Week 6: communications, Marketing & Public Relations
Week 6: Health Literacy and Marketing
1. To realize a person-centered health care system, the ACA and the HITECH Act, two federal laws, promote new health care service delivery models and health information technologies that emphasize teams and people’s engagement in information seeking, decision making, and self-management. These changes reflect the growing priority of health literacy.
—Koh, Baur, Brach, Harris, & Rowden (2013, p. 1).
As a health care administrator, you might be responsible for ensuring that communications from your agency and materials developed by your agency adhere to best practices on health literacy. Understanding the health literacy needs of your target audience or community will influence the approaches you might take to ensure that information is clearly articulated and effectively understood. While health literacy may present a definite challenge for health care administrators to address, understanding how to promote effective health literacy is essential to an agency’s visibility and commitment toward fulfilling the health service needs of their target population.
This week, you examine health care administrator consequences for health literacy in communications. You explore the importance of health literacy in influencing services for health care delivery and consider the health literacy of target audiences. You also examine strategies health care administrators might implement to tailor health communications based on differing levels of health literacy for target audiences.
Learning Objectives
Students will:
· Analyze consequences for health care administrators in relation to health literacy in communications
· Analyze health literacy in influencing services and programs for health care delivery
· Analyze implementation of health care administrator solutions
· Analyze health literacy of target audience
· Evaluate strategies to tailor messages for target audience
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
· Parker, J. C., & Thorson, E. (Eds.). (2009). Health communication in the new media landscape. New York, NY: Springer.
Chapter 1, “The challenge of Health care and Disability” (pp.3-19)
Chapter 11, “Health Literacy in the Digital World” (pp. 303–320)
· Heinrich, C. (2012). Health literacy: The sixth vital sign. Journal of the American Academy of Nurse Practitioners, 24(4), 218–223. Note: Retrieved from Walden Library databases.
· Jibaja-Weiss, M. L., Volk, R. J., Granchi, T. S., Neff, N. E., Robinson, E. K., Spann, S. J., … Beck, J. R. (2011). Entertainment education for breast cancer surgery decisions: A randomized trail among patients with low health literacy. Patient Education and Counseling, 84(1), 41–48. Note: Retrieved from Walden Library databases.
· Zoellner, J., You, W., Connell, C., Smith-Ray, R. L., Allen, K., Tucker, K. L., … Estabrooks, P. (2011). Health literacy is associated with healthy eating index scores and sugar-sweetened beverage intake: Findings from the rural lower Mississippi delta. Journal of the American Dietetic Association, 111(7), 1012–1020. Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (Producer). (2011). Health literacy [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is minutes.
This is the download transcript:
Health Literacy
Program Transcript
Chanel F. Agnes: Health literacy is the ability of a person to be able to obtain, process, as well as understand, health information to take care of their health. Health literacy are a little bit different terms. So in 2003, the National Center for Education Statistic did a survey of the literacy of all Americans, and one part of that survey was looking at just the literacy of Americans. And the definition of literacy is the ability to read, write and understand English, as to be able to do basic computational skills to carry out a job.
Now the difference with the health literacy is that health literacy is a different set of skills, a different set of knowledge that most people aren’t born into learning or they’re not taught in school. So it’s a whole different set of skills, a whole set of information. So for example, someone who has just developed diabetes, and you’re trying to explain to them the mechanism of how this disease state occurs, and you talk to them about the pancreas and beta cells that secrete insulin, this is not common knowledge that someone who’s just functioning in society would already know.
There are a number of different examples of revealing low literacy in patients. For example, if a patient goes into to see their primary care provider, and the primary care provider recommends getting a Colonoscopy, One barrier to the patient actually taking that recommendation and getting it done is their normal activities of going to work and interacting in society, so that’s new information.
So first of all, it’s important for the provider to clearly communicate what that test is, how that test is done, where that test is done, where that test is performed, as well as the risks and benefits of doing the procedure, for the patient to feel comfortable enough to make that decision to say yes, or even decide that they will not get the test done. Then there are a number of steps that the patient has to go through to successfully get the test done. So the next step would be that the provider would say “You need to pick up GoYTellY” – and that’s one of the names for the solution, and basically it’s used to kind of clean out the colon before the test is done. And then, eight hours before the procedure, you should have nothing to eat or drink by mouth. And then maybe they’ll give them some instruction about not taking certain medications before the procedure. So the provider has given them at least three or four steps, three or four things to do, in relation to getting this test done.
So maybe the patient feels confident about going to the pharmacy to fill the prescription. So they pick up the prescription, and here’s another point where communication is very important. Is the pharmacist communicating clearly and completely how the solution should be taken? Can it be taken with regular food? Should it be taken without foods, with or without foods, with or without medications? It’s important to communicate that to avoid any negative adverse effects.
So although promoting something as simple as a Colonoscopy, it seems simple on the surface, there a number of different steps that the patient has to follow, a number of different areas of knowledge and skills that it draws on, and it’s important that we don’t assume that everyone is easily able to do this. Also, repetition is very good, and asking the patient if they understand the information that was provided, because it can get pretty complicated.
So there’s a method that’s called the teach-back-method, what it does is it just helps to assess the level of comprehension. So maybe the provider might ask “Now, I have given you a lot of information about what you need to do to get this colonoscopy done. Now, tell me, in your own words, if I was your wife at home, how you would communicate this to your wife about the procedure that needs to be done, and then listen to how the patient is communicating that information, and then twerking it where they may have gotten the information a little wrong. So that’s an excellent way to assess level of comprehension.
Culture is a very important part of health literacy. And actually, it’s something that helps to- I guess it helps to shape our level of literacy. So for example, if we look at a person who recently emigrated from another country. They’ve grown up in a culture where the health practices maybe very different than the way that we practice here in the United States. For example, they may have very strong spiritual beliefs, and they may believe that actually poor health comes from a poor spiritual state, or that poor health may come from something negative that they did in their lives. So if a health care provider or health system does not appreciate those difference in cultures, there is where you really begin to see some disparities in how health care is received.
