Existing approaches to measuring health literacy have several limitations and critiques. The speaker discusses various existing screening tools and measures of health literacy, noting their limitations such as lack of cultural sensitivity, inconsistent use, and inability to advance understanding of health literacy as a concept. He also summarizes discussions from a National Institute for Literacy workshop where participants identified the need for new measures of health literacy that address these limitations and can better inform health communication and policy efforts.
The document discusses different models of defining and conceptualizing positive mental health and resilience. It summarizes 6 main models:
1) Mental health as above normal functioning and maturity, involving healthy development across the lifespan.
2) Mental health as characterized by positive emotions like joy, trust and empathy which are governed by limbic and prefrontal brain regions.
3) Mental health as socioemotional intelligence and the ability to accurately perceive and manage emotions.
4) Mental health as subjective well-being and experiencing contentment through positive adaptation.
5) Mental health as resilience through adaptive coping strategies to overcome stress like seeking social support and cognitive strategies.
6) Mental health involves involuntary coping mechanisms that unconsciously
The Mental State Examination aims to assess a patient's current psychological symptoms and observable behavior during an interview. It objectively evaluates a patient's appearance, behavior, speech, mood, thoughts, perceptions, cognition, and insight. It also subjectively examines the patient's reported mood, thoughts, and perceptions. The exam provides information on factors like activity level, thought content and organization, sensory experiences, orientation, memory, and understanding of their condition. Challenging patients may be unresponsive, overactive, or confused, requiring modified approaches.
The document discusses the evolution and functions of the human brain. It describes the reptilian brain which controls basic and involuntary functions. The mammalian brain, also called the limbic system, controls emotions and behaviors related to survival such as fighting, feeding, fleeing and reproduction. The uniquely complex human brain allows for theory of mind, empathy, and dual representation which involves assigning meaning to symbols like math, music and words. Memory involves both automatic and effortful processes, and repetition and different learning methods impact how information is retained over time.
This document provides an overview of components to assess during a mental status examination (MSE). It describes how to evaluate a patient's appearance, speech, mood, affect, orientation, thought processes, thought content, perceptual problems, judgment, insight and impulse control. Key areas of examination include rate and content of speech, range and appropriateness of affect, clarity of orientation, level of abstraction, memory and evidence of confusion, delusions or hallucinations. The MSE framework aims to understand a patient's cognitive and emotional functioning through structured observation and interaction.
To Sell Is Human: The Surprising Truth About Moving Others - a summaryExotel
This document provides guidance on modern sales techniques. It emphasizes attunement to customers through active listening, taking their perspective, and focusing on how to serve their needs rather than make sales. Some key points include: reducing power to increase empathy; finding uncommon commonalities; thinking of the customer's perspective by picturing them in meetings; embracing rejection through self-reflection; asking open-ended questions to understand customers' needs compared to available options; and upserving customers by doing more than expected to create memorable experiences rather than just making sales. The overall message is that sales requires attuning to customers, having buoyancy to handle rejection, and providing clarity on how solutions fulfill needs in order to serve customers effectively.
This document discusses fungal infections of the central nervous system. It begins by classifying fungi into categories such as yeast, filamentous, and dimorphic fungi. It then lists some common fungal genera that can cause CNS infections. The document notes that factors contributing to increasing fungal infections include prolonged antibiotic use, immunosuppression, diseases like diabetes, and increased international travel. It provides a brief history of recognized fungal CNS infections and discusses the epidemiology, pathophysiology, pathology, clinical manifestations, investigations, diagnosis, and treatment of fungal CNS infections.
This document summarizes key aspects of human development across the lifespan from conception through adulthood according to David Myers' Psychology textbook. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development, drawing from theorists like Piaget and Kohlberg. It finds that while abilities peak in early adulthood, many cognitive functions remain intact or even improve with aging.
This document provides information about bipolar disorder including:
- It is a serious brain disorder characterized by extreme mood swings from depression to mania that affects nearly 6 million Americans.
- Bipolar disorder can damage parts of the brain and is linked to higher risks of other illnesses, anxiety, panic attacks, and reduced life expectancy of 7 years on average.
- There is no single proven cause but genes may increase risk and life stressors can also play a role. Treatment includes mood stabilizing medications, talk therapy, and lifestyle management to control symptoms and allow people to live normal lives.
The document discusses different models of defining and conceptualizing positive mental health and resilience. It summarizes 6 main models:
1) Mental health as above normal functioning and maturity, involving healthy development across the lifespan.
2) Mental health as characterized by positive emotions like joy, trust and empathy which are governed by limbic and prefrontal brain regions.
3) Mental health as socioemotional intelligence and the ability to accurately perceive and manage emotions.
4) Mental health as subjective well-being and experiencing contentment through positive adaptation.
5) Mental health as resilience through adaptive coping strategies to overcome stress like seeking social support and cognitive strategies.
6) Mental health involves involuntary coping mechanisms that unconsciously
The Mental State Examination aims to assess a patient's current psychological symptoms and observable behavior during an interview. It objectively evaluates a patient's appearance, behavior, speech, mood, thoughts, perceptions, cognition, and insight. It also subjectively examines the patient's reported mood, thoughts, and perceptions. The exam provides information on factors like activity level, thought content and organization, sensory experiences, orientation, memory, and understanding of their condition. Challenging patients may be unresponsive, overactive, or confused, requiring modified approaches.
