Cedarville University School of Pharmacy, Cedarville, Ohio, USA.
Res Social Adm Pharm. 2013 Sep-Oct;9(5):531-41. doi: 10.1016/j.sapharm.2013.05.002.
The average American adult reads at the 8th grade level while most written health information materials, including medication guides, are written at the 12th grade level. To assist students with health literacy-sensitive communication, pharmacy schools should incorporate educational activities addressing health literacy competencies.
The objectives of this study were to evaluate the impact of a health literacy assignment on student pharmacists' perceptions of: 1) learning about health literacy; 2) ability to write health literacy level-appropriate patient education material; and 3) the use of these skills in future pharmacy practice.
Third professional year student pharmacists were asked to rewrite a patient medication information sheet at the 5th grade reading level, altering it from the 12th grade level. Following assignment completion, students responded to a 4-item open-ended questionnaire on what they learned from the activity, what information components were the most difficult to rewrite and reason for the difficulty, key strategies to accomplish the assignment, and their perception of the impact this assignment had on their future practice. Content analysis of the reflections was performed using QSR NVivo to identify themes grounded in the students' responses.
Reflections were completed in 2009 (n = 159) and 2010 (n = 144), for a total of 303 completed reflections. Predominant themes included greater understanding about the challenges, importance, and methods of health literacy level-appropriate communication and greater awareness of the role of pharmacists in presenting information clearly to patients.
Students indicated the activity increased their understanding of the complexity of patient information, the educational needs of patients, and the importance of providing information that is understandable. Student pharmacists learned methods of effective communication with patients and should be better prepared to communicate in a health literacy-level appropriate manner.
普通美国成年人的阅读水平为 8 年级，而大多数书面健康信息材料，包括用药指南，都以 12 年级的水平书写。为了帮助学生进行健康素养敏感的交流，药学院应纳入针对健康素养能力的教育活动。
本研究的目的是评估健康素养作业对学生药剂师以下方面的认知的影响：1）了解健康素养；2）编写适合健康素养水平的患者教育材料的能力；3）在未来的药学实践中使用这些技能。
三年级专业药剂师被要求将患者用药信息表改写为 5 年级阅读水平，将其从 12 年级水平改写。完成作业后，学生们对从活动中学到的内容、最难改写的信息部分以及原因、完成作业的关键策略以及他们对这项作业对未来实践的影响的看法，回答了一个 4 项开放式问卷。使用 QSR NVivo 对反映内容进行内容分析，以确定基于学生反应的主题。
2009 年（n=159）和 2010 年（n=144）共完成了 303 份完成的反思，2009 年（n=159）和 2010 年（n=144）共完成了 303 份完成的反思。主要主题包括对健康素养水平适当沟通的挑战、重要性和方法有了更深入的理解，以及对药剂师在向患者清晰呈现信息方面的作用有了更多的认识。
学生们表示，这项活动增加了他们对患者信息复杂性、患者教育需求以及提供易懂信息的重要性的理解。学生药剂师了解了与患者有效沟通的方法，应该更有准备以健康素养水平适当的方式进行沟通。
