FLORIDA ATLANTIC UNIVERSITY
CHRISTINE E. LYNN COLLEGE OF NURSING
COURSE OVERVIEW
SPRING 2012
COURSE NUMBER: NSP 4288
COURSE TITLE: Promoting Health Literacy in a Diverse Older Population
COURSE FORMAT: Distance Learning
CREDITS HOURS: 3 credits
COURSE SCHEDULE: Asynchronous Totally Online Learning Experience
PLACEMENT IN
CURRICULUM: Undergraduate Elective
PREREQUISITES: None: Open to students from other colleges
COREQUISITES: None
FACULTY: TBA
OFFICE HOURS: All communication with the faculty in this course about course related issues is to be done via the PRIVATE OFFICE drop box unless otherwise instructed. Private office is monitored frequently and you will receive a reply within 48 hours.
See PRIVATE OFFICE button under Course Home on the e-College course site for details.
COURSE DESCRIPTION: This course uses a caring approach to the assessment of health literacy and modification of provider-client interactions to improve the provision of health-related information to a diverse older population with a wide range of health literacy levels. It is open to students from other colleges at FAU
COURSE OBJECTIVES: Upon completion of NUR 4288, the student will be able to:
1. Examine the image of nurse and nursing in addressing health literacy in nursing situations from multiple perspectives.
a) Identify the characteristics of older adults at risk for low health literacy.
b) Identify factors that place older adults at risk for low health literacy.
c) Examine the role of nurse as a member of the health care team in addressing health literacy among older adult clients.
2. Express an understanding of nursing as a discipline in nursing situations.
a) Describe the nursing situation as the context for discovery of nursing knowledge about health literacy.
b) Use multiple ways of knowing to create nursing responses to older adults with a wide range of health literacy levels.
c) Analyze principles necessary to identify calls and responses in planning and evaluating care for older adults with a wide range of health literacy levels.
3. Express an understanding of nursing as a profession
a) Discuss the nurse’s social responsibility and accountability in the care of older adults at risk for low health literacy.
b) Analyze ethical, legal, cultural and spiritual considerations in the care of older adults at risk for low health literacy.
c) Apply professional nursing judgment to the care of older adults at risk for low health literacy.
4. Develop an understanding of wholeness of persons connected with others and the environment through caring in addressing health literacy nursing situations.
a) Discuss the impact of health literacy on health care outcomes.
b) Analyze the effects of age and ethnic/cultural group membership on health literacy.
5. Demonstrate an understanding of nursing as nurturing the wholeness of others through caring.
a) Examine multiple strategies to accurately assess health literacy of older adults from diverse ethnic/cultural groups.
b) Describe effective strategies to communicate health-related information to diverse, older populations.
TEACHING LEARNING STRATEGIES:
Assigned readings,scholarly writing, onlineinteractive activities, and threaded discussion,
Projects: Assessment Practice; Critique of Existing Materials; Health Information Project.
GRADING AND EVALUATION METHODS:
ASSIGNMENT / Points / % OF TOTAL GRADE / DATE DUEMidterm Exam / 10 points / 10 % of Total Grade / See Course Schedule
Final Exam / 15 points / 15 % of Total Grade / See Course Schedule
Assessment Report / 5 points / 5 % of Total Grade / See Course Schedule
Critique / 20 points / 20 % of Total Grade / See Course Schedule
Health Information Project/Peer Review / 40 points / 40% of Total Grade / See Course Schedule
Participation in Threaded Discussions / 10 points / 10 % of Total Grade / See Course Schedule
GRADING SCALE:
93-100 = A / 77-79 = C+ / 60-62 = D-90-92 = A- / 73-76 = C / 0 – 59 = F
87-89 = B+ / 70-72 = C-
83-86 = B / 67-69 = D+
80-82 = B- / 63-66 = D
*Grade below C is not passing in the Undergraduate program.
REQUIRED TEXTS:
Boykin, A. & Schoenhofer. S.O. (2001). Nursing as caring: A model for transforming practice. Sudbury, MA: Jones & Bartlett.