The document discusses the evolution and functions of the human brain. It describes the reptilian brain which controls basic and involuntary functions. The mammalian brain, also called the limbic system, controls emotions and behaviors related to survival such as fighting, feeding, fleeing and reproduction. The uniquely complex human brain allows for theory of mind, empathy, and dual representation which involves assigning meaning to symbols like math, music and words. Memory involves both automatic and effortful processes, and repetition and different learning methods impact how information is retained over time.
This document provides an overview of components to assess during a mental status examination (MSE). It describes how to evaluate a patient's appearance, speech, mood, affect, orientation, thought processes, thought content, perceptual problems, judgment, insight and impulse control. Key areas of examination include rate and content of speech, range and appropriateness of affect, clarity of orientation, level of abstraction, memory and evidence of confusion, delusions or hallucinations. The MSE framework aims to understand a patient's cognitive and emotional functioning through structured observation and interaction.
To Sell Is Human: The Surprising Truth About Moving Others - a summaryExotel
This document provides guidance on modern sales techniques. It emphasizes attunement to customers through active listening, taking their perspective, and focusing on how to serve their needs rather than make sales. Some key points include: reducing power to increase empathy; finding uncommon commonalities; thinking of the customer's perspective by picturing them in meetings; embracing rejection through self-reflection; asking open-ended questions to understand customers' needs compared to available options; and upserving customers by doing more than expected to create memorable experiences rather than just making sales. The overall message is that sales requires attuning to customers, having buoyancy to handle rejection, and providing clarity on how solutions fulfill needs in order to serve customers effectively.
This document discusses fungal infections of the central nervous system. It begins by classifying fungi into categories such as yeast, filamentous, and dimorphic fungi. It then lists some common fungal genera that can cause CNS infections. The document notes that factors contributing to increasing fungal infections include prolonged antibiotic use, immunosuppression, diseases like diabetes, and increased international travel. It provides a brief history of recognized fungal CNS infections and discusses the epidemiology, pathophysiology, pathology, clinical manifestations, investigations, diagnosis, and treatment of fungal CNS infections.
This document summarizes key aspects of human development across the lifespan from conception through adulthood according to David Myers' Psychology textbook. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development, drawing from theorists like Piaget and Kohlberg. It finds that while abilities peak in early adulthood, many cognitive functions remain intact or even improve with aging.
This document provides information about bipolar disorder including:
- It is a serious brain disorder characterized by extreme mood swings from depression to mania that affects nearly 6 million Americans.
- Bipolar disorder can damage parts of the brain and is linked to higher risks of other illnesses, anxiety, panic attacks, and reduced life expectancy of 7 years on average.
- There is no single proven cause but genes may increase risk and life stressors can also play a role. Treatment includes mood stabilizing medications, talk therapy, and lifestyle management to control symptoms and allow people to live normal lives.
Low health literacy affects us all. Only 12% of Americans are proficient in health literacy skills and only half of patients take medications as directed. Take this short quiz from HealthEd to test your own skills. Includes statistics and links to helpful literacy Web sites.
Department of Clinical Epidemiology, Monash University
Presentation given at "Health Literacy Network: Crossing Disciplines, Bridging Gaps", November 26, 2013. The University of Sydney.
This lecture discusses health literacy and its importance in hearing healthcare.
Goal 1 is to define health literacy and link low health literacy to poor patient outcomes. Goal 2 examines how health literacy impacts patient behaviors like self-management. Goal 3 introduces methods to assess health literacy across different domains. Goal 4 stresses the importance of using appropriate health literate materials for diverse populations.
The document outlines how low health literacy is common and discusses its implications for hearing health, including difficulties with self-advocacy, communication strategies, and decision-making. It emphasizes developing health literate oral, printed and online materials that are easy to understand to promote patient comprehension and empowerment. Overall, the lecture stresses the critical need for clinicians to effectively
Don Nutbeam | The evolving concept of health literacySax Institute
Professor Don Nutbeam, Vice Chancellor of the University of Southampton in the UK, spoke to the HARC network in April 2010 to help us consider how to improve healthcare delivery for people with low health literacy.
HARC stands for the Hospital Alliance for Research Collaboration. HARC is a collaborative network of researchers, health managers, clinicians and policy makers based in NSW, Australia managed by the Sax Institute.
HARC Forums bring members of the HARC network together to discuss the latest research and analysis about important issues facing our hospitals.
For more information visit saxinstitute.org.au.
The document discusses health literacy and effective patient-physician communication strategies, noting that limited health literacy adversely impacts patient health outcomes and that using clear communication techniques such as plain language, teach back methods, and soliciting questions can help address this issue and improve patient understanding. It also provides statistics showing nearly half of U.S. adults have below basic or basic health literacy skills.
The document discusses planning for IT projects, including project selection, creating a project plan, staffing the project, and managing/controlling the project. Project selection involves considering all projects within the organization's project portfolio and prioritizing based on organizational needs. The project plan defines tasks, time estimates, and other details. Staffing includes developing a staffing plan and coordinating project activities. Managing the project encompasses scope management, time-boxing, and risk assessment.
