cooperative extension's national focus on health literacy
TRANSCRIPT
EXTENSION COMMITTEE ON ORGANIZATION & POLICY
Cooperative Extension’s National Focus on Health Literacy
Presenters
Dr. Sonja Koukel, Chair New Mexico State University Extension
Dr. Fatemeh Malekian Southern University
Ag Research & Extension Center, LA
Health Extension is an important movement
with the potential to change health
practices in America as we now know it
Presentation Outline
• Overview: Extension’s Framework for Health & Wellness
• Health literacy – Definitions • Health literacy – Addressing social
determinants of health • Examples of integrated health literacy • Be part of the process! • Action team members
Overview
• Extension Committee on
Organization and Policy (ECOP)
– Established Task Force (2012)
– Extension Task Force Report 2014
58%
23%
10%
9%
ChartTitle
1stQtr 2ndQtr 3rdQtr 4thQtr
BasedontheNa onalPreven onStrategyAc onPlan,U.S.DepartmentofHealth&HumanServices
BAA (Board on Ag Assembly) –
BoHS (Board on Human Sciences)
BAA—BoHS Healthy Food Systems, Healthy People Steering Committee
Societies, Families & Individuals Focus Group
Co-chairs: Rick Klemme, University of Wisconsin, and
Celvia Stovall, Alabama A&M University
Action Teams will –
1. Identify research-based programs and curriculum.
2. Identify gaps in knowledge leading to new research questions.
3. Develop new research-based programs and curriculums.
4. Initiate system-wide impact evaluation.
5. Provide professional development on program implementation and
evaluation.
6. Identify and engage existing and new strategic partners.
Action Team Charge
Health Literacy Action Team will:
Invite additional internal and external partners as needed for maximum effectiveness
Identify and develop systematic programs and curriculum
Engage colleagues in professional development
Provide assistance with resource development
Develop and launch system-wide program impact evaluation
Health Literacy - Definitions
When you think of Health Literacy…
What comes to mind?
Please use the chat box
to share your thoughts
Literacy Vs Health Literacy
• Literacy and Health Literacy – not the same
• Literacy
– Person’s ability
to read and write
– Basic or fundamental
literacy
Literacy Vs Health Literacy
Health literacy represents
the cognitive and social skills
which determine the motivation and
ability of individuals to gain access to,
understand and use information in ways
which promote and maintain good health ~ World Health Organization, 1998
Health Literacy - Definitions
The degree to which an individual has
the capacity to obtain, communicate,
process and understand basic
health information and services
to make appropriate health decisions ~Patient Protection and Affordable Care Act of 2010
Health Literacy - Definitions
Health literacy goes beyond the individual
It also depends upon
the skills, preferences, and expectations
of health information and care providers:
The doctors, nurses, administrators,
home health workers, the media,
and many others
Health Literacy Framework
Social Determinates of Health (SDH)
The social determinants of health (SDH)
are the conditions in which people are born,
grow, work, live, and age, and the wider set of
forces and systems shaping the conditions of daily life ~World Health Organization
Social Determinates of Health (SDH)
POLL Which of these do you think is the strongest predictor of health?
A. Age
B. Gender
C. Income
D. Literacy skills
E. Education level
F. Community
G. Racial or ethnic group
H. Health and Health care
I. Environment
Social Determinates of Health (SDH)
A. Age B. Gender C. Income D. Literacy skills E. Education level F. Community G. Racial or ethnic group H. Health and Health care I. Environment
Equality vs Equity
At-Risk Audiences • Older adults
• Racial and ethnic minorities
• Low income levels
• Less than a high school degree
• General Educational Development
(GED) Certifications
• English as a second language (ESL)
Health Literacy Challenges
• Public health policy shifts
• Health conditions
• Health disparities
• Economic situation
Health Literacy Challenges
• Population change
• Technology
• Inability to understand health information
• Difficulties in navigating the healthcare environment
• Compromised quality of care when patients’ health literacy is inadequate
Health Literacy Assessment
Basic
Below Basic
Proficient
14%
12%
53%
22%
National Assessment of Adult Literacy (NAAL): National Center for Educational Statistics, U.S. Dept. of Education, 2003.
