Quarterly, 21(3):33-47 > I have found her work around learner developed health literacy materials > to be very informative. > Laura Nimmon-MA > Canada > > -- > Laura Nimmon, MA > www.photonovel.ca > > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to helen at healthliteracy.com ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to nfaux at vcu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071219/58f94501/attachment.html From Mikal.Steinbacher at lwtc.edu Wed Dec 19 10:14:34 2007 From: Mikal.Steinbacher at lwtc.edu (Steinbacher Mikal) Date: Wed, 19 Dec 2007 07:14:34 -0800 Subject: [HealthLiteracy 1604] Re: Searching for free health-informationdownloads tha... References: Message-ID: <9664F36261DE32409334B83B21CAEE8E091E6EA7@LUXOR.campus.lwtc.edu> I took a look at a few sites ... plan to use some in my Health Care Bridge class this winter! Thanks! Mikal Steinbacher Instructor, ABE/ESL/English Lake Washington Technical College ________________________________ From: healthliteracy-bounces at nifl.gov on behalf of AboutDiabetes at aol.com Sent: Tue 12/18/2007 3:05 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1601] Re: Searching for free health-informationdownloads tha... You are welcome to consider condensing some of our free diabetes education downloads into slide presentations on selected topics. Paul Tracey Learning About Diabetes, Inc. www.learningaboutdiabetes.org ________________________________ See AOL's top rated recipes and easy ways to stay in shape for winter. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 4812 bytes Desc: not available Url : http://www.nifl.gov/pipermail/healthliteracy/attachments/20071219/5f50e3d3/attachment.bin From kellra at cox.net Wed Dec 19 13:22:08 2007 From: kellra at cox.net (kellra at cox.net) Date: Wed, 19 Dec 2007 10:22:08 -0800 Subject: [HealthLiteracy 1605] Re: Photonovel Software In-Reply-To: <1470.142.104.193.193.1198006699.squirrel@wm3.uvic.ca> Message-ID: <20071219132208.UZ01B.65367.root@fed1wml18> Hi Laura; This is very impressive. Can you tell me how long it took you to create them? Kelli ---- Laura Nimmon wrote: > Jan, > The software I used for my MAC computer is called "Comic Life". You can > purchase it on line from "Free Verse" at http://plasq.com/comiclife-win > It costs around 30 dollars. > For a PC computer you can use "Comic Life" for windows or a program called > "Comic Book Creator" http://www.mycomicbookcreator.com/ > Both are very easy to use. When I did my project, neither programs > existed. The comic programs were introduced this year, so it's great for > people interested in facilitating photonovel projects. > Laura > > Laura Nimmon > MA Language and Literacy Education > www.photonovel.ca > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to kellra at cox.net From LN at uvic.ca Wed Dec 19 14:03:00 2007 From: LN at uvic.ca (Laura Nimmon) Date: Wed, 19 Dec 2007 11:03:00 -0800 (PST) Subject: [HealthLiteracy 1606] Time required to create a photonovel In-Reply-To: <20071219132208.UZ01B.65367.root@fed1wml18> References: <20071219132208.UZ01B.65367.root@fed1wml18> Message-ID: <49413.142.104.193.193.1198090980.squirrel@wm3.uvic.ca> Thank you everyone for the wonderful feedback. Kelli-it takes me about 8 hours to do a photonovel. Because the process is participatory, I act as a facilitator and the participants are the ones who chose the topic of importance to them. They also take the photographs and write the story. I oversee that everything runs well and I compile the project on the computer. Once that is done the participants can edit anything they want to have changed. So, they are very much the creators of the project, which is empowering for them. The process is as follows: 1. Choosing a topic 2. Writing a Story 3. Taking photographs and acting (the participants should freeze in their scenes, so the picture will come out clearer) 4. Putting the project on computer and editing Laura > Hi Laura; > > This is very impressive. Can you tell me how long it took you to create > them? > > Kelli > > > ---- Laura Nimmon wrote: >> Jan, >> The software I used for my MAC computer is called "Comic Life". You >> can >> purchase it on line from "Free Verse" at http://plasq.com/comiclife-win >> It costs around 30 dollars. >> For a PC computer you can use "Comic Life" for windows or a program >> called >> "Comic Book Creator" http://www.mycomicbookcreator.com/ >> Both are very easy to use. When I did my project, neither programs >> existed. The comic programs were introduced this year, so it's great for >> people interested in facilitating photonovel projects. >> Laura >> >> Laura Nimmon >> MA Language and Literacy Education >> www.photonovel.ca >> >> ---------------------------------------------------- >> National Institute for Literacy >> Health and Literacy mailing list >> HealthLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/healthliteracy >> Email delivered to kellra at cox.net > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to ln at uvic.ca > -- Laura Nimmon M.A. www.photonovel.ca From julie_mcKinney at worlded.org Wed Dec 19 14:09:59 2007 From: julie_mcKinney at worlded.org (Julie McKinney) Date: Wed, 19 Dec 2007 14:09:59 -0500 Subject: [HealthLiteracy 1607] Wednesday Question: Reflection Message-ID: <476926370200002D00004E1A@bostongwia.jsi.com> Hi Everyone, Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months. For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan. (I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.) Cheers and a happy solstice to all! