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HEALTH LITERACY FOR PARENTS OF YOUNG CHILDREN

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Title: HEALTH LITERACY FOR PARENTS OF YOUNG CHILDREN


1
HEALTH LITERACY FOR PARENTS OF YOUNG CHILDREN
  • Kansas Early Childhood Comprehensive Systems
  • Planning Meeting
  • August 9, 2007
  • Robin Gingerich
  • Project Coordinator

2
  • This project was sponsored by the
  • Kansas Head Start Association
  • with funding provided by
  • United Methodist
  • Health Ministries Fund
  • and
  • Kansas Health Policy Authority
  • (Medicaid match)

3
  • PAST
  • SUCCESS!

4
Head Start YEAR 1
5
Head Start Year 2
6
HEAD START YEAR 2
7
PROJECT GOAL
  • To empower parents to care for their childrens
    minor illnesses and injuries, reducing
    unnecessary utilization and decreasing costs of
    emergency room, doctor and clinic visits.

8
PROJECT ACTIVITIES
  • Develop a training curriculum
  • Provide training for parents
  • Pilot the project in 5 health settings
  • Plan to replicate project statewide

9
ACTIVITY 1
  • DEVELOP
  • A
  • TRAINING CURRICULUM
  • for
  • PRACTITIONERS

10
A PRACTITIONERS TRAINING GUIDE for What To Do
When Your Child Gets Sick
By Robin Gingerich and Kathryn Schartz Edits
by Noelle Kurth and Melinda McKnight
11
Contents
  • Section1 Background Information for
    Practitioners
  • A. Health Literacy
  • B. Effective Instruction
  • C. Cultural Considerations
  • Section 2 Using the Book to Teach

12
  • Section I
  • BACKGROUND
  • INFORMATION
  • FOR PRACTITIONERS

13
A. Health Literacy
14
Why not just hand out the book?
  • Health literacy is an issue in all communities
  • Health literacy involves more than just being
    able to read

15
Health LiteracyWorking Definition
  • The degree to which individuals have the
    capacity to obtain, process, and understand basic
    health information and services needed to make
    appropriate health decisions. Source
    Healthy People 2010,
  • Institute of Medicine 2004

16
Health LiteracyPredictive Value
  • Literacy skills are a stronger predictor of
    health status than
  • Age
  • Income
  • Employment status
  • Education level
  • Racial/ethnic group
  • Source American Medical
    Association, 2003

17
Impact ofLow Health Literacy
18
Impact ofLow Health Literacy
  • Difficulty navigating health care system
  • Not understanding signed documents
  • Inability to complete required forms
  • Use of more expensive health services

19
Impact ofLow Health Literacy
  • Inability to read directions for prescriptions
  • Misuse of medications
  • Misunderstanding of self-care instructions
  • Practice of less preventive health care

20
Impact ofLow Health Literacy
  • Annual health care costs for people with low
    health literacy are 4 times higher than those
    with higher health literacy skills
  • (Source Weis, B.D., Ed. (1999). 20 Common
    Problems in Primary Care. New York McGraw Hill.)

21
How Widespread isLow Health Literacy?
22
How Widespread isLow Health Literacy?
  • Nearly half of the adults in the U.S. cannot
    fully benefit from much that the health care
    system has to offer because they have difficulty
    reading and processing everyday health
    information.
  • Source Institute of Medicine 2004

23
How Widespread isLow Health Literacy?
  • 36 of surveyed adults had only basic or below
    basic health literacy
  • 65 of adults 16-24 years of age had only basic
    or below basic health literacy
  • Source National Assessment of Adult Literacy,
    2003

24
How Widespread isLow Health Literacy?
  • A Kansas Head Start evaluation found that only 3
    of Head Start families had any type of health
    book in their home
  • Source Kansas Head Start Association Health Care
    Institute, Final Report, July 2006

25
What are Health Literacy Skills?
  • Reading
  • Writing
  • Math
  • Speaking
  • Listening
  • Understanding
  • Adequate background information
  • Ability to act appropriately to information
  • Ability to advocate for ones health
  • Source Institute of Medicine of the National
    Academies

26
How Do Adults Obtain Health Information?
  • The lower the health literacy level the less
    likely health information was received from
    health care professionals
  • More adults with low health literacy use the
    radio and television for health information
  • Source National Assessment of Adult Literacy,
    2003

27
Identifying Low Literacy Parents
  • The majority of low literacy individuals say they
    read well
  • Low level readers often develop strategies to
    hide or compensate for lack of reading ability
  • Literacy levels are approximately 3 to 5 grades
    below the highest grade completed
  • Source Lee P.P. (1999). Why literacy
    matters links between reading ability and
    health. Arch Ophthalmology.

28
Tips for Working with Low Literacy Parents
  • Make sure they understand that you know they
  • know their child the best
  • are intelligent
  • know some things about health issues

29
B. Effective Instruction
30
Effective Instruction with Parents
See yourself in partnership with parents Do not
make assumptions about what a parent does does
not know Learn what the parent knows by asking
open-ended questions, Tell me what you usually
do Slow down use living room language
31
Effective Instruction with Parents
  • Be clear about your goals, objectives
    expectations
  • Break information skills into small, manageable
    parts
  • Teach parts systematically in sequence
  • Explain model concepts skills first before
    engaging parent in activity

32
Effective Instruction with Parents
  • The GOAL is for the parent to know how to use the
    book
  • to find information about their childrens health
    and safety

33
Importance of Vocabulary
  • Understanding the vocabulary is essential to
    understanding the content.

34
Importance of Comprehension
  • The ultimate goal of reading is to understand
    make use of what has been read
  • The ability to read words does not necessarily
    indicate understanding of what has been read
  • Reading comprehension is the most important
    health literacy skill

35
C. Cultural Considerations
36
Cultural Considerations
  • Practitioners must be culturally responsive
  • Cultural responsiveness does not happen all at
    once, nor does learning about different cultures
    ever end
  • Cultures change over time

37
Section 1 Review
  • A. Health Literacy
  • An issue in ALL communities with over 1/2 of
    adults having difficulty with health information
  • Encompasses a variety of skills, not the least of
    which is reading
  • B. Effective Instruction
  • Acknowledge what families know
  • Be clear and systematic
  • C. Cultural Considerations
  • It is your professional responsibility to learn
    as much as you can about your families cultures.

