The aim of the Standard is to establish a framework and set a clear direction such that patients and service users (and where appropriate carers and parents) who have information or communication needs relating to a disability, impairment or sensory loss receive:
‘Accessible information’ (‘information which is able to be read or received and understood by the individual or group for which it is intended’).
‘Communication support’ (‘support which is needed to enable effective, accurate dialogue between a professional and a service user to take place’).
Such that they are not put
The analyses of the survey data informed a number of recommendations made by the PIF.
1. UK National Health strategies Incorporate health and digital literacy into health strategies of the four nations of the UK as a key enabler of shared decision making, supported self-care and self management and reducing health inequality.
The strategies should encourage and support the development of ‘health literacy friendly’ organisations.
2. Organisations producing health information should aspire to become ‘health-literacy friendly.’
Health-literacy friendly orga
The tools include:
Seven health literacy tools for pharmacy:
Pharmacy Health Literacy Assessment Tool & User's Guide.
Training Program for Pharmacy Staff on Communication.
Guide on How To Create a Pill Card.
Telephone Reminder Tool To Help Refill Medicines On Time.
Explicit and Standardized Prescription Medicine Instructions.
How to Conduct a Postdischarge Followup Phone Call
Health literacy tools to improve communication for providers of medication therapy management
Curricular modules for pharmacy faculty.
Resources for pharmacist
This AHRQ toolkit provides evidence-based guidance to adult and paediatric practices to ensure that systems are in place to promote better understanding by all patients, not just those you think need extra assistance. The toolkit is divided into manageable chunks so that its implementation can fit into the busy day of a practice. It contains:
- 21 tools (3-5 pages each) that address improving:
self-management and empowerment.
- Appendices (over 25 resources such as sample forms, PowerPoint present
Communicating risk checklist
Be cautious using verbal descriptors of risk. If used, ensure these are accompanied by statistical information.
Use absolute risk rather than relative risk.
Use natural frequencies (i.e. x in 100) as well as percentages.
Consider using both positive and negative framing for risk.
Communicate uncertainty of data; explain the effect confidence intervals (or deeper uncertainties) have on data.
Consider using a mix of numerical and pictorial formats to communicate risk.
Make risks relevant. Consider using examples as a comparato
The report states that the COVID-19 crisis shows how rapidly disinformation spreads. A poll revealed that nearly half (48%) of all British people had either seen or been sent "fake news" about COVID-19, online since the outbreak began. In addition, almost two in five (17%) said they did not know whether they had come across fake news, suggesting that the ability to identify and report the spread of misinformation is less than perfect.
In this context, health education, on its own, is insufficient. We need to build health literacy (people's ability to understand health information), and wo