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From cjones at alclv.org Wed Dec 19 15:24:04 2007 From: cjones at alclv.org (Carol Jones) Date: Wed, 19 Dec 2007 15:24:04 -0500 Subject: [HealthLiteracy 1608] Re: Wednesday Question: Reflection In-Reply-To: <476926370200002D00004E1A@bostongwia.jsi.com> Message-ID: <007001c8427d$1cc755b0$4b0ba8c0@alclvi.org> Julie--I have been following the listserv for the past few months and have consistently found information that I find helpful and that I think we might be able to incorporate into our work. I share the discussion with our various staff as appropriate, and they have appreciated the information and views from "the outside world". The health literacy discussion is of particular interest to me and I have also shared some of the discussion with Board Members who represent our local health care facilities--we hope to work much more closely in the future, perhaps even basing some of our programs at their outpatient sites. Some topics that would be of interest for the future include: the impact of teacher "style" on outcomes for adult learners; student retention strategies; the future of the GED (our population of students is definitely shrinking, although the numbers of those without high school diploma is growing)--we're wondering if this shrinkage is cultural in nature, with Hispanics generation 1.5 young adults holding differing views re education; best practices for teaching ESL to immigrants who are non-literate in their native language. Lots of suggestions! Carol T. Jones, Ph.D. Executive Director Adult Literacy Center of the Lehigh Valley 801 Hamilton Street, Suite 201 Allentown, PA 18101 Phone: 610-435-0680, ext. 114 Fax: 610-435-5134 E-Mail: cjones at alclv.org www.alclv.org -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Julie McKinney Sent: Wednesday, December 19, 2007 2:10 PM To: healthliteracy at nifl.gov Subject: [HealthLiteracy 1607] Wednesday Question: Reflection Hi Everyone, Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months. For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan. (I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.) Cheers and a happy solstice to all! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cjones at alclv.org From tsticht at znet.com Wed Dec 19 19:20:55 2007 From: tsticht at znet.com (tsticht at znet.com) Date: Wed, 19 Dec 2007 16:20:55 -0800 Subject: [HealthLiteracy 1609] Photonovel Historical Note Message-ID: <1198110055.4769b567e4251@webmail.znet.net> Colleagues: The discussion of photonovels brought to mind the innovative use of this approach to teaching literacy used in World War II. Following is an overview of the literacy programs of World War II and the innovations in adult literacy education that were introduced, including the first use of a photonovel approach that I have found. During World War II the armed services faced the need to utilize hundreds of thousands of men who were illiterate or poorly literate. Paul Andrew Witty, with an M.A. (1923) and Ph. D. (1931) from Columbia University in Psychology, specialized in understanding the process of learning to read and in developing methods for helping students who were having difficulties in learning to read. With this background, he was called upon to serve as an education officer in the War Department. In his work for the Army?s Special Training Units for literacy instruction, Witty directed the production of two major reading programs. One, the most extensive, was for new recruits entering into the Army with literacy problems. The second was for soldiers who had missed literacy education when they first entered the Army and were now getting ready to get discharged and return home. In these two major programs, Witty introduced numerous adult literacy education materials which today would be known as developing "multiple literacies." Witty's innovations used in the literacy program for new recruits included the following: (1) The first film media materials was a 1943 film strip entitled Meet Private Pete which introduced 40 sight words. In this film strip, soldiers were introduced to Private Pete, a fictional fellow member of a Special Training Unit who was also learning reading, writing, and arithmetic. The idea was that soldier's would be able to identify with Private Pete and understand what they were reading about him because they shared common experiences, such as living in the camp, sleeping in the barracks, eating in the mess hall, and so forth. Witty was apparently the first adult literacy educator to use this approach of trying to motivate adults learning to read by providing a fictional counterpart with whom they could identify. (2) Witty introduced Army Technical Manual TM 21-500, entitled the "Army Reader" which provided practice in reading the words used in the film strip. The Army Reader was divided into four parts, from least to most difficult, and dealt not only with reading but also writing and arithmetic for daily camp life and meeting family obligations for insurance, allotments for spouses, and so forth. In this reader Witty continued the use of the fictional Private Pete with which the soldier learners could identify, and he introduced the first systematic approach to assessing progress in learning to read by the use of pre- and post-unit tests for each part of the four part manual to determine if the soldier was ready to progress from one part to the next, more difficult part of the reading program. This was the first use of a modular, programmed approach to adult literacy education that I have found. (3) Witty introduced the first comic strip which appeared in a special newspaper for soldiers learning to read called Our War. The comic strip featured Private Pete and a buddy called Daffy in various activities that presented information about Army duties and were frequently aligned with major holidays such as Thanksgiving, Christmas, New Years Day, Valentine?s Day and so forth. In the second major literacy program, this one for soldiers getting discharged, Witty introduced the first photonovel that