1 / 7

Health Literacy and the WVGEC

Health Literacy and the WVGEC. Mark A. Newbrough, MD, Director Mary Emmett, PhD, Evaluator. Welcome from the GEC. Objective #2: Build a stable and competent workforce for the provision of geriatric healthcare and increase the geriatrics competence of health professions faculty and students

quinta
Télécharger la présentation

Health Literacy and the WVGEC

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Health Literacy and the WVGEC Mark A. Newbrough, MD, Director Mary Emmett, PhD, Evaluator

  2. Welcome from the GEC • Objective #2: Build a stable and competent workforce for the provision of geriatric healthcare and increase the geriatrics competence of health professions faculty and students • Sub-objective #5: Develop and implement a training/retraining program for faculty in health literacy” • The WVGEC curriculum will focus on improving: (1) knowledge about health literacy (prevalence, and impact on health outcomes), (2) skills for communicating with limited literacy seniors, and (3) attitudes about modifying communication strategies for low-literacy seniors. • Objective #3 is to “Promote evidence-based interventions to improve care of older adults.”

  3. The Big Picture Goal • To improve health outcomes for older adults by increasing the use of improved and consistent strategies for communicating with patients, families, and caregivers who have low- or limited-health literacy.

  4. Logic Models • Need: LHL is a widespread public health problem • Inputs/Activities: HRSA funds WVGEC to do this training • Outputs: Health Literacy Faculty Development Training • Initial Outcomes: # of faculty trained, number of hours delivered, participant satisfaction with the training • Intermediate Outcomes: KSAs / efficacy / competency of faculty (both clinical and teaching) • Distal Outcomes: Changes in teaching and clinical activities after training event

  5. Distal Outcomes (cont.) • Teaching • Primary student: # of students exposed to new learning re: HL • Secondary student: KSAs of students / efficacy / competency • Tertiary student: Students actually incorporate HL skills into practice • Clinical • Primary patient: # of patients exposed to new communication model • Secondary patient: changes in patients as result of improved communication • Tertiary patient: Change in health outcomes as result of improved communication and patient self-efficacy

  6. Implications for Projects • Low hanging fruit • Build upon early successes • Consider both your students and your patients • Think about how you might measure outcomes for both • We are here to help

More Related