Osborne, H. (2005). Health literacy from A to Z. Boston: Jones & Bartlett.
Institute of Medicine. (2004). Health literacy: A prescription to end confusion. Washington, D.C.: National Academies Press.
Mayeroff, M. (1970). On caring. New York: Harper & Row.
Readings will come from the textbooks, current literature and selected web sites. Journal readings are available full-text through the FAU library systems. Students must have an OWL card to activate the proxy server to access library holdings from off-campus sites.
Complete references for journal readings and URLs for online reading will be posted in each activity on the e-college course site.
RECOMMENDED TEXTS: None
TOPICAL OUTLINE:
Week 1 / Course OverviewIntroduction to Health Literacy
Week 2 / Impact of Health Literacy on Health Outcomes
Week 3 / Clinical Assessment of Health Literacy
Week 4 / Measurement of Health Literacy, Numeracy & Readability
Week 5 / Health Literacy Needs of Older Adults
Week 6 / Health Literacy Concerns in a Multicultural Society
Week 7 / Establishing a Patient Friendly Environment
Week 8 / Improving Patient-Provider Interactions to Enhance Understanding
Week 9 / Preparation of Informational Materials: Using Plain, Simple Language
Week 10 / Preparation (cont): Layout and Presentations
Week 11 / Preparation (cont): Using Visuals
Week 12 / Issues Related to Translated Materials
Week 13 / Critiquing Health Information
Week 14 / Online Resources
Week 15 / Project Peer Reviews
COURSE ASSIGNMENTS:
Examinations:
There will be a midterm and a final examination consisting of 25 multiple choice questions each. The final exam will be cumulative.
Assessment Report:
The student will assess the readability of assigned material found on the web and will use the online discussion section to report findings, comments, recommendations. Sources will be documented.
Critique:
The student will use health literacy measurement tools (NVS, REALM) on 3 separate individuals (friends, family, other volunteers) and will use the online discussion to critique domains and significance of health literacy measures.
Health Information Project:
The student will identify a health information website concerning older adults and evaluate the preparation of the website and the use of appropriate language. The student will use the online discussion to report findings and will identify sources of information. Read at least two of peers evaluations and comment.
Threaded Discussions:
Students will make substantive and critical comments that evidence your comprehension and application of the course material. The quality and substantive nature of postings will be the basis of grade for the participation portion of the course.
BIBLIOGRAPHY:
Baker, D.W., Gazmarian, J.A., Sudano, J., & Patterson, M. (2000). The association between age and health literacy among elderly persons. Journal of Gerontology: Social Sciences, 55B(6), S368-S374.
Baker, D.W., Gazmarian, J.A., Sudano, J., Patterson, M., Parker, R.M. ,& Williams, M.V. (2002). Health literacy and performance on the Mini-Mental State Examination. Aging & Mental Health, 6(1), 22-29.
Berkman, N., Pinone, M.P., DeWalt, D.A., & Sheridan, S. (2004). Evidence report/technology assessment: Health literacy: Impact on health outcomes. Rockville, MD: Agency for Healthcare Research and Quality.
Billek-Sawbuey, B., & Reicherter, E.A. (2005). Literacy and the older adult: Educational considerations for health professionals. Topics in Geriatric Rehabilitation, 21(4), 275-281.
Canadian Public Health Association. (1998). Working with low-literacy seniors. Ottawa, ONT: Author.
Davis, T.C., Long, S.W., & Jackson, R.H. (1993). Rapid estimate of adult literacy in medicine: A shortened screening instrument. Family Medicine, 259(6), 391-395.
Federal Interagency Forum on Aging-Related Statistics. (2008). Older Americans 2008: Key indicators of well-being. Washington, D.C.: U.S. Government Printing Office. Retrieved July 3, 2008 from http://www.agingstats.gov/agingstatsdotnet/Main_Site/Data/Data_2008.aspx.
Hartley, J. (1994). Designing instructional text for older readers: A literature review. British Journal of Educational Technology, 25(3), 172-188.