The document discusses developing leadership legacy through interpersonal communication and attitudes. It covers understanding workplace cultures, forms of leadership, and understanding employees. The author has a degree in media and public communication and has worked in medical research. The objectives are to develop a framework for basic leadership concepts, explore the importance of context, and enhance understanding of how to motivate employees. It provides an overview of the topics to be discussed.
The document discusses health literacy, including how it is defined as skills needed to function in the healthcare system, why it is important as low health literacy is associated with poor health outcomes, and how it should be measured using tools that assess word recognition, reading comprehension, and numeracy. It also reviews research that has identified limitations in current health literacy measures and calls for more comprehensive measures to be developed.
The document discusses health literacy and approaches to assessing it. It defines health literacy as the ability to find, understand, evaluate, communicate and use health information. Both patients and providers vary in their health literacy due to differences in understanding health contexts and skills for locating, decoding and interpreting health information. The core of best practices involves cultural competency. Components of best practices include methods, roles, outcomes, tools, training, systems and the use of plain language.
Jo Protheroe - Health Literacy and Health InequalityHLGUK
The document discusses health literacy and defines it as "the personal characteristics and social resources needed for individuals and communities to access, understand, appraise and use information and services to make decisions about health." It notes that resources and policy changes to improve health literacy must be meaningful, realistic, raise awareness, involve user testing, and develop and evaluate interventions. The document also announces an upcoming one-day conference on health literacy in Glasgow in March 2016 that will address health inequalities and welcomes applications for oral presentations and posters on related research, development, and practices.
This document discusses approaches to embedding health literacy in health and social care systems. It suggests deciding what aspects of health literacy to focus on, such as the life course or outreach programs. It also recommends ways to make health information and systems easier to use, such as redesigning materials to be jargon-free. Building health literacy capabilities through education and training is emphasized. Opportunities for improving health literacy during service contacts should also be taken. The impact of efforts should be measured using understandable and meaningful metrics.
This document provides an overview of health literacy for healthcare professionals. It defines health literacy and explains its importance for patient outcomes. Limited health literacy is associated with poorer health, less adherence to treatment, and reluctance to engage with healthcare providers due to shame. The presentation measures health literacy, discusses strategies to improve communication and integrate health literacy into work, and advocates for further research on the topic.
This study aimed to determine if health literacy is associated with cancer screening rates among middle-class African Americans. The study found:
1) Health literacy was generally not associated with breast, colorectal, prostate, or cervical cancer screening, though higher income and education predicted higher cervical screening rates.
2) Limitations included the cross-sectional design and use of a single-item health literacy measure.
3) Further research is needed to better understand factors predicting low health literacy and how literacy impacts cancer screening decisions.
Interventions for preventing elder abuse: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of interventions for preventing elder abuse.
Philip Baker, Australia Regional Director APACPH, School of Public Health and Social Work Queensland University of Technology led the session and presented findings from their review:
Baker PRA, Francis DP, Hairi NN, Othman S, Choo WY. (2016). Interventions for preventing abuse in the elderly. Cochrane Database of Systematic Reviews, 2016, CD010321
http://www.healthevidence.org/view-article.aspx?a=interventions-preventing-abuse-elderly-29428
Many older adults experience some form of abuse (psychological, physical, and sexual) that often goes unreported. Elder abuse is associated with morbidity and premature mortality. This review examines the effectiveness of interventions for preventing elder abuse in the home, institutions and community settings. Findings of the review suggest there is uncertainty in the effectiveness of educational interventions to improve knowledge of caregivers about elder abuse and uncertainty on its effect of reducing abuse. This webinar will examine the effectiveness and components of interventions that prevent elder abuse.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
Cooperative Extension's National Focus on Health literacySUAREC
This document outlines an Extension committee's presentation on increasing health literacy through Cooperative Extension programs. It discusses:
- Extension's focus on improving population health literacy and addressing social determinants of health.
- Definitions of health literacy and challenges like navigating healthcare.
- Examples of Extension programs that integrate health literacy, like a program teaching kids about food marketing.
- The committee's plans to identify best practices, engage partners, and evaluate programs to further increase health literacy nationwide.
- An invitation for attendees to provide input and get involved in future activities and an action team.
This presentation is from a recent CALPACT webinar. To view the event archive page to access the recording and resources, please visit:
https://cc.readytalk.com/cc/s/meetingArchive?eventId=ws23yprxpjgd&campaignId=xceb0hiurg66
Public Health professionals communicate with a variety of audiences in their daily work. While reasonably well-accepted that special consideration be given to low-literate health care consumers in clinical settings, less emphasis has been given to applying health literacy in diverse sectors of public health. Poor health literacy is not limited to those with language or reading skill barriers - only 12% of Americans understand the health information they receive.
As public health professionals we have a responsibility to understand the health literacy barriers. This presentation will provide tips and resources where public health professionals can make a difference in increasing the success of their communication efforts.
While one flu season can pass mildly and with minimal activity, another may hit the country early and hard. CDC health communicators work with subject matter experts and stakeholders to develop messages for a variety of audiences, employing different types of media for effective reach. Due to unforeseen variables, the 2012-2013 flu season posed specific challenges. This presentation will highlight some of those challenges, showcase strategies and messaging used, and preview what’s to come for the 2013-2014 season.
This webinar was the second session in the CALPACT sponsored Health Communication Matters series, which will help participants in all walks of public health to apply health literacy principles to their everyday communications.
