Breakout sessions

Digital Tools for Health

Abstract

Introduction

Our population is aging. The Age Friendly Health System (AFHS) project by the Institute of Healthcare Improvement (IHI) includes 4 M’s (What Matters, Mentation, Medication & Mobility) describing best practices for older adult healthcare1. When applying the 4M’s to emergency medical services (EMS), the benefits can include avoiding unnecessary ambulance trips and helping older adults stay healthy and safe in their home. In public health emergencies, the ability to stay healthy and safe becomes even more important. Although the potential role of Community Health Workers (CHWs) in pandemics and other public health emergencies has been recognized, they have not been used most effectively. This project will help to build the capacity of CHWs to better serve vulnerable older adults and support effectiveness in public health emergencies.

Methods

Using the AFHS components embedded into an electronic medical record (EMR) algorithm, zip code-based heat maps were developed of vulnerable older adults in Tarrant County, Texas. Additionally, zip code maps of existing (CHWs) were overlaid to identify gaps and opportunities in the availability of these frontline helpers. New CHW candidates recruited and certified and existing CHWs will receive Emergency Preparedness Response (EPR) training to improve the health service support and health literacy of this vulnerable population and thus, potentially improve outcomes in public health and other emergent situations. They will also undergo upskilling for older adult care and digital literacy.

Conclusion/Implications

Implementing health informatics to identify gaps in services of target populations allows for better care delivery and outcomes when navigating public health emergencies. Community Health Workers (CHWs) may serve as a critical resource supporting health literacy for underserved communities helping improve access, care seeking and connecting resources in a time of massive disruption. Using data to prepare in advance can better support vulnerable populations such as older adults by targeting and training CHWs to assist.

Learning Objectives

• Describe how use of electronic medical record data can be used to identify vulnerable populations.
• Examine how utilizing health informatics can help identify gaps in health literate services of targeted vulnerable populations.
• Analyze how health informatics can enable better care delivery and outcomes when navigating public health and public health emergencies.

Digital Tools for Health

Abstract

The first step on the road to recovery after a patient suffers a serious medical event, like a heart attack or a stroke, a diagnosis of high blood pressure, heart failure or diabetes, is learning about the condition and developing self-care skills. With the rising use of digital solutions in healthcare, like remote patient monitoring, and the growth of technology, including machine learning, natural language processing, computer vision, and virtual and augmented reality, it is important that these solutions are designed with health literacy in mind.

Learning Objectives

• Identify best practices in the use of digital tools and technology applied to health literacy
• Summarize methods for building health literacy skills in patients with chronic conditions
• Describe how digital strategies can be aligned with evidence –based practices to achieve scalability and sustainability. Align digital strategies with evidence-based practice to achieve scalability and sustainability

Digital Tools for Health

Abstract

The way people learn has evolved as technology has become an important part of everyday life. However, the tools we use to educate our patients has not changed. This has resulted in a lack of patient education resources in the patient/learner’s preferred method of learning. This gap was clearly evident during the recent pandemic.

Educational tools from the 1970s included information handouts, videos and oral conversations. Over 40 years later these are still being used widely, but attention spans have shortened; people increasingly prefer visual and interactive means of learning. Patient portals have become a routine part of healthcare.

During this presentation I will discuss an inclusive approach to patient education that recognizes the diversity of how our patients prefer to learn. This inclusive approach includes the availability of tools to meet the needs of the varied learning preferences of our patients while realizing not all tools are for all patients. This change in philosophy has the potential to provide truly patient-centric education by creating the educational tools for the patient’s preferred method of learning.

Learning Objectives

• The learner will exit the session with the ability to name at least 5 emerging technologies that are designed to meet the varied preferred methods of learning for our patients
• The learner will be able to share/teach others the changing preference in learning modalities of patients
• The learnerwill be able to deliver patient education customized to the patient’s preferred learning style

Digital Tools for Health

Abstract

In the United States limited English and sensory impairments are social determinants of health. Both are correlated with lower levels of education, increased poverty, poor or no health insurance coverage, lack of a primary health provider, and low health literacy. These circumstances can lead to medication errors, medical harm and unnecessary healthcare use. By addressing the language needs of these patients in the pharmacy we will see healthier patients and cost savings for the patient and healthcare system overall.