Hartley, J. (1999). What does it say? Text design, medical information, and older readers. In D.C. Park, R.W. Morrell, & K. Shifren (Eds.). Processing of medical information in aging patients: Cognitive and human factors perspectives (pp. 713-424). Mahwah, N.J.: Erlbaum Associates.
Howard, D., Gazmararian, J., & Parker, R. (2005). The impact of low health literacy on the medical costs of Medicare managed care enrollees. The American Journal of Medicine, 118(4), 371-377
Hussey, L.C. (1994). Minimizing effects of low literacy on medication knowledge and compliance among the elderly. Clinical Nursing Research, 3(2), 132-145.
Institute of Medicine. (2004). Health literacy: A prescription to end confusion. Washington, DC: Institute of Medicine, Board on Neuroscience and Behavioral Health, Committee on Health Literacy.
Jackson, J.H., & Sanchez-Jones, T. (2007). Health literacy and communication. In C.L. Williams (Ed.). Therapeutic interaction in nursing (pp. 139-145), Boston: MASS: Jones and Bartlett.
Jones, B. L. (1999). Illness narratives as a path to symbolic interactionism: An exploration of the work of Arthur Kleinman. University of Kentucky.
Kleinman, A. (1981). Kleinman's tool to elicit health beliefs in clinical encounters. Retrieved September 28, 2005, from http://www.diversityrx.org/HTML/MOCPT3.htm.
Kleinman, A. (1988). The illness narratives. New York: Basic Books.
Kleinman, A. (1992). Local words of suffering: An interpersonal focus for ethnographies of illness experience. Qualitative Health Research, 2(2), 127-34.
Kutner, M., Greenberg, E., Jin, Y., & Paulsen, C. (2006). The health literacy of America’s adults: Results from the 2003 National Assessment of Adult Literary. U.S. Department of Education, National Center for Education Statistics (NCES). Pub No. 2006-483.
Linton, A. & Lach, H. (2007). Matteson and McConnell’s gerontological nursing: Concepts and practice. St. Louis, MO: Saunders, Elsevier.
Parker, R.M., Baker, D.W., Williams, M.V., & Nurss, J.R. (1995). The test of functional health literacy in adults (TOHFLA): A new instrument in measuring patient’s literacy skills. Journal of General Internal Medicine, 10(10), 537-542.
Prull, M.W., Gabrielli, J.D.E., & Bunge, S.A. (2000). Age-related changes in memory: A cognitive neuroscience perspective. In F.I.M. Craik & T.A. Salthouse (Eds.), The handbook of aging and cognition (pp. 91-154). Mahwah, NJ: Lawrence Erlbaum.
Qualified interpreters improve health literacy and patient safety. (2007). Patient Education Management, 14(7), 73-77.
Ratzan, R.M., Parker, S.C., & Lurie, M. (2003). Health Literacy: A Policy Challenge for Advancing High-Quality Health Care, Health Affairs, 22(4), 147-153.
Rogers, W.A., & Fisk, A.D. (2000). Human factors, applied cognition and aging. In F.I.M. Craik & T.A. Salthouse (Eds.), The handbook of aging and cognition (pp. 559-592). Mahwah, NJ: Lawrence Erlbaum.
Sanchez-Jones, T. (2008). Cross-cultural communication. In C. Williams (Eds.), Therapeutic Interaction in Nursing (pp. 51-58). Boston: Jones and Bartlett.
Schillinger, D., Grumbach, K., Piette, J., Wang, F., Osmond, D., Daher, C., Placios, J., Diaz Sullivan, G., & Bindman, A.B. (2002). Association of health literacy with diabetes outcomes. Journal of American Medical Association, 288, 475-482.
Smedley, B., Stith, A. Y., & Nelson, A. R. (2003). Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, DC: National Academies Press.
Stevens, B. (2003). How seniors learn. Center for Medicare Education Issue Brief, 4(9), Retrieved May 27, 2008 from http://www.MedicareEd.org.
Stine, E.A.L., Soederberg, L.M., & Morrow, D.G. (1996). Language and discourse processing through adulthood. In T.M. Hess, & F. Blanchard-Fields. Perspectives on cognition in adulthood and aging (pp. 255-290). New York: McGraw-Hill.
