Health literacy: Nursing

Last updated: July 30, 2024

Health literacy: Nursing

223 Content

223 Content

Hypersensitivity reactions - Overview: Nursing pathophysiology
Community health case study - Rural healthcare: Nursing
Critical care case study - Septic shock: Nursing
Critical care case study - Cardiogenic shock: Nursing
Critical care case study - ST elevation myocardial infarction (STEMI): Nursing
Critical care case study - Disseminated intravascular coagulation (DIC): Nursing
Critical care - Burns: Nursing
Critical care - Multiple organ dysfunction syndrome (MODS): Nursing
Critical care case study - Intracranial hypertension: Nursing
Acute and chronic: Clinical decision making
Airway, breathing, circulation: Clinical decision making
Clinical judgment: Clinical decision making
Maslow's hierarchy of needs: Clinical decision making
Nursing process: Clinical decision making
Overview: Clinical decision making
Restrictive and invasive: Clinical decision making
Safety: Clinical decision making
Aortic aneurysm: Nursing process (ADPIE)
Cardiac biomarkers - Creatine kinase (CK): Nursing
Cardiac biomarkers - Troponin: Nursing
Cardiomyopathy: Nursing
Case study - Hypovolemic shock: Nursing
Myocardial infarction (MI): Nursing process (ADPIE)
Myocarditis: Nursing
Pericardial effusion and cardiac tamponade: Nursing process (ADPIE)
Pericarditis: Nursing
Shock - Anaphylactic: Nursing
Shock - Cardiogenic: Nursing
Shock - Hypovolemic: Nursing
Shock - Neurogenic: Nursing
Shock - Obstructive: Nursing
Shock - Septic: Nursing
Valvular heart disease: Nursing
Testicular cancer: Nursing
Case study - Leukemia: Nursing
Disseminated intravascular coagulation (DIC): Nursing
Leukemia: Nursing process (ADPIE)
Multiple myeloma: Nursing
Neutropenia: Nursing
Immunodeficiency disorders - Secondary: Nursing
Burn injury: Nursing
Case study - Burn injury: Nursing
Frostbite: Nursing process (ADPIE)
Skin cancer - Basal cell carcinoma, squamous cell carcinoma, and melanoma: Nursing
Lymphoma - Hodgkin and non-Hodgkin: Nursing
Biology of cancer: Nursing
Care of a client in the emergency department: Nursing
Complications of cancer: Nursing
Tumor lysis syndrome (TLS): Nursing Process (ADPIE)
Case study - Stroke: Nursing
Encephalitis: Nursing
Hemorrhagic stroke - Intracranial hemorrhage (ICH) and subarachnoid hemorrhage (SAH): Nursing
Increased intracranial pressure (ICP): Nursing
Meningitis: Nursing process (ADPIE)
Stroke: Nursing process (ADPIE)
Breast cancer: Nursing process (ADPIE)
Case study - Breast cancer: Nursing
Lung cancer: Nursing
Leukemia: Nursing pathophysiology
Burns: Nursing pathophysiology
Skin cancer: Nursing pathophysiology
Multiple organ dysfunction syndrome (MODS): Nursing pathophysiology
Stroke: Nursing pathophysiology
Breast cancer: Nursing pathophysiology
Types of leadership: Nursing
Quality and safety: Nursing
Legal issues: Nursing
Health promotion and illness prevention: Nursing
Health literacy: Nursing
Ethics: Nursing
Disaster management: Nursing
Delegation and supervision: Nursing
Decision-making: Nursing
Environmental emergencies: Nursing
Social determinants of health (SDOH): Nursing
Case study - Accidental ingestion: Nursing
Poisoning: Nursing process (ADPIE)
Smoke inhalation injury: Nursing process (ADPIE)
Insect stings and bites: Nursing
Atrophy, aplasia, and hypoplasia
Hyperplasia and hypertrophy
Metaplasia and dysplasia
Oncogenes and tumor suppressor genes
Aneurysms
Aortic valve disease
Mitral valve disease
Chronic kidney disease (CKD): Nursing
Dialysis care: Nursing
Polycystic kidney disease (PKD): Nursing
Acute kidney injury (AKI): Nursing process (ADPIE)
Critical care case study - Acute kidney injury: Nursing
Kidney disease: Nursing pathophysiology

Notes

HEALTH LITERACY

KEY POINTS
NOTES
UNDERSTANDING HEALTH LITERACY
  • Health literacy 
    • Ability to read understand and follow health information 
    • Low literacy leads to misunderstanding and poor outcomes 
  • Factors affecting health literacy 
    • Patient education level impacts comprehension 
    • Reading material difficulty may cause confusion 
    • Language mismatch  
    • Patient may not understand body functions or health care system

THE IMPACT OF HEALTH LITERACY
  • Health literacy affects patient health and well-being 
  • Many US adults have health literacy limitations 
    • High literacy linked to better health outcomes
      •  Supports better long-term health 
    • Low literacy linked to worse health outcomes 
      • Leads to more hospital and ED visits 
      • Patients less likely to use illness prevention strategies
      • Affects understanding of prescriptions and treatments
      • Linked to higher mortality rates in older adults

ASSESSING HEALTH LITERACY
  • Assessing health literacy 
    • Screening tools 
      • Wide Range Achievement Test (WRAT 3) 
      • Rapid Estimate of Adult Literacy in Medicine (REALM)
      • Cloze test 
    • Patients may fear exposure of low literacy 
    • Nurse should be respectful and nonjudgmental 
  • Alternative assessment methods 
    • Ask patient to read medication label aloud 
    • Use teach back method to confirm understanding 
  • Signs of low health literacy 
    • Missed appointments and incomplete forms 
    • Incorrect medication use or missed referrals 
    • Few or no questions after teaching session

TEACHING STRATEGIES TO IMPROVE HEALTH LITERACY
  • Write materials at 5th grade reading level or lower 
  • Use patient’s preferred language 
  • Avoid medical jargon and confusing expressions  
  • Use visuals and media 
    • Include illustrations and infographics when possible 
    • Use videos audio models and demonstrations 
  • Reinforcement teaching
    • Follow up with patients by phone or home visits 

Transcript

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Nurse Jerome works in an outpatient surgical center and is performing the intake assessment for a client named Julie who is scheduled for a colonoscopy. Nurse Jerome asks Julie, “When was the last time you ate?” Julie responds, “I just stopped to get a breakfast sandwich on the way here.” Nurse Jerome is confused since all clients scheduled for this procedure are instructed to ingest nothing but clear liquids after midnight the night before. He also notes that Julie has left several areas on her client forms blank and some spots have inappropriate information.

Nurse Jerome says, “Julie, were you able to read through the colonoscopy preparation paperwork we sent you home with two weeks ago?” Julie bites her lip and looks around nervously, stating, “I did, but I guess I didn’t understand them too well, I’m sorry.” Nurse Jerome responds, “You don’t need to be sorry. Although you won’t be able to go for your colonoscopy today, let’s make sure you understand everything for next time.” Julie smiles and sighs a breath of relief. Nurse Jerome suspects Julie has low health literacy, so he’ll use what he knows about this topic to educate and support her.

Now, health literacy is the capacity to read, comprehend, and follow through on health-related information, so those who have low literacy skills are unlikely to properly understand the health-related information they need. Factors that can impact health literacy include the educational level of the client, as well as with the difficulty level of the reading material, since any client education material above the client’s reading comprehension level will lead to confusion and misunderstanding. Another factor is the native language of the client, so if educational materials aren’t written in the client’s native language, it can contribute to lower health literacy even if the client has overall high literacy in their primary language.

It’s also important to keep in mind that even people with good literacy skills may find it challenging to understand healthcare information, because they may not understand medical terminology or even the basic concepts of health and medicine, such as how the body works or how to navigate the healthcare system.

Alright, health literacy is a major issue that can impact the health and well-being of clients. In fact, in a national assessment of health literacy skills of United States adults, 36% were identified as having serious limitations in health literacy. Studies have shown that high health literacy is associated with better client outcomes, whereas low health literacy can lead to worse overall health outcomes. This is because health literacy can impact a client’s ability to make health-related decisions regarding things like following prescription and treatment regimens, like when Julie misunderstood how to prepare for her colonoscopy.

Clients with low health literacy tend to have more overall hospitalizations and visits to the emergency department than clients with high health literacy. In addition, clients with low health literacy are less likely to partake in illness prevention strategies such as obtaining a yearly flu shot or undergoing screening for breast cancer through mammography. In older adult clients, low health literacy is associated with higher mortality rates when compared to those with high health literacy.

So since health literacy has such a significant impact on health outcomes, assessing a client’s health literacy can help you to plan their care and education. There are several screening tools that can be used to assess health literacy, such as the Wide Range Achievement Test, or WRAT 3, the Rapid Estimate of Adult Literacy in Medicine, or REALM, and the Cloze test. All three tests require the client to read instructions pertaining to medications or procedures and then answer simple questions. The nurse should keep in mind that those with low literacy skills may already feel stigmatized and fear exposure to their inability to read, so sensitivity on the part of the nurse is essential when assessing health literacy.