Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e7BBc1P21304; Fri, 11 Aug 2000 07:38:01 -0400 (EDT) Date: Fri, 11 Aug 2000 07:38:01 -0400 (EDT) Message-Id: <42.9398560.26c53ef9@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: EPerre6875@aol.com To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:2522] Re: HL Curriculum X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 114 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: OR I did a study entitled "A Descriptive Study Of The Content Related To Low Literacy In Baccalaureate Nursing Programs." This study was completed in Sept. 1998. The surveys were mailed to 34 baccalaureate nursing programs in the New England States. Responses were received from faculty members at 21 of these programs. The great majority, of the respondents, felt that low literacy content should be included the nursing school curriculum, but a much smaller proportion, 35% of the respondents, indicated that such content was actually present. The following research questions were posed with respect to (1) the perceived importance of including low literacy content as part of the nursing curriculum, (2) the curriculum content aimed at teaching students to communicate with low literacy clients, (3) the curriculum content concerned with assessment of patient reading ability,(4) the curriculum content concerned with the assessment of the readability of printed instructions, (5) the instruction methods used to teach low literacy clients, (6) the curriculum content concerned with teaching students how to make forms easier to understand and complete, and (7) the patient education component addressed in the curriculum. Summary. The great majority of the respondents felt that low literacy content should be included in the nursing school curriculum, but much smaller proportions of respondents indicated that such content actually was present. Few respondents indicated that their curricula contained content aimed at teaching students to assess patient reading ability or assess the readability level of printed instructions. The majority of respondents did indicate that their curricula contained content aimed at teaching students to use demonstration with low literacy clients and to check the comprehension of such clients. A small proportion of respondents indicated that their curricula included content designed to teach students how to make various forms easier for patients to understand and complete. Patient education was typically integrated into an existing course, and low literacy content typically comprised a relatively small proportion of the curriculum. Eleanor S. Perrelli, R.N.,C.,M.S.N.,E.T. 266 Clintonville Rd. North Haven, CT. 06473 EPerre6875@aol.com
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