Every way: There are many alternative label formats that can make medication label information easier for people to understand, including translated, audible, electronic, large print and Braille labels.

Incorporating this into existing systems might include updating health literacy assessment tools, teaching patients about their rights, updating ERMs with language preference and sensory impairment information, and making sure pharmacies can use words that their clients can understand.

Learning Objectives

• Explain the federal and state regulations that support or mandate provision of translated or accessible prescription label formats.
• Describe what alternative prescription label formats are available and which patients would be served best by them.
• Name several steps one could take to facilitate incorporating alternative label formats into existing systems.

Digital Tools for Health

Abstract

As healthcare providers rely increasingly on telehealth, healthcare portals and wireless medical devices, knowledge of basic digital skills are a requirement for equitable patient participation. Those without these skills are often from underserved groups. A social determinant of health, digital health literacy is a need to address if equity in health care is to be achieved. Northstar Digital Literacy can help close the equity gap in healthcare services though our free and low-cost assessments, instructor-led curricula, self-directed online practice lessons, and reports. Join us to find out how you and your organization can help close the digital literacy gap for the patients and learners you serve!

Learning Objectives

• Identify digital health skills necessary when working with populations outlined in the Digital Equity Act to promote patient equity in access healthcare and healthcare information.
• Apply free digital literacy assessments to determine consumer readiness for online related health care features and information used to manage their health.
• Envision implementation of digital skills assessment and education with different communities of different digital skill levels.

Health Literacy in Schools

Abstract

PATCH stands for Providers and Teens Communicating for Health. We are a Wisconsin non-profit that specializes in teen education and health care advocacy. Health care professionals can play a key role in the health and development of youth. However, there are unique challenges and barriers that young people face in accessing and receiving health services because of their stage in life.Research also shows communication barriers, stigmas, and gaps in training that interfere with the ability of health care professionals to talk openly and honestly with teens about sensitive health topics. During this innovative and interactive teen-facilitated workshop, trained PATCH Teen Educators will share their insights into the health care concerns, preferences and realities of today’s youth. We offer better ways to connect with young patients and ensure high-quality, youth-friendly services.

Learning Objectives

• Participants will describe the concerns, preferences, and realities of young people in health care settings.
• Participants will express the value of diversity among teens and recognize the challenges and opportunities this poses in health care settings.
• Participants will explain ways to provide high-quality, youth-friendly health care services.
• Participants will develop confidence and skills to build positive relationships and communicate effectively with teens.
• Participants will advocate for and effectively communicate about appropriate youth-friendly health care services within the care team.

Health Literacy in Schools

Abstract

Many Americans lack needed skills to find, understand, and use health information. As a result, they are less likely to interact with the health care system to effectively maintain their health or manage health conditions. Schools could be an ideal place to strengthen individual health literacy skills. This study set out to identify key health literacy skills and assess their representation in state K to 12 education standards.

Result from this study revealed that health literacy skills are mostly absent in state's health education standards. Only 50% of states mentioned the term “health literacy”. Findings were similar to the national standards.

This study has identified gaps in education standards that could address the lack of health literacy skills. We recommend that states work to incorporate more health literacy skills into their health education curriculum standards.

Learning Objectives

• List the 7 categories of health literacy skills.
• Explain how health literacy skills are integrated into K-12 curriculum standards.

Health Literacy in Schools

Abstract

A team from the University of Missouri Extension is exploring resources related to health literacy that can be helpful to the community. The Extension professional brings knowledge from the University into the community, but also hears the wants and needs of the community and helps people find, understand and use information that will improve their health. In this session, participants will discuss ways that health literacy best practices are provided in a community education setting. This presentation will highlight our current work in advancing health literacy; it will also showcase future opportunities. Participants will be able to identify ways to connect with trusted community partners to help improve health literacy outcomes.

