Well said, Dr. Jones!!

When I talk to audiences we discuss the two-way learning that must  
occur.  Consumers need be taught the skills to communicate and meet  
physicians right where they are.  Physician training, I am sure, is  
limited on the 'soft skills' so that docs CAN do what we need them to  
do...Diagnose and treat conditions and diseases.

Now, if we could just all work to together to PREVENT the diseases in  
the first place we'd have it made, right??!!   ;-)

Ann

Quoting lisa jones <lisamjones44 at hotmail.com>:


>

>

>  Can we please stop talking about doctors as the "bad guys"?  As a

> physician and health literacy consultant, it is these exact type of

> comments that make cooperating difficult.  Every doctor I have ever met

> (myself included) wants their patients to understand them and wants

> them to understand the information that we provide.  HOWEVER,keep in

> mind the following.  I find it extremely simple and natural to diagnose

> a medical condition.  You might struggle with that.  Similarly , what

> is obvious to you as a literacy expert may not come naturally to

> physicians.  There are very few people I have found that are

> comfortable working in both realms.  Cooperation on both sides will

> ONLY come as the result of thinking the BEST of each other, not placing

> blame.  We do after all have the same goal..patient health.  Lisa M.

> Jones, MD  www.wellLifeEducation.com

>

> -------------------------

> From: /healthliteracy-request at nifl.gov/

> Reply-To: /healthliteracy at nifl.gov/

> To: /healthliteracy at nifl.gov/

> Subject: /HealthLiteracy Digest, Vol 21, Issue 3/

> Date: /Mon, 04 Jun 2007 09:21:18 -0400/

>> Send HealthLiteracy mailing list submissions to

>> healthliteracy at nifl.gov

>>

>> To subscribe or unsubscribe via the World Wide Web, visit

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>>

>>

>> Today's Topics:

>>

>> 1. [HealthLiteracy 969] Re: respectful terms question (Nancy Hansen)

>> 2. [HealthLiteracy 970] Lexile measures as an alternative to

>> grade level equivalents (David J. Rosen)

>> 3. [HealthLiteracy 971] Re: respectful terms question (Sandra Checri)

>>

>>

>> ----------------------------------------------------------------------

>>

>> Message: 1

>> Date: Fri, 1 Jun 2007 14:45:45 -0700 (PDT)

>> From: Nancy Hansen <sfallsliteracy at yahoo.com>

>> Subject: [HealthLiteracy 969] Re: respectful terms question

>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>

>> Message-ID: <850097.66053.qm at web34710.mail.mud.yahoo.com>

>> Content-Type: text/plain; charset="iso-8859-1"

>>

>> Dear Janet:

>>

>> That was just my two cents worth also.

>>

>> I am glad that you feel that there is *work* to be done at least.   

>> But having an opinion about unwillingness to work together is not   

>> meant to be "slinging accusations". That was not the point.

>>

>> You wrote:

>> << Doctors should want to better serve their patients just because   

>> it's the right thing to do. We shouldn't have to sell them on the   

>> idea. Fine and dandy. I couldn't agree more. But I prefer to fight   

>> for results over ideals. If that means I have to talk about things   

>> like patient outcomes, compliance rates, pay-for-performance,   

>> cost-to-benefits ratio, etc., I will do it.>>

>>

>> You know what I believe will make the doctors sit up and take   

>> notice rather than this approach? When the "uneducated patients"   

>> (whom they condemn for their lack of comprehension) hit the   

>> doctors' pocket-book either with lawsuits for inadequate healthcare  

>>  consequences or by leaving them for someone who does listen and   

>> does explain in plain English. That'll be the doctors' WIIFM   

>> answer. If the doctors don't, in their illustrious view, have a   

>> problem, they will never turn it around to be listeners to "Us   

>> Resource People".

>>

>> I was glad to read that there are editors out there like you in the  

>>  industry who are attempting to make change happen - to keep the   

>> doctors/nurses informed about the patients' world. But it feels to   

>> me as though there are more healthcare providers who want to take   

>> the high road rather than to work with anyone who has a desire to   

>> improve patient care.

>>

>> Just another opinion about why it's frustrating to have been trying  

>>  to open doors for five years now and it feels like nothing is   

>> happening.

>>

>> In the trenches with the underserved patients -

>> A CBO Director

>> Nancy H

>>

>>

>> Janet Sorensen <Jsorensen at afmc.org> wrote:

>> Your frustration is more than understandable, and we all have to   

>> get it out of our systems from time to time! It is certainly a form  

>>  of arrogance to say "My ideas are so complex I can't possibly   

>> express them in plain language."

