Syllabus

Schedule

Course Weeks

• Module 1: March 4 – March 11
• Module 2: March 11 – March 18
• Module 3: March 18 – March 25
• Module 4: March 25 – April 1
• Module 5: April 1 – April 8
• Module 6: April 8 – April 15
• Module 7: April 15 – April 22
• Module 8: April 22 – April 26 (Sunday)

Course Schedule

The assignment/discussion descriptions mentioned below are summaries. Please make sure to review the full assignment prompts in Blackboard.  There may be additional readings/videos that are not mentioned in this weekly summary, make sure to carefully review the modules in Blackboard. 

Module 1: Understanding the Problem

Learning Objectives:

• Examine various demographic and socioeconomic factors for U.S. patient populations
• Review how demographic and socioeconomic factors impact patient healthcare system interactions

Readings:

• Health Literacy: A Prescription to End Confusion (you will need to click on “Read Report Online for Free” and “Get this book” to access a free PDF version)
  • Chapter 1 – Introduction
  • Chapter 6 – Health Systems (pp. 167-181)

Lecture: 

• Introduction and Understanding the Problem

Assignments:

• Discussion: Introductions and applicability of health literacy to your work and interests.
• Quiz (not graded): This quiz is to gauge your general understanding of modern health systems and patient/provider interactions. 

Module 2: What is Health Literacy?

Learning Outcomes: 

• Develop a working definition of health literacy to recognize the barriers faced by patients with low health literacy. 
• Identify the effects associated with low health literacy to be able to employ best strategies and practices.
• Examine various public health stakeholders for their connection to health literacy. 

Readings:

• Osborne Textbook: Health Literacy from A to Z
  • Chapter 1 – About Health Literacy
  • Chapter 2 – Assessing Health Literacy
  • Chapter 5 – Communicating When Patients Feel Scared, Sick, and Overwhelmed
• Health Literacy: A Prescription to End Confusion
  • Chapter 2 – What is Health Literacy
  • Chapter 5 – The Extent and Associations of Limited Health Literacy

Lecture: 

• What is Health Literacy?
• Final Project Overview

Assignments: 

• Discussion: Effects of poor health literacy on patients and health care system overall.
• Final Project Part 1: Key Areas of Concern – This week you will review the scenario (provided in the Final Project Document) and decide on the key areas of concern on which you will focus for your final project. Explain why the 2 key areas of concern you have chosen are important in the field of health literacy? Include your working definition of health literacy as you would for your training participants. Make sure to reference the course readings to support your claims. Refer to the Module prompt for a full description of the assignment requirements. 

Module 3: National Efforts to Improve Health Literacy

Learning Outcomes: 

• Explain how various national campaigns and policies have tried to improve health literacy. 
• Examine relevant best practices and evidence-based interventions to improve health literacy. 

Readings: 

• Center for Health Care Strategies, Inc.: Health Literacy Implications of the Affordable Care Act (pp. 7-17)
• Centers for Disease Control and Prevention: National Action Plan to Improve Health Literacy
• Healthy People 2020: Social Determinants of Health
• Koh H., Brach C., Harris L. M., Parchman M. L (2013). A proposed “health literate care model” would constitute a systems approach to improving patients’ engagement in care. Health Affairs, 32, 357–367.
• National Institutes of Health: Clear Communication, Health Literacy
• Osborne Textbook: Health Literacy from A to Z
  • Chapter 27 – Organizational Efforts: Health Literacy at the Community, State, and National Levels

Videos:

• Office of Disease Prevention and Health Promotion. Preparing for the Next Decade: A 2020 Vision for Healthy People

Lecture: 

• National Efforts to Improve Health Literacy

Assignments: 

• Discussion: How are particular campaigns or policies driving improvements to health literacy?
• Assignment: Choose one national health literacy campaign or policy from the readings this week and in 750 words or less discuss its strengths in terms of its implementation.

Module 4: Patient-Level Efforts to Improve Health Literacy

Learning Outcomes: 

• Discuss various health communication principles and evidence-based strategies that are used to improve health literacy.
• Design an interactive exercise that allows patient care staff to demonstrate appropriate principles or methods to be utilized with patients.

Readings: 

• Osborne Textbook: Health Literacy from A to Z
  • Chapter 3 – Assessing Readability with Grade Level Formulas
  • Chapter 7 – Confirming Understanding: Teach-Back Technique
  • Chapter 29 – Questions-Asking
  • Chapter 38 – Visuals
• Health Resources and Services Administration: Health Literacy

Videos:

• Video: American Medical Association Foundation Health Literacy and Patient Safety Help Patients Understand
• Video: Health Affairs. Overcoming Patient Engagement Barriers: Urban and Rural Success Stories
• Video: NASEM Health and Medicine Division. Health Literacy: A Prescription to End Confusion

Lecture: 

• Patient-Level Efforts to Improve Health Literacy

Assignments:

• Discussion: Utilize the Readability Test Tool to assess the readability of the patient information provided. 
• Final Project Part 2: Small Group Exercise – Develop a small group exercise for use in your Final Project. Refer to the module prompt for a full description of the assignment requirements. 

