DNP 825 Describe a scenario in which a patient’s culture might impact health literacy
Research estimates that between one-third to one-half of all adults struggle with health literacy (Wagner, 2019). Health literacy is the possession of literacy skills like reading and writing and then applying that skill to perform knowledge-based literacy tasks (acquiring, understanding, and using health information) that is required to make health-related decisions in a variety of different environments (home, community, health clinic) and take actions that will have an impact on their health status (Nutbeam et al., 2018). Developing a universal measure of health literacy that can be applied to diverse populations is challenging (Nutbeam et al., 2018). When looking at health literacy, researchers have found disparities based on the patient’s literacy level and the provider’s ability to facilitate patient understanding of the treatment and management of disease (Curley, 2020). Studies on the impact of health literacy on health outcomes have found poor access to care, lower health-related quality of life, and lower health knowledge among people with low health literacy (Curley, 2020).
Research shows that limited health literacy can lead to adverse health outcomes due to patients’ inability to follow medication instructions, labels, and health messages, especially in preventive care (Wagner, 2019). According to the Center for Health Care Strategies, a disproportionate number of ethnic minorities and immigrants have health literacy problems (Wagner, 2019). Forty-five percent of limited English proficiency (LEP) patients report low health literacy compared with 13.8% of fluent English speakers (Wagner, 2019). The LEP population is typically less educated and lives below the federal poverty line (Wagner, 2019). Increasing health literacy in this population can improve overall health and wellness, decrease and shorten hospital stays, make managing chronic conditions easier, decrease the use of emergency care, and decrease mortality rates (Wagner, 2019).
Literature shows that incorporating health literacy components into English as a Second Language (ESL) programs can significantly improve health literacy and self-efficacy (Wagner, 2019). Wagner (2019) implemented health literacy into LEP and ESL programs in Texas and lobbied at the state level to get funding to sustain these programs. There is consistent evidence that people with lower health literacy can be identified in clinical settings, supported to make positive improvements in their understanding of specific clinical conditions and related risks, and helped to develop functional skills to modify the behaviors that will produce improved health outcomes (Nutbeam et al., 2018).
Curley, A. (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer Publishing Company. https://bibliu.com/app/#/view/books/9780826136749/epub/OEBPS/xhtml/9780826136749_Chapter02.html#page_87
Nutbeam, D., McGill, B, & Premkumar, P. (2018). Improving health literacy in community populations: A review of progress, Health Promotion International, 33, 901-922. https://academic.oup.com/heapro/article/33/5/901/3091768
Wagner, T. (2019). Incorporating health literacy into English as a Second Language classes. Health Literacy Research and Practice, 3(3), S37-S41. https://journals.healio.com/doi/epdf/10.3928/24748307-20190405-02
