Newsletter 2006
Volume 6 - Issue 1

In This Issue:
 
  Policy Time

October is Health Literacy Month

Health literacy is defined in Healthy People 2010 as "The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions".¹ Health literacy includes the ability to understand instructions on prescription bottles, appointment slips, medical education brochures, doctor's directions and consent forms, and the ability to negotiate complex health care systems. It requires a complex group of reading, listening, analytical, and decision-making skills, and the ability to apply these skills to health situations.

There is a move towards a more "consumer-centric" health care system as part of an overall effort to improve quality and reduce health care costs. As a result, individuals are required to take an even more active role in their health care decisions. Unfortunately, low health literacy has a significant impact of health outcomes, quality of care, and health care costs. Therefore, it is an important issue for health professionals, patients, government officials, policy makers, and librarians. Promoting Health Literacy Month at your institution is one way to raise awareness about the importance of understanding health information. It can also be an opportunity to encourage patients and families to learn about their health by asking questions and advocating for treatment and services.

Most health literacy initiatives currently underway focus on:

  • Increasing the awareness of low health literacy among health care professionals. This primarily includes physicians, allied health professionals, health educators, and hospital administration.
  • Implementing "clear communication" strategies for communication with patients and their families. This includes hospital signage, health education material, Web sites, and other forms of communication.
  • Fostering a non-threatening and supportive environment so patients and their families are comfortable asking for clarification of instructions.

National Assessment of Adult Literacy (NAAL): The Health Literacy of America's Adults²

In September 2006, the National Center for Education Statistics released the preliminary results from the 2003 National Assessment on Health Literacy. The report established four health literacy levels and applied these levels to Prose, Document, and Quantitative tasks. The report describes how health literacy varies across the population and where adults with different literacy levels obtain information about health issues. The four literacy levels are:
  1. Below Basic: indicates no more than the most basic and concrete literacy skills.
  2. Basic: indicates skills to perform simple and everyday literacy activities.
  3. Intermediate: indicate skills to perform moderately challenging literacy activities
  4. Proficient: indicates skills to perform more challenging and complex literacy activities

The table below from the report summarizes the knowledge, skills, and capabilities that adults needed to demonstrate to be classified into one of the four levels for prose, document, and quanitiave tasks. Please review the full report for a more detailed explanation of the literacy levels, literacy scales (Prose literacy, document literacy, and quantitative literacy), and the domains of health care information and services (clinical, prevention, and navigation of the health care system.)³

Preliminary Analysis of Results

The information below is based on an anysis performed by Andres Muro on the National Institute for Literacy (NIFL) Health and Literacy Discussion List.4 Please refer to the Health Literacy of American Adults Report for more complete information.


  Percentage of Adults in Each Literacy Level Percentage of Males in Each Literacy Level Percentage of Females in Each Literacy Level Percentage of Adults Over 65 in Each Literacy Level
Below Basic 14% 16% 12% 29%
Basic 22% 22% 21% 30%
Intermediate 53% 51% 55% 38%
Proficient 12% 11% 12% 3%


Note that women scored higher than males. This is not surprising since women are usually the health providers of the entire family. Also note that close to 60% of seniors have very limited health literacy skills. This limitation may be related to reduced cognitive abilities, limited vision, and/or hearing.


Literacy Level Percentage of Whites in each literacy level Percentage of Blacks in each literacy level Percentage of Hispanics in each literacy level
Below Basic 9% 24% 41%
Basic 19% 34% 25%
Intermediate 58% 41% 31%
Proficient 14% 2% 4%

Note the very high numbers of Hispanics below basic. This is likely because many are not native English speakers.

Based on this assessment, over one third of all adults and two-thirds of seniors do not understand written information related to health well or at all. The complete report is available at: http://nces.ed.gov/naal/

Role of the Consumer Health Librarian5

Many consumer health initiatives are geared towards technological access to health information or rewriting existing health materials at a simpler language level. Both of these approaches are important, but limited. Easy-to-read materials and access to technology are only pieces of a process that must be placed in a larger community context.

Consumer health librarians can actively develop partnerships with:

  • literacy groups (adult basic education, English as a Second Language, etc.)
  • community-based organizations
  • public and private schools (K-12)
  • public libraries
  • senior-citizen facilities (adult day care, 55+ housing complexes, assisted-living facilities, nursing homes, etc.)
  • health care associations

This may take the form of providing space for meetings, providing health literacy materials, or actively developing health literacy programs. Consumer health librarians can promote awareness of health literacy among health professionals by creating clearinghouses of health literacy information, sponsoring health literacy seminars, and encouraging multi-organizational collaborations.

