North Bay Literacy Council BScN Project Team. Ice Breaker Autograph Sheet The objective is to find a...
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Importance of Health Literacy North Bay Literacy Council BScN Project Team
North Bay Literacy Council BScN Project Team. Ice Breaker Autograph Sheet The objective is to find a person in the group who fits one of the descriptions
Ice Breaker Autograph Sheet The objective is to find a person
in the group who fits one of the descriptions and get that persons
autograph next to the trait Each person may sign each sheet only
once Time limit 5 minutes
Slide 3
Workshop Outcomes 1) To differentiate between the roles of
tutors and health care professionals 2) To understand what health
literacy is 3) To teach the students that they have the right to
ask questions 4) To understand the importance of health literacy
and its impact 5) To integrate teaching strategies into your lesson
plans
Slide 4
Shared Goals but Different Roles Identify the following roles
as: Tutors Medical Professionals Both
Slide 5
Shared Goals but Different Roles Offer and explain appropriate
screening procedures A) Tutors B) Medical Professionals C)
Both
Slide 6
Shared Goals but Different Roles Enhance ability to complete
forms, make inquiries for information and navigate new environments
A) Tutors B) Medical Professionals C) Both
Slide 7
Shared Goals but Different Roles Teach how to read medicine
labels and calculate amounts and timing of dosages A) Tutors B)
Medical Professionals C) Both
Slide 8
Shared Goals but Different Roles Teach how to use medical
tools, such as inhalers and glucose monitors A) Tutors B) Medical
Professional C) Both
Slide 9
Shared Goals but Different Roles Help learn to locate
information to guide health related decisions A) Tutors B) Medical
Professionals C) Both
Slide 10
Shared Goals but Different Roles Medical Professionals Role
Make health care services and resources available to patients Offer
and explain appropriate screening procedures Diagnose illness and
develop a plan for patient care Prescribe medicines and explain
their purpose and side effects Teach patients how to use medical
tools, such as inhalers and glucose meters Teach patient how to
read medicine labels and calculate amounts and timing of dosages
Suggest measures to protect individual and family health
Slide 11
Shared Goals but Different Roles Tutors Role Enhance students
ability to complete forms, make inquiries from information and
navigate new environments Teach students to ask questions about
tests, test procedures, and results Develop students capacity to
participate in planning by seeking clarification and offering
suggestions Teach students how to read medicine labels and
calculate amounts and timing of dosages Help students learn to
locate information to guide their health- related decisions
Strengthen students ability to read charts and scales and interpret
ranges
Slide 12
Responsibilities of the Tutor Provide guidance and support in
finding answers Understand literacy-related barriers to health care
Contribute to increasing a students ability to: access care
interact with their health care provider advocate for their
rights
Slide 13
Health Literacy WHAT
Slide 14
What is Health Literacy? According to the Calgary Charter on
Health Literacy: Allows the public and personnel working in all
health-related contexts to find, understand, evaluate, communicate,
and use information
Slide 15
What is Health Literacy? According to the 2002 Joint Committee
on Health Education Terminology: Health literacy is the capacity of
an individual to obtain, interpret, and understand basic health
information and services and the competence to use such information
and services in ways that are health enhancing.
Slide 16
Skills Required for Health Literacy Reading Writing Numeracy
Communication Listening Speaking Interaction Critical analysis
Computer skills
Slide 17
Statistics According to the Canadian Council of Learning
(2007): The majority of adult Canadians (60%) lack the capacity to
obtain, understand and act upon health information and services and
to make appropriate health decisions on their own
Slide 18
Statistics According to the Canadian Business Task Force on
Literacy (1988): It is estimated that the annual cost to Canadian
businesses from lost productivity due to illiteracy was 4 billion
dollars
Slide 19
Statistics According to the North Bay Literacy Councils
Literacy and Health Project (2007): Health care providers in North
Bay felt that an average of 10 % of their patients had low health
literacy when in fact 70% of people in the North Bay have low
health literacy
Slide 20
In their shoes Your naicisyhp has dednemmocer that you have a
ypocsonoloc. Ypocsonoloc is a test for noloc recnac. It sevlovni
gnitresni a elbixelf gniweiv epocs into your mutcer. You must drink
a laiceps diuqil the thgin erofeb the noitanimaxe to naelc out your
noloc.
Slide 21
In their shoes How does this exercise make you feel? Do you
feel confident with this information? Would you consent to this
procedure? Why or why not? How would you go about getting more
information?
Slide 22
Ask Me 3 The Ask Me 3 campaign promotes adults to ask these 3
questions: What is my main problem? What do I need to do? Why is it
important for me to do this?