Follow Us on Twitter: @CALPACT
Facebook: http://www.facebook.com/CALPACTUCB
Website: www.calpact.org
Questions?
Email sphcalpact@berkeley.edu
PRIME Centre Wales
Long Term Conditions Consensus Meeting
Tuesday 10th November 2015, St Mary's Priory, Abergavenny, NP7 5ND
http://www.primecentre.wales/ltc-consensus-meeting.php
Improving the Health of Adults with Limited Literacy: What's the Evidence?Health Evidence™
Health Evidence, in partnership with the National Collaborating Centre for Determinants of Health (NCCDH), hosted a 60 minute webinar, funded by the Canadian Institutes of Health Research (KTB-112487), on interventions to improve the health of adults with limited literacy, presenting key messages, and implications for practice on Wednesday October 31, 2012 at 1:00 pm EST. Maureen Dobbins, Scientific Director of Health Evidence, lead the webinar, which included interactive discussion with Karen Fish, Knowledge Translation Specialist, and Connie Clement, Scientific Director, both from the NCCDH.
This webinar focused on interpreting the evidence in the following review:
Clement, S., Ibrahim, S., Crichton, N., Wolf, M., Rowlands, G. (2009). Complex interventions to improve the health of people with limited literacy: A systematic review. Patient Education & Counseling, 75(3): 340-351.
The Undergraduate Research Opportunity Program’s Annual Spring Research Symposium is the culminating event for all students participating in UROP for the 2016-2017 academic year. The symposium will take place Wednesday, April 19th, 2017 from 9am - 5pm, at the Michigan Union
This document provides guidance on developing patient education programs for chronic conditions. It discusses principles of patient education including definitions, theories like the Health Belief Model and Social Cognitive Theory, and evidence supporting patient education. The document also covers needs assessment, setting objectives and priorities, educational approaches, and program planning. The overall goal is to empower patients through education tailored to their specific needs and beliefs.
Low health literacy affects us all. Only 12% of Americans are proficient in health literacy skills and only half of patients take medications as directed. Take this short quiz from HealthEd to test your own skills. Includes statistics and links to helpful literacy Web sites.
Department of Clinical Epidemiology, Monash University
Presentation given at "Health Literacy Network: Crossing Disciplines, Bridging Gaps", November 26, 2013. The University of Sydney.
This lecture discusses health literacy and its importance in hearing healthcare.
Goal 1 is to define health literacy and link low health literacy to poor patient outcomes. Goal 2 examines how health literacy impacts patient behaviors like self-management. Goal 3 introduces methods to assess health literacy across different domains. Goal 4 stresses the importance of using appropriate health literate materials for diverse populations.
The document outlines how low health literacy is common and discusses its implications for hearing health, including difficulties with self-advocacy, communication strategies, and decision-making. It emphasizes developing health literate oral, printed and online materials that are easy to understand to promote patient comprehension and empowerment. Overall, the lecture stresses the critical need for clinicians to effectively
Don Nutbeam | The evolving concept of health literacySax Institute
Professor Don Nutbeam, Vice Chancellor of the University of Southampton in the UK, spoke to the HARC network in April 2010 to help us consider how to improve healthcare delivery for people with low health literacy.
HARC stands for the Hospital Alliance for Research Collaboration. HARC is a collaborative network of researchers, health managers, clinicians and policy makers based in NSW, Australia managed by the Sax Institute.
HARC Forums bring members of the HARC network together to discuss the latest research and analysis about important issues facing our hospitals.
For more information visit saxinstitute.org.au.
The document discusses health literacy and effective patient-physician communication strategies, noting that limited health literacy adversely impacts patient health outcomes and that using clear communication techniques such as plain language, teach back methods, and soliciting questions can help address this issue and improve patient understanding. It also provides statistics showing nearly half of U.S. adults have below basic or basic health literacy skills.
The document discusses planning for IT projects, including project selection, creating a project plan, staffing the project, and managing/controlling the project. Project selection involves considering all projects within the organization's project portfolio and prioritizing based on organizational needs. The project plan defines tasks, time estimates, and other details. Staffing includes developing a staffing plan and coordinating project activities. Managing the project encompasses scope management, time-boxing, and risk assessment.
The document discusses developing leadership legacy through interpersonal communication and attitudes. It covers understanding workplace cultures, forms of leadership, and understanding employees. The author has a degree in media and public communication and has worked in medical research. The objectives are to develop a framework for basic leadership concepts, explore the importance of context, and enhance understanding of how to motivate employees. It provides an overview of the topics to be discussed.
The document discusses health literacy, including how it is defined as skills needed to function in the healthcare system, why it is important as low health literacy is associated with poor health outcomes, and how it should be measured using tools that assess word recognition, reading comprehension, and numeracy. It also reviews research that has identified limitations in current health literacy measures and calls for more comprehensive measures to be developed.
The document discusses health literacy and approaches to assessing it. It defines health literacy as the ability to find, understand, evaluate, communicate and use health information. Both patients and providers vary in their health literacy due to differences in understanding health contexts and skills for locating, decoding and interpreting health information. The core of best practices involves cultural competency. Components of best practices include methods, roles, outcomes, tools, training, systems and the use of plain language.