38
Section 2 Using the Book to Teach
  • Review project goals
  • Introduction to books format
  • Planning for YOUR families

39
  • Introduction to the Books Format

40
Planning for YOUR Families
Now that you know the books format, it time for
you to decide how you are going to use it with
your families.
41
So Think About
  • How might this fit into what we already do?
  • Do we need to offer something new or can we
    incorporate the teaching of the book into a
    current service?
  • How much time do we have to devote to effectively
    teaching this book?
  • Is it best to teach it all at once or at
    different sessions?
  • Should we try a group meeting, teach it
    one-on-one or use a combination?
  • Do we have the qualified staff? And time to train
    them?
  • What are the the needed resources and can we
    obtain them?

42
What Others Have Done

43
ACTIVITY 2
  • TEACH PARENTS HOW TO USE THE BOOK

44
HOW TO USE
  • WHAT TO DO WHEN YOUR
  • CHILD GETS SICK

By Kathryn Schartz and Robin Gingerich Edits
by Noelle Kurth and Melinda McKnight
45
HEALTH CARE LITERACY
  • Learn how to use this book and others
  • Learn where to find good information
  • Know whom to ask
  • Learn what the words mean or where to look them up

46
PARTICIPATE IN HEALTH CARE
  • YOU are part of the team that includes your
    childs doctors and nurses
  • YOU are the expert because you know your child
    best!

47
BE SMART
  • Know what works and what doesnt
  • Dont believe everything you hear

48
WHAT IS BAD INFORMATION?
  • Be careful of information from
  • Someone who wants you to buy something
  • TV, radio, magazines, or the internet
  • Friends, neighbors

49
LETS SEE WHATS IN THE BOOK
50
PUTTING YOUR INFORMATION IN THE BOOK
  • Put important phone numbers in the front cover of
    the book
  • Write down specific details about your child

51
TO THE READERS OF THE BOOK
  • On page iii
  • A reminder of how this book can be helpful to
    you.

52
WHEN TO CALL THE DOCTOR OR CLINIC
  • Look at this very important section at the front
    of the book
  • This is a short list of things that are
    emergencies
  • If you see these things, call the doctor or
    clinic right away
  • Sometimes you should call 911

53
HOW TO FIND THINGS IN THE BOOK
  • On pages vi and vii
  • A Table of Contents that shows parts of a babys
    and childs body.
  • You can locate the body part where there is a
    problem and go to that page in the book

54
HOW TO FIND THINGS IN THE BOOK
  • Three pages starting on viii
  • This is a more traditional Table of Contents that
    shows each chapter of the book

55
LETS LOOK AT A CHAPTER
  • Each chapter of the book is put together in the
    same way
  • Each chapter starts with a Notes page

56
GENERAL FORMAT FOR EACH TOPIC
  • What is it?
  • What do I see?
  • What can I do at home?
  • When do I call the doctor or nurse?

57
WHAT IS IT?
  • How does it happen?
  • When does it happen?
  • What does it mean?

58
WHAT DO I SEE?
  • What are the symptoms?
  • How do I know that my child has this?
  • What does my child look like when this happens?
  • What will my child act like when this happens?

59
WHAT CAN I DO AT HOME?
  • Things I can do
  • Things I need to keep track of
  • What do I need to have?

60
WHEN DO I CALL THE DOCTOR OR NURSE?
  • What does the doctor need to know?
  • When should I call?
  • Who do I call?
  • What is an emergency?

61
THE BOOK CAN HELP TOO
  • On page 169-174 is a Word List you can use to
    look up vocabulary you might not understand

62
HANDS-ON PRACTICE
  • Your child is coughing
  • Where do you find out about coughs?
  • What is a cough?
  • What do you do?
  • When do you worry?
  • Where else in the book does it talk about coughs?

63
WHAT TO DO WHEN YOUR CHILD GETS SICK
Using Chapter 2 Taking Care of Your Sick Child
By Kathryn Schartz Edits by Robin Gingerich,
Noelle Kurth and Melinda McKnight
64
Chapter 2Taking Care of Your Sick Child
  • Vocabulary
  • What is it?
  • What do I see
  • What can I do at home?
  • When do I call the doctor or nurse?
  • What else should I know?
  • How to tell if your child has a fever
  • Fever
  • Infection
  • Over the Counter Medicines

65
ACTIVITY 3
Pilot materials in 5 health care settings
66
Project Sites
  • Healthy Options for Kansas Communities, Wichita
  • Salina Saline County Health Department, Salina
  • Shawnee County Health Agency, Topeka
  • Silver City Health Center, Kansas City, Kansas
  • United Methodist Mexican American Ministries,
    Garden City

67
Activity 4
  • Plan to replicate project
  • state wide!
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