So the public health leaders have an awesome opportunities to close that divide where patients who have low health literacy will be able to more easily navigate the health care systems through different initiatives that they may develop. It’s important to note that health literacy is not just a patient problem, but it’s actually a health system problem. So while a patient’s level of health literacy may be impacted by their cultural beliefs, these have been associated with low health literacy, but also on the health care side, how easy is it to navigate the health care system? How well are the providers communicating with the patients? And also, are we providing in education in terms of self –management when patients have chronic disease state?
So if a public leader would like to develop an initiative or campaign, it’s important to consider the diversity of Americans. As time goes on, and we get older, the population will become more diverse. And actually, one of the minorities, the Hispanic population, will actually become the majority in this country. So it’s very important that public health leaders appreciate that change in diversity in the country, as the years go on. Everyone does not receive information in the same way. So some people may be acculturated to receive information verbally. Some may be able to understand information a little easier looking at diagrams, et cetera. But it’s important to be able to understand what is the easiest way for patients to receive information, also understanding culturally, what are their health beliefs, because really what you want to do is you want to work within that health belief to bring in that scientific base, that evidence-based medicine, to work together to have a plan that works well for the patient, not only using the best evidence-based medicine, but also acknowledging their different cultural beliefs. So for example, if someone comes from a culture that use alternative medicine, such as for example acupuncture, asking the patient, “what are the usual ways that you receive help, or what are the usual ways that you go about the healing process,” and using that, again, as a part of your plan, your strategy, your recommendation, and negotiating with the patient to see what would be the best strategy that they’re most comfortable with, and also you’re providing the best care.
There are a number of ways to assess for health literacy. For the informal assessment of health literacy, one of the ways is that, and you can do this whether you’re in a very busy setting, for example, a community pharmacy versus in a primary care provider office, where you may have a little bit more time to interact with the patient, but just asking some simple questions, “Are you having trouble with understanding the medication labels? Or you may ask the patient, “Do you know the list of medications that you’re taking?” And this is usually very telling someone who has health literacy because many times the response are, “I take exactly what the doctor told me to take. Don’t you have it in your computer?” So this is a common response that we get. And sometimes they maybe a little frustrated, because we ask it very often, because we want to make sure that we’re giving the medication accurately. But many times it is, indicative that they have low health literacy, and they’re really not sure of what medications they’re taking.
Another telling question is if you ask the patient, “What are you taking the medication for? And the patient says, “I don’t know”. Again, they may give you a similar answer, “I will take whatever the doctor gives me, “again, that’s another sign of low health literacy. In a primary care doctor’s office, an example of an informal assessment technique might be the need to just give them a form to fill out. And they may have a lot of blank spaces, and that may clearly demonstrate that they don’t understand some of the questions that have been listed there. Other ways to assess is just looking for red flags. So this may not even require you to ask information. So you may notice that a patient is very often missing appointments, and this could be that they don’t understand how to reschedule appointments. So maybe after a visit, you may say, “talk to the receptionist and reschedule your appointment for three months with a primary care doctor, and then four months later, I like to you to meet with a nutritionist, and then two months after that, you should make an appointment with your cardiologist”. So although to us, if we are often working in the health care system, it’s very simple, to a patient it gets a little bit complicated.
One example of the formal assessment tools that I mentioned is the REALM. And what this tool does, it assesses word recognition, but they’re health-related words. And the nice thing about this tool is that it can be done very quickly, it only takes about two to three minutes to complete. With this tool, what it does is that it assesses word recognition, so the patients ability to say the words. And again if you’re not been in the health care system for a while, you’re not familiar with a lot of these terms, it can get pretty difficulty to say the words, because it starts out with some pretty simple terms, and then it gets a little complicated towards the end. Now, the tools is assessed based on grade level. So it’s assessed from third grade level up to adult up to about eight or ninth grade. And know the patient’s grade level with doing this tool helps us to understand what the best tools to use for patient education are. So this is actually something that would be good if you’re going to be working with the patient for a long period of time.
The problem with the REALM is that it does not assess comprehension of the words. It just asks the patient to say the words. And based on the level of complexity, you’ll get an idea of their level of health literacy, so really not a complete tool. Another tool is actually a little bit more in depth then the REALM is the TOHLA. And this tool actually assesses level of comprehension. So on the test, the patient is given a number of sentences and they need to fill in the blank with …. They have a selection of four options. And to complete the sentence, they need to fill it with a term. This is able to assess health literacy from the area of comprehension, because all of the information is related to health care concepts, using more words such as x-ray or diagnostic test. So then you’re able to assess a little bit more how well the patient is able to comprehend health information, and this is very important, again, when patients access the health care system, maybe usually health insurance cards. If they really don’t understand how to use the cards that is indicative of a low level of comprehension with using health information. So this tool is a little longer. It probably takes about 15 to 20 minutes, so it’s often used in clinical trials to assess the health literacy, but I think this tool is important for public health educators, because if you’re doing assessments of outcomes for a specific intervention, it’s a very nice way of standardizing the assessment of health literacy for those who are participating in the study. Now the example is the Newest Vital Sign. And actually, this is the newest screening tool that’s been promoted to assess level of health literacy. And the nice thing about this tool is that it is able to assess different parts of literacy. So it assesses word recognition. It also assesses comprehension, but it also assesses the patient’s ability to do some basic computations, based on a prescription label or a diet label, so on a box of cheerios or whatever.
