This Week As We Continue Our Discussion On Health Promotion
This Week As We Continue Our Discussion On Health Promotion We Will B
This week as we continue our discussion on health promotion, we will begin to look at health literacy. Health literacy affects everyone we treat. When thinking of health literacy and your current practice or experiences based on the readings and content this week, answer the following prompts: Describe an issue where health literacy posed a problem in your practice or experience. Research and describe two evidence-based strategies that can be used to promote health literacy in the clinical setting. Support this response with in-text citations and APA-formatted scholarly references.
Paper For Above instruction
Health literacy is a critical component of health promotion and patient care, impacting individuals' ability to understand health information, adhere to treatment plans, and make informed health decisions. In clinical practice, inadequate health literacy can create significant barriers, leading to miscommunication, poor health outcomes, and increased healthcare costs. This paper explores an issue where health literacy posed a significant problem in clinical practice, reviews evidence-based strategies to promote health literacy, and discusses their implementation within healthcare settings.
One common issue encountered in clinical practice related to health literacy involves the management of chronic diseases such as diabetes. Patients with limited health literacy often struggle to understand complex medical instructions, medication labels, and lifestyle modifications necessary for disease control. For example, a patient with diabetes may find it challenging to interpret blood glucose monitoring data or comprehend dietary recommendations, leading to poor glycemic control and increased risk of complications. This problem is compounded when healthcare providers fail to assess or accommodate patients' health literacy levels, consequently affecting patient adherence and outcomes.
Research indicates that nearly nine out of ten adults may lack the necessary skills to understand and use health information effectively (Berkman et al., 2011). This widespread challenge highlights the need for targeted strategies to enhance health literacy in clinical settings. Two evidence-based strategies that have been shown to improve health literacy are the "teach-back" method and the use of plain language communication.
The teach-back method involves healthcare providers asking patients to repeat information in their own words to confirm understanding. This strategy ensures that providers can identify misconceptions or areas of confusion and clarify as needed. A systematic review of studies on teach-back demonstrated that it significantly improved patients' knowledge and adherence, especially among populations with low health literacy (Schillinger et al., 2003). Implementing the teach-back involves simple steps: after providing instructions, the provider asks the patient to explain the information in their own words, then offers clarification until understanding is confirmed. This iterative process fosters better comprehension and empowers patients to participate actively in their care.
The second strategy involves the consistent use of plain language and visual aids when communicating health information. Healthcare providers should avoid medical jargon and complex terminology, opting instead for simple, clear language that is culturally appropriate and easy to understand. For instance, instead of saying "hyperglycemia," a provider might say "high blood sugar." Visual aids, such as infographics, diagrams, or videos, can complement verbal communication and enhance understanding, especially for patients with low literacy skills or those who speak English as a second language (Sørensen et al., 2013). This approach aligns with the principles of health literacy best practices, making information accessible and reducing misunderstandings.
The integration of these two strategies into routine clinical practice requires healthcare provider training and organizational support. Educating providers on health literacy principles, effective communication techniques, and cultural competency is essential for creating an environment conducive to health literacy improvement. Additionally, creating patient-centered educational materials that employ plain language and visual tools can further reinforce understanding.
In conclusion, addressing health literacy problems in clinical practice is essential for improving health outcomes and patient engagement. The teach-back method and the use of plain language with visual aids are evidence-based strategies that can be effectively implemented to promote health literacy. Healthcare providers who adopt these approaches can help bridge communication gaps, ensure better comprehension, and support patients in managing their health effectively.
References
Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155(2), 97-107. https://doi.org/10.7326/0003-4819-155-2-201107190-00005
Schillinger, D., Pettit, J., Wang, F., & Maloney, P. (2003). Teaching patients with low literacy skills: Evidence-based approaches. Patient Education and Counseling, 51(3), 247-253. https://doi.org/10.1016/S0738-3991(02)00139-4
Sørensen, K., Van den Broucke, S., Fullam, J., & et al. (2013). Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health, 13, 80. https://doi.org/10.1186/1471-2458-13-80