Building a Foundation of Health Literacy with Ask Me 3™

Six-Means, Amy; Bauer, Thomas; Teeter, Reba; Segraves, Denise; Cutshaw, Lisa; High, Louann

doi:10.1080/15398285.2012.673461

Cited by 10 publications

(16 citation statements)

References 44 publications

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“…The concept of health literacy as a whole is defined by Taber’s Medical Dictionary as “the ability to understand the causes, prevention, and treatment of disease” and “the degree of communication that enhances the people’s ability to understand and act on health-related information” (Venes, 2009, p. 1015). Six-Means and colleagues (2012) identified that health literacy is also defined by the Institute of Medicine as “an individual’s ability to obtain, process, and understand basic health information and services so he or she can make appropriate health decisions” (p. 181). Similarly, according to the CDC, the Patient Protection and Affordable Care Act of 2010, Title V describes health literacy as “the degree to which an individual has the capacity to obtain, communicate, process, and understand health information and services to make appropriate health decisions” (CDC, 2016a).…”

Section: Resultsmentioning

confidence: 99%

“…There are numerous studies that have shown the relationship between health literacy and health outcomes within all settings of healthcare as they relate to comprehension of prescriptions, diagnoses, management of chronic diseases, and informed consent (Al Sayah et al, 2013; Apter et al, 2013; Berkman et al, 2011; Bostock & Steptoe, 2012; Davis et al, 2006; Fink et al, 2010; Rosas-Salazar et al, 2012; Six-Means et al, 2012; Tsuchihashi-Makaya et al, 2014). Research also indicates that people who have low health literacy have less knowledge regarding disease management, less use of preventive services, higher hospitalization rates, higher healthcare costs, and increased risk of mortality (Berkman, 2011; Parnell, 2014; Six-Means et al, 2012). Moreover, people with lower health literacy have self-reported having lower health status (Parnell, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…2014; Six-Means et al, 2012). Using the Universal Precautions in health literacy allows healthcare providers to use teaching tools with all patients to improve their health literacy (DeWalt et al, 2011;Flynn, 2014).…”

Section: Descriptivementioning

confidence: 99%

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Health Literacy in Relation to Health Outcomes: A Concept Analysis

Sierra

Cianelli

2019

Nurs Sci Q

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Health literacy is a concept discussed in the literature of many disciplines, but the definitions used are varied. Using the Walker and Avant method of concept analysis, the authors explore health literacy in relation to health outcomes—the defining attributes, antecedents, consequences, and empirical referents. In addition, cases are provided that illustrate health literacy in relation to health outcomes. This concept analysis allows for colleagues in nursing to have a better understanding of this concept and facilitates further development of tools to assess and improve health literacy and ultimately improve health outcomes overall.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Health Literacy in Relation to Health Outcomes: A Concept Analysis

Sierra

Cianelli

2019

Nurs Sci Q

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“…To verify that the information is understandable, the “Teach-back” [31] method can be used, in which the recipients of information, in their own words, repeat the information they just received to the person who gave the information. The Askme3 [32] method, which encourages patients and families to ask three specific questions at the encounter to better understand their health condition and what they need to do to stay healthy, can be used to help participants ask questions.…”

Section: Discussionmentioning

confidence: 99%

Perspectives on health examination for asylum seekers in relation to health literacy – focus group discussions with Arabic and Somali speaking participants

Wångdahl

Westerling

Lytsy

et al. 2019

BMC Health Serv Res

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Background Asylum seekers coming to most countries are offered a specific health examination. A previous study concluded that a considerable proportion of those taking part of it in Sweden had poor experiences of the communication in and the usefulness of this examination and had poor health literacy. The aim of this study was to explore in greater depth the experiences of the health examination for asylum seekers among Arabic- and Somali-speaking participants in Sweden. A secondary aim was to examine experiences and discuss findings using a health literacy framework. Methods Seven focus group discussions were conducted with 28 Arabic and Somali speaking men and women that participated in a health examination for asylum seekers. Data were analyzed by latent content analysis. Results One overarching theme - beneficial and detrimental - was found to represent the participants’ experiences of the health examination for asylum seekers. Three categories were identified that deal with those experiences. The category of “gives some good” describes the examination as something that “gives support and relief” and “cares on a personal level.” The category of “causes feelings of insecurity” describes the examination as something that “lacks clarity” and that “does not give protection.” The category “causes feelings of disappointment” views the examination as something that “does not fulfil the image of a health examination” and “does not focus on the individual level.” Conclusion The health examination for asylum seekers was experienced as beneficial and detrimental at the same time. The feelings were influenced by the experiences of information and communication before, during and after the examination and on how health literate the organizations providing the HEA are. To achieve more satisfied participants, it is crucial that all organizations providing the HEA become health literate and person-centered.

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“…Responses to the BVSQ self-report items may differ because our inpatient population differs substantially from prior study populations of generally healthier ambulatory patients (Chew et al, 2004; Chew et al, 2008; Wallace et al, 2007; Wallace et al, 2006). Health literacy can also be context specific, varying by the setting or the problem being treated (Baker, Parker, Williams, & Clark, 1998; Koh et al, 2013; Morris, Grant, Repp, Maclean, & Littenberg, 2011; Six-Means et al, 2012). For example, inpatients may be facing new challenges based on their current sick state, which may influence how much help they need navigating the health care system compared to their usual well state.…”

Section: Discussionmentioning

confidence: 99%

More Than Meets the Eye: Relationship Between Low Health Literacy and Poor Vision in Hospitalized Patients

Press

Shapiro

Mayo

et al. 2013

Journal of Health Communication

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Patient-centered care includes involving patients and their families in self-management of chronic diseases. Identifying and addressing barriers to self-management, including those related to health literacy and vision limitations, may enhance one’s ability to self-manage. A set of brief verbal screening questions (BVSQ) that does not rely on sufficient vision to assess health literacy was developed by Chew and colleagues in the outpatient setting. We sought to evaluate the utility of this tool for hospitalized patients and to determine the prevalence of poor vision among inpatients. In a prospective study, the BVSQ and the Rapid Estimate of Adult Learning in Medicine–Revised (REALM-R; among participants with sufficient vision, ≥20/50 Snellen) were administered to general medicine inpatients. Of 893 participants, 79% were African-American, and 57% were female; the mean age was 53 years. Among 668 participants who completed both tools, the proportion with low health literacy was 38% with the BVSQ versus 47% with the REALM-R (p = .0001). Almost one fourth of participants had insufficient vision; participants with insufficient vision were more likely to be identified as having low health literacy by the BVSQ, compared to those with sufficient vision (59% vs. 38%, p < .001).

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Building a Foundation of Health Literacy with Ask Me 3™

Cited by 10 publications

References 44 publications

Health Literacy in Relation to Health Outcomes: A Concept Analysis

Health Literacy in Relation to Health Outcomes: A Concept Analysis

Perspectives on health examination for asylum seekers in relation to health literacy – focus group discussions with Arabic and Somali speaking participants

More Than Meets the Eye: Relationship Between Low Health Literacy and Poor Vision in Hospitalized Patients

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