If the patient is able to look at that label and then be able to compute maybe what is a normal serving size, it’s a few skills that need to go into that. For example, if you’re using a liquid medication and you need to count how many milliliters you need to take, that requires you to be able to do some computation. And some patients may not be able to demonstrate that skill, although it seems as if they understand if you ask them. So I think those three tools are a nice example of different types of assessing health literacy, different types of instruments to assess health literacy, but it’s also important to recognize that the limitation is that they’re not a complete recognize that the limitation is that they’re not a complete assessment. Another part of the health literacy that probably no formal tool can assess is, again, the patient’s ability to put all of the information together. So it really, again, is down to the patient-provider communication skills, and how we’re communicating health information, and make sure that we’re having on going patient education for health promotion.
Health literacy: Additional Content Attribution
Music: Creative Support services
Los Angeles, CA
Dimension Sound Effects Library- Newnan, GA
Narrator Tracks Music Library- Stevens Point, WI
Signature Music, Inc
Chesterton, IN- Studio Cutz Music Library
Carrolton, TX.
Discussion Part
Discussion: Health Literacy and Marketing
1. Janet is the health care administrator at a major hospital who is tasked with addressing an issue with recent prescription requests of a particular drug and complaints of overdoses in patients seen in the last three months. This issue is a top priority, not only for patient safety, but also because this prescription drug has received extensive marketing and promotion in the hospital over the past three months. Patients are now complaining that the marketing that promotes the prescription drug as being extremely safe is a direct lie. After speaking with several of the patients and providers of care, Janet has requested copies of each prescription ordered for the patients who have been screened.
After poring over hundreds of prescription orders, Janet has arrived at three conclusions. All overdoses occurred in one department with four providers who primarily see and treat patients that are non-native English speakers and who do not have family members or relatives at home to assist with providing care. Specifically, Janet notices that the issue is linked with the directions on the quantity of medication administered and that this quantity has been misinterpreted by the patients who have suffered an overdose. With a solution in mind, Janet is calling the department and pharmacy to implement a fix to avoid potential overdoses within the next few hours.
In what ways might health literacy account for the issues described in the scenario? What considerations should you keep in mind as a health care administrator to ensure that marketing of programs or services are consistent with the health literacy levels of your target population?
For this Discussion, review the resources for this week. Reflect on potential consequences that health care administrators might face when developing communications that do not account for health literacy in target audiences. Then, consider how health literacy might influence decisions that health care administrators might make when proposing services or programs for health care delivery.
By Day 3
· Post a brief explanation of the consequences health care administrators might face when developing communications that do not account for health literacy in target audiences. Explain how health literacy might influence the decisions health care administrators make when proposing services and programs for health care delivery. Be specific and provide examples.
By Day 5
Continue the Discussion and suggest a possible solution health care administrators might implement to address the consequences described by your colleagues.
Submission and Grading Information:
Grading Criteria: To access your rubric
Week 6 Discussion Rubric: Post by Day 3 and respond by Day 5.
To participate in this Discussion: Week 6 Discussion
Assignment Part: Assignment: Impact of Health Literacy on Marketing Plan
1. Person-centered health care means people have both the knowledge required to make decisions about their care and the support of providers and family who respect their needs and preferences.
—Hurtado, Swift, & Corrigan (2001)
“In what ways might health literacy affect an agency’s marketing plan to promote health care services or health care delivery?”
2. Before marketing a health care service or program, health care administrators must first consider the target audience that will most likely use the service or program. In identifying the target audience, the health care administrator also must determine the health literacy of the target audience and devise strategies to market the service or program appropriately within this respective target audience. Therefore, the ability of the target audience to decipher the health message, determine the service or program being offered, and identify how to best access this service or program represents the important considerations that inform how the message should be communicated.
3. For this Assignment, consider what impact the health literacy of your intended target audience might have on your plan. Reflect on how you will determine your target audience’s health literacy and what considerations you will need to address in your plan.
Note: The completion of this Assignment will consist of the elements necessary for Component 4 of your Final Project.
The Assignment (2–5 pages)
· Describe the health literacy of your target audience for your marketing plan.
· Explain how your marketing plan will address the health literacy of your target audience.
· Describe two strategies you might take to best tailor the messages in your marketing plan to promote uptake within your target audience and explain why.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
· Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
· Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
· Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
· Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
· If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
· Click on the Submit button to complete your submission.
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Communication Assignment 19411969
/in Uncategorized /by developerLook at the attached file , answer all sections:
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Communication Between Patients And Nurse
/in Uncategorized /by developerScript writing
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Communication Change Challenge Ccc Part 5 And 6
/in Uncategorized /by developerIn Part 5, you will imagine implementing the new behaviors you identified in 4E. In Part 6, you will practice your new behavior by role-playing with a family member or close friend who is not directly involved in your goal. It is still not time to actually implement your new behaviors, as Parts 5 and 6 will help you to iron out the wrinkles.
Note: Submit both CCC Part 5 and CCC Part 6 in one document, but start a new page for CCC Part 6.
Project Timeline
Part
Description
Due
1
Selecting a communication goal
Week 1
2
Describing communication patterns
Week 2 & 3
3
Establishing behavioral goals: What will it look like when I am doing it well?
Week 3
4
Analyzing the goal
Week 4
5
Covert Rehearsal: Practicing in your imagination
Week 5
6
Behavioral Rehearsal: Practicing your new behavior
Week 5
7
Actual Implementation: Performing your behavior in real-life situations
Week 7
8
Evaluating your progress
Week 8
Instructions: Part 5
5A. Covert Rehearsal
Covert Rehearsal is an effective way of trying out new communication behaviors. Think about a time that you were daydreaming, or dreaming at night. You can use your imagination to think about an experience or situation that is not really happening at that time or in that place. You can do the same type of simulation on purpose to think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in CCC Part 4E.
By covertly rehearsing, you make it much more likely that you will be actually performing the behavior comfortably and effectively in real life situations. This surprising effect of covert rehearsal has been shown in numerous studies. What makes covert rehearsal particularly useful is that you can carry it around and do it anywhere – in the shower, cleaning, cooking, and so forth. The more you vary covertly rehearsing a particular episode, the more likely you will be able to perform well in the actual situation. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.