Learning Objectives

• Identify a trusted community partner actively working to help improve health literacy outcomes.
• Demonstrate methods for identifying potential or expected audiences in order to provide relevant health literacy information.
• List at least two ways to develop, evaluate, or utilize health literacy best practices in community group education

Health Literacy in Schools

Abstract

Utilizing an evidence-based curriculum, Navigating the Healthcare System, we worked with a local charter school to incorporate health literacy in their junior and senior courses. We included Wisconsin-specific resources and insurance information to allow students to build self-advocacy skills in their own healthcare. This resource is also provided in a public platform so that parents can use the information as well. The curriculum was created in a digital format which can be replicated in other schools with minimal revisions. Students are evaluated by completing a pretest before the course and a post test following the course to measure their understanding and ability to apply healthcare navigation skills. The Navigating the Healthcare System modules were piloted in Fall 2023/Spring 2024 and we are expanding reach to additional schools.

Learning Objectives

• At the end of this presentation, attendees will identify strategies for effectively partnering with academia to increase health literacy among youth and their families.
• At the end of this presentation, attendees will have an understanding of how to include external partnerships in co-creation of health literacy materials and resources.

Health Insurance Literacy

Abstract

It is widely accepted that most American patients struggle to understand insurance concepts and may be intimidated when receiving medical bills. Billing letters are created without the health and insurance literacy needs of patients in mind. They do not aid patients in understanding common insurance issues and what exact actions they must take to resolve them. This is a disservice to patients and harms both patients and health agencies.

Henry Ford Health’s Organizational Health Literacy and Patient Education Team took on the redesign and consolidation of over 120 system-wide patient billing letters, which altogether had previously been sent out almost 135,000 times and had an average response rate of 26.5%. We know that plain language is less intimidating, easier to understand, and readers are more likely to follow instructions when it is prioritized.

This poster will outline an ongoing strategy to improve patient billing correspondence through the employment of core health literacy principles, such as plain language, to provide patients with prioritized education and direct actions to take to better understand and resolve a wide array of medical billing issues. These principles benefit both patients and stakeholders and can be utilized elsewhere to improve patient health and insurance literacy.

Learning Objectives

• Participants will be able to identify at least 2 ways to improve the design of medical billing letters.
• Participants will be able to describe at least 3 benefits of providing patients with education and direct instructions to resolve medical billing issues.
• Participants will be able to articulate the importance of plain language in medical billing.

Health Insurance Literacy

Abstract

This session will explore the legal & regulatory trend towards integrating health literacy through a healthcare organization. Specifically, the session will focus on how you can use these law and policy changes to gain support from your legal, risk, and compliance departments. To help you gain this support, the session will include actionable tips to help you better integrate health literacy in your organization while also helping your organization better comply with these new policies and regulations. If you want to learn how to create a win-win for your organization, then this session is for you.

Learning Objectives

• Identify at least 3 U.S. Government agencies that have policy statements supporting clear health communication;
• Articulate at least 3 recent regulatory changes that require healthcare organizations to clearly communicate information to patients and research participants;
• Describe at least 2 strategies to use to help convince legal, risk, and compliance departments to embrace health literacy initiatives.

Health Insurance Literacy

Abstract

Health insurance literacy is critical to a person’s ability to access and use the care they need to stay healthy. Yet studies show that most Americans lack a basic understanding of how their health plans work. Young people are at a higher risk for having inadequate health insurance literacy, suggesting a need for education for this population. While some resources on health insurance literacy exist, few are tailored to young adults.

The UAMS Center for Health Literacy (CHL) team worked with subject matter experts and partners to develop an interactive, online learning module to equip young adults to better understand and use their health insurance. CHL health literacy experts developed module content using plain language best practices and focusing on information identified by potential users as key to using health insurance. CHL worked with partners to develop the online module and videos.

Learning Objectives

• Describe a process for developing online health insurance literacy content using health literacy best practices.
• List practices for community dissemination of health education programming.

Health Insurance Literacy

Abstract

Have you heard that readability formulas “don’t work because they can’t measure factors like layout”? Do you know why you shouldn’t use the readability function in MS Word with health insurance information? Want to learn the truth about measuring reading levels?

