Health Literacy Knowledge and Modality of Knowledge Acquisition in A Family Medicine Resident Clinic

2.50
Hdl Handle:
http://hdl.handle.net/10755/308290
Category:
Abstract
Type:
Presentation
Title:
Health Literacy Knowledge and Modality of Knowledge Acquisition in A Family Medicine Resident Clinic
Author(s):
Smith, Tracey Jo
Lead Author STTI Affiliation:
N/A
Author Details:
Tracey Jo Smith, PHCNS-BC, MS, RNC, tsmith@siumed.edu
Abstract:

Poster presented on: Saturday, November 16, 2013, Sunday, November 17, 2013

This study sought to determine if Family Community Medicine providers’ (including medical assistants, nursing, residents, mid-levels, and physicians) acquisition of health literacy knowledge was based on true scientific knowledge (response to question based upon information from textbook, scientific experiment, or conference) or impressionistic knowledge (response to question based upon information from experience with patients, personal life, beliefs, or guess). The conceptual model developed by Paasche-Orlow & Wolf (2007) organizes the information known about health literacy into a conceptual model that depicts the effects of limited health literacy on health outcomes and addresses the complexity of health literacy at three distinct points along a continuum of health outcomes (access and utilization of health care, patient-provider relationship, and self-care). This project focused on the patient-provider relationship continuum point at the point of the providers’ knowledge of health literacy.   A one-group pre/post survey design was used to assess health care providers’ health literacy knowledge.  Participants were asked to complete an online pre-education survey, participate in a one-hour long education program, and complete an online post-education survey. General knowledge questions and acquisition of knowledge questions were analyzed using descriptive statistics and Fischer’s Exact test.  The relationship between the pre-education survey responses and the 2 modes of knowledge acquisition will be provided. Findings included that healthcare providers had varying levels of health literacy knowledge and that when health care providers answered questions that were “personal” in nature they often said the reason for their incorrect answer was based on scientific knowledge.  This false sense of knowledge may demonstrate a need for change in the educational modality used to educate on these “personal” topics related to health literacy.
Keywords:
Literacy; Health Literacy
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleHealth Literacy Knowledge and Modality of Knowledge Acquisition in A Family Medicine Resident Clinicen_GB
dc.contributor.authorSmith, Tracey Joen_GB
dc.contributor.departmentN/Aen_GB
dc.author.detailsTracey Jo Smith, PHCNS-BC, MS, RNC, tsmith@siumed.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308290-
dc.description.abstract<p>Poster presented on: Saturday, November 16, 2013, Sunday, November 17, 2013</p>This study sought to determine if Family Community Medicine providers’ (including medical assistants, nursing, residents, mid-levels, and physicians) acquisition of health literacy knowledge was based on true scientific knowledge (response to question based upon information from textbook, scientific experiment, or conference) or impressionistic knowledge (response to question based upon information from experience with patients, personal life, beliefs, or guess). The conceptual model developed by Paasche-Orlow & Wolf (2007) organizes the information known about health literacy into a conceptual model that depicts the effects of limited health literacy on health outcomes and addresses the complexity of health literacy at three distinct points along a continuum of health outcomes (access and utilization of health care, patient-provider relationship, and self-care). This project focused on the patient-provider relationship continuum point at the point of the providers’ knowledge of health literacy.   A one-group pre/post survey design was used to assess health care providers’ health literacy knowledge.  Participants were asked to complete an online pre-education survey, participate in a one-hour long education program, and complete an online post-education survey. General knowledge questions and acquisition of knowledge questions were analyzed using descriptive statistics and Fischer’s Exact test.  The relationship between the pre-education survey responses and the 2 modes of knowledge acquisition will be provided. Findings included that healthcare providers had varying levels of health literacy knowledge and that when health care providers answered questions that were “personal” in nature they often said the reason for their incorrect answer was based on scientific knowledge.  This false sense of knowledge may demonstrate a need for change in the educational modality used to educate on these “personal” topics related to health literacy.en_GB
dc.subjectLiteracyen_GB
dc.subjectHealth Literacyen_GB
dc.date.available2013-12-19T17:29:23Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:29:23Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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