Slide 23
Health Literacy WHY
Slide 24
Why is health literacy important? Increases ability to access
needed health information and care Allows interaction with health
care workers Enables advocacy for their rights
Slide 25
Determinants of Health
Slide 26
Direct Effects of Low Literacy on Health Have difficulty
finding and understanding health information Have more health
problems Make more mistakes with medications Have more workplace
accidents
Slide 27
Indirect Effects of Low Literacy on Health Have lower paying
jobs and be unemployed Feel more stress and be more vulnerable when
things go wrong Have unhealthy habits such as smoking and not
getting enough exercise Have more visits to the hospital and to
stay in the hospital longer Have more difficult in using the health
care system
Slide 28
What Effects Literacy?
Slide 29
But Why? Jasons Story
Slide 30
10 Minute Break
Slide 31
Health Literacy How
Slide 32
Components of Health Literacy 1) Health Promotion 2) Health
Protection 3) Disease Prevention 4) Health Care and Maintenance 5)
Navigation
Slide 33
Components of Health Literacy Health Promotion Enhances and
maintains health For example: Reading food labels and recipes
Preparing dishes from recipes and learning about nutrition and
healthy balanced diets
Slide 34
Components of Health Literacy Health Protection Safeguards
health of individuals For example: Reading labels on cleaning
products or health and safety posting at work Voting on community
issues and avoiding harmful exposures
Slide 35
Components of Health Literacy Disease Prevention Takes
preventative measures and engages in screening and early detection
For example: Reading charts and graphs and postings for
immunizations and screening Taking preventative actions and
engaging in screening of diagnostics tests
Slide 36
Components of Health Literacy Health Care & Maintenance
Seeks care and forms partnerships with doctors or dentists For
example: Reciting medical history, reading health information and
labels, following instructions and medical recommendations Seeking
professional care when needed, describing symptoms, following
directions, measuring symptoms, and adjusting their regimen as
needed
Slide 37
Components of Health Literacy Navigation Accesses health
services, and makes use of benefits For example: Completing forms,
understanding statements of rights and informed consent Locating
facilities, applying for benefits, filling out forms, and offering
informed consent
Slide 38
Why is it important for him to walk up the river? What does the
man in the story represent? The River Parable
Slide 39
Teaching Tasks These are some of the things that the student
may need help with: Filling out medical forms Making doctors
appointments Describing symptoms Taking medicine Understanding
screening tests
Slide 40
Common Screening Tests Visual Exam Cholesterol Screening
Fasting Blood Sugar Thyroid Tests Blood Tests (for HIV or STDs)
Colonoscopy Mammogram (women) Pap Smear (women) Prostate Test
(men)
Slide 41
Barriers Costs Understanding Planning Knowledge Discomfort Fate
Fear Access
Slide 42
Resources Many resources are available for you to use when
looking for material to integrate into your lessons Primary
resources are Julie Patterson and Joe Mutch who can help you find
information that pertains to your needs The Literacy Council
Library Internet Public Health Unit Accredited magazines
Associations related to specific disorders
Slide 43
References Diem, E. (2005). Community health nursing: Using
projects as an entry point practice. In Diem, E. and Moyer, A.
Community health nursing projects (pg 11). Philadelphia, PA:
Lippincott Williams & Wilkins. Moyer, A. (2005). Starting well:
Beginning a small scale project. In Diem, E. and Moyer, A.
Community health nursing projects (pg 75-76). Philadelphia, PA:
Lippincott Williams & Wilkins. Petch, E., Ronson, B., &
Rootman, I. (2004). Literacy and health in Canada: What we have
learned and what can help in the future (Clear language edition).
Canadian institute of health research. Patterson, J. (2007). Health
literacy seen through the eyes of low literacy learners and health
care providers: A report of the councils literacy and health
project. Rootman, I. and Ronson, B. Literacy and health research in
Canada: Where have we been and where should we go? Canadian
institute of health research. Rudd, R., Soricone, L., Santos, M.,
Zobel, E., & Smith, J. (2005). Health literacy study circles.
National center for the study of adult learning and literacy
(NCSALL), Harvard graduate school of education.
www.ncsall.netwww.ncsall.net
Slide 44
Colonoscopy Case Study Your student has mentioned to you that
he needs to have a colonoscopy done and shows you the pre-op
instructions that were given to him by a health care professional.
What strategies would you integrate into your lesson plan to help
your student understand the procedure?
Slide 45
Workshop Outcomes 1) To differentiate between the roles of
tutors and health care professionals 2) To understand what health
literacy is 3) To teach the students that they have the right to
ask questions 4) To understand the importance of health literacy
and its impact 5) To integrate teaching strategies into your lesson
plans