If so, come learn how to use readability formulas correctly with health insurance (and other) information. The process is not difficult but does require some specific knowledge and skills. Learn how to: 1) choose the right formula for your insurance text, 2) use a website that meets the Gold Standard test for accurate results, 3) prepare text before analyzing it electronically, 4) look at the scores that will tell you what you need to know, and 5) use the scores to tell you how to improve the text in your health insurance document or digital product. You’ll be surprised to see how much readability scores can help you improve your writing when you know how to use them.

Learning Objectives

By the end of this lesson, you will be able to:
• State which formula and website are best to use.
• Explain how to correctly prepare text for electronic readability analysis.
• Apply readability analysis scores to improve a document

General HL

Abstract

In this session, we will explore how we can make our interactions, spaces, and systems safe and welcoming places through the lens of a trauma informed framework. We will discuss key areas including:
- Safety
- Trust and Transparency
- Peer Support
- Collaboration
- Empowerment
- Humility + Responsiveness

We will examine various communication and situational examples and reflect on opportunities to create health environments that work more effectively for everyone. We will also touch on additional lenses that overlap with these concepts including popular education, universal design, and plain language.

We will also discuss what it means to care for communities and explore what equitable health systems look like. We will also brainstorm solutions for common barriers that get in the way of these goals.

Learning Objectives

Participants will be able to:
• Identify elements of a trauma informed practice and examples of this in everyday healthcare settings and communications
• Critically analyze communications and case studies to identify opportunities to make improvements
• Imagine opportunities to make spaces they are a part of more trauma informed

General HL

Abstract

Studies show there is “fear, mistrust, frustration” among deaf persons in medical settings (Kuenburg, et al. 2016) and that deaf patients described health center experiences as “difficult” or “very difficult” more often than hearing patients did (NHS England, 2015). Might barriers to health literacy be a cause of these sentiments? Health literacy includes three components: the ability of the person/patient to obtain and access health information; the ability of the person/patient to process and understand the health information obtained; and the ability of the person/patient to make use of the health information to make health decisions. For Deaf persons whose first-language is sign language, achieving each level of health literacy may be difficult or even impossible due to inherent or secondary barriers and/or challenges. This session aims to bring awareness to providers, policymakers, and educators about these often-unseen factors. This session will present case examples and analysis to introduce how 'typical' healthcare and health education can adapt to better meet the needs of this minority population. **Please note: If a Deaf presenter applies to provide a similar session, I request selecting them over me, or perhaps connecting us to consider co-presenting. I have experience as a professional interpreter and family member; I do not have the lived experience of being a Deaf patient.

Learning Objectives

• Participants will be able to list broad generalizations of Deaf patienthood and factors of lower health literacy in sign language users.
• Participants will identify the 'pinch points' in a given scenario where health literacy may be unobtainable to Deaf sign language users.
• Participants will discuss and develop actionable ways to mitigate barriers to health literacy for Deaf sign language users.

General HL

Abstract

When healthcare and public health professionals communicate in a way that is easily understood, patients are more likely to feel empowered to actively participate in their care.

The session will explore basic principles of health literacy. The talk will highlight the potential pitfalls of inadequate health literacy and its impact on patient outcomes.

Emphasis will be placed on the concept of clear communication as a cornerstone of patient safety. Participants will gain insights into how to deliver medical information in an accessible manner

Moreover, the talk will introduce practical strategies and tools, with a particular focus on the 5 STEPS framework, to enhance health professionals' communication skills. By mastering these techniques, participants will be better equipped to ensure that patients comprehend crucial information, thereby mitigating risks associated with misunderstandings and promoting a safer healthcare environment.

Learning Objectives

• Describe the devastating impact of poor healthcare communication.
• Apply the 5 S.T.E.P.S. framework to improving health literacy
• Discuss 2 health literacy interventions you can implement immediately in your daily practice.

General HL

Abstract

Social determinants of health (SDoH) are the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks. Similar to the SDoH, the social ecological model considers the complex interplay between individual, relationship, community, organizational and policy factors. The model allows us to understand the range of factors to address conditions at each later that contribute to health outcomes.