Covert rehearsal can be used both to prepare for an upcoming communication event, and to evaluate and revise an event that has already occurred – as in instant replay. This is done all the time for sports teams. Each player watches the game again and decides how he or she could do it better next time. Both planning ahead before a conversation and reflecting after a conversation will increase the probability that you will perform your new skill effectively the next time you use it.
Note that some people initially find it difficult to imagine specific conversations with others. Keep with it if you have difficulty. You will eventually succeed with practice, and when you do, you will be amazed at the effect. If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:
For this section, you are to select a communication event, related to your goal, for which you will prepare covertly. Choose one or more behaviors to work on that are listed in CCC Part 4E. Choose a communication event that you would like to prepare for privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually, think about an interpersonal communication exchange – what you say, and how the other person responds. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, practice precisely what you want to say and how you want to say it. Experiment with what feels to be the most effective and comfortable way for you to implement your new behaviors.
Submit a detailed narrative that identifies your selected communication event and include the following:
5B. Covert Practice
In a quiet place, begin thinking about the conversation event from Part 5A, as you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.
What can you see in the background? The scenery department needs to know how to create the setting for the play, movie, or reality TV show. The illustrator needs to know what to draw or paint for the book you are writing. You need to know exactly what type of situation you are dealing with before you can write the dialogue for the characters.
When you are satisfied with your imagined scene, write it out so you can see how it looks and read it aloud so you can hear how it sounds. If you are writing a one-act play, you can plan and add stage directions.
Enter left: The wife enters the kitchen to angrily scream at the dawdling children who won’t eat their supper.
Then, write her exact words down so your actor will know what to do and say. Identify each speaker and use quotation marks for their exact words.
Wife, using a loud and angry voice: “Aren’t you children finished eating your supper yet?”
Plan and write down your nonverbal and verbal behaviors and responses, including your own behaviors and responses and the reactions of the other person in the communication event.
5C. Reflection
Reflect on this experience. Address your observations and reactions to the private covert rehearsal experience. (1-2 paragraphs)
Instructions: Part 6
In Part 6, you will take your rehearsal a step further by role-playing with someone who is willing to lend you a hand. Practicing implementation of the new behaviors you identified in 4E will give you insight into how another person might react in a real-life situation, preparing you to respond or adapt when necessary.
6A. Shared Behavior Rehearsal
Shared behavior rehearsal is also known as “role-playing.” Rehearsing communication behavior is useful both before and after an event. Practicing before an event allows you to enter a communication situation in your most prepared state. Rehearsing a disappointing situation after it occurs gives you a chance to discover and remedy aspects of your own behavior that were less than satisfactory.
Like covert rehearsal, practicing the new communication behaviors that you identified in CCC Part 4E through role-play increases the likelihood that you will be successful in Part 7 when you actually implement the changes in real-life situations. Again, it may feel silly at first, but if you take the role-playing seriously, you will be amazed at what you will take away from it. Role-play your imagined scene for your conversation event with a friend or family member who is not directly involved in your communication problem. Say your lines as you planned them. Your practice partner may not really say what you thought he or she would say. Then, show him or her the written script, and have him or her read or act out the scenario. You can practice this a few times both with and without the script.
Write a detailed narrative of what happened in the behavior rehearsal.
6B. Reflection on Observations and Reactions
Address your observations and reactions to the shared behavior rehearsal experience of role-playing with a friend or family member who is not directly involved in your communication problem. (1-2 paragraphs)
6C. Reflection on Planning
Write your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned. (1-2 paragraphs)
Writing Requirements (APA format)
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Communication In Healthcare
/in Uncategorized /by developerYou’ve had a chance to review the “start here” sequence that gives an overview of the course design. You also had an opportunity to review the course learning outcomes. Take a moment and review these outcomes.
There’s no need to answer every question or address each learning outcome. Rather, focus on one question and the learning outcome(s) that stand out to you the most. In your post, introduce yourself and let your peers know about your professional experience in no more than one sentence, e.g., “I’m Dr. Estee Beck, and I have 12-years experience with teaching undergraduate and graduate students.”
Learning Outcomes
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Communication Skills For Leaders 19413961
/in Uncategorized /by developerCreate a two-sided, tri-fold brochure or pamphlet outlining guidelines for college students on how to have a successful interview. Microsoft Word offers a variety of brochure templates that you can use as a starting point. Use at least two references. You may use your textbook as one of the sources. All sources and their use must have accompanying APA citations. Be sure to include the content listed below in your brochure.
Resources
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Communication Skills For Leaders 19413963
/in Uncategorized /by developerCreate a two-sided, tri-fold brochure or pamphlet outlining guidelines for college students on how to have a successful interview. Microsoft Word offers a variety of brochure templates that you can use as a starting point. Use at least two references. You may use your textbook as one of the sources. All sources and their use must have accompanying APA citations. Be sure to include the content listed below in your brochure.
Resources
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Communication Tool
/in Uncategorized /by developerCommunication Tool
Develop a communication tool in which you explain and discuss the change project to the relevant participants, stakeholder or target population.
All submissions must have a minimum of two scholarly references to support your work.
Examples of work to show mastery:
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Communications Marketing And Public Relations 19360459
/in Uncategorized /by developerWeek 6: communications, Marketing & Public Relations
Week 6: Health Literacy and Marketing
1. To realize a person-centered health care system, the ACA and the HITECH Act, two federal laws, promote new health care service delivery models and health information technologies that emphasize teams and people’s engagement in information seeking, decision making, and self-management. These changes reflect the growing priority of health literacy.
—Koh, Baur, Brach, Harris, & Rowden (2013, p. 1).
