Bird M-L1, Elmer S2, O'Brien J2
1University of British Columbia, Faculty of Medicine, Physical Therapy, Vancouver, Canada, 2University of Tasmania, College of Medicine, Launceston, Australia
Background: Globally there is an increasing awareness of the relationship between health literacy and health outcomes. Individuals with low health literacy are reported to have less ability to constructively use health related information and this results in poorer self-management and increased health-related costs. Many clients undertaking rehabilitation for complex issues see a range of allied health professionals like physiotherapists. These physiotherapists develop and sustain relationships with clients over the duration of their care and therefore are well-placed to support improved health literacy outcomes.
Purpose: The objectives of this project are to develop, implement and evaluate health literacy learning modules delivered in a workshop format that are underpinned by Ophelia principles, designed specifically for multi-disciplinary allied health professionals in a physiotherapy private practice. The Ophelia Approach involves a collaboration of community members, leaders and workers to develop health literacy interventions based on community need. This approach seeks to improve health and equity through local contextualisation by increasing the availability and accessibility of relevant health information and services.
Methods: This is a single group intervention with pre-post evaluation of physiotherapist health literacy (using an online survey) combined with qualitative evaluation of the workshop intervention through clinician interviews. The workshop intervention was developed based on the health literacy skills and needs of the clinicians as well as health literacy vignettes generated by cluster analysis from a sample of 97 clinic clients. The research design is informed by the Ophelia approach and principles.
Results: Fifteen physiotherapists attended workshops and completed the survey. Ten of these were interviewed to explore changes in practice after the workshops. Physiotherapists improved their health literacy knowledge (max score 50); 26(7.5), 41 (2.7) p 0.001 and skills (max score 25);14.2 (3.3), 21.8 (2.3) p 0.01. Follow up interviews indicated a large number of practice changes in the areas of understanding of own and client health literacy, incorporating health literacy strategies to improve client outcomes into practice and changes in communication. The flow on effect to improved client understanding was described by participants.
Conclusion(s): Health literacy competency in physiotherapy private practice is variable and improves after targeted health literacy workshops that use locally produced client profiles (vignettes) to direct the content. Understanding of client health literacy improved. Written and verbal communication and health literacy skills of therapists were improved and this was valued by the physiotherapists.
Implications: Physiotherapists are well placed to support their clients use of health information and this is enhanced with improving understanding of self and client health literacy. Health literacy skills form an important part of a physiotherapist´s skill set. Post-graduate professional development courses are effective in improving clinician responsiveness to client health literacy.
Keywords: Heath Literacy, Client centred, complex
Funding acknowledgements: Funding for this project was received from the Motor Accident Insurance Board (Tasmania)
Purpose: The objectives of this project are to develop, implement and evaluate health literacy learning modules delivered in a workshop format that are underpinned by Ophelia principles, designed specifically for multi-disciplinary allied health professionals in a physiotherapy private practice. The Ophelia Approach involves a collaboration of community members, leaders and workers to develop health literacy interventions based on community need. This approach seeks to improve health and equity through local contextualisation by increasing the availability and accessibility of relevant health information and services.
Methods: This is a single group intervention with pre-post evaluation of physiotherapist health literacy (using an online survey) combined with qualitative evaluation of the workshop intervention through clinician interviews. The workshop intervention was developed based on the health literacy skills and needs of the clinicians as well as health literacy vignettes generated by cluster analysis from a sample of 97 clinic clients. The research design is informed by the Ophelia approach and principles.
Results: Fifteen physiotherapists attended workshops and completed the survey. Ten of these were interviewed to explore changes in practice after the workshops. Physiotherapists improved their health literacy knowledge (max score 50); 26(7.5), 41 (2.7) p 0.001 and skills (max score 25);14.2 (3.3), 21.8 (2.3) p 0.01. Follow up interviews indicated a large number of practice changes in the areas of understanding of own and client health literacy, incorporating health literacy strategies to improve client outcomes into practice and changes in communication. The flow on effect to improved client understanding was described by participants.
Conclusion(s): Health literacy competency in physiotherapy private practice is variable and improves after targeted health literacy workshops that use locally produced client profiles (vignettes) to direct the content. Understanding of client health literacy improved. Written and verbal communication and health literacy skills of therapists were improved and this was valued by the physiotherapists.
Implications: Physiotherapists are well placed to support their clients use of health information and this is enhanced with improving understanding of self and client health literacy. Health literacy skills form an important part of a physiotherapist´s skill set. Post-graduate professional development courses are effective in improving clinician responsiveness to client health literacy.
Keywords: Heath Literacy, Client centred, complex
Funding acknowledgements: Funding for this project was received from the Motor Accident Insurance Board (Tasmania)
Topic: Research methodology & knowledge translation; Research methodology & knowledge translation; Health promotion & wellbeing/healthy ageing
Ethics approval required: Yes
Institution: University of Tasmania
Ethics committee: Social Sciences Human Research Ethics Committee
Ethics number: H0016419
All authors, affiliations and abstracts have been published as submitted.
