Module 5 - Patient Health Edu

Distinguish between the two tests used to assess reading skills and comprehension of patients (Cloze and Listening)

+ Cloze: ( few hours) assessing the understanding of health edu literature. - adequacy in rating reading difficulty in med literature - takes into the context of the written passage - can only be used for those at a 6th grade level or higher - every 5th word is deleted systematically from a portion of text, fill-in-the-blank + scores: - 60% or better: passage was sufficiently understood by patients - 40% to 59%: moderate level of difficulty understanding the passage - < 40%: too difficult to be understood _______________________________________________________________________________ + Listening Test: (10 - 20 min admin) what a low literate person comprehends/understand when listening to oral instruction. - select a passage that takes about 3 min to read aloud & written at approx. 5th grade level. Health prof will form 5-10 short question relevant to the context of the passage by selecting key points of the text. Read passage, Ask qt's orally, record answers. + Scores: - instructional material appropriate IF comprehension level is 75% to 89%> - < 75% indicates material could be too difficult _______________________________________________________________________________ TESTS TO MEASURE READING SKILLS (not gonna be on test; but good 2 know) (pp. 256 - 258) + Wide Range Achievement Test (WRAT) + Rapid Estimate of Adult Literacy in Medicine (REALM) + Test of Functional Health Literacy in Adults (TOFHLA)

Highlight the use of formulas to improve the readability of PEMs. Formulas: pp-252-254 (just know general info)

+ Mathematical formulas: avg length of sentences & words (vocabulary difficulty) to determine the grade level at which they are written + Standardized tests: measure actual reader comprehension & reading skills; involve reader's response to instructional materials or the ability to decode & pronounce words to determine their grade level. _______________________________________________________________________________ Formula-based readability score does or does not match their educational level.

Highlight clues that clients with illiteracy and low literacy may demonstrate. p.243

+ reacting to complex learning situations by withdrawal, complete avoidance, or being repeatedly noncompliant + excuse that they were "too busy", "too tired", "too sick", or "too sedated w/ meds" to maintain their attention span when given a booklet or instruction sheet to read + claiming that they don't feel like reading, that they gave info to their spouse to take home, lost, forgot, broke their glasses +Camouflaging their problem by surrounding themselves w/ books, magazines, & newspapers to give the impression they're able to read + circumventing their inability by insisting on taking the info home to read or having a family member or friend w/ them when written info is presented cont on pg. 243

Describe the impact that illiteracy has on motivation and compliance.

+ what is seen as noncompliance is actually the inability to comply. Most times out of fear of being ignorant or simply because they just don't know how to. +motivation: read so slowly they'll lose the meaning, need to read outloud. A lot are unotivated do to fear of embarrassment

Cite the most frequent errors made in writing objectives. KNOW HOW TO WRITE OBJECTIVE CLEARLY (EXAM 2)

- describe what instructor is expected to do rather than the learner -include more than one expected behavior in an objective (avoid using compound word "and") - forgetting to identify all 4 components of condition, performance, criterion, and the learner - use terms for performance that are subject to many interpretations, not action-oriented, difficult to measure -write an objective that is unobtainable based off ability level of learner - write objectives that are not related to stated goal -clutter objective by writing unnecessary info - too general that it does not specify clearly the expected behavior to obtain.

Describe the magnitude of the literacy/health literacy problem in the U.S.

- many adults lack the basic literacy abilities to function effectively in a technologically complex society - severe effects of patient illiteracy on healthcare delivery & health outcomes + greater responsibility for self care & health management assumed, but if illiterate this may cause a problem. _______________________________________________________________________________ + 52% of US pop was considered literate - 21% to 23% functional illiterate - 26% marginally illiterate + More than 50% of all American adults lack the basic reading and numerical skills essential to function adequately in healthcare environment + Literacy skills "are a stronger predictor of an individual's health status than age, income, employment status, education level, and racial or ethnic group" + (prison population has the highest rate or illiteracy)

Discuss steps used to simplify the readability of PEMs. Table 7-6; p. 260

1. Decide what the client should do or know 2. Choose info that is relevant & needed by the client to achieve the behavioral objectives 3. Select other media to supplement written info 4. Organize topic into chunks that follow a logical sequence 5. Determine the preferred reading level of the material

Demonstrate the ability to write behavioral objectives accurately and concisely using the four components (condition, performance, criterion, and who will do the performing). KNOW THESE TABLES: 10-1: 4-part method of objective writing 10-2: samples of well-written/poorly written objectives

Behavioral Objectives communicate: - Who (learner-centered) - Will do What (performance) -Under What Condition (condition) - How Well (criterion)

Distinguish among the three domains of learning.

Cognitive (thinking): involves the acquisition of information & addresses the development of the learner's intellectual abilities, mental capacities, understanding, & thinking processes + Objectives divided into 6 levels. Simple (knowledge) > Complex (Eval) + Table 10-5: Lvls of cog behavior Affective (feeling): involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values, & appreciations + Divided into categories that specify the degree of a person's depth of the emotional responses to tasks, includes emotional & social development goals - Use to help learner's realize their own attitudes & values Psychomotor (skills): involves acquiring fine and gross motor abilities w/ increasing complexity of neuromuscular coordination to carry out physical movements. - Complex process demanding far more knowledge than suggested by the simple mechanistic behavioral approach - Primary focus on development of manipulative skills rather than the growth of intellectual ability - 10-8 Provides examples _______________________________________________________________________________ 10-6 has common words for each objective

CH.10 Identify the differences between goals and objectives.

Goals: final outcome of what is achieved at the end of the teaching learning process. - general -broad -intangible -long-term -strategic Objectives: What we want the client to learn as a result of our teaching. Short-term in nature. - specific - measurable - concrete - short-term - tactical - learner-centered

Discuss strategies used to simplify the readability of PEMs for low-literate readers.

Key: write in plain familiar language using an easy visual format + Writing Tips: pp. 261 - 265 - Table 7-7 (p. 268 - 269) + Teaching Strategies: p. 265 - 270

Discuss key issues concerning the readability of PEMs. sources of low-literacy edu material: p. 250

PEM: Printed Educational Material + too difficult to read + most health edu literature is written above the 8th grade level (avg: 10-12th grade) + Avg reading level: 8th grade + Should be written at a 5th grade level

Define the terms literacy, illiteracy, health literacy, low literacy, functional illiteracy, readability, comprehension, and numeracy.

literacy: the ability to read & speak english +US dept of Education definition: the ability to use printed & written info to function in society & achieve one's goals & to develop one's knowledge & potential + common def: read, write, understand, interpret at 8th grade level & above illiteracy: unable to read or write at all or whose reading or writing skills are at/below a 4th grade level healthy literacy: how well an individual can read, interpret, and understand health information for maintaining an optimal level of wellness low literacy: (marginally literate/illiterate) ability of adults to read, write, comprehend information b/w 5th & 8th grade level + have trouble using printed & written information to meet their every day needs functional illiteracy: lack the fundamental reading/writing/comprehension skills that are needed to operate effectively in today's society + relatively new term _______________________________________________________________________________ LOW LITERACY OR ILLITERACY CAN NOT BE EQUATED WITH IQ LEVEL _______________________________________________________________________________ SKILLS NEEDED 4 HEALTH LITERACY readability: the ease with which written or printed information can be read comprehension: degree to which individuals UNDERSTAND what they have read + affected by amount, clarity & complexity of information presented + stress/trauma can affect comprehension numeracy: ability to read and interpret numbers

Explain the instructional methods appropriate for teaching in the cognitive, affective, and psychomotor domains.

p. 389 -399; not something on test; useful tho