Intermediate
Average Medicare
n=19,000 U.S. Adults
U.S. Adults Proficient in Health Literacy
12 %
Importance of Health Literacy
Those with limited literacy skills:
• Report poorer overall health
• Less likely to make use of screenings
• Report poorer understanding of how to manage their chronic diseases
• Have poorer health outcomes
Adapted from: Michael Villaire, MSLM 2010
Importance of Health Literacy
Those with limited literacy skills: • Less likely to understand their diagnosis • Less likely to have screening / preventive care
• Less likely to understand the medication labels • More likely to present in later stages of disease
• More likely to be hospitalized / re-hospitalized
Adapted from: Michael Villaire, MSLM 2010
Skills Needed to Increase Health Literacy
Individuals need knowledge in:
• Accessing health care services
• Reading and understanding information given to them
• Analyzing relative risks and benefits
• Calculating prescription dosages
Adapted from: National Network of Libraries of Medicine
Skills Needed to Increase Health Literacy
Individuals need knowledge in:
• Interpreting and understanding medication labels
• Communicating with health care providers
• Evaluating information for credibility and quality
• Interpreting test results Adapted from: National Network of Libraries of Medicine
What is Known
Low
Health Literacy Skills Contribute To
Higher
Utilization of Health Care Services
What is Known
Improving Health Literacy can save lives
Improving Health Literacy
• Adult educators
• Cooperative Extension Educators
• Community members
• Family & Consumer Sciences Educators
• Healthcare consumers
• Healthcare professionals
• Healthcare / Public Health systems
• Individuals
• Patients / Caregivers
• Pharmaceutical companies
• Public health professionals
Examples of Integrated Health Literacy
• Extension program
– Kid Quest, South Dakota State University
• Targets 5th and 6th grade students
• Classroom or after school settings
• Comprised of eight 30 minute modules
• Selected Module 8: Media Messages Participants learn about food product advertising and how to determine fact from fiction while teaming up to “sell” a healthy product to their age group
Website: www.igrow.org
Examples of Integrated Health Literacy
• Stanford University Chronic Disease Self-Management Program – Created to build participants 'confidence in their
ability to mange their health and maintain active and fulfilling lives
– Subject matter includes appropriate use of medications
– Offered by Extension, public health, senior centers, others
http://patienteducation.stanford.edu/programs/cdsmp.html
Your Input
Use the chat box to share any resources, programs or curriculum
Action Team Activities
• Logic model
• Database
• Gap analysis
• Webinars
• Oral/poster presentations
• Possible publications in peer-reviewed journals
Upcoming Activities
2016 National Health Outreach Conference
Roanoke, VA
April 6-8, 2016
Pre-Conference
A Picture of Health: Assembling the Pieces that Fit Wednesday April 6, 2016
12:30 to 5:00 PM (CST) http://www.cpe.vt.edu/2016nhoc/pre-conference.html
Upcoming Activities
Concurrent Session Focus on Health Literacy:
Impacts on Individual and Public Health
Thursday April 7, 2016
2:40 to 3:40 PM (CST)
2016 National Health Outreach Conference
Roanoke, VA
April 6-8, 2016 http://www.cpe.vt.edu/2016nhoc/
Be Part of the Process
• Integrate Health Literacy into
existing programs
• Revise existing programs to include
Health Literacy
• Provide resources, programs, curricula
to the Health Literacy Action Team
for use in the national gap analysis
Help Develop the Health Literacy Database
We want to hear from you! ~ Thank You ~
Action Team Members
Sonja Koukel, Chair, New Mexico State University [email protected]
Lisa Barlage, Ohio State University [email protected] Sarah Bercaw, University of Delaware [email protected] Nancy Crevier, University of Wisconsin [email protected] Jatunn Gibson, Auburn University [email protected] Belinda Letto, University of Tennessee [email protected] Fatemeh Malekian, Southern University Agricultural Research and Extension Center [email protected] Cathy Newkirk, Michigan State University [email protected] Linda Quade, South Dakota State University [email protected]