Module 5: Culture, Health, and Literacy 

Learning Outcomes:

• Analyze various patient and provider cultural perspectives to understand the impact on health literacy.
• Analyze various patient and provider linguistic differences to understand the impact on health literacy.

Readings: 

• Osborne Textbook: Health Literacy from A to Z
  • Chapter 15 – Interpreters and Translations
  • Chapter 18 – Know Your Audience: Culture and Language
  • Chapter 29 – Question Asking
• Health Literacy: A Prescription to End Confusion
  • Chapter 4 – Culture and Society 
• Office of Minority Health: CLAS Standards
• Center for Medicare and Medicaid Services: Toolkit Part 4 and Part 5
• Lead Safety Brochure

Videos:

• Think Culture Health: Using Language Access Services
• Think Culture Health: Working with an Interpreter

Lecture:

• Culture, Health, and Literacy

Assignments:

• Discussion: Discuss how a health care provider could use plain language and teach back, along with language access services to improve health communication across cultures, language, and literacy. 
• Module 5 Assignment: For this assignment, you will assess the health literacy, language and culturally appropriateness of a nutrition education material. In no more than 500 words, assess barriers to health literacy and make recommendations for improvement using plain language writing and design principles. Comment on the cultural and linguistic appropriateness of this material for diverse audiences and suggest ways to adapt this material to meet specific cultural and linguistic needs. 

Module 6: The Ethics of Health Literacy

Learning Outcomes

• Identify the key ethical principles involved in health care practice and health education to benefit patients and improve health literacy.
• Examine the ethical implications of public health approaches to promote health literacy and the implications of their misuse. 

Readings:

• Osborne Textbook: Health Literacy from A to Z
  • Chapter 11 – Ethics of Simplicity
  • Chapter 17 – Know Your Audience: Children and Youth
  • Chapter 22 – Know Your Audience: Older Adults
• Health Care Ethics: Critical Issues for the 21st Century
  • Chapter 2: Principles of Healthcare Ethics by Jim Summers
• American Journal of Preventive Medicine
  • Public Health Literacy in America: An Ethical Imperative
• Health Promotion Practice
  • Ethics and Patient Education: Health Literacy and Cultural Dilemmas

Lecture: 

• The Ethics of Health Literacy

Assignments:

• Discussion: View the provided skit and consider the ethical dimensions of the dilemma portrayed. 
• Final Project Reminder: Next week your final project is due. This week is lighter to provide you with time to work on this project. Please review the Final Project: Training Workshop document for a full description of the requirements.

Module 7: Writing in Plain Language

Learning Outcomes:

• Identify how to use plain language effectively to communicate with various audiences and examine the public health benefits to these approaches.
• Create a training workshop that addresses key areas of concern regarding health literacy to educate other healthcare providers. 

Readings: 

• Osborne Textbook: Health Literacy from A to Z
  • Chapter 9 – Document Design
  • Chapter 12 – Forms and Others Reading-to-Do Documents
  • Chapter 16 – Jargon, Acronyms, and Other Troublesome Words
  • Chapter 25 – Metaphors, Similes, and Analogies
  • Chapter 26 – Numeracy
  • Chapter 28 – Plain Language
• National Institutes of Health
  • Plain Language: Getting Started or Brushing Up 
• Agency for Healthcare Research and Quality: Example Training Workshop

Lecture: 

• Writing in Plain Language

Assignments:

• Discussion: For this discussion examine the provided before-and-after graphic and analyze using what you have learned throughout the course.
• Final Project Submission: Your final project is due this week. Make sure to review the Final Project: Training Workshop document for a full description of the assignment requirements. 

Module 8: The Impact

Learning Outcomes

• Reflect on the impact of improved health literacy from a public health perspective.

Readings:

• Agency for Healthcare Research and Quality
  • North Carolina Physicians Use AHRQ Materials to Boost Communication with Patients. 
  • Center for Health Literacy Promotion Uses AHRQ Tool to Assess Patient Education Materials 

Lecture:

• The Impact

Assignments:

• Discussion: Analyze one of the provided case studies. Comment on the specific health literacy problem that was addressed, strategies and methods used to resolve the problem, and the improvements noted. 

 

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Public Health page

UNE Libraries:

• Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
• Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
• Library Tutorial: Find an article
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:

• UNE Student Academic Success Center

Information Technology Services (ITS)

• ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

AMA Writing Style Statement

The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Students are responsible for submitting work by the date indicated in Brightspace.

Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.

Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.