Evidence has shown that the combination of limited English proficiency and low health literacy can create significant barriers to better health outcomes especially with refugee communities. During this 60-minute workshop, we will provide an overview of social determinants of health and the social ecological model. Participants will evaluate the social determinants of health and utilize the social ecological model. An emphasis will be placed on exploring the intersections of language and health literacy. Participants will develop culturally tailored solutions to implement strategies in assisting patients on improving their understanding of their health and medication use. We will share ideas on community-based interventions and resources to promote health equity with refugee communities.

Learning Objectives

• Describe the historical, political, and sociocultural factors that impact refugee communities
• Explain the intersections of language, culture, and health literacy and the impact on clinical practice when working with refugee communities.
• Examine strategies and community-engaged approaches to support a culture of health with refugee communities.

General HL

Abstract

We propose a session offering lessons learned from the implementation of an evidence-based, health-literate, digital self-management (SM) program for people with lupus (PWL) developed by the Lupus Foundation of America. The SELF program offers a user-centered approach to building lupus SM skills in managing symptoms, managing stress, managing medications, and working with a healthcare team. SELF provides tailored SM education through SM skill-building activities grounded in health literacy principles. SELF was launched in January 2022 and promoted to PWL.

The session will be structured to include a 30-minute presentation outlining the development, evaluation, and implementation processes using the dynamic sustainability framework (DSF)(1) as a guide. The DSF focuses on the fit between intervention and context and program adaptability to changing circumstances, making it appropriate for health-literate interventions. The presentation will highlight challenges, lessons learned, case studies, and problem-solving. The session will end with a small group discussion of the tension between the informational needs for evaluation and tailoring and the need to reduce response burden and increase accessibility.

The session will offer a roadmap for implementation of similar programs and serve as part of the quality improvement process by allowing us to gather insight from participants.

Learning Objectives

• Describe the definition of chronic disease self-management, the theoretical basis for self-management skill development, and the intersection of health literacy and disease self-management.
• Identify and assess challenges in designing, implementing, and scaling digital health literacy programs.
• Explain the value of an implementation science framework for health literacy interventions
• Discuss ways to adapt programs to meet user needs while maintaining evaluation goals

General HL

Abstract

Community health workers (CHWs) are invaluable members of both clinical and community-based programs, bridging the gap between providers and community members to bring health information and services to those who have limited access. Program planners often rely on CHWs’ cultural and linguistic alignment with the community they serve to convey information that community members understand. When CHWs’ cultural expertise is coupled with health literate communication strategies, we can amplify the impact on the communities they serve. When CHWs navigate interactions with a health literacy lens, they deliver information that is understandable, actionable, and empowers community members to make informed decisions about their health.

The presenters, one academically inclined practitioner trained in public health and one certified community health worker, will discuss how CHWs’ cultural, socioeconomic, and educational backgrounds influenced the health literacy strategies they applied during the project. Presenters will discuss successes, challenges, and insights others might apply in similar interventions. Attendees will also learn what skills CHWs found particularly relevant and helpful in their daily work.

Learning Objectives

At the end of this session, participants will be able to
• Identify 2 characteristics, beyond cultural and linguistic background, that may affect how a CHW communicates with community members
• Describe 2 health literacy communication practices that can enhance cross-cultural communication
• Explain how building a community profile can help inform both health interventions and communication strategies

General HL

Abstract

Health literacy projects can be complex in their delivery; demanding expertise, funding, and time. This workshop will focus on finding and developing partnerships to meet the needs of such projects. Two very different projects will be offered as examples and participants will have the opportunity to brainstorm on what partnerships they might form for their own projects. The two highlighted projects are a Health + English program for refugees and a project to recognize and build literacy-friendly pharmacies in Ireland.

The session will focus on how to form partnerships based on the objectives and the needs of a program. Attendees will be introduced to three different types of partnerships: essential partners, organizing partners, and contributing partners. Lessons learned to address barriers and facilitators will be examined. Participants will leave the workshop with tools for building partnerships and meeting program needs, including removing barriers and leveraging funding.

Learning Objectives

• Participants will be able to identify skills and strategies to use when working with different communities and design relevant health programs or resources.
• Participants will be able to explain the process of building partnerships that will align with the objectives and needs of a program.
• Participants will be able to differentiate between different types of partnerships and know where to find those partners.