>>

>> However...

>>

>> To make any real progress, we are going to have to find a way to   

>> work with physicians and other experts instead of fighting with   

>> them or slinging accusations at them, no matter how tempting it is.  

>>  We have to remind them of how they and their practices will  

>> benefit  by providing better, clearer and more appropriate  

>> information to  patients and their families. And -- in my opinion  

>> --we have to stop  talking about "low literacy" because EVERYONE  

>> needs clear,  straightforward information when it comes to health  

>> and healthcare.

>>

>> Let's not give the docs a reason to say "It's too bad we have so   

>> many uneducated people in this country who can't read or comprehend  

>>  medical information." (Actual quote from my former ob/gyn.)   

>> Uneducated people are not the problem, as we all know. Crappy,   

>> sloppy communications written and approved by committees with no   

>> training in communications -- that is a LOT of the problem.

>>

>> We are the experts in communicating, and until physicians receive   

>> better training in patient communications (and/or miraculously   

>> change their attitudes), we will accomplish more by presenting   

>> ourselves as resources for physicians as well as advocates for   

>> patients. We have to be "on their side." We do this by doing our   

>> homework, being able to cite studies that support our advice, and   

>> making our points persuasively and diplomatically. I work directly   

>> with nurses and physicians and have to edit their materials, so I   

>> pick and fight these battles (and resist the urge to chastise, cry,  

>>  throw up or strangle my sources and "approvers") every day. We are  

>>  all tragically flawed human beings who like to feel important.  

>> Some  more than others.

>>

>> Maybe it shouldn't be this way. Doctors should want to better serve  

>>  their patients just because it's the right thing to do. We   

>> shouldn't have to sell them on the idea. Fine and dandy. I couldn't  

>>  agree more. But I prefer to fight for results over ideals. If that  

>>  means I have to talk about things like patient outcomes,  

>> compliance  rates, pay-for-performance, cost-to-benefits ratio,  

>> etc., I will do  it. Maybe it is my minor in marketing, but when I  

>> want to persuade  someone to do something, I always think of WIIFM  

>> -- What's in it  for me?--and answer that question for the person  

>> who has the power  to do what I'm trying to get done. Whether I  

>> like it or not.

>>

>> Just my two cents...

>>

>> Janet Sorensen

>> Senior Technical Writer

>> Arkansas Foundation for Medical Care

>> 501-212-8644

>>

>>

>>

>>

>>

>>

>> ---------------------------------

>> From: healthliteracy-bounces at nifl.gov   

>> [mailto:healthliteracy-bounces at nifl.gov] On Behalf Of Nancy Hansen

>> Sent: Thursday, May 31, 2007 5:12 PM

>> To: The Health and Literacy Discussion List

>> Subject: [HealthLiteracy 967] Re: respectful terms question

>>

>>

>>

>> I can't help it! I have to give my negative opinion!! It's sheer   

>> laziness and incomprehensible insensitivity that too many providers  

>>  view the written material they produce and distribute as too   

>> important to simplify. *I* believe there are more authority figures  

>>  who are using complicated explanations than not.

>>

>> I can't agree more with your phrase: "Thinking you have to (use   

>> materials at too difficult a reading level) simply perpetuates the   

>> myth that complex information can't be clearly presented." It's the  

>>  under-served patient lacking quality follow-up healthcare who   

>> suffers the consequences of scary, unneccesary ER visits when their  

>>  doctor/nurse - whoEVER - doesn't take the time to simplify the   

>> language of brochures and other documents they provide so the   

>> non-reading patient leaves that office prepared for the healing   

>> process ahead.

>>

>> Nancy H

>>

>> "Davies, Nicola" <NDavies at dthr.ab.ca> wrote:

>> I completely agree...here is where we bump into the red tape that   

>> surrounds all organisations. The budget just isn't there to create   

>> new information for every single health topic we cover. When I   

>> liaise with charity reps, I always mention we want plain language.   

>> We have to get rid of the idea that Plain Language is boring   

>> language. Unfortunately, many 'higher-ups' think something is   

>> better than nothing and are happy to use information that may not   

>> be presented as well as it could be.

>>

>> -----Original Message-----

>> From: healthliteracy-bounces at nifl.gov

>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant

>> Sent: Thursday, May 31, 2007 11:37 AM

>> To: The Health and Literacy Discussion List

>> Subject: [HealthLiteracