techniques for improving health literacy among low-income and immigrant populations
DESCRIPTION
Techniques for Improving Health Literacy Among Low-Income and Immigrant Populations. March 26, 2013 Michael Villaire, MSLM Chief Operating Officer Institute for Healthcare Advancement www.iha4health.org [email protected] (800) 434-4633 x202. What You’ll Learn. - PowerPoint PPT PresentationTRANSCRIPT
Techniques for Improving Health Literacy Among
Low-Income and Immigrant Populations
March 26, 2013
Michael Villaire, MSLMChief Operating Officer
Institute for Healthcare Advancementwww.iha4health.org
[email protected](800) 434-4633 x202
What You’ll LearnBy the time you’re done with this webinar, you should be able
to:1. Define health literacy 2. Describe the importance of improving health literacy 3. Explain the relationship between health literacy and health
disparities4. Identify strategies to improve health literacy among low-
income and immigrant populations 5. Discuss the Institute for Healthcare Advancement’s “What
to do for Health” book series
• “Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential” (Kirsch et al, 1993)
DefinitionsLiteracy
• “The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions” (Ratzan and Parker, 2000)
• “Health literacy allows the public and personnel working in all health-related contexts to find, understand, evaluate, communicate, and use information. Health literacy is the use of a wide range of skills that … include reading, writing, listening, speaking, numeracy, and critical analysis, as well as communication and interaction skills.” (Calgary Charter on Health Literacy, 2008)
DefinitionsHealth Literacy
Definitions
Health Literacy Components• Reading and writing• Listening and verbal communication (patient
and provider)• Numeracy
Computation skills Interpreting / evaluating risk (%)
• Self-efficacy--Institute of Medicine. Health Literacy: A Prescription to End Confusion. 2004
Other Considerations• Culture / belief systems• Mismatch between provider demand and
patient skill level• Mismatch of reading level / materials• Strong relation to health disparities• Strong relation to safety and quality
You know what you mean…But do they?
This happens…
An 89-year-old man with dementia is diagnosed with an ear infection and is prescribed an oral liquid antibiotic. His wife understands that he must take one teaspoon twice a day. After carefully studying the bottle’s label and not finding administration instructions, she fills a teaspoon and pours it into his painful ear.
Parker, R. et al. J Health Comm, 2003.
This happens, too…
Mr. G, 45, an Hispanic immigrant, native Spanish language speaker, has a job health screening. He is told his BP is high, can’t work until it’s controlled. Given β-blocker, diuretic, instructed to take each “once a day.” 1 week later, presents @ ED, BP very low, dizzy. Docs can’t figure out. Spanish speaker asks him how many pills he took each day. “22,” says Mr. G. (In Spanish, once means 11.)
Nielsen-Bohlman et al. IoM “A Prescription to End Confusion” 2004
Who’s to Blame?
At a teaching hospital, an intern writes in a “Patient’s problems” section of the medical chart, “Speaks no English.” The attending physician writes a note back in response, “Your problem, not his.”
Clancy C. AHRQ. Comments at Institute of MedicineHealth Literacy Roundtable 2/09.
Which of the following is the strongest predictor
of an individual’s health status?A. Age B. Income C. Literacy skillsD. Employment statusE. Education levelF. Racial or ethnic group
Which of the following is the strongest predictor
of an individual’s health status?A. Age B. Income C. Literacy skills (75% who self reported poor health in Below Basic HL
category)
D. Employment statusE. Education levelF. Racial or ethnic group
--National Patient Safety Foundation
Health Literacy Myths• People who can’t read, can’t learn. • Most people who are illiterate are immigrants
or minorities.• If someone can’t read and I give them written
instructions, they’ll tell me they can’t read.• I can tell how well someone can read by the
number of years they attended school.From: Health Literacy Myths, Misperceptions and Reality
http://www.idph.state.ia.us/fsbupdate/common/pdf/110804.pdf
Health Disparities andHealth Literacy
• “[D]ifferences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the U.S.” (NIH, 1999)
• “… a population-specific difference in disease, health outcomes, or access to care.” (HRSA, 2000)