I have found for teaching adults to read. In this approach Witty used real people as models for Private Pete, Daffy, and other fictional soldiers and took photos of them engaged in various activities as they prepare to get discharged and as they travel home. The trip home includes a ride aboard a ship that passes the Statue of Liberty. One photo shows a group of soldiers passing the skyline of New York City and a second shows a group looking at the Statue of Liberty. One of the soldiers says, "It is hard to tell how I feel. Everybody has this feeling when he first sees the Statue of Liberty. She has welcomed many human beings to this country. She has furnished hope for many men. To some, she stands for justice. To others, she resents freedom and a kindly feeling for all human beings." In the final pages of the photonovel Private Pete, now civilian Pete Smith and back home again, marries his pre-war sweetheart Mary on Christmas day and they build a home together. Witty's approach reflected the influence of William S. Gray, one of the founders of the famous Dick and Jane series for children, which provided a model for Witty's use of Private Pete in the Army?s literacy programs, and Arthur I. Gates, a leading reading professor at Columbia University. Both of these men were advocates of the "meaning emphasis" approach known as the "word" method. Today this is usually referred to as the "whole language" approach. In this method students first develop readiness to read by discussing illustrations from the readers. Then they learn a basic store of sight words used in the readiness training. Then they move on to simple sentences made up of the sight words. In this approach, phonics instruction is postponed until the student can do quite a bit of reading based upon discussion and whole word recognition training. Positive Outcomes From the World War II Literacy Education Among the major outcomes of the teaching of illiterates in World War II was the demonstration that hundreds of thousands of adults whom many thought were not capable of learning to read were, in fact, capable of acquiring at least rudimentary reading ability in a fairly brief time, generally less than three months. Furthermore most of them went on to learn and perform their Army duties in a satisfactory manner. There are lessons here regarding factors important in teaching reading for children, adolescents and adults. In World War II the functional nature of the material, relating as it did to the daily lives and needs of soldiers, created motivation for learning that may be missed in many instructional contexts. For reading teachers, the main lesson may be that what makes the most difference in teaching reading may not be reading methods such as the so-called "meaning" or "code" methods, but rather an emphasis upon the interests of the readers and an understanding of the factors underlying their desire for learning. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From Cheryl.Pasternack at nychhc.org Thu Dec 20 10:13:51 2007 From: Cheryl.Pasternack at nychhc.org (Cheryl Pasternack) Date: Thu, 20 Dec 2007 10:13:51 -0500 Subject: [HealthLiteracy 1610] Re: Wednesday Question: Reflection In-Reply-To: <476926370200002D00004E1A@bostongwia.jsi.com> References: <476926370200002D00004E1A@bostongwia.jsi.com> Message-ID: <476A405E.0CC1.0041.0@nychhc.org> Does anyone have ideas for recruitment of volunteers for our health literacy program? We are looking for individuals who are willing to make a long-term commitment to work with our low health literacy patients, helping them to manage their chronic illnesses. Cheryl Pasternack, CHES Director, Grants Management Lincoln Medical and Mental Health Center 234 E. 149th Street, Room 4C-162 Bronx, NY 10451 Phone: (718) 579-5697 Fax: (718) 579-4602 Email: Cheryl.Pasternack at nychhc.org >>> "Julie McKinney" 12/19/2007 2:09 PM >>> Hi Everyone, Thanks for bringing up Photonovels! We're working on a guest discussion about using photonovels for health literacy to be scheduled in the next couple months. For today's question, I want to ask you to reflect on how the list has served as a professional development tool for you and your colleagues over the past few months. And please also share any suggestions you have on questions we should address, and guest discussions to plan. (I'll do this every few months so we can keep thinking about how this list can be most helpful to all of us! I'm always open to any suggestions.) Cheers and a happy solstice to all! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to cheryl.pasternack at nychhc.org ----------------------------------------- Visit www.nyc.gov/hhc CONFIDENTIALITY NOTICE: The information in this E-Mail may be confidential and may be legally privileged. It is intended solely for the addressee(s). If you are not the intended recipient, any disclosure, copying, distribution or any action taken or omitted to be taken in reliance on this e-mail, is prohibited and may be unlawful. If you have received this E-Mail message in error, notify the sender by reply E-Mail and delete the message. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071220/ba254b93/attachment.html From cjackson at humana.com Thu Dec 20 13:15:15 2007 From: cjackson at humana.com (Charles Jackson) Date: Thu, 20 Dec 2007 13:15:15 -0500 Subject: [HealthLiteracy 1611] Searching for free health poster downloads Message-ID: Our Foundation wants to distribute free health posters to several library systems (Atlanta, Cincinnati and Houston) in 2008. I would like to download posters and then have them printed in large numbers, probably 11" x 17" in size, for distribution. I found inexpensive posters at www.coughsafe.com. Are there free or inexpensive health posters that I may be overlooking? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071220/68d9cdcc/attachment.html From jespar at lsuhsc.edu Thu Dec 20 14:13:30 2007 From: jespar at lsuhsc.edu (Esparza, Julia M.) Date: Thu, 20 Dec 2007 13:13:30 -0600 Subject: [HealthLiteracy 1612] Videos on identifying common problems with autistic children. Side by side comparison with those unaffected Message-ID: Friends, Saw in Medicine on the Net a small blurb (one paragraph) this month on Autism Speaks new videos that show unaffected and affected children with autism. I have a friend with a son who is autistic and these videos would have been helpful to her to see how her child was different at 12 months from other children. It might be a nice referral website for parents who have newly diagnosed children. To view the videos it does require a registration but it is free. The Medicine on the Net blurb discusses that the goal is for parents to look at and then bring suspicious behaviors to the attention of their physician since early screening and treatment is a big priority. However the blurb mentions that some professionals feel that it may cause parents to worry for no reason. www.autismspeaks.org/video/glossary.php I think it would be useful for a parent with a newly diagnosed autistic child to understand the behaviors that are leading to that diagnosis. The side by side videos are a very nice feature. Unfortunately the script (to describe what is going on) used under the videos is very technical and won't be of much use to anything with low (possibly even moderate) health literacy levels. Still this one might be good to bookmark. Julie Julie Esparza Clinical Medical Librarian Department of Medical Library Science LSU Health Sciences Center P.O. Box 33932 1501 Kings Highway Shreveport, Louisiana 71130 318-675-4179 318-675-5442 Fax jespar at lsuhsc.edu ? From repyke at infionline.net Thu Dec 20 23:29:50 2007 From: repyke at infionline.net (repyke at infionline.net) Date: Thu, 20 Dec 2007 23:29:50 -0500 Subject: [HealthLiteracy 1613] GP launches YouTube health films Message-ID: <380-220071252142950953@infionline.net> I wrote about this about a year ago and they recently updated it, but it is still pretty cool. http://www.builthsurgery.co.uk/ A GPs' surgery in mid Wales has launched a series of health education films on YouTube, better known as a website featuring home videos. Advice about flu vaccination and cervical screening are two of the topics covered by Builth and Llanwrtyd Medical Practice in Powys. Doctors said they wanted to help educate their 7,700 patients and a wider global audience. Last year, the surgery launched a series of podcasts to advise patients. YouTube allows users to upload their home videos and other clips online. Dr Richard Walters, who helped to develop the practice's project, said surgeries normally printed leaflets to advise patients, but added that things were changing. Sometimes getting patients to watch a quick video on the computer screen is a lot easier. Dr Richard Walters He told the Western Mail newspaper: "There are a lot of things that we do in a GP practice that have to be conveyed to patients, some of which are not easy to demonstrate within the surgery. "Sometimes getting patients to watch a quick video on the computer screen is a lot easier." He added: "We are a practice in rural mid Wales, shops in Hereford and Aberystwyth are an hour away, Cardiff an hour-and-a-half, so although broadband access is not ideal, people tend to use the internet for all sorts of things." The practice, which covers more than 500 square miles (1,295 sq kms), hopes its advice online will avoid unnecessary travelling to a see a doctor. The videos include tips about asthma inhalers, smear testing, blood sugar testing and the winter flu vaccine, and are made by two practice nurses. New topics are planned to be added every month. As well as being available on YouTube, the videos are posted on the practice's own website and can be downloaded onto an MP3 player. The surgery is no stranger to using modern technology to get across its health messages to patients. Last year, it launched podcasts demonstrating, among other topics, how to use an asthma inhaler properly. Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/uk_news/wales/mid_/6234141.stm http://www.builthsurgery.co.uk/ Bob repyke at infionline.net repyke at medetel.lu Skype Name - repyke Co administrator Telehealth List Serve and E-health List Serve and roving editor at large. http://www.telehealth.net/interviews/pykebio.html North American Coordinator Med-e-Tel - The International Educational and Networking Forum for eHealth, Telemedicine and Health ICT www.medetel.lu "The best journeys are the ones that answer questions that at the outset you never even thought to ask." Rick Ridgeway "There are certain spots in the world where you can stand that will change the way that you look at things forever." Pete Whitaker "It?s far better to be a dangerous dreamer than a day dreamer." Caroline Casey -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071220/77bfce32/attachment.html From AboutDiabetes at aol.com Sat Dec 22 08:50:33 2007 From: AboutDiabetes at aol.com (AboutDiabetes at aol.com) Date: Sat, 22 Dec 2007 08:50:33 EST Subject: [HealthLiteracy 1614] Re: Searching for free health poster downloads Message-ID: Hello Charles: Many of our free diabetes education downloads are suitable for enlargement as posters or for posting as is - which would cost you nothing. Check them out at _www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org) . Paul Tracey In a message dated 12/20/2007 9:27:44 P.M. Eastern Standard Time, cjackson at humana.com writes: Our Foundation wants to distribute free health posters to several library systems (Atlanta, Cincinnati and Houston) in 2008. I would like to download posters and then have them printed in large numbers, probably 11" x 17" in size, for distribution. I found inexpensive posters at www.coughsafe.com. Are there free or inexpensive health posters that I may be overlooking? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071222/18df1b68/attachment.html From frankish at interchange.ubc.ca Sat Dec 22 19:44:44 2007 From: frankish at interchange.ubc.ca (jim frankish) Date: Sat, 22 Dec 2007 16:44:44 -0800 Subject: [HealthLiteracy 1615] Simple Holiday Wish Message-ID: <0JTH006578Y9KA@smtp.interchange.ubc.ca> To You Who Have Promoted the Health of the Planet and Its Peoples, Thank You and Happy 2008. Jim The Thought Manifests as the Word The Word Manifests as the Deed The Deed Develops into Habit Habit Hardens into Character So Watch the Thought with Care And Let it Spring from Love, Borne of Concern for All Beings. Dr. Jim Frankish Professor & Director, Centre for Population Health Promotion Research Human Early Learning Partnership (HELP), University of British Columbia College for Interdisciplinary Studies, and Department of Healthcare & Epidemiology (Medicine) Senior Scholar, Michael Smith Foundation for Health Research Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3 604-822-9205, 822-9210 frankish at interchg.ubc.ca Personal web - www.jimfrankish.com Partners in Community Health Research Training Program www.pchr.net From gae at everestkc.net Sun Dec 23 15:36:55 2007 From: gae at everestkc.net (George Ann Eaks) Date: Sun, 23 Dec 2007 12:36:55 -0800 Subject: [HealthLiteracy 1616] Looking forMethodologies, interventions, anything different in working with low health literacy group classes Message-ID: <019101c845a3$8ebe2170$6501a8c0@GEORGE> I would apprecate any ideas on group classes for diabetes with low health literacy. I use interactive methods, stories, other patients as role models and games. Do you have other inteventions when working with groups. I would appreciate any ideas. . Thank you George Ann Eaks ARNP, CDE, BC-ADM Riverview Health Services Kansas City, Ks. 66101 C-913-522-9037 H-913-722-5989 W-913-371-707 0 gae at everestkc.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071223/36b1b415/attachment.html From gae at everestkc.net Sun Dec 23 15:51:15 2007 From: gae at everestkc.net (George Ann Eaks) Date: Sun, 23 Dec 2007 12:51:15 -0800 Subject: [HealthLiteracy 1617] Looking for different approaches to teaching low literacy diabetes classes Message-ID: <01e201c845a5$8f08fb30$6501a8c0@GEORGE> Does anyone have different m?thodologies for teaching adult diabetes low health literacy patients. I do interactive, stories, games and utilize other patients. Do you have any other suggestions? Thanks George Ann Eaks ARNP,CDE, BC-ADM Riverview Health Services 722 Reynolds Kansas City, Ks. 66102 C-913-522-9037 H-912-722-5989 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071223/55c6971d/attachment.html From njmeyers at gmail.com Wed Dec 26 17:40:53 2007 From: njmeyers at gmail.com (Nancy Meyers) Date: Wed, 26 Dec 2007 16:40:53 -0600 Subject: [HealthLiteracy 1618] Re: Wednesday Question: Reflection In-Reply-To: <476926370200002D00004E1A@bostongwia.jsi.com> References: <476926370200002D00004E1A@bostongwia.jsi.com> Message-ID: <4045f5520712261440g18d4cfe8sd54e267c5e1006d9@mail.gmail.com> A while back someone suggested reading "Narrative Medicine" by Dr. Charon. I have since read two of her books and found it very helpful in many areas. Currently, I am co-producing a documentary about Deaf breast cancer survivors. Her explanation of how to use narratives in literature have helped us find a way to discuss story development across the language and cultural differences within the production team. I also work with Deaf Hospice Education and her conversation about the team approach of hospice fit with our experience and soon to be published Best Practice Guidelines for working with Deaf patients and family members in the hospice setting. Thanks for the tip. It gives us a new "language" for talking to health professionals about what it means to Deaf people to have a "relationship" with their physicians. On 12/19/07, Julie McKinney wrote: > > Hi Everyone, > > Thanks for bringing up Photonovels! We're working on a guest discussion > about using photonovels for health literacy to be scheduled in the next > couple months. > > For today's question, I want to ask you to reflect on how the list has > served as a professional development tool for you and your colleagues over > the past few months. And please also share any suggestions you have on > questions we should address, and guest discussions to plan. > > (I'll do this every few months so we can keep thinking about how this list > can be most helpful to all of us! I'm always open to any suggestions.) > > Cheers and a happy solstice to all! > > Julie > > Julie McKinney > Discussion List Moderator > World Education/NCSALL > jmckinney at worlded.org > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to njmeyers at gmail.