Tallis, R., Fillet, H., & Brocklehurst, J.C. (1998). Brocklehurst’s textbook of geriatric medicine and gerontology. London: Churchill Livingston.
U.S. Census Bureau (2006). Population 65 years and over in the United States: 2006 American Community Survey. Retrieved June 3, 2008, from http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=01000US&-qr_name=ACS_2006_EST_G00_S0103&-ds_name=ACS_2006_EST_G00_&-redoLog=false
U.S. Department of Health & Human Services, Office of Disease Prevention and Health Promotion. (2008, January 28). Health Literacy PowerPoint presentation. Retrieved June 6, 2008 from http://www.health.gov/communication/literacy/powerpoint/slides1_20.htm
U.S. Department of Health and Human Services (2000). Healthy People 2010. (2nd Ed.). With understanding and improving health and objectives for improving health. Washington, DC: U.S. Government Printing Office: Author.
United States Census Bureau. (2006). State and county quick facts. Retrieved July 3, 2008 from http://quickfacts.census.gov/qfd.
Weiss, B.D. (2007). Health literacy and patient safety: Help patients understand. Chicago, IL: American Medical Association Foundation.
Weiss, B.D., Mays, M.Z., Martz, W., Castro, K.M., DeWalt, K.A., Pignone, M.P., Mockbee, J., & Hale, F. (2005). Quick assessment of literacy in primary care: The newest vital sign. Annals of Family Medicine, 3(6), 514-522.
Wilson, J.F. (2003). The crucial link between literacy and health. Annals of Internal medicine, 139, 875-878.
Wolf, M.S., Gazmararian, J.A., & Baker, D.W. (2005). Health literacy and functional health status among older adults. Archives of Internal Medicine, 165, 1946-1952.
Wolf, M.S., Williams, M.V, Parker, R.P., Parikh, N.S., Nowlan, A.W., & Baker, D.W. (2007). Patients' shame and attitudes toward discussing the results of literacy screening. Journal of Health Communication, 12(8), 721-732.
Zarcadoolas, C., Pleasant, A.F. Greer, D.S. (2006). Advancing Health Literacy, San Francisco: Jossey-Bass.
COURSE POLICIES AND GUIDELINES
You begin this course with ZERO points. You will have opportunities to earn points throughout this course. Points are earned based on you providing evidence, through course assignments/activities, quizzes and projects, to demonstrate your comprehension and ability to apply your knowledge to practice. The maximum number of points available for each course activity is specified in this syllabus. The grading scale delineates the number of points you need to earn to achieve a particular letter grade. At the end of the course, there will be no opportunity to earn extra points or to re-do previously submitted work. Your grade will be determined by the points you earn during the course through the demonstration of your knowledge and abilities and the quality of the work you present as evidence of your knowledge, abilities and skills.
A WORD ABOUT GRADING:
When it comes to grading, it is unrealistic to think that just because you do something you willget the maximum number of points for an assignment.The maximum score is for those who present work that is truly outstanding and goes above and beyond expectations. Those who do exactly what the assignment states are meeting the minimum competenceor are averageand thereforeearned an average score (remember "C" is average). Therefore if you are doing exactly what the assignment states you need to do or the minimum to be satisfactory- that is what you earn...a passing score or about 70% of the available points. If you do good work - that is, provides evidence of some additional effort beyond "just getting it done" you are earning points consistent with B level work - or about 83-86% of the available points. Excellent work is rewarded with approximately 100% of the maximum points. The maximum points availableare for work that shows extraordinary critical thinking skills, creativity and practical application, and well edited and professional written presentation and is truly work that is above and beyond expectations. Remember your work is evaluated on the quality of writing, evidence of knowledge and application of the material covered in the course content. While there are clearly stated minimum requirements to receive credit for an assignment, how you present your work, the quality of the effort that is evident in the presented product and your ability to provide evidence of your growing knowledge are the basis of assigning a number of points to or grading your work.