As a health care administrator, you might be responsible for ensuring that communications from your agency and materials developed by your agency adhere to best practices on health literacy. Understanding the health literacy needs of your target audience or community will influence the approaches you might take to ensure that information is clearly articulated and effectively understood. While health literacy may present a definite challenge for health care administrators to address, understanding how to promote effective health literacy is essential to an agency’s visibility and commitment toward fulfilling the health service needs of their target population.
This week, you examine health care administrator consequences for health literacy in communications. You explore the importance of health literacy in influencing services for health care delivery and consider the health literacy of target audiences. You also examine strategies health care administrators might implement to tailor health communications based on differing levels of health literacy for target audiences.
Learning Objectives
Students will:
· Analyze consequences for health care administrators in relation to health literacy in communications
· Analyze health literacy in influencing services and programs for health care delivery
· Analyze implementation of health care administrator solutions
· Analyze health literacy of target audience
· Evaluate strategies to tailor messages for target audience
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
· Parker, J. C., & Thorson, E. (Eds.). (2009). Health communication in the new media landscape. New York, NY: Springer.
Chapter 1, “The challenge of Health care and Disability” (pp.3-19)
Chapter 11, “Health Literacy in the Digital World” (pp. 303–320)
· Heinrich, C. (2012). Health literacy: The sixth vital sign. Journal of the American Academy of Nurse Practitioners, 24(4), 218–223. Note: Retrieved from Walden Library databases.
· Jibaja-Weiss, M. L., Volk, R. J., Granchi, T. S., Neff, N. E., Robinson, E. K., Spann, S. J., … Beck, J. R. (2011). Entertainment education for breast cancer surgery decisions: A randomized trail among patients with low health literacy. Patient Education and Counseling, 84(1), 41–48. Note: Retrieved from Walden Library databases.
· Zoellner, J., You, W., Connell, C., Smith-Ray, R. L., Allen, K., Tucker, K. L., … Estabrooks, P. (2011). Health literacy is associated with healthy eating index scores and sugar-sweetened beverage intake: Findings from the rural lower Mississippi delta. Journal of the American Dietetic Association, 111(7), 1012–1020. Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (Producer). (2011). Health literacy [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is minutes.
This is the download transcript:
Health Literacy
Program Transcript
Chanel F. Agnes: Health literacy is the ability of a person to be able to obtain, process, as well as understand, health information to take care of their health. Health literacy are a little bit different terms. So in 2003, the National Center for Education Statistic did a survey of the literacy of all Americans, and one part of that survey was looking at just the literacy of Americans. And the definition of literacy is the ability to read, write and understand English, as to be able to do basic computational skills to carry out a job.
Now the difference with the health literacy is that health literacy is a different set of skills, a different set of knowledge that most people aren’t born into learning or they’re not taught in school. So it’s a whole different set of skills, a whole set of information. So for example, someone who has just developed diabetes, and you’re trying to explain to them the mechanism of how this disease state occurs, and you talk to them about the pancreas and beta cells that secrete insulin, this is not common knowledge that someone who’s just functioning in society would already know.
There are a number of different examples of revealing low literacy in patients. For example, if a patient goes into to see their primary care provider, and the primary care provider recommends getting a Colonoscopy, One barrier to the patient actually taking that recommendation and getting it done is their normal activities of going to work and interacting in society, so that’s new information.
So first of all, it’s important for the provider to clearly communicate what that test is, how that test is done, where that test is done, where that test is performed, as well as the risks and benefits of doing the procedure, for the patient to feel comfortable enough to make that decision to say yes, or even decide that they will not get the test done. Then there are a number of steps that the patient has to go through to successfully get the test done. So the next step would be that the provider would say “You need to pick up GoYTellY” – and that’s one of the names for the solution, and basically it’s used to kind of clean out the colon before the test is done. And then, eight hours before the procedure, you should have nothing to eat or drink by mouth. And then maybe they’ll give them some instruction about not taking certain medications before the procedure. So the provider has given them at least three or four steps, three or four things to do, in relation to getting this test done.
So maybe the patient feels confident about going to the pharmacy to fill the prescription. So they pick up the prescription, and here’s another point where communication is very important. Is the pharmacist communicating clearly and completely how the solution should be taken? Can it be taken with regular food? Should it be taken without foods, with or without foods, with or without medications? It’s important to communicate that to avoid any negative adverse effects.
So although promoting something as simple as a Colonoscopy, it seems simple on the surface, there a number of different steps that the patient has to follow, a number of different areas of knowledge and skills that it draws on, and it’s important that we don’t assume that everyone is easily able to do this. Also, repetition is very good, and asking the patient if they understand the information that was provided, because it can get pretty complicated.
So there’s a method that’s called the teach-back-method, what it does is it just helps to assess the level of comprehension. So maybe the provider might ask “Now, I have given you a lot of information about what you need to do to get this colonoscopy done. Now, tell me, in your own words, if I was your wife at home, how you would communicate this to your wife about the procedure that needs to be done, and then listen to how the patient is communicating that information, and then twerking it where they may have gotten the information a little wrong. So that’s an excellent way to assess level of comprehension.
Culture is a very important part of health literacy. And actually, it’s something that helps to- I guess it helps to shape our level of literacy. So for example, if we look at a person who recently emigrated from another country. They’ve grown up in a culture where the health practices maybe very different than the way that we practice here in the United States. For example, they may have very strong spiritual beliefs, and they may believe that actually poor health comes from a poor spiritual state, or that poor health may come from something negative that they did in their lives. So if a health care provider or health system does not appreciate those difference in cultures, there is where you really begin to see some disparities in how health care is received.
So the public health leaders have an awesome opportunities to close that divide where patients who have low health literacy will be able to more easily navigate the health care systems through different initiatives that they may develop. It’s important to note that health literacy is not just a patient problem, but it’s actually a health system problem. So while a patient’s level of health literacy may be impacted by their cultural beliefs, these have been associated with low health literacy, but also on the health care side, how easy is it to navigate the health care system? How well are the providers communicating with the patients? And also, are we providing in education in terms of self –management when patients have chronic disease state?