Jo Protheroe - Health Literacy and Health InequalityHLGUK
The document discusses health literacy and defines it as "the personal characteristics and social resources needed for individuals and communities to access, understand, appraise and use information and services to make decisions about health." It notes that resources and policy changes to improve health literacy must be meaningful, realistic, raise awareness, involve user testing, and develop and evaluate interventions. The document also announces an upcoming one-day conference on health literacy in Glasgow in March 2016 that will address health inequalities and welcomes applications for oral presentations and posters on related research, development, and practices.
This document discusses approaches to embedding health literacy in health and social care systems. It suggests deciding what aspects of health literacy to focus on, such as the life course or outreach programs. It also recommends ways to make health information and systems easier to use, such as redesigning materials to be jargon-free. Building health literacy capabilities through education and training is emphasized. Opportunities for improving health literacy during service contacts should also be taken. The impact of efforts should be measured using understandable and meaningful metrics.
This document provides an overview of health literacy for healthcare professionals. It defines health literacy and explains its importance for patient outcomes. Limited health literacy is associated with poorer health, less adherence to treatment, and reluctance to engage with healthcare providers due to shame. The presentation measures health literacy, discusses strategies to improve communication and integrate health literacy into work, and advocates for further research on the topic.
This study aimed to determine if health literacy is associated with cancer screening rates among middle-class African Americans. The study found:
1) Health literacy was generally not associated with breast, colorectal, prostate, or cervical cancer screening, though higher income and education predicted higher cervical screening rates.
2) Limitations included the cross-sectional design and use of a single-item health literacy measure.
3) Further research is needed to better understand factors predicting low health literacy and how literacy impacts cancer screening decisions.
Interventions for preventing elder abuse: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of interventions for preventing elder abuse.
Philip Baker, Australia Regional Director APACPH, School of Public Health and Social Work Queensland University of Technology led the session and presented findings from their review:
Baker PRA, Francis DP, Hairi NN, Othman S, Choo WY. (2016). Interventions for preventing abuse in the elderly. Cochrane Database of Systematic Reviews, 2016, CD010321
http://www.healthevidence.org/view-article.aspx?a=interventions-preventing-abuse-elderly-29428
Many older adults experience some form of abuse (psychological, physical, and sexual) that often goes unreported. Elder abuse is associated with morbidity and premature mortality. This review examines the effectiveness of interventions for preventing elder abuse in the home, institutions and community settings. Findings of the review suggest there is uncertainty in the effectiveness of educational interventions to improve knowledge of caregivers about elder abuse and uncertainty on its effect of reducing abuse. This webinar will examine the effectiveness and components of interventions that prevent elder abuse.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
Cooperative Extension's National Focus on Health literacySUAREC
This document outlines an Extension committee's presentation on increasing health literacy through Cooperative Extension programs. It discusses:
- Extension's focus on improving population health literacy and addressing social determinants of health.
- Definitions of health literacy and challenges like navigating healthcare.
- Examples of Extension programs that integrate health literacy, like a program teaching kids about food marketing.
- The committee's plans to identify best practices, engage partners, and evaluate programs to further increase health literacy nationwide.
- An invitation for attendees to provide input and get involved in future activities and an action team.
This presentation is from a recent CALPACT webinar. To view the event archive page to access the recording and resources, please visit:
https://cc.readytalk.com/cc/s/meetingArchive?eventId=ws23yprxpjgd&campaignId=xceb0hiurg66
Public Health professionals communicate with a variety of audiences in their daily work. While reasonably well-accepted that special consideration be given to low-literate health care consumers in clinical settings, less emphasis has been given to applying health literacy in diverse sectors of public health. Poor health literacy is not limited to those with language or reading skill barriers - only 12% of Americans understand the health information they receive.
As public health professionals we have a responsibility to understand the health literacy barriers. This presentation will provide tips and resources where public health professionals can make a difference in increasing the success of their communication efforts.
While one flu season can pass mildly and with minimal activity, another may hit the country early and hard. CDC health communicators work with subject matter experts and stakeholders to develop messages for a variety of audiences, employing different types of media for effective reach. Due to unforeseen variables, the 2012-2013 flu season posed specific challenges. This presentation will highlight some of those challenges, showcase strategies and messaging used, and preview what’s to come for the 2013-2014 season.
This webinar was the second session in the CALPACT sponsored Health Communication Matters series, which will help participants in all walks of public health to apply health literacy principles to their everyday communications.
Follow Us on Twitter: @CALPACT
Facebook: http://www.facebook.com/CALPACTUCB
Website: www.calpact.org
Questions?
Email sphcalpact@berkeley.edu
PRIME Centre Wales
Long Term Conditions Consensus Meeting
Tuesday 10th November 2015, St Mary's Priory, Abergavenny, NP7 5ND
http://www.primecentre.wales/ltc-consensus-meeting.php
Improving the Health of Adults with Limited Literacy: What's the Evidence?Health Evidence™
Health Evidence, in partnership with the National Collaborating Centre for Determinants of Health (NCCDH), hosted a 60 minute webinar, funded by the Canadian Institutes of Health Research (KTB-112487), on interventions to improve the health of adults with limited literacy, presenting key messages, and implications for practice on Wednesday October 31, 2012 at 1:00 pm EST. Maureen Dobbins, Scientific Director of Health Evidence, lead the webinar, which included interactive discussion with Karen Fish, Knowledge Translation Specialist, and Connie Clement, Scientific Director, both from the NCCDH.
This webinar focused on interpreting the evidence in the following review:
Clement, S., Ibrahim, S., Crichton, N., Wolf, M., Rowlands, G. (2009). Complex interventions to improve the health of people with limited literacy: A systematic review. Patient Education & Counseling, 75(3): 340-351.
The Undergraduate Research Opportunity Program’s Annual Spring Research Symposium is the culminating event for all students participating in UROP for the 2016-2017 academic year. The symposium will take place Wednesday, April 19th, 2017 from 9am - 5pm, at the Michigan Union
This document provides guidance on developing patient education programs for chronic conditions. It discusses principles of patient education including definitions, theories like the Health Belief Model and Social Cognitive Theory, and evidence supporting patient education. The document also covers needs assessment, setting objectives and priorities, educational approaches, and program planning. The overall goal is to empower patients through education tailored to their specific needs and beliefs.
Implementation science aims to study methods to promote the uptake of evidence-based practices into routine healthcare. It focuses on evaluating the process of implementation and its impact on the targeted evidence-based practice. Implementation studies commonly employ mixed quantitative and qualitative methods to evaluate the process, formative outcomes, and summative impact of implementation strategies. Key outcomes include measures of adoption rates, fidelity, costs and sustainability of implementing evidence-based practices into real-world healthcare settings.
The document discusses how to determine when randomized controlled trial (RCT) data is sufficient to address effectiveness and harm or when more information is needed, noting that the appropriate type of evidence depends on how the question is classified and that observational data can sometimes supplement what is known from RCTs. It also addresses questions about interpreting trial results from narrow populations, balancing benefits and harms across groups, communicating findings without jargon, detecting biased trial designs, and assessing adaptive trial designs.
Pharmacoepidemiology is the study of the use and effects of drugs in large populations. It combines the fields of clinical pharmacology and epidemiology. Recent data shows that adverse drug reactions cause 100,000 deaths and 1.5 million hospitalizations in the US each year, yet 20-70% may be preventable. Pharmacoepidemiology aims to detect adverse drug reactions early through observational studies in order to educate healthcare providers and the public about safer medication use. Key study types include case series, case-control studies, cohort studies, cross-sectional studies, and experimental studies. Drug utilization studies also fall under pharmacoepidemiology and evaluate factors related to prescribing, dispensing, administering, and taking
Technology will save our minds and bodiesKristynKing
Technology can both help and harm health, but on balance it improves lives. Advances like X-rays and vaccines allow accurate diagnosis and disease prevention. Organ transplants and remote monitoring help save lives and manage conditions. However, medical devices sometimes fail or provide inaccurate information, and many online health sources give wrong advice. Overall, the benefits of medical technology outweigh the risks when properly implemented with oversight.
At the end of the session patient/family champions as well as health authorities will understand different approaches to patient engagement in patient safety and quality committees (e.g. dealing with incident reporting, root cause analysis, developing policies and procedures) and how patient engagement impacted patient safety and quality outcomes. The participants and presenters are invited to present examples, tools, and leading practices so the participants will leave with at least one practical idea to implement.
This document discusses the need to broaden advance care planning beyond advance directives and focus more on preparing patients and their surrogates for medical decision making through communication. It notes that traditional advance directives often do not improve outcomes and can cause stress. Research identified 5 key behaviors to prepare for decision making: 1) Choosing a surrogate, 2) Reflecting on values and priorities, 3) Discussing flexibility for the surrogate, 4) Informing family/doctors of decisions, and 5) Asking clinicians about treatment outcomes. The PREPARE website was created to model and teach these behaviors through videos and improve engagement in the planning process. The field needs new outcomes measures that assess progress along the behavioral change pathway for multiple advance
1. The study compared the effects of a 12-week team-based learning (TBL) diabetes education intervention versus traditional lecture-based education on patient outcomes. 57 patients were randomized into either the TBL or control group.
2. While both groups showed improvements in clinical markers and knowledge over time, the TBL group showed a significant difference in A1C levels compared to the control group at 6 months. The TBL group also showed significant improvements in systolic blood pressure and self-efficacy.
3. Overall, the study found that TBL patient education led to better retention of diabetes knowledge and some improved clinical outcomes compared to traditional lecture-based education, suggesting TBL is a useful approach for diabetes
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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1. Measuring health literacy:
Assessing Current Approaches
Andrew Pleasant, Ph.D.
Health Literacy and Research Director
Canyon Ranch Institute
Northern New Jersey Maternal / Child Health
Consortium
June 5, 2012
Bergen, NJ
2. Disclosures
The following speaker has financial relationships with
commercial interests to disclose:
• Andrew Pleasant, Ph.D.
• Is a member of the Merck Speaker’s Bureau on health
literacy.
• Time to Talk CARDIO is an educational program paid for by
Merck and developed in partnership with the American
Academy of Family Physicians Foundation, Canyon Ranch
Institute and RIASWorks.
4. Who here …
• Has used any of the existing
measures or screeners of
health literacy?
• How did that go?
