Evaluating Patient Education Materials for Grade Level

Patients are often given patient education documents to take home with them when they leave the hospital. It is important that these documents be at an appropriate grade level since some patients have low health literacy and may be unable to read the materials given to them. Evaluators can use readability tools to assess their patient education materials and make sure they are at a sixth- to eighth-grade reading level. The hospital librarian can play a large role in identifying the grade level of patient education materials.     

Plain Language for Patient Education

Low health literacy continues to be a barrier in patient education. One solution to low health literacy is creating or providing patient education materials written in plain language. Plain language follows guidelines created for federal agencies to ensure that documents are written in clear and accessible language for all audiences. Health care professionals and librarians can locate or recommend plain language health information from many reputable consumer health websites.     

Understanding online health information: Evaluation,tools, and strategies

ObjectiveConsidering the status of the Internet as a prominent source of health information, assessing online health material has become a central issue in patient education. We describe the strategies available to evaluate the characteristics of online health information, including readability, emotional content, understandability, usability.MethodsPopular tools used in assessment of readability, emotional content and comprehensibility of online health information were reviewed. Tools designed to evaluate both printed and online material were considered.ResultsReadability tools are widely used in online health material evaluation and are highly covariant. Assessment of emotional content of online health-related communications via sentiment analysis tools is becoming more popular. Understandability and usability tools have been developed specifically for health-related material, but each tool has important limitations and has been tested on a limited number of health issues.ConclusionDespite the availability of numerous assessment tools, their overall reliability differs between readability (high) and understandability (low). Approaches combining multiple assessment tools and involving both quantitative and qualitative observations would optimize assessment strategies.Practice implicationsEffective assessment of online health information should rely on mixed strategies combining quantitative and qualitative evaluations. Assessment tools should be selected according to their functional properties and compatibility with target material.     

Health Literacy and Patient Preparation in Radiology

Health literacy is the capacity of an individual to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Unfortunately, more than half of Canadians cannot adequately navigate the health care system because they have limited health literacy. Patients with low health literacy may have limited reading abilities and poorer comprehension of written preparation documents. An important consideration in the radiation sciences for these patients is the ability to follow preparation requirements for diagnostic imaging procedures. It has been suggested that patients with limited health literacy are often less prepared for diagnostic examinations, and as a result, tend to have examinations of poorer diagnostic quality. Medical radiation technologists play an important role in educating patients regarding medical imaging examinations and helping them to properly prepare for these procedures. The purpose of this article is to define health literacy, provide some practical strategies to help medical radiation technologists identify patients with limited health literacy, and how to address limited health literacy issues to improve the quality of diagnostic imaging examinations.     

Head and neck cancer patients’ recollection of their clinical characteristics

Patient-reported outcomes (PRO) are an important component of treatment evaluation. Typically they are completed by patients on paper, but through advances in technology such as mobile phone apps and websites, there is a great opportunity for electronic completion. It can be challenging, particularly at a regional or national level, to maintain accurate core clinical records on head and neck cancer (HNC) (baseline, recurrence, second primary, and further treatment), and these will influence PROs and the reporting of outcomes. In addition, with data security and confidentiality there is merit in undertaking anonymous surveys, but in this approach, there is a reliance on patients’ recall. The aim of this study therefore was to compare updated hospital records with details completed by patients. In January 2019, 395 HNC patients who had been treated in 2015 and 2016 were sent a survey. They were asked to recall the clinical variables of gender, age at diagnosis, tumour site, tumour stage, and primary treatment, and these were analysed for agreement with the hospital records. The kappa statistic (KP) was used to measure the strength of agreement for categorical variables. There were 146 responders and one patient correctly stated that they did not have cancer. Five indicated further disease rather than primary cancer. Agreement between the hospital record and patients’ recall was excellent for gender (KP=0.97) and age group (KP=0.92), very good for treatment (KP=0.79), and good for site of cancer (KP=0.61), but poor for stage of cancer (KP=0.18). In general, patients gave accurate accounts of these details apart from tumour stage.     

Children and Digital Wellbeing in Australia: Online regulation,conduct and competence

This article contributes to the study of children and the internet by reporting on findings from an ethnographic study of children's online use, experience and regulation in Melbourne, Australia. As part of a social inclusion study of technology use, we worked with children and their families in the contexts of everyday and home internet use. This article begins by identifying age-related gaps in the literature on children's online risks, and then moves on to a discussion of the research findings relating to children's online mediation, conduct and competence. By developing a concept of digital wellbeing the article argues that rather than focus only on risk protection measures, it is important to equip children with the knowledge and skills to be active, ethical and critical participants online.