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071226/780ad15b/attachment.html From drcalderon at sbcglobal.net Wed Dec 26 20:47:29 2007 From: drcalderon at sbcglobal.net (DrCalderon) Date: Wed, 26 Dec 2007 17:47:29 -0800 (PST) Subject: [HealthLiteracy 1619] Re: Searching for free health-information downloads that are silent Message-ID: <90279.69296.qm@web81205.mail.mud.yahoo.com> Dear Mr. Jackson, Silent content likely means captioned content. That means written information has less utility for those with limited literacy skills. Particularly the elderly and those with chronic diseases who also experience cognitive decline and impaired vision. In all sincerity I suggest looking for a sound system. Jos? Luis Calder?n, MD Research Associate Professor College of Pharmacy, Health Professions Division Nova Southeastern University Ft. Lauderdale, FL Research Associate Professor The Charles R. Drew University of Medicine & Science Los Angeles, CA (O) 954-262-1295(F) 954-262-2278 ----- Original Message ---- From: Charles Jackson To: healthliteracy at nifl.gov Sent: Tuesday, December 18, 2007 8:23:31 AM Subject: [HealthLiteracy 1595] Searching for free health-information downloads that are silent Our foundation donated a plasma screen for the wall of a health-information center at the Central Branch of the Atlanta Public Library, but there is no sound system. I know that the American Ad Council offers free health PSAs, but we are looking for free content that is silent and can be downloaded. Does anyone have any suggestions? Thank you. Charles Jackson Project Manager Humana Foundation, 500 W. Main St., Louisville, KY 40202 502-580-1245 telephone\voice-mail 502-580-1256 fax The information transmitted is intended only for the person or entity to which it is addressed and may contain CONFIDENTIAL material. If you receive this material/information in error, please contact the sender and delete or destroy the material/information. -----Inline Attachment Follows----- ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to drcalderon at sbcglobal.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071226/91cd0d20/attachment.html From izenberg at kidshealth.org Thu Dec 27 22:41:56 2007 From: izenberg at kidshealth.org (Neil Izenberg) Date: Thu, 27 Dec 2007 22:41:56 -0500 Subject: [HealthLiteracy 1620] Re: Looking for different approaches to teaching low literacy diabetes classes References: <01e201c845a5$8f08fb30$6501a8c0@GEORGE> Message-ID: <053501c84903$992fdf00$d2c38d45@VAIO> On KidsHealth, we have some narrated, animated movies on diabetes http://www.kidshealth.org/parent/centers/diabetes_center.html We also have content for teens and kids Neil Izenberg, M.D. KidsHealth.org Nemours Foundation izenberg at KidsHealth.org 302 651-4049 ----- Original Message ----- From: George Ann Eaks To: HealthLiteracy at nifl.gov Sent: Sunday, December 23, 2007 3:51 PM Subject: [HealthLiteracy 1617] Looking for different approaches to teaching low literacy diabetes classes Does anyone have different m?thodologies for teaching adult diabetes low health literacy patients. I do interactive, stories, games and utilize other patients. Do you have any other suggestions? Thanks George Ann Eaks ARNP,CDE, BC-ADM Riverview Health Services 722 Reynolds Kansas City, Ks. 66102 C-913-522-9037 H-912-722-5989 ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to izenberg at kidshealth.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071227/d1b9ad18/attachment.html From diamos at zahav.net.il Fri Dec 28 12:38:12 2007 From: diamos at zahav.net.il (Diane Levin-Zamir) Date: Fri, 28 Dec 2007 09:38:12 -0800 Subject: [HealthLiteracy 1621] Re: Simple Holiday Wish In-Reply-To: <0JTH006578Y9KA@smtp.interchange.ubc.ca> Message-ID: <200712280747.IRH29610@nitzan.inter.net.il> To you too Frank! Best Diane -----Original Message----- From: healthliteracy-bounces at nifl.gov [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of jim frankish Sent: Saturday, December 22, 2007 4:45 PM To: frankish at interchange.ubc.ca Subject: [HealthLiteracy 1615] Simple Holiday Wish To You Who Have Promoted the Health of the Planet and Its Peoples, Thank You and Happy 2008. Jim The Thought Manifests as the Word The Word Manifests as the Deed The Deed Develops into Habit Habit Hardens into Character So Watch the Thought with Care And Let it Spring from Love, Borne of Concern for All Beings. Dr. Jim Frankish Professor & Director, Centre for Population Health Promotion Research Human Early Learning Partnership (HELP), University of British Columbia College for Interdisciplinary Studies, and Department of Healthcare & Epidemiology (Medicine) Senior Scholar, Michael Smith Foundation for Health Research Room 425, Library Processing Centre 2206 East Mall Vancouver BC V6T 1Z3 604-822-9205, 822-9210 frankish at interchg.ubc.ca Personal web - www.jimfrankish.com Partners in Community Health Research Training Program www.pchr.net ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Email delivered to diamos at zahav.net.il __________ NOD32 2719 (20071212) Information __________ This message was checked by NOD32 antivirus system. http://www.eset.com From lshohet at dawsoncollege.qc.ca Mon Dec 24 14:50:34 2007 From: lshohet at dawsoncollege.qc.ca (Linda Shohet) Date: Mon, 24 Dec 2007 14:50:34 -0500 Subject: [HealthLiteracy 1622] Re: Medical School curriculum In-Reply-To: <011f01c836c0$7d582ad0$7001a8c0@JANA> References: <20071204204408.F078411C1A@mail.nifl.gov> <011f01c836c0$7d582ad0$7001a8c0@JANA> Message-ID: <20071224194535.M59354@dawsoncollege.qc.ca> I am a little late adding my name to this list, but I would also like to be included. In October 2008, The Centre for Literacy will run an Institute with Bow Valley College in Calgary Alberta from the 16-18 that focuses on HL curriculum for all healthcare providers from physicians to nursing aides. We will have details at the end of January, but part of the mandate for the event is to collect as much shared material as possible about what already exists. I look forward to hearing more. Best wishes for the holiday and the new year Linda Shohet On Tue, 4 Dec 2007 15:56:13 -0600, Jana Groner wrote > As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are > working hard in Missouri in to bring Health Literacy resources to > the adult literacy community. We added our first presentation to > our library of presentations just this fall. It has been accepted > very well but I am always looking at what other states are doing as > well for suggestions and trends. > > Best Regards, > > Jana Groner > Professional Development Specialist > Missouri AEL Professional Development Center > North Central