So if a public leader would like to develop an initiative or campaign, it’s important to consider the diversity of Americans. As time goes on, and we get older, the population will become more diverse. And actually, one of the minorities, the Hispanic population, will actually become the majority in this country. So it’s very important that public health leaders appreciate that change in diversity in the country, as the years go on. Everyone does not receive information in the same way. So some people may be acculturated to receive information verbally. Some may be able to understand information a little easier looking at diagrams, et cetera. But it’s important to be able to understand what is the easiest way for patients to receive information, also understanding culturally, what are their health beliefs, because really what you want to do is you want to work within that health belief to bring in that scientific base, that evidence-based medicine, to work together to have a plan that works well for the patient, not only using the best evidence-based medicine, but also acknowledging their different cultural beliefs. So for example, if someone comes from a culture that use alternative medicine, such as for example acupuncture, asking the patient, “what are the usual ways that you receive help, or what are the usual ways that you go about the healing process,” and using that, again, as a part of your plan, your strategy, your recommendation, and negotiating with the patient to see what would be the best strategy that they’re most comfortable with, and also you’re providing the best care.
There are a number of ways to assess for health literacy. For the informal assessment of health literacy, one of the ways is that, and you can do this whether you’re in a very busy setting, for example, a community pharmacy versus in a primary care provider office, where you may have a little bit more time to interact with the patient, but just asking some simple questions, “Are you having trouble with understanding the medication labels? Or you may ask the patient, “Do you know the list of medications that you’re taking?” And this is usually very telling someone who has health literacy because many times the response are, “I take exactly what the doctor told me to take. Don’t you have it in your computer?” So this is a common response that we get. And sometimes they maybe a little frustrated, because we ask it very often, because we want to make sure that we’re giving the medication accurately. But many times it is, indicative that they have low health literacy, and they’re really not sure of what medications they’re taking.
Another telling question is if you ask the patient, “What are you taking the medication for? And the patient says, “I don’t know”. Again, they may give you a similar answer, “I will take whatever the doctor gives me, “again, that’s another sign of low health literacy. In a primary care doctor’s office, an example of an informal assessment technique might be the need to just give them a form to fill out. And they may have a lot of blank spaces, and that may clearly demonstrate that they don’t understand some of the questions that have been listed there. Other ways to assess is just looking for red flags. So this may not even require you to ask information. So you may notice that a patient is very often missing appointments, and this could be that they don’t understand how to reschedule appointments. So maybe after a visit, you may say, “talk to the receptionist and reschedule your appointment for three months with a primary care doctor, and then four months later, I like to you to meet with a nutritionist, and then two months after that, you should make an appointment with your cardiologist”. So although to us, if we are often working in the health care system, it’s very simple, to a patient it gets a little bit complicated.
One example of the formal assessment tools that I mentioned is the REALM. And what this tool does, it assesses word recognition, but they’re health-related words. And the nice thing about this tool is that it can be done very quickly, it only takes about two to three minutes to complete. With this tool, what it does is that it assesses word recognition, so the patients ability to say the words. And again if you’re not been in the health care system for a while, you’re not familiar with a lot of these terms, it can get pretty difficulty to say the words, because it starts out with some pretty simple terms, and then it gets a little complicated towards the end. Now, the tools is assessed based on grade level. So it’s assessed from third grade level up to adult up to about eight or ninth grade. And know the patient’s grade level with doing this tool helps us to understand what the best tools to use for patient education are. So this is actually something that would be good if you’re going to be working with the patient for a long period of time.
The problem with the REALM is that it does not assess comprehension of the words. It just asks the patient to say the words. And based on the level of complexity, you’ll get an idea of their level of health literacy, so really not a complete tool. Another tool is actually a little bit more in depth then the REALM is the TOHLA. And this tool actually assesses level of comprehension. So on the test, the patient is given a number of sentences and they need to fill in the blank with …. They have a selection of four options. And to complete the sentence, they need to fill it with a term. This is able to assess health literacy from the area of comprehension, because all of the information is related to health care concepts, using more words such as x-ray or diagnostic test. So then you’re able to assess a little bit more how well the patient is able to comprehend health information, and this is very important, again, when patients access the health care system, maybe usually health insurance cards. If they really don’t understand how to use the cards that is indicative of a low level of comprehension with using health information. So this tool is a little longer. It probably takes about 15 to 20 minutes, so it’s often used in clinical trials to assess the health literacy, but I think this tool is important for public health educators, because if you’re doing assessments of outcomes for a specific intervention, it’s a very nice way of standardizing the assessment of health literacy for those who are participating in the study. Now the example is the Newest Vital Sign. And actually, this is the newest screening tool that’s been promoted to assess level of health literacy. And the nice thing about this tool is that it is able to assess different parts of literacy. So it assesses word recognition. It also assesses comprehension, but it also assesses the patient’s ability to do some basic computations, based on a prescription label or a diet label, so on a box of cheerios or whatever.
If the patient is able to look at that label and then be able to compute maybe what is a normal serving size, it’s a few skills that need to go into that. For example, if you’re using a liquid medication and you need to count how many milliliters you need to take, that requires you to be able to do some computation. And some patients may not be able to demonstrate that skill, although it seems as if they understand if you ask them. So I think those three tools are a nice example of different types of assessing health literacy, different types of instruments to assess health literacy, but it’s also important to recognize that the limitation is that they’re not a complete recognize that the limitation is that they’re not a complete assessment. Another part of the health literacy that probably no formal tool can assess is, again, the patient’s ability to put all of the information together. So it really, again, is down to the patient-provider communication skills, and how we’re communicating health information, and make sure that we’re having on going patient education for health promotion.