• “…difference in health status between a defined portion of the population and the majority. Disparities can exist because of SES, age, … gender, race/ethnicity, language, customs or other cultural factors, [or] disability… .” (Minnesota Dept. Health, 2002)
Health Disparities-Definitions-
Health Disparities Components
• Restricted access to healthcare services• Includes unjust / preventable inequities• Disproportionately affects minorities /
poverty / low educational attainment• Shared responsibility among system,
providers, patients
Connections: Health Literacy / Health Disparities
• Low systemic awareness of the problem• ↓ access to usable health promotion materials• Disproportionate by poverty / language
barriers / education / disability• Lower rates of insured / less access • Victims of poor cultural competency / lack of
racial/ethnic diversity in HC system
Connections: Health Literacy / Health Disparities
• Higher hospital admission rates• Receive poorer quality healthcare• Poorer outcomes• Inadequate language access services• Perception of unequal treatment• Poor self-efficacy• Preventable
Literacy / Health Literacy Statistics
Data Sources• 1992 NALS (National Adult Literacy
Survey)
• 2003 NAAL (National Assessment of Adult Literacy) Added Health Literacy Module
Literacy Levels• Below Basic—no more than the most simple
& concrete literacy skills• Basic—skills needed to perform simple,
everyday literacy activities• Intermediate—skills needed to perform
moderately challenging activities• Proficient—skills needed for more complex &
challenging literacy activities
NAAL Literacy FindingsPercent of U.S. adult population with Below
Basic or Basic skills in:
• Prose Literacy – 44%• Document Literacy – 34%• Quantitative Literacy – 55%
NAAL Health Literacy Findings:• 36% have limited health literacy skills
(22% Basic, 14% Below Basic)• About 12% considered Proficient• Includes 3% who did poorly on basic screening tasks,
routed to alternative assessment • Does not include 2% who knew no English or Spanish• Majority (53%) had intermediate HL levels• Women’s avg. HL score 6 pts. higher (4% more men
in Below Basic)
Who has poor health literacy?
• Nearly 60% of 65+ in Basic/Below Basic• Health ins. from employer ↑ HL,
Medicare/Medicaid/No ins ↓ HL• Hispanics (12% of adult pop.) represent
35% of those in Below Basic HL category• Below poverty level (17% adult pop.)
represent 43% of those in Below Basic HL• 75% who self-reported poor health in Below
Basic HL
Health Literacy Statistics• 1 in 2 Americans can’t read above a 5th grade
level (Kirsch 2003)
• Most patient education materials written beyond recipients’ ability to understand (IoM 2004)
• 26% couldn’t understand when next appt.• 42% couldn’t understand “take on empty
stomach”• 60% couldn’t understand consent form (JAMA 1995)
Stir In…
• 381 languages spoken/signed in U.S.• 40 million foreign-born people live in the
United States (2010) • 60 million Americans speak a language other
than English at home• 24 million Americans have LEP • 75-90% of patients in the 2 lowest reading
levels describe themselves as being able to read/write English “well” or “very well”
Oh, and then there’s…• Cognitive impairment• Hearing / visual impairment• Medications• Stress (most forget at least 50% of what
healthcare provider told them)• Shame re Illiteracy:
78% thought they should hide it/cope 77% never told their doctor 67% never told their spouse 19% never told anyone
Parikh, N.S., et al. Patient Educ Couns, 1996.
How Patients Hide IlliteracyMay say things like:
• “I forgot my glasses”• “I don’t need to read this through now; I’ll read it
when I get home”• “I’d like to discuss this with my family”• “I have a headache now and can’t focus”• “I’ll just take this with me and read it later”• Don’t ask questions• Believe they understand but don’t
Why Does Health Literacy Matter?Those with limited literacy skills:
• Report poorer overall health• Have poorer ability to manage chronic diseases• Have poorer outcomes• Less likely to understand their diagnosis• Less likely to have screening / preventive care• Present in later stages of disease• Are more likely to be hospitalized / rehospitalized
Cost of Poor Health Literacy:• $73 billion in unnecessary costs annually
(Friedland, Georgetown University, 2003)
• $106-$238 billion in unnecessary costs annually (Vernon, University of Connecticut, 2007)
Cost of Chronic Disease:• $1.7 trillion (75% of HC expenditures)• Nearly 1 in 2 Americans live with a chronic disease• 90% >65 have a chronic disease;
77% have 2+• 70% of annual US deaths (CDC 2008)
Why Does Health Literacy Matter?