Missouri College > Phone: 636.462.8150 > Email: jgroner at mail.ncmissouri.edu > Website: www.maelpdc.org > > ----- Original Message ----- > From: "Michele Erikson" > To: "'The Health and Literacy Discussion List'" > Sent: Tuesday, December 04, 2007 2:43 PM > Subject: [HealthLiteracy 1549] Re: Medical School curriculum > > > As well, please PUT ME ON THE SHARING CURRICULUM LIST. We are working > > hard > > in Wisconsin to bring Health Literacy resources to both the healthcare and > > the adult literacy communities. > > > > Michele Erikson > > Executive Director > > Wisconsin Literacy, Inc. > > 211 South Paterson Street > > Suite 310 > > Madison, WI 53703 > > 608-257-1655 > > 608-661-0208 (Fax) > > michele at wisconsinliteracy.org > > www.wisconsinliteracy.org > > > > > > -----Original Message----- > > From: healthliteracy-bounces at nifl.gov > > [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of > > seubert.douglas at marshfieldclinic.org > > Sent: Tuesday, December 04, 2007 9:40 AM > > To: healthliteracy at nifl.gov > > Subject: [HealthLiteracy 1540] Re: Medical School curriculum > > > > > > In the messages about health literacy curriculum, several people stated "I > > can share the syllabus with interested folks." > > > > Whomever's making the list of "interested folks,"... PUT ME ON IT! > > > > I'd be grateful to receive any information on this topic and share what I > > have as well. > > > > Thanks. > > > > Doug Seubert > > Guideline Editor > > Quality Improvement & Care Management > > Marshfield Clinic > > 1000 N Oak Avenue > > Marshfield, WI 54449 > > (715) 387-5096 (1-800-782-8581 ext. 75096) > > seubert.douglas at marshfieldclinic.org > > > > > > ------Original Message------ > > From: "Maricel G. Santos" > > Date: Tue Dec 04, 2007 -- 09:34:07 AM > > To: "healthliteracy at nifl.gov" > > Subject: [HealthLiteracy 1537] Re: Medical School curriculum > > > > > > > > > > Dear all -- > > > > I teach in a field outside medicine: applied linguistics, also > > sometimes known as TESOL (Teaching English to Speakers of Other > > Languages), basically, teacher education for future ESL/EFL teachers. > > Last summer, I taught a new course called Seminar in Immigrant > > Literacies which includes a unit on health literacy. The class is > > directed towards advanced undergrad and grad students in our program > > but we recruit in Health Ed, Nursing, and Public Health. Last summer > > we had students from the nursing program taking the class alongside > > students from the TESOL program. The cross-disciplinary dynamic is > > fascinating, with the nursing students learning more about the > > language demands of the health care context, and the TESOL students > > learning more about the health care system and content of health care > > tasks. Both groups come away with a fuller understanding of the health > > care needs of immigrant communities... > > > > I can share the syllabus with interested folks. > > > > Maricel Santos > > > > > > eQuoting "Zarcadoolas, Christina" : > > > >> I teach a course in Health Literacy to medical students and MPH students > >> at our medical school. > >> I'd be happy to share the curriculum. > >> > >> > >> Christina Zarcadoolas PhD > >> Dept. of Community and Preventive Medicine > >> Mount Sinai School of Medicine > >> One Gustave Levy Place > >> Box 1043 > >> New York, NY 10029 > >> 212-241-0625 > >> christina.zarcadoolas at mssm.edu > >> > >> > >> > >> _____ > >> > >> From: healthliteracy-bounces at nifl.gov > >> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of klubimir at aol.com > >> Sent: Monday, December 03, 2007 2:29 PM > >> To: healthliteracy at nifl.gov > >> Subject: [HealthLiteracy 1529] Medical School curriculum > >> > >> > >> Hello, > >> > >> I recieve the Health and literacy email discussion and find the breadth > >> fascinating and heartening. > >> I am a physician,completing fellowship training in specialty of > >> Geriatric > >> Medicine, at the John A Burns School of Medicine, University of Hawaii. > >> My > >> colleagues and I are in the process of developing a Health Literacy > >> Curriculum > >> for medical students and other physicians in training. A literature > >> review has > >> had low yield regarding other medical or professional schools > >> intergrating the > >> topic of Health Literacy into their curriculum. > >> > >> Does anyone have any knowledge of medical or other professional schools > >> incorporating health literacy into their training curriculum? > >> > >> Thank you in advance for your input. > >> > >> Karen Lubimir, M.D., D.M.D. > >> Fellow, Department of Geriatric Medicine > >> John A. Burns School of Medicine > >> University of Hawaii > >> Honolulu, HI > >> > >> > >> -----Original Message----- > >> From: Julie McKinney > >> To: healthliteracy at nifl.gov > >> Sent: Thu, 29 Nov 2007 3:25 pm > >> Subject: [HealthLiteracy 1519] Wednesday Question: Policy Wish List? > >> > >> > >> Hi Everyone, > >> > >> I don't want to interrupt the topic of using TV for ESOL in health > >> settings, but > >> I want to ask for some feedback for this week's question. > >> > >> What kinds of policy changes would be helpful to health literacy > >> efforts? It > >> could be national or state policy, policy within your professional > >> system, or > >> policy within your specific program. The field is open. Any ideas or > >> wishes? > >> > >> Thanks, > >> Julie > >> > >> Julie McKinney > >> Discussion List Moderator > >> World Education/NCSALL > >> jmckinney at worlded.org > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Health and Literacy mailing list > >> HealthLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/healthliteracy > >> Email delivered to klubimir at aol.com > >> > >> _____ > >> > >> More new features than ever. Check out the new AOL Mail > >> >> d=aolcmp00050000000003> ! > >> > >> > > > > > > > > -- > > Maricel G. Santos > > Assistant Professor > > English Department, MA TESOL Program > > San Francisco State University > > 1600 Holloway Avenue > > San Francisco, CA 94132 > > 415-338-7445 (office) > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to seubert.douglas at marshfieldclinic.org > > > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to michele at wisconsinliteracy.