Possible initiatives to consider include:

  • Developing partnerships with K-12 school librarians, math teachers, health teachers, science teachers, and school nurses to introduce health related tasks into the curriculum
  • Work with Adult Basic Education and English as a Second Language initiatives to include health related information into the program
  • Partner with community-based organizations to develop outreach programs to senior-citizen facilities to discuss health information topics
  • Health information classes at the public library to teach health related topics
  • Work with consumer advocate organizations on outreach programs to vulnerable populations

Consumer health librarians can also support the direct needs of health information consumers by providing materials that are multi-lingual, culturally appropriate and easy to read, and by developing methods and materials to teach consumers how to evaluate health information resources, especially those found on the Internet.

Health Literacy Organizations and Programs

Health Literacy. American Medical Society Foundation.
http://www.ama-assn.org/ama/pub/category/8115.html
515 North State Street
Chicago, Illinois 60610

Ask Me 3
http://www.askme3.org/
Sponsored by the Partnership for Clear Health Communication - A national coalition of more than 100 organizations that are working together to promote awareness and solutions around the issue of low health literacy and its effect on health outcomes. The website is a tool designed to improve communication between patients and providers by encouraging patients to ask questions.

National Literacy and Health Program. Canadian Public Health Association.
http://www.nlhp.cpha.ca/
Promotes awareness among health professionals of the links between literacy and health.

Health Literacy Studies
http://www.hsph.harvard.edu/healthliteracy/index.html
Harvard School of Public Health
Department of Society, Human Development and Health
677 Huntington Avenue, 7th Floor
Boston, MA 02115 USA

National Center for the Study of Adult Learning and Literacy
Harvard University Graduate School of Education
Nichols House
7 Appian Way
Cambridge, MA 02138 USA
Phone: 617-432-3914
Fax: 617-432-3123
Email: mailto:%20healthliteracy@hsph.harvard.edu

Health Literacy Center, University of New England
http://www.une.edu/hlit/
Area Health Education Center Program
11 Hills Beach Road
Biddeford, ME 04005
Phone: 207-283-0171

Health Literacy Consulting
http://www.healthliteracy.com/
Helen Osborne, M.Ed., OTR/L
31 Highland Street, Suite 201
Natick, MA 01760
Phone: 508-653-1199
Fax: 508-650-9492
Email: Helen@healthliteracy.com

Health Literacy Month
http://www.healthliteracy.com/hlmonth/
Helen Osborne, M.Ed., OTR/L
31 Highland Street, Suite 201
Natick, MA 01760
Phone: 508-653-1199
Fax: 508-650-9492
Email: Helen@healthliteracy.com

Literacy and Health Project
http://www.opha.on.ca/resources/i-n.html#literacy
Ontario Public Health Association and Frontier College
Phone: 416-367-3313.

Movement for Canadian Literacy (MCL)
http://www.literacy.ca/about/about.htm
A national non-profit organization representing literacy coalitions, organizations, and individuals

National Institute for Literacy
http://www.nifl.gov/
1775 I Street N.W., Suite 730
Washington DC 20006-2401
Phone: 202-233-2025

Office of Minority Health
http://www.omhrc.gov/
PO Box 37337
Washington DC, 20013-773
Phone: 800-444-6472

Pfizer Clear Health Communication Initiative
http://www.pfizerhealthliteracy.com/

University of Virginia School of Medicine Health Literacy Curriculum
http://www.healthsystem.virginia.edu/internet/som-hlc/
PO Box 800325
Charlottesville, VA 22908
434-924-2629
Phone: 434-924-2629
Fax: 434-982-2597

Wiki on Health Literacy Issues
http://wiki.literacytent.org/index.php/Health_Literacy

World Education, Health and Literacy Initiative
http://www.worlded.org/
44 Farnsworth Street
Boston, MA 02111-1211
Phone: 617-482-9485
Fax: 617-482-0617

References

1U.S. Department of Health and Human Services (HHS) (2000). Health People 2010: Understanding and Improving Health. http://www.healthypeople.gov/document/html/volume1/11HealthCom.htm

2Kutner, M., Greenberg, E., Jin,Y., and Paulsen, C. (2006). The Health Literacy of America’s Adults: Results From the 2003 National Assessment of Adult Literacy (NCES 2006–483).U.S.Department of Education.Washington, DC: National Center for Education Statistics. (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483)

3Kutner, M., Greenberg, E., Jin,Y., and Paulsen, C. (2006). The Health Literacy of America’s Adults: Results From the 2003 National Assessment of Adult Literacy (NCES 2006–483).U.S.Department of Education.Washington, DC: National Center for Education Statistics. (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483)

4National Institute for Literacy Discussion List: http://www.nifl.gov/

5National Network of Libraries of Medicine, Consumer Health Manual. Section on Health Literacy. http://nnlm.gov/outreach/consumer/hlthlit.html



Penny Glassman, Technology Coordinator
Penny.Glassman@umassmed.edu


NLM | NN/LM | NER


Comments to:
Rebecca.Zenaro@umassmed.edu
University of Massachusetts Medical School
222 Maple Avenue Shrewsbury, MA 01545
Phone:  800-338-7657
508-856-5979
Fax:  508-856-5977