Global Health Literacy Summit 2021

Global Health Literacy Summit 2021
03 - 05 October 2021
Virtual

Abstract

Title Development and evaluation of a health literacy training program for allied health professionals: A pre-post study assessing impact and implementation outcomes
Type Oral Presentation Only
Theme Global Health Literacy Summit 2021
Topic Health literacy in professional training and performance (incl Medical / Health Professions Schools, Occupational therapy etc.)

Authors

Main Author Danielle Muscat¹
Presenting Author Danielle Muscat¹
Co-Author Dragana Ceprnja² Kim Hobbs² Jodi-Anne Gibson² Caron Blumenthal² Rula Milad² Timothea Lau³ Chris Burns ² Victoria Flood³

Authors' Institution

Department / Institution / Country Faculty of Medicine and Health, School of Public Health, Sydney Health Literacy Lab / University of Sydney / Australia¹ Allied Health / Western Sydney Local Health District / Australia² Faculty of Medicine and Health / University of Sydney / Australia³

Content

Abstract Content (abstracts should be written in Size 11 font, Arial font style) Issue addressed; We developed and evaluated a health literacy training program for allied health professionals, and explored the feasibility of a train-the-trainer model to support dissemination. Methods; The program combined didactic and experiential teaching methods and behavior change techniques, with a focus on teachback and developing easy-to-understand written materials. Outcomes included participant reactions, confidence (range:6-30), behavioural intentions (range:6-42), and dissemination of training content. Implementation outcomes were evaluated using the Normalization MeAsure Development (NoMAD) tool, assessing the constructs of coherence (range:4-20), cognitive participation (range:4-20), collective action (range:7-35) and reflexive monitoring (range:5-25). Results; Of the 29 allied health professionals who participated, 90% rated the program as ‘excellent’/‘very good’, and 97% said the information was ‘extremely’/‘very’ helpful for their everyday practice. We observed increases in confidence (mean difference [MD]=6.3, standard deviation [SD]=2.7, t₂₅= 11.87, p<0.001) and intentions (MD=3.6, SD=8.1, t₂₃= 2.2, p=0.04) related to health literacy practices after 6 weeks. Improved confidence was retained over 6 months (MD=7.1, SD=5.2, t₁₈= 5.96, p<0.001). After 6 months, 95% of participants (n=19) reported using teachback and 50% (n=10) reported having used a readability formula. Eight-five percent of participants (17/20) had trained others in health literacy, reaching n=201 allied health professionals and students. NoMAD scores were highest in relation to cognitive participation (/20) (M=18.2, SD=2.1) and lowest in relation to collective action (/35) (M=25.4, SD=3.0). Conclusions; A train-the-trainer model appears to be a feasible method to disseminate health literacy training, but additional work may be needed to improve the collective work done to enable health literacy practices in real-world clinical contexts. Staff training is particularly important in highly-diverse areas where patients are disproportionately affected by low health literacy.
Other Topics Preferences(Maximum of two topics only and please note that the Program Committee reserves the right to decide on the final presentation format.) Organizational health literacy Health literacy and clinical healthcare settings (incl primary care)

Keywords: Professional training; Allied health; Train-the-trainer; Teachback; Readability
Requires Audio or Video system for Presentation?: No