Paraphrase text to be plagiarism free, apa format use medical terminology

1. What are your initial thoughts after viewing these videos?

Poor health literacy can be a great barrier to healing in the individual patient it can even cause complications such as toxicity, allergic reactions and/ or fatalities. My initial thoughts upon watching this video is how easy a mistake can be made by the patient if the health care provider does not provide the necessary education and requires feedback after teaching and how common and uncomfortable can be for a patient to ask healthcare provider questions regarding their care without it causing stigma. Low health literacy is a significant problem in the United States. In 2003, approximately 80 million adults in the U.S. had limited health literacy. Rates in certain population subgroups were higher, including the elderly, minorities, individuals who have not completed high school, adults who spoke a language other than English before starting school, and people living in poverty. Persons with limited health literacy skills are more likely to have chronic conditions and are less able to manage them effectively. Studies have found that patients with high blood pressure, diabetes, asthma, or HIV/AIDS who have limited health literacy skills have less knowledge of their illness and its management. Limited health literacy skills are associated with an increase in preventable hospital visits and admission. Studies have demonstrated a higher rate of hospitalization and use of emergency services among patients with limited literacy skills.

1. What are some strategies you can incorporate in every day practice to assist with health literacy?

There are a number of ways care providers can improve their communication, to help patient and families better understand health information. Ask open-ended questions to assess the patient’s understanding of written materials, including prescription labels. Use the Teach Back communication method to determine if a patient has understood your instructions and can repeat the information in their own words. Use feedback when teaching a patient to use a device or perform a particular task, to demonstrate correct use. Hand your patient written material upside down while discussing it, and observe whether they turn it right side up. Use simple language, avoid complicated medical terminology or jargon. Use common, simple words to be as clear as possible and minimize the risk of misunderstanding. For example:

• Say “swallow” instead of “take”
• “harmful” instead of “adverse”
• “fats” instead of “lipids”
• “belly” instead of “abdomen”
• “lasting a short time, but often causing a serious problem” instead of “acute”
• Speak more slowly when providing instructions. Be respectful and clear without being patronizing.
• Use graphics and pictures instead of long written instructions.
• Provide information at an appropriate grade level.

Reference:

McCormack, L., Thomas, V., Lewis, M. A., & Rudd, R. (2017). Improving low health literacy and patient engagement: A social ecological approach. Patient Education And Counseling, 1008-13. doi:10.1016/j.pec.2016.07.007

Morrison, A. K., Myrvik, M. P., Brousseau, D. C., Hoffmann, R. G., & Stanley, R. M. (2013). Systematic Review: The Relationship Between Parent Health Literacy and Pediatric Emergency Department Utilization: A Systematic Review. Academic Pediatrics, 13421-429. doi:10.1016/j.acap.2013.03.001