Health literacy: Additional Content Attribution
Music: Creative Support services
Los Angeles, CA
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Discussion Part
Discussion: Health Literacy and Marketing
1. Janet is the health care administrator at a major hospital who is tasked with addressing an issue with recent prescription requests of a particular drug and complaints of overdoses in patients seen in the last three months. This issue is a top priority, not only for patient safety, but also because this prescription drug has received extensive marketing and promotion in the hospital over the past three months. Patients are now complaining that the marketing that promotes the prescription drug as being extremely safe is a direct lie. After speaking with several of the patients and providers of care, Janet has requested copies of each prescription ordered for the patients who have been screened.
After poring over hundreds of prescription orders, Janet has arrived at three conclusions. All overdoses occurred in one department with four providers who primarily see and treat patients that are non-native English speakers and who do not have family members or relatives at home to assist with providing care. Specifically, Janet notices that the issue is linked with the directions on the quantity of medication administered and that this quantity has been misinterpreted by the patients who have suffered an overdose. With a solution in mind, Janet is calling the department and pharmacy to implement a fix to avoid potential overdoses within the next few hours.
In what ways might health literacy account for the issues described in the scenario? What considerations should you keep in mind as a health care administrator to ensure that marketing of programs or services are consistent with the health literacy levels of your target population?
For this Discussion, review the resources for this week. Reflect on potential consequences that health care administrators might face when developing communications that do not account for health literacy in target audiences. Then, consider how health literacy might influence decisions that health care administrators might make when proposing services or programs for health care delivery.
By Day 3
· Post a brief explanation of the consequences health care administrators might face when developing communications that do not account for health literacy in target audiences. Explain how health literacy might influence the decisions health care administrators make when proposing services and programs for health care delivery. Be specific and provide examples.
By Day 5
Continue the Discussion and suggest a possible solution health care administrators might implement to address the consequences described by your colleagues.
Submission and Grading Information:
Grading Criteria: To access your rubric
Week 6 Discussion Rubric: Post by Day 3 and respond by Day 5.
To participate in this Discussion: Week 6 Discussion
Assignment Part: Assignment: Impact of Health Literacy on Marketing Plan
1. Person-centered health care means people have both the knowledge required to make decisions about their care and the support of providers and family who respect their needs and preferences.
—Hurtado, Swift, & Corrigan (2001)
“In what ways might health literacy affect an agency’s marketing plan to promote health care services or health care delivery?”
2. Before marketing a health care service or program, health care administrators must first consider the target audience that will most likely use the service or program. In identifying the target audience, the health care administrator also must determine the health literacy of the target audience and devise strategies to market the service or program appropriately within this respective target audience. Therefore, the ability of the target audience to decipher the health message, determine the service or program being offered, and identify how to best access this service or program represents the important considerations that inform how the message should be communicated.
3. For this Assignment, consider what impact the health literacy of your intended target audience might have on your plan. Reflect on how you will determine your target audience’s health literacy and what considerations you will need to address in your plan.
Note: The completion of this Assignment will consist of the elements necessary for Component 4 of your Final Project.
The Assignment (2–5 pages)
· Describe the health literacy of your target audience for your marketing plan.
· Explain how your marketing plan will address the health literacy of your target audience.
· Describe two strategies you might take to best tailor the messages in your marketing plan to promote uptake within your target audience and explain why.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
· Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
· Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
· Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
· Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
· If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
· Click on the Submit button to complete your submission.
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Communications Marketing And Public Relations
/in Uncategorized /by developerWeek 5: Communications, Marketing & Public Relations
Week 5: Audiences and Communities
One of the key steps in the health communication and social marketing process is identifying the population segments that can benefit from a specific health [service]. The more you know about your primary segment, the better you can reach them with messages, activities and policies.
—Centers for Disease Control and Prevention, 2012
As a health care administrator, you will likely engage in communication with different audiences. These audiences may include the patients or clients served by your agency, community leaders, physicians or medical staff, as well as non-medical employees/staff within your agency. Effectively understanding your intended audience influences the approaches you will take to engage in health communication. In developing a health services marketing plan, health care administrators need to consider those segments of the intended audience who will be exposed to the intended message as well as identifying those segments of the intended audience who are most likely to be most receptive to the message delivered.
This week, you explore health care administrator strategies for engaging in communications with different audiences. You analyze populations served by an agency’s health services marketing plan and examine strategies that health care administrators might implement to overcome barriers in the promotion of this marketing plan.
Learning Objectives
Students will:
· Analyze health care administrator strategies for communicating with different audiences
· Analyze population served by health services marketing plan
· Evaluate barriers to promoting health services marketing
· Analyze strategies to overcome barriers in promoting health services marketing plan
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings:
· Hillestad, S. G., & Berkowitz, E. N. (2012). Health care market strategy: From planning to action (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 3, “The Challenges of a Competitive Marketplace” (pp. 57-82).
· Parker, J. C., & Thorson, E. (Eds.). (2009). Health communication in the new media landscape. New York, NY: Springer. Chapter 3, “Communication Consumer involvement in Health care” (pp. 41-54)
Chapter 6, “Enhancing Consumer Involvement in Health Care” (pp. 119–143)
· Agency for Healthcare Research and Quality. (2014). Effective health care program stakeholder guide 2014 (AHRQ Publication No. 14-EHC010-EF). Retrieved from http://www.ahrq.gov/research/findings/evidence-based-reports/stakeholderguide/stakeholdr.pdf
· Heaney, C. A., & Israel, B. A. (2008). Social networks and social support. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 189–210). San Francisco, CA: John Wiley & Sons.
· Health Behavior and Health Education: Theory, Research, and Practice, 4th Edition by Glanz, K.; Rimer, B.; Viswanath, K. Copyright 2008 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.
· Lillrank, P., Groop, P. J., & Malmström, T. J. (2010). Demand and supply-based operating modes – A framework for analyzing health care service production. Milbank Quarterly, 88(4), 595–615.
