Health Literacy in Student-Created Occupational Therapy Home Programs

Karen Flaherty, Sarah Foidel, Nancy E Krusen
2019 Journal of Occupational Therapy Education  
This single site case report examined student-designed client educational materials for integration of health literacy principles in occupational therapy education. Researchers analyzed 16 home programs from first and second year occupational therapy doctorate students using the Health Literacy Advisor (HLA) and the Patient Education Materials Assessment Tool -Printable (PEMAT-P). The HLA provides scores of readability indexes, including Fry, SMOG, Flesch-Kincaid, and Flesch Reading Ease. The
more » ... MAT-P assesses understandability and actionability. Results indicated reading levels near recommended 6 th grade reading scores with some improvement from first to second year educational level, though not necessarily useable material. HLA difficult to understand words identified as jargon or jargon like may obstruct client education. Researchers recommend continued inclusion of designing materials in educational curricula. Researchers also recommend face-to-face client contact, including teach back methods and client feedback to support student health literacy practices. ABSTRACT This single site case report examined student-designed client educational materials for integration of health literacy principles in occupational therapy education. Researchers analyzed 16 home programs from first and second year occupational therapy doctorate students using the Health Literacy Advisor (HLA) and the Patient Education Materials Assessment Tool -Printable (PEMAT-P). The HLA provides scores of readability indexes, including Fry, SMOG, Flesch-Kincaid, and Flesch Reading Ease. The PEMAT-P assesses understandability and actionability. Results indicated reading levels near recommended 6 th grade reading scores with some improvement from first to second year educational level, though not necessarily useable material. HLA difficult to understand words identified as jargon or jargon like may obstruct client education. Researchers recommend continued inclusion of designing materials in educational curricula. Researchers also recommend face-to-face client contact, including teach back methods and client feedback to support student health literacy practices.
doi:10.26681/jote.2019.030408 fatcat:yuri3yrrnrb6fikqvbhxl7mfie