Toward Solutions
Tools and Techniques• Design Considerations• Universal Precautions• Plain language• Teach-back method• Brown-bag test• Ask Me 3 / Questions Are the Answer• Easy to Use Materials
Tools and Techniques
• Design Considerations Large type size (12-14 point) and double-spacedStandard font (no italics or ALL CAPS)Two type faces (Arial-headings, Times NR-body)Simple headingsWhite space Usable, appropriate, explanatory graphics
Tools and Techniques
• Design Considerations Short sentences (8-10 words each) Use columns Bulleted list/text or “chunking” (keep to 7-8 max) “How to” or “Need to do” in active voice
Design• White space • Large type size (12-14 point) and double-spaced• Standard font (no italics or ALL CAPS)• Two type faces (Arial-headings; Times New Roman-
body)• Simple headings• Usable, appropriate, explanatory graphics (no abstract
graphics)• Short sentences (8-10 words each)• Use columns • Bulleted lists (keep to 7-8 max)• Color / Navigation
Real-life Examples
From “What To Do When Your Child Gets Sick” Institute for Healthcare Advancement www.iha4health.org
Real-life Examples
From “Living With Diabetes: An Everyday Guide for You and Your Family” American College of Physicians Foundation foundation.acponline.org/hl/hlresources.htm
Real-life Examples:Photonovela
From “From Junk Food to Healthy Eating: Tanya's Journey to a Better Life” Inter-Cultural Association of Greater Victoria www.photonovel.ca/photonovels.htm
Design critique • What’s good?• What’s not so good?
“The Bible”
Available from:
•http://www.hsph.harvard.edu/healthliteracy/resources/doak-book/
•IHA Health Literacy Conference
Tools and Techniques
• Universal Precautions Assume 5th grade reading level for all pts. Include all stakeholders in planning/
implementation Limit key messages to no more than 3 “need to
do,” not “nice to know” Elicit questions. “What questions do you have?”
Strike the phrase, “Do you have any questions?” from your vocabulary!
www.ahrq.gov UP toolkit
Tools and Techniques
• Plain language Do not use medical jargon Slow down Use “living room language” Test results: What is benign? Negative? At-risk? More likely your message will be understood Lower chance of misunderstanding instructions
Don’t UseMedical Jargon
Consider these words:
vomiting insomniaformulary urineunconscious acneoral CVAanalgesic benignumbilicus terminalcontraception negative
Do these “living room language” alternatives work?
vomiting (throwing up) insomnia (can’t sleep)formulary (list of drugs) urine (pee)unconscious (out, not awake) acne (pimples)oral (by mouth) CVA (stroke)analgesic (pain med) benign (no cancer)umbilicus (belly button) terminal (end of life)contraception (birth control) negative (don’t have)
Don’t UseMedical Jargon
Tools and Techniques• Teach-back method
Toward assuring patient comprehension Shared learning burden – include clinician role Iterative process – teach to goal:
Introduce new concept / technique Demonstrate using multiple teaching modalities Ask pt. to demonstrate / explain in their own words Assess – review – tailor approach Repeat to patient mastery
Tools and Techniques• Brown-bag test
A form of literacy screening Look at pill or label?Ask patient to bring in all their meds (in a brown
bag) (Drug interaction opportunity) Test for comprehension of what med is / how to
take it / why they take it “When was the last time you took this pill?”
Tools and Techniques• Ask Me 3 / Questions Are the Answer
Ask Me 3 What is my main problem? What do I need to do? Why is it important for me to do this?
www.npsf.org/askme3
Tools and Techniques• Ask Me 3 / Questions Are the Answer (www.ahrq.gov/questions)
Questions Are the Answer What is the test for? How many times have you done this procedure? When will I get the results? Why do I need this treatment? Are there any alternatives? What are the possible complications? Which hospital is best for my needs? How do you spell the name of that drug? Are there any side effects? Will this medicine interact with medicines that I'm already taking?
Tools and Techniques• Easy to Read, Easy to Use Books
Tools and Techniques“What To Do For Health” Books
• Written at a 3rd-5th grade reading level • Effective in-home solutions for most health issues • Liberally illustrated with useful diagrams and
images • No medical jargon • Available in multiple languages • Indexed for quick and easy use
Tools and Techniques“What To Do For Health” Books
• 57-61% reduction in ER Visits• 39-56% decrease in doctors/clinic
visits• 29-60% fewer missed school days
by children due to illness or injury• 41-47% fewer missed work days by
parents due to child's illnessContact: [email protected]
Explore…• www.ihahealthliteracy.org• nnlm.gov/outreach/consumer/hlthlit.html• nces.ed.gov/naal• www.health.gov/communication• www.ahrq.gov/browse/hlitix.htm• medlineplus.gov• healthfinder.gov• www.hsph.harvard.edu/healthliteracy• www.iha4health.org• plainlanguage.gov
Explore…• www.healthliteracy.com• www.healthliteracymissouri.org• http://lincs.ed.gov/mailman/listinfo/Healthliteracy/
(join listserv) • ama-assn.org (Foundation/Health Literacy)• foundation.acponline.org/hl/hlresources.htm• www.iom.edu (health literacy)
Thank you!
What questions do you have?