Transcript
Page 1: Health Literacy: From Individual to Institution

Health Literacy:From Individual to

Institution

Fatima AshrafOffice of the Mayor

Page 2: Health Literacy: From Individual to Institution

Literacy

Page 3: Health Literacy: From Individual to Institution

The ContextLANGUAGE

50% of NYC adults speak a language other than English at home

25% of NYC adults do not speak English

LITERACY

60% of NYC adults read at an 8th grade level or below

Remember: reading skills trail last year of school by 2 to 5 years … high school diplomas linked to 9th grade skills

Page 4: Health Literacy: From Individual to Institution

Key Things to Remember

There is a culture of literacy …

If you can’t read well, words are not helpful

Even people who can read well, don’t “read” … they skim

Page 5: Health Literacy: From Individual to Institution

Writing Sample #1

Nepo lla eerht sdil eno yb eno dna yllausiv kcehc lla gniriw dna gnibut. Kcehc fi gnihton si nekorb, dehctarcs, tneb, ro esiwrehto degamad.

Page 6: Health Literacy: From Individual to Institution

Writing Sample # 2

Those referred for ernstropikgle should report to the ernstropikgle evaluation center on the lower level in the left corridor on the right side. Ernstropikgle candidates should be advised that preparation requirements exist that if not consistently adhered to prior to the ernstropikgle may under certain circumstances lead to suboptimal findings.

Page 7: Health Literacy: From Individual to Institution

Writing Sample # 3

Take two pills once a day.

Page 8: Health Literacy: From Individual to Institution

Health Education vs. Health Literacy

Page 9: Health Literacy: From Individual to Institution

Health Literacy: Definitions

Health literacy is the ability of an individual to read, understand and act upon health related information.

Health literacy also refers to the capacity of professionals and institutions to communicate effectively so that community members can make informed decisions and take appropriate actions to protect and promote their health.

Page 10: Health Literacy: From Individual to Institution

Consequences of low health literacy on the individual:

Worse overall health status Presentation for treatment at later

stages Higher rates of hospitalization Higher rates of ER utilization Less knowledge of health and disease Difficulty understanding and using

health information

Page 11: Health Literacy: From Individual to Institution

Institute of Medicine recognizes importance of the institutions

“The problems associated with limited health literacy and interventions to ameliorate them do not start and end with patients.”

“Efforts to enhance health literacy skills among individual families must be matched by interventions on the part of the health care sector to improve communications and systems.” (IOM, 2004)

Page 12: Health Literacy: From Individual to Institution

Responsibilities of the institution:

Reducing racial and ethnic disparities in care

Improving patient safety and reducing medical errors

Improving health outcomes for people with chronic medical conditions

Improving health literacy knowledge and skills among health care providers

Page 13: Health Literacy: From Individual to Institution

Clear & Effective Communication

Page 14: Health Literacy: From Individual to Institution

Guidelines forClear and Effective Communication

Clarity of purpose

Plain language

Good document design

Test your documents with intended users!

Page 15: Health Literacy: From Individual to Institution

What is Clarity of Purpose?

Does the title and opening sentences explain what the purpose

of the document is? Who is it intended for? What is the reader supposed to do?

Does the document contain everything the reader needs to accomplish the intended purpose?

Is the document focused? Does it contain more than 3 or 4 main points? Does it include information that is not essential? Does it put the most important points up front?

Page 16: Health Literacy: From Individual to Institution
Page 17: Health Literacy: From Individual to Institution

What is Plain Language?

Techniques that make documents easy to read: Smaller, simpler, more familiar words Less jargon and legalese with important

words defined Shorter sentences, shorter paragraphs Active voice, conversational tone, personal

touch (I, you, we) Vocabulary and concepts are concrete and

explicit rather than abstract and implied Lower reading level

Mayor’s Office of Adult EducationMayor’s Office of Correspondence

Page 18: Health Literacy: From Individual to Institution

Smaller, Simpler Words with Less Jargon

Notwithstanding the fact that: ___________

At this point in time: __________________

Until such time as: ___________________

In the event of: ______________________

Adversely impact: ____________________

Mayor’s Office of Adult EducationMayor’s Office of Correspondence

Page 19: Health Literacy: From Individual to Institution

Smaller, Simpler Words with Less Jargon

Adjacent to: _________________________

Heretofore: _________________________

Previously: __________________________

Notice of Violation: ___________________

Statutory Penalty: ____________________

Mayor’s Office of Adult EducationMayor’s Office of Correspondence

Page 20: Health Literacy: From Individual to Institution

HHC Open Letter to Immigrant New Yorkers

Our policy is clear. Any patient information obtained by an HHC employee may not be disclosed to any third party. Our employees know that they may lose their jobs if they violate this policy. Treating all patient information as confidential is critical to the trust we want to build with all our patients. This trust helps us to provide quality health services to you and your family.

Page 21: Health Literacy: From Individual to Institution

HHC Open Letter to Immigrant New Yorkers with Plain Language

Our policy is clear. No HHC employee can give your patient information to ANYONE else. All of our employees know that if they break this promise they can lose their job. We understand that this is the only way that we can keep your trust. We know that we need your trust to give you and your family quality health services.

Mayor’s Office of Adult EducationMayor’s Office of Correspondence

Page 22: Health Literacy: From Individual to Institution

What is Good Document Design?

Techniques that make documents easy to read: Not too dense-looking; good balance of white

space Can be easily skimmed Information visually chunked into small sections Headings tell the reader the main points and

where information is located Numbered lists, bullet points, arrows Pictures or graphics support main points Font size of 12 or larger with limited use of bold

for emphasis and avoid all caps Left justified with jagged right margin

Page 23: Health Literacy: From Individual to Institution
Page 24: Health Literacy: From Individual to Institution

Institutional partnerships:Health Care and Adult Education System of classes with access to

70,000 potential patients.

Health care providers can get insight into: How adults learn How to be effective communicators How to assess patient’s literacy level How to break down complicated tasks Be patient (student) centered

Page 25: Health Literacy: From Individual to Institution

For more information

www.nyc.gov/healthliteracy

Fatima [email protected]


Top Related