Lightning Talk Description: Interprofessional healthcare providers’ understanding of health literacy is crucial to improve patient health and reduce disparities. Our report addresses a key issue in health equity, providing effective interprofessional education on health literacy. Coleman et al described the eight prioritized health literacy competencies (PHLCs) important in healthcare delivery and thus education. Our recent work established that the knowledge of healthcare educators and delivery of education with health literacy or PHLC targeted goals and learning objectives could be improved. Using Kern’s six steps of curricular development, the problem identification and general needs assessment included search of PubMed, CINAHL, and PsycINFO for health literacy and PHLCs. Abstracts and full texts were screened. Simulation events that could feasibly incorporate health literacy were included. Data were collected regarding learners, type of event, and incorporation of PHLCs. A targeted needs assessment at our institution used electronic survey to identify knowledge, attitudes and beliefs of local simulation educators regarding health literacy. Health literacy components of local simulation events (2018-2019) were assessed using a tool developed by the investigative team.
Literature search identified 614 published articles, 67 were included in analysis. “Avoidance of jargon” (14/67) and “patient-centered approaches” (11/67) were the most commonly cited PHLCs. No articles mentioned “delivery of information in 1-3 need-to-know elements”. Of the 57/881 local simulation events that could feasibly incorporate health literacy, 17/57 did so. “Jargon” and “patient-centered” care were the PHLCs most often present in learning objectives. Survey response rate was 77%. Only 18% (3/17) of local simulation educators demonstrated “comprehensive understanding” of health literacy. Educators reported understanding “using universal precautions in written and oral communication” (mean Likert 3.3) and “need-to-know/need-to-do concepts” (3.4) least well. The majority felt including health literacy was important in simulation and believed they did this.
As a result of these findings, two members of our team developed training for interprofessional healthcare educators to improve understanding of PHLCs. Learning objectives were aligned to the targeted needs assessment. The educational strategy used a simulation video to incorporate active learning, and the education was delivered virtually to increase accessibility and by extension engagement with educators. The majority (83%) of healthcare educators believed the session enabled them to identify areas within their own educational practice that PHLCs can be incorporated, highlighted, and taught. Representative qualitative comments included “HL is something we think we are addressing but are not. Learning the competencies was very valuable”.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
