Tài liệu Readability and Patient Education Materials Used for Low-Income Populations pptx

Editor’s Note: In 2009, we will publish 6 articles for which 1 to 3 credit hours may be earned as

part of a CNS’s learning activities. Examination questions are provided at the end of this article for

your consideration. See the answer/enrollment form after the article for additional information

regarding the program.

Readability and Patient

Education Materials Used for

Low-Income Populations

MEG WILSON, PHD, RN

More than 90 million Americans have low levels of health literacy that may contribute to

poor health outcomes. Assessment of the readability of patient education materials

(PEMs) is a vital component of health education. Purpose: The aim of this study was to

describe the readability of PEMs used in community healthcare settings serving low-income

populations to provide further insight into the complex area of health literacy. Design: A

descriptive, correlational, and nonexperimental design was used for this study. Setting: The

setting for this study was 5 free and low-cost community clinics in a Midwestern urban area.

Sample: Thirty-five unique PEMs produced by professional sources (government agencies,

drug companies, and state/national organizations) or by providers comprised the final sample.

Methods: Readability was measured using Simple Measure of Gobbledygook (SMOG), Flesch￾Kincaid, and Flesch Reading Ease. Significance was determined through t tests and

Spearman > correlations. Findings: Variability in grade levels was noted using all measures.

Mean Flesch-Kincaid grade level was 7.01, and that for SMOG was 9.89. Mean level for Flesch

Reading Ease was 63.40, an estimated eighth and ninth grade level. The SMOG consistently

measured 2 to 4 grades levels higher than did Flesh-Kincaid. Professionally developed PEMs

had significantly higher reading levels using both SMOG and Flesch-Kincaid and were more

difficult to read using Flesch Reading Ease when compared with those prepared by individual

providers. Conclusions: Patient education materials were written at a level too high for the

average adult. All PEMs should be analyzed carefully to ensure that they are at the

recommended fifth grade level. Further understanding of available measures of readability is

critical in the creation and/or assessment of PEMs that will strengthen services from safety

net providers and support positive health outcomes. Implications: Nurses must expand their

knowledge of all aspects of literacy and readability and take a proactive role in assessment

and development of PEMs. Further research is needed to determine the best readability

measures.

KEY WORDS: health education, health literacy, low-income, readability, research

This article has been

designated for CE credit. A

closed-book, multiple-choice

examination follows this

article, which tests your

knowledge of the following

objectives:

1. Identify literacy levels

as they relate to the

comprehension of

healthcare information.

2. Explain the application of

readability formulas.

3. Outline the results of the

study described in this

article.

CE feature article

VOLUME 23 | NUMBER 1 33

Clinical Nurse SpecialistA Copyright B 2009 Wolters Kluwer Health | Lippincott Williams & Wilkins.

Author Affiliations: Department of Nursing, School of Health Sciences, University of Saint Francis, Fort

Wayne, Indiana.

Corresponding author: Meg Wilson, PhD, RN, Department of Nursing, School of Health Sciences,

University of Saint Francis, 2701 Spring St, Fort Wayne, IN 46808 ([email protected]).

Copyright @ 2008 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.