5. Existing screeners and measures - 1
• Rapid Estimate of Adult Literacy in Medicine
(REALM) (Davis et al., 1991; Davis et al., 2006; Davis
TC, 1993)
• Test of Functional Health Literacy in Adults
(TOFHLA) (Gong et al., 2007; Parker, Baker, Williams,
& Nurss, 1995),
• Health Activities Literacy Scale (HALS) (Rudd,
Kirsch, & Yamamoto, 2004),
• Newest Vital Sign (NVS) (Weiss et al., 2005),
• Wide Range Achievement Test Fourth Edition (Dell,
Harrold, & Dell, 2008),
6. Existing screeners and measures - 2
• Stieglitz Informal Reading Assessment of Cancer
Text (SIRACT) (Agre, et al., 2006),
• Medical Achievement Reading Test (MART)
(Hanson-Divers, 1997),
• National Adult Reading Test (NART) (Uttl, 2002),
• Literacy Assessment for Diabetes (LAD) (Nath,
Sylvester, Yasek, & Gunel, 2001),
• Nutrition Literacy Scale (NLS) (Diamond, 2007),
• Short Assessment of Health Literacy for
Spanish-speaking Adults (SAHLSA) (Lee,
Bender, Ruiz, & Cho, 2006),
7. Existing screeners and measures - 3
• an instrument targeting Canadian adolescents,
• a “talking touchscreen” approach,
• Demographic Assessment of Health Literacy
(DAHL) (Hanchate, Ash, Gazmararian, Wolf, &
Paasche-Orlow, 2008).
• Items from the 2003 National Assessment of
Adult Literacy (Baldi et al., 2009)
• Health Literacy Skills Instrument (HLSI)
(McCormack et al., 2010)
• Mandarin Health Literacy Scale (MHLS) (Tsai,
Lee, Tsai, & Kuo, 2011)
8. Existing screeners and measures - 4
• The Agency for Healthcare Research and
Quality (AHRQ) developed a “health literacy
item set” for the Consumer Assessment
of Healthcare Providers and Systems
surveys ((AHRQ), 2007).
• The Joint Commission is embarking on an
effort to develop health literacy standards
as part of its hospital accreditation process.
• The Eurobarometer has recently completed a
health literacy assessment in eight countries.
9. Most new measures are validated
against older measures – but …
Measure Exact description General description
N=207; convenience sample; 54% black; 76% Black women with
REALM
female; 42% dropped out of high school less education
N=403; app. 20% refusal; 11% failed screening; Hispanic and
convenience sample, 45% African American African Americans
TOFHLA
“indigent”; 45% Hispanic; 58.5% less than with less
high school graduate/GED. education
N=500 (250 eng; 250 Spanish); 20% refusal;
Newest
mean age 41; 21.5% white, 73% Hispanic; Hispanic women
Vital Sign
84 men; 416 women
Chew’s N=332; 5% women; 81% white; 86% GED or
single higher; ambulatory pre-op clinic (excluded White men with
item ‘worst’ cases) GED or higher
screener
Wallace’s N=305; 68% female; 81.3% insured by
White women with
single TennCare/Medicare; only English speaking;
less than high
item 85.2% White; 88% less than high school
school education
screener education
11. Let’s take (part of) the TOFHLA!
• Cloze method - multiple choice
• Fyi, this isn’t the only design for the cloze method. Imagine
the difference if there were NO choices (exact answer/
acceptable answer) .. Or you struck (X-ed) out an incorrect
word and replaced it… or, score by difficulty of word? Etc.
13. Troubles with the TOFHLA: A brief example
• Average refusal + exclusion = 40% (n=48)
• No consistency in use or reporting:
○ Meta-analysis of data is NOT possible
• No random samples of the general population
• Meta-analysis population significantly different
than U.S.
• Both ceiling and floor effects
• Several biases identified by researchers
• Inconsistent data - linear or categorical
14. Newest Vital Sign:
A pint of ice cream?
• What is health literacy?
• What is the most important
question in this area of
healthy behavior?
15. Chew / Wallace… final choice
• How often do you have problems learning
about your medical condition because of
difficulty understanding written information?
(note .. 15th – 17th grade level)
• How confident are you filling out medical
forms by yourself? (**Wallace) (10-12th)
• How often do you have someone help you
read hospital materials? (** Chew) (8-10th)
16. A fundamental distinction
• The goal of screening …
○ divide people into healthy and sick categories (have/ have not).
○ In clinical contexts, this demands short, quick & easy to use
• The goals of measurement …
○ advance knowledge - i.e. test hypotheses
○ explore and explain structure and function
○ monitor effectiveness and equity of interventions
○ indicate major problems confronting society
○ contribute to setting policy goals
Equivalent to the difference between an “old-fashioned blood
pressure cuff, stethoscopic, and manual abdominal health
check-up and a comprehensive health examination” (Breslow, 2006)
17. Concerns about screening
• SHAME … a silent barrier
• Almost 40% of patients with low health
literacy who also acknowledged they have
trouble reading admitted shame.
• Of those …
○ 67.2% had never told their spouses
○ 53.4% had never told their children
• Nineteen percent (19%) had never
disclosed their difficulty reading to
anyone.
18. AMA Foundation says …
• Screening/measurement is
fine for research, but it's
not appropriate for daily
clinical practice.
• "Clinicians can better
spend their time ensuring
that all their patients
understand the medical
information they need to
know to care for
themselves."
