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.
Health Literacy and its Impact on Clinical Practice
Health Literacy Issue
In my experience as a healthcare provider, I encountered a case where a patient with Type 2 Diabetes struggled to manage their condition effectively. The patient repeatedly misunderstood instructions on insulin administration, dietary modifications, and blood glucose monitoring. Despite receiving verbal instructions and written handouts, they continued to experience recurrent hyperglycemia and complications, including hospitalization. It became evident that the materials provided were not tailored to the patient’s level of comprehension or preferred learning style, underscoring a gap in health literacy that hindered effective self-management.
Evidence-Based Strategies to Promote Health Literacy
- Teach-Back Method
The teach-back method is an interactive communication strategy where healthcare providers ask patients to repeat the information provided in their own words. This approach ensures that patients understand their health instructions and provides an opportunity to clarify misunderstandings. According to Ha Dinh et al. (2016), the teach-back method significantly improves patient comprehension and adherence to treatment plans by reinforcing understanding and retention of information. By incorporating this strategy into routine care, providers can bridge literacy gaps and empower patients to take control of their health. - Tailoring Educational Materials to the Patient’s Literacy Level
Another effective strategy is creating and providing health education materials written at a 5th to 6th-grade reading level, incorporating visual aids to simplify complex concepts. Visual tools, such as infographics, can help convey messages more effectively to individuals with limited literacy. Evidence shows that tailored materials not only enhance comprehension but also increase patient satisfaction and engagement in care (McInnes et al., 2020). By assessing and aligning materials with the patient’s literacy level, healthcare teams can better support understanding and adherence to health recommendations.
References
- Ha Dinh, T. T., Bonner, A., Clark, R., Ramsbotham, J., & Hines, S. (2016). The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(1), 210–247. https://doi.org/10.11124/jbisrir-2016-2296
- McInnes, N., & Haglund, B. J. (2020). Readability of online health information: Implications for health literacy. Informatics for Health and Social Care, 45(3), 245–263. https://doi.org/10.1080/17538157.2020.1743185