Using Health Literacy Guidelines to Improve Discharge Education and the Post-Hospital Transition

Marcantoni, Jodie R.; Finney, Kristina; Lane, Michael A.

doi:10.1177/1062860613508905

Cited by 6 publications

(10 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The evaluation of the chosen teaching strategy with respect to patient outcomes was discussed in 10 of these articles . Five studies identified increased or improved adherence to medication and treatment recommendations after specific interventions regarding delivery of information to patients . Five studies identified increased patient knowledge while one intervention demonstrated improved practical skills.…”

Section: Resultsmentioning

confidence: 99%

“…Nine articles discussed conditions other than disorders of thrombosis and hemostasis while 5 articles identified approaches to generalized patient education . Eight articles discussed the education of health‐care providers with respect to the provision of patient education …”

Section: Resultsmentioning

confidence: 99%

“…3,16,30,35,[46][47][48] Our search identified one Cochrane review, which was included. 31 Twenty-eight articles discussed specific teaching strategies, interventions and/or content 2,3,9,13,14,16,18,[25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][49][50][51][52] without clear identification of any guiding educational or developmental theory. The evaluation of the chosen teaching strategy with respect to patient outcomes was discussed in 10 of these articles.…”

Section: Resultsmentioning

confidence: 99%

“…Particularly evident in literature describing pediatrics, developmental theories such as Piaget's provide the basis for general educational interventions and teaching strategy and their use–in conjunction with teaching strategy–is well described. In comparison, current health care literature focusses on the use of teaching strategy and description of content without specifically identifying associated theory …”

Section: Introductionmentioning

confidence: 99%

“…In comparison, current health care literature focusses on the use of teaching strategy and description of content without specifically identifying associated theory. 2,3,9,13,14,16,18,[25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41]…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard

Guelcher

Meldau

et al. 2017

Research and Practice in Thrombosis and Haemostasis

View full text Add to dashboard Cite

Essentials Appropriate, theory‐based education has been linked to improved patient and system outcomes.Literature regarding theory‐based education in thrombosis and hemostasis is extremely limited.Current literature describes teaching strategy in single centers vs. impact of underlying theory.Collaborative efforts are required to make recommendations regarding optimization of education. Prior work regarding patient education has identified the importance of using learning theory and educational models to develop and deliver content that will improve patient outcomes. Current literature appears to examine implementation of teaching strategies without clear identification of educational principles. This review aimed to identify educational principles and theory currently utilized in the planning and delivery of patient education in disorders of thrombosis and hemostasis. The majority of articles reviewed evaluated the impact of educational interventions on patient outcomes; links between educational principles and changes in outcomes was lacking. Few articles clearly referenced theory in development of patient education; fewer focussed on the population of interest. The lack of literature demonstrates the need for multi‐center collaborative research aimed at generation of an improved level of evidence regarding the most effective theoretical framework for the development, delivery and evaluation of patient education for patients with disorders of thrombosis and hemostasis. Once a theoretical framework for patient education is developed and tested, the unique contribution of patient education to both knowledge and clinical outcomes can be robustly evaluated.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Hews‐Girard

Guelcher

Meldau

et al. 2017

Research and Practice in Thrombosis and Haemostasis

View full text Add to dashboard Cite

show abstract

Self-reported race and ethnicity of US biobank participants compared to the US Census

et al. 2017

View full text Add to dashboard Cite

Precision medicine envisions a future of effective diagnosis, treatment, and prevention grounded in precise understandings of the genetic and environmental determinants of disease. Given that the original genome-wide association studies represented a predominately European White population, and that diversity in genomic studies must account for genetic variation both within and across racial categories, new research studies are at a heightened risk for inadequate representation. Currently biological samples are being made available for sequencing in biobanks across the USA, but the diversity of those samples is unknown. The aims of this study were to describe the types of recruitment and enrollment materials used by US biobanks and the diversity of the samples contained within their collection. Biobank websites and brochures were evaluated for reading level, health literacy, and factors known to encourage the recruitment of minorities, such as showing pictures of diverse populations. Biobank managers were surveyed by mail on the methods and materials used for enrollment, recruitment, consent, and the self-reported race/ethnicity of biobank participants. From 51 US biobanks (68% response rate), recruitment and enrollment materials were in English only, and most of the websites and brochures exceeded a fifth-grade reading level. When compared to the 2015 US Census, self-reported race/ethnicity of participants was not significantly different for Whites (61%) and blacks (13%). The percentages were significantly lower for Hispanics and Latinos (18 vs. 7%, p = 0.00) and Hawaiian/Pacific Islanders (0.2 vs. 0.01%; p = 0.01) and higher for Asians (13 vs. 5%, p = 0.01). Materials for recruitment predominantly in English may limit participation by underrepresented populations.

show abstract

Organizational Health Literacy: Opportunities for Patient-Centered Care in the Wake of COVID-19

Sentell

Foss-Durant

Patil

et al. 2020

Quality Management in Health Care

View full text Add to dashboard Cite

Background and Objectives: The coronavirus disease-2019 (COVID-19) pandemic is transforming the health care sector. As health care organizations move from crisis mobilization to a new landscape of health and social needs, organizational health literacy offers practical building blocks to provide high-quality, efficient, and meaningful care to patients and their families. Organizational health literacy is defined by the Institute of Medicine as “the degree to which an organization implements policies, practices, and systems that make it easier for people to navigate, understand, and use information and services to take care of their health.” Methods: This article synthesizes insights from organizational health literacy in the context of current major health care challenges and toward the goal of innovation in patient-centered care. We first provide a brief overview of the origins and outlines of organizational health literacy research and practice. Second, using an established patient-centered innovation framework, we show how the existing work on organizational health literacy can offer a menu of effective, patient-centered innovative options for care delivery systems to improve systems and outcomes. Finally, we consider the high value of management focusing on organizational health literacy efforts, specifically for patients in health care transitions and in the rapid transformation of care into myriad distance modalities. Results: This article provides practical guidance for systems and informs decisions around resource allocation and organizational priorities to best meet the needs of patient populations even in the face of financial and workforce disruption. Conclusions: Organizational health literacy principles and guidelines provide a road map for promoting patient-centered care even in this time of crisis, change, and transformation. Health system leaders seeking innovative approaches can have access to well-established tool kits, guiding models, and materials toward many organizational health literacy goals across treatment, diagnosis, prevention, education, research, and outreach.

show abstract

Using Health Literacy Guidelines to Improve Discharge Education and the Post-Hospital Transition

Cited by 6 publications

References 8 publications

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

Self-reported race and ethnicity of US biobank participants compared to the US Census

Organizational Health Literacy: Opportunities for Patient-Centered Care in the Wake of COVID-19

Contact Info

Product

Resources

About