19. Measuring what?
Health Care Patients /
System Public
Ability to
Level of
Health participate
demand
Literacy (Reception
(Sending skills)
Skills)
Nothing
Some measures skills NAAL and
readability tools; on either side in many
new OSCEs context screeners
20. Critiques of existing screeners: A summary
Existing measures/screeners of health literacy:
• are not designed to test or advance an underpinning
theory of health literacy,
• are limited in approach to evaluating skills - not
behavior change or capacity to change (e.g., some
overly rely on the cloze formatted reading test while
others only evaluate word recognition and not
understanding),
• lack cultural sensitivity and can exhibit bias toward
certain population groups,
• do not measure an individual’s ability to prevent
illness and injury,
21. Critiques of existing screeners: A summary
• are not directly useful for informing or
evaluating health promotion and
communication interventions (e.g., a pre-post
design), curricula, policy, or schemes to pay
physicians based on performance,
• place a problematic burden and potentially
harmful label on patients being tested in
clinical settings,
• do not evaluate spoken communication skills,
• do not consider health literacy as a public
health issue,
22. Critiques of existing screeners: A summary
• ambiguous item wording,
• do not adequately distinguish between people at
very low and very high levels of health literacy,
• were not subjected to rigorous psychometric
analysis,
• have not been used in a consistent way,
• focus on a single dimension while health literacy
involves multiple dimensions,
• may be biased toward those with recent experience
with the health care system or content area, and
23. Critiques of existing screeners: A summary
• the variations among the tools and how they
have been used make it difficult to compare
experiences or results across studies to
definitively establish the relationship of health
literacy to health status.
24. The NIFL (now LINCs) discussion:
Deciding what’s needed
• Over 200 messages
• Approximately 80 contributors
• At conclusion of week long discussion:
○ Created an online survey tool
○ 123 respondents
○ 4 day time frame
25. Possible consensus statements and responses
Strongly Strongly
Disagree Disagree Agree Agree
New measures of health literacy need to be
1% 8% 38% 53%
developed.
New measures of health literacy need to be 0% 5% 44% 51%
based on sound theory.
Measurement of health literacy needs to be 0% 2% 38% 60%
relevant to actual experiences.
Existing measures of health literacy, while
important to the early development of the
2% 11% 44% 44%
field, do not match the understanding of
health literacy that has developed.
26. Possible consensus statements and responses
Strongly Strongly
Disagree Disagree Agree Agree
We need to be able to measure both sides of
the health literacy equation - the health
1% 2% 27% 70%
literacy of individuals and the health literacy
of systems/health professionals.
Health literacy measurement should not be
4% 21% 38% 38%
prioritized in the clinical context.
No single methodological tool is up to the
task of measuring health literacy, therefore a
measure of health literacy must incorporate
1% 8% 44% 48%
multiple methodologies. This may include
both quantitative and qualitative
methodologies.
27. Possible consensus statements and responses
Strongly Strongly
Disagree Disagree Agree Agree
A measure of health literacy needs to be
validated with a broad population, not just a 0% 4% 35% 61%
limited sample.
A measure of health literacy should include
0% 20% 48% 32%
evaluation of spoken language skills.
A measure of health literacy will be multi-
dimensional, addressing both multiple 1% 4% 44% 51%
conceptual domains and multiple skills.
28. Possible consensus statements and responses
Strongly Strongly
Disagree Disagree Agree Agree
As you cannot ‘see’ health literacy,
the measure must sample from all
the conceptual domains outlined by
the underlying theory or conceptual 1% 8% 68% 24%
framework. The measure can be
comprehensive but does not have to
include everything.
A measure of health literacy that
focuses solely on the clinical setting
is inappropriate when researching 2% 11% 43% 45%
public health behaviors and
outcomes.
29. What should be included in a measure of health literacy?
Strongly Strongly
Disagree Agree
Disagree Agree
Finding/obtaining 0% 7% 43% 51%
Understanding 0% 0% 22% 78%
Evaluating/processing 0% 2% 34% 64%
Communicating/ Being able to
0% 0% 35% 65%
communicate
Using information 1% 2% 28% 69%
Making informed choices 1% 5% 26% 68%
Making appropriate choices 7% 17% 28% 49%
30. How should you build a new measure?
• Explicitly built on a testable theory or conceptual
framework of health literacy.
• Multidimensional in content and methodology.
• Measure on a continual, not a categorical basis.
• Treat health literacy as a ‘‘latent construct.’’
• Honor the principle of compatibility.
○ E.g. basing measurement of health literacy on an ice
cream nutritional label is not compatible with a
clinical setting.
31. How should you build a new measure?
• Allow comparison to be commensurate across
contexts including population groups, cultures,
life courses, health topics, and research
settings.
• Prioritize social research and public health
applications versus clinical screening.
• Others you may suggest?
32. What I suggest you do now!
• Treat health literacy as the way to shape the
intervention – measure desired outcomes.
• Use the Calgary Charter on Health literacy
model to guide the design of your
intervention.
FIND EVALUATE
COMMUNICATE USE
UNDERSTAND
33. • Now it is your turn!
What do you think should come next
for health literacy measurement?
What are you doing now?
34. Thank you!
Andrew Pleasant
andrew@canyonranchinstitute.org