Health Literacy Education in Health Professions Schools: An Integrative Review

Toronto, Coleen E.; Weatherford, Barbara

doi:10.3928/01484834-20151110-02

Cited by 46 publications

(41 citation statements)

References 40 publications

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“…Indeed, the study showed health-care providers who had previous exposure to the term or concept of HL had significantly higher mean knowledge than no exposure (6.16 ± 1.67 vs. 5.68 ± 2.16, p = 0.028). Numerous other studies have supported the positive impact on improving providers’ knowledge and skills with the integration of HL component in the curriculum of health professional schools ( 24 – 26 ).…”

Section: Discussionmentioning

confidence: 94%

Health Literacy-Related Knowledge, Attitude, and Perceived Barriers: A Cross-sectional Study among Physicians, Pharmacists, and Nurses in Public Hospitals of Penang, Malaysia

Rajah

Hassali

Lim

2017

Front. Public Health

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IntroductionPatients’ health literacy (HL) has emerged as a critical determinant of health outcomes and becoming one of the core competencies of health-care providers. Therefore, this study aimed to assess among Malaysian physicians, pharmacists, and nurses, their HL-related knowledge, attitude, and perceived barriers, and also to determine the associated factors.MethodsA cross-sectional study design was used to enroll 600 eligible respondents using stratified sampling from 6 public hospitals in Penang, Malaysia. A validated self-administered questionnaire was used for data collection. Descriptive and inferential analysis was performed with statistical significance defined as p < 0.05.ResultsThe response rate was 87.6% with 526 questionnaires completed. Of these, 34.2% had poor knowledge, and more than half had negative attitude (51.9%) toward HL with no significant differences among physicians, pharmacists, and nurses. The majority of the respondents perceived time constraints and lack of human resources as major HL barriers. Respondents who had heard the term or concept of HL had significantly higher level of knowledge (p < 0.001) and more positive attitude (p < 0.001). While longer service years (≥11 years) significantly contribute to the higher level of HL knowledge among health-care providers (p = 0.028).ConclusionThe study findings supported the concern on inadequate knowledge and substantially negative attitude toward HL among study health-care providers with highest cited barriers were time constraint and human resources. Thus, efforts to improve their perspective about HL to be effective patient educators are highly advocated.

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Section: Discussionmentioning

confidence: 94%

Health Literacy-Related Knowledge, Attitude, and Perceived Barriers: A Cross-sectional Study among Physicians, Pharmacists, and Nurses in Public Hospitals of Penang, Malaysia

Rajah

Hassali

Lim

2017

Front. Public Health

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“…HL training for HCPs increased their knowledge and awareness of patients´HL-related problems [40,41]. Recently, as part of an EU project, communication trainings focused on HL and designed specifically for HCPs in hospital settings were developed and successfully tested in the Netherlands, Ireland and Italy [42,43].…”

Section: Discussionmentioning

confidence: 99%

The Agreement between Patients’ and Healthcare Professionals’ Assessment of Patients’ Health Literacy—A Systematic Review

Voigt-Barbarowicz

Brütt

2020

IJERPH

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Healthcare professionals (HCPs) can play a key role in promoting health literacy (HL) in patients to help them navigate the healthcare system effectively. This involves assisting patients to locate, comprehend and evaluate health information. HCPs should assess patients’ health literacy needs and check the patient´s understanding to communicate adequate health information. This review investigates the agreement between the patients’ and HCPs assessment of patients’ HL. A systematic literature search in PubMed, Scopus, PsycINFO, CINAHL and the Cochrane Library was performed in November 2019. The search yielded 6762 citations, seven studies met the inclusion criteria. The following HL measurement instruments were completed by the patients in the included studies: REALM (n = 2), REALM-R (n = 1), S-TOFHLA (n = 1), NVS (n = 1), SILS (n = 1), HLSI-SF (n = 1) and HLS-EU-Q16 (n = 1). The HCPs assessed patients’ HL by answering questions that reflect the content of standardized tools. Six studies reported that a high proportion of patients assigned to have HL needs based on their self-report were overestimated by their HCPs in terms of the HL level. The results demonstrated that HCPs had difficulty determining patients’ HL adequately. Differences between the HL estimation of HCPs and the actual HL skills of patients might lead to communication problems.

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“…training communication skills include didactic teaching, workshops, small-group activities, peer role play, videos, standardized patient encounters, observation, modeling, feedback, service learning, and online trainings (Institute for Healthcare Advancement, 2012; Coleman, 2011). More research into training methods is needed (Coleman, 2011;Toronto & Weatherford, 2015).…”

Section: Methods For Training Health Care Professionals In Teach Backmentioning

confidence: 99%

The 5Ts for Teach Back: An Operational Definition for Teach-Back Training

Anderson¹,

Leister²,

Rego³

2020

HLRP: Health Literacy Research and Practice

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Background: Teach Back is a health communication strategy used to confirm patient understanding in a nonshaming way. Although Teach Back is widely recommended as a best practice strategy for improving patient outcomes and organizational health literacy, there is lack of consensus in the literature on the definition of Teach Back and the best methods for training health care workers (HCWs). Our experience suggests that if you teach specific, observable skills, these can be identified in practice and potentially measured in research. Brief description of activity: We created a training program, the 5Ts for Teach Back, based on a standardized operational definition of Teach Back and five specific, observable components. Participants use a Teach-Back Observation Tool to identify the 5Ts in practice and during peer evaluation. The program incorporates lecture, observation, practice, and videos with good and bad examples of Teach Back. Implementation: The training was offered to HCWs in a large academic health care system. Flexible training options ranged from a single 4-hour training to a more comprehensive program that included clinic-specific scenarios, peer coaching, and refresher activities over a 6-month period. Results: The 5Ts for Teach Back operationalizes the definition of Teach Back and provides a model for training HCWs in the use of Teach Back. The 5Ts for Teach Back can be used to train any HCW. A single training session does not guarantee proficiency in practice. Through coaching and refresher activities, competence in Teach Back increases. Lessons learned: Teaching entire clinical units may increase effectiveness, because Teach Back becomes embedded in the unit culture. The Observation Tool can be used for training, coaching, and evaluation. The standardized method and Observation Tool are potentially useful when evaluating Teach Back during outcomes and patient satisfaction research. [HLRP: Health Literacy Research and Practice. 2020;4(2):94-103.] Plain Language Summary: Health care workers may be clearer when giving information to patients if they use Teach Back. Studies do not show what methods are best for training health care workers how to do Teach Back. The 5Ts method breaks Teach Back into five skills that help health care workers do it well. The 5Ts can also confirm use and may be helpful for research. No evidence exists favoring one method of teaching communication strategies, including Teach Back, over another (Coleman, 2011). Methods found in the literature for

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Health Literacy Education in Health Professions Schools: An Integrative Review

Cited by 46 publications

References 40 publications

Health Literacy-Related Knowledge, Attitude, and Perceived Barriers: A Cross-sectional Study among Physicians, Pharmacists, and Nurses in Public Hospitals of Penang, Malaysia

Health Literacy-Related Knowledge, Attitude, and Perceived Barriers: A Cross-sectional Study among Physicians, Pharmacists, and Nurses in Public Hospitals of Penang, Malaysia

The Agreement between Patients’ and Healthcare Professionals’ Assessment of Patients’ Health Literacy—A Systematic Review

The 5Ts for Teach Back: An Operational Definition for Teach-Back Training

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