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Health and Literacy mailing list > > HealthLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/healthliteracy > > Email delivered to jgroner at mail.ncmissouri.edu > > ---------------------------------------------------- > National Institute for Literacy > Health and Literacy mailing list > HealthLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy > Email delivered to lshohet at dawsoncollege.qc.ca -- Linda Shohet, PhD Executive Director The Centre for Literacy of Quebec 3040 Sherbrooke Street West Montreal, Quebec Canada, H3Z 1A4 Tel.:(514) 931-8731, ext. 1411 Fax: (514) 931-5181 E-mail: lshohet at dawsoncollege.qc.ca From AboutDiabetes at aol.com Fri Dec 28 10:46:25 2007 From: AboutDiabetes at aol.com (AboutDiabetes at aol.com) Date: Fri, 28 Dec 2007 10:46:25 EST Subject: [HealthLiteracy 1623] Re: Looking forMethodologies, interventions, anything ... Message-ID: In a message dated 12/27/2007 10:01:06 P.M. Eastern Standard Time, gae at everestkc.net writes: I would appreciate any ideas on group classes for diabetes with low health literacy. I use interactive methods, stories, other patients as role models and games. Do you have other interventions when working with groups. I would appreciate any ideas. . Thank you George Ann Eaks ARNP, CDE, BC-ADM Riverview Health Services Kansas City, Ks. 66101 C-913-522-9037 H-913-722-5989 W-913-371-707 0 _gae at everestkc.net_ (mailto:gae at everestkc.net) ---------------------------------------------------- National Institute for Literacy Health and Literacy mailing list HealthLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/healthliteracy Hi George Ann: I can't offer you any specific methodologies, but perhaps you will find some of our handouts helpful in group discussions of specific self-care issues. We also welcome ideas for new programs from educators such as yourself who are working in the real world of direct patient care. As an aside, Calder?n's comments below to another List serve member apply to your search as well. Unfortunately, good sound programs (especially sound programs targeted to low literacy audiences) are few in number and too expensive and time-consuming for most educators to create on their own. This said, if you are lucky enough to find a good sound program, let us know about it. We all understand that using printed health education pieces is often not the ideal approach, but it remains the most inexpensive and practical way to reach large numbers of people. Best of luck with your important work. Happy New Year. Paul Tracey Learning About Diabetes, Inc. _www.learningaboutdiabetes.org_ (http://www.learningaboutdiabetes.org/) ============================ Dear Mr. Jackson, Silent content likely means captioned content. That means written information has less utility for those with limited literacy skills. Particularly the elderly and those with chronic diseases who also experience cognitive decline and impaired vision. In all sincerity I suggest looking for a sound system. Jos? Luis Calder?n, MD Research Associate Professor College of Pharmacy, Health Professions Division Nova Southeastern University Ft. Lauderdale, FL Research Associate Professor The Charles R. Drew University of Medicine & Science Los Angeles, CA (O) 954-262-1295 (F) 954-262-2278 **************************************See AOL's top rated recipes (http://food.aol.com/top-rated-recipes?NCID=aoltop00030000000004) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071228/625fa144/attachment.html From joan at ipns.com Fri Dec 28 13:46:17 2007 From: joan at ipns.com (Joan Medlen) Date: Fri, 28 Dec 2007 10:46:17 -0800 Subject: [HealthLiteracy 1624] Re: Looking for different approaches to teaching low literacy diabetes classes In-Reply-To: <053501c84903$992fdf00$d2c38d45@VAIO> References: <01e201c845a5$8f08fb30$6501a8c0@GEORGE> <053501c84903$992fdf00$d2c38d45@VAIO> Message-ID: <6.0.0.22.2.20071228104505.04a52a20@mail.ipns.com> Have you seen the ADA "Plate Method" for teaching balanced eating? The order code for their publication (2005) is 5996-11 It's in a september 2005 Diabetes Advisor publication. It is very visual. Joan Joan E Guthrie Medlen, R.D., L.D. Clinical Advisor, Health Literacy & Communications Special Olympics Health Promotion From larue at mcedservices.com Sat Dec 29 08:28:59 2007 From: larue at mcedservices.com (Charles LaRue) Date: Sat, 29 Dec 2007 07:28:59 -0600 Subject: [HealthLiteracy 1625] Low level Diabetes information In-Reply-To: References: Message-ID: <244ED62E-D583-4A4D-B107-358F50C785A5@mcedservices.com> Using a grant from the Minnesota Literacy Council I developed ESL materials for use online or to print out with non-native speakers and with low level literacy students. The are available free on my website at the address below, along with translated version of the material in several languages.These interactive health literacy exercises provide practice in 3 areas: Understanding food and reading a nutrition label, understanding basic information about diabetes and basic information about high blood pressure. They have introductions spoken and printable in English, Arabic, Hmong, Somali and Spanish. http://www.mcedservices.com/medex2/medex2.htm > Charles LaRue larue at mcedservices.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/healthliteracy/attachments/20071229/221c08ad/attachment.html