Note: Retrieved from Walden Library databases.
· McAlister, A. L., Perry, C. L., & Parcel, G. S. (2008). How individuals, environments, and health behaviors interact. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 169–188). San Francisco, CA: John Wiley & Sons.
· Health Behavior and Health Education: Theory, Research, and Practice, 4th Edition by Glanz, K.; Rimer, B.; Viswanath, K. Copyright 2008 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.
· Mattson, M., & Basu, A. (2010). The message development tool: A case for effective operationalization of messaging in social marketing practice. Health Marketing Quarterly, 27(3), 275–290. Note: Retrieved from Walden Library databases.
· Sidibe, S., Pack, A. P., Tolley, E. E., Ryan, E., Mackenzie, C., Bockh, E., & Githuka, G. (2014). Communicating about microbicides with women in mind: Tailoring messages to specific audiences. Journal of the International AIDS Society, 17(3 Suppl. 2), 1–8. Note: Retrieved from Walden Library databases.
· Williams, C.–A. N., Khanfar, N. M., Harrington, C., & Loudon, D. (2011). Marketing retail health clinics: Challenges and controversies arising from a health care innovation. Health Marketing Quarterly, 28(3), 270–285. Note: Retrieved from Library databases.
Discussion Part
Discussion: Communication Strategies for Different Audiences
1. How does a health care administrator communicate with different audiences? What potential challenges might exist for health care administrators when engaged in communication with these audiences?
As mentioned previously, health care administrators engage in communication with different audiences. Not surprisingly, the approaches used to effectively communicate with a patient or client may not be as effective when communicating with a physician, other medical staff, or non-medical employees/staff. While the approaches used to communicate with these different audiences will certainly vary, clear, concise, and direct messages will contribute to the effectiveness of your communication as a health care administrator.
· For this Discussion, review strategies in the resources for this week that health administrators might use to communicate with different audiences. Reflect on what strategies you might use as a health care administrator when engaged in communication with these audiences. Then, consider how these strategies might differ when delivering the same message to different audiences.
By Day 3
· Post a brief description of health care administrator strategies for communicating with different audiences (providers, patients, and staff). Then, explain how these strategies might differ depending on the audience and why.
By Day 5
· Continue the Discussion and provide additional support or an alternative view of your colleague’s stance on communication strategies for the intended audiences. Be specific and provide examples.
By Day 5
Continue the Discussion and provide additional support or an alternative view of your colleague’s stance on communication strategies for the intended audiences. Be specific and provide examples.
Submission and Grading Information
Grading Criteria: To access your rubric
Week 5 Discussion Rubric
Post by day 3 and Respond by Day 5: To participate in this Discussion
Week 5 Discussion
Assignment Part:
Assignment: Engage Target Audience/Communities
1. Andre is a health care administrator for a public health agency in a densely populated urban area. His department just received funding to implement a new health services initiative for establishing prenatal care programs in low-income migrant rural communities. This program will allow individuals from these low-income migrant rural communities to come to the public health agency that Andre works for to receive free prenatal care. One of the challenges facing Andre is the realization that his target communities do not have access to traditional health care service delivery. Furthermore, these target communities are apprehensive about the free prenatal care options that Andre is promoting within his public health agency.
Andre is developing materials to distribute to his target communities at a health fair sponsored by the community liaisons in the low-income migrant rural communities that are targeted to benefit from these services.
· What considerations should Andre keep in mind to engage these communities effectively? How might Andre develop these materials to ensure that the communities fully understand and are receptive to the programs offered by his public health agency?
For this Assignment, consider how you might begin to target a population with your health services marketing plan. Also, consider potential barriers you might face in reaching these communities and how you might address them.
· Note: The completion of this Assignment will consist of the elements necessary for Component 3 of your Final Project.
The Assignment (2–5 pages)
· Explain which population will be most served by your health services marketing plan and why.
· Describe two barriers that you might face in promoting your health services marketing plan and suggest two strategies for overcoming the barriers you identified. Be specific and provide examples.
By Day 7
Submit your Assignment. Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
· Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
· Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
· Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
· Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
· If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
· Click on the Submit button to complete your submission.
Grading Criteria: To access your rubric
Week 5 Assignment Rubric: Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity: Submit your Week 5 Assignment draft and review the originality report.
Submit your Assignment
To submit your Assignment: Week 5 Assignment.
Week in Review
In this Week you examined health care administrator strategies for engaging in communications with different audiences. You analyzed populations served by an agency’s health services marketing plan and explored strategies that health care administrators might implement to overcome barriers in the promotion of this marketing plan. In the next Week you will focus on health care administrator consequences for health literacy in communications. You will also consider the importance of health literacy in influencing services for health care delivery and examine the health literacy of target audiences. Additionally, you will investigate strategies health care administrators might implement to tailor health communications based on differing levels of health literacy for target audiences.
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Communitu Nursing Week4
/in Uncategorized /by developerHealth Promotion and Risk Reduction
Cultural Diversity and Community Nursing
Environmental Health
Read chapter 4, 13, and 14 of the class textbooks and review the attached PowerPoint presentations. Once done answer the following questions;
As stated in the syllabus, present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 4 discussion questions,” and the SafeAssign exercise in the assignment tab of the blackboard which is a mandatory requirement. A minimum of 2 evidence-based references (besides the class textbook) are required. References can’t be more than five years old. You must post two replies on different dates to any of your peers sustained with the proper references no older than five years old and make sure the references are quoted properly in your assignment. You can’t post the replies on the same day, and I must see different dates in the replies to verify attendance.
The assignment consists of 4 questions, please make sure you enumerate the questions on your assignment. An essay-style assignment won’t be accepted.
You must quote the references in the assignment; if not, it is considered plagiarism.
A minimum of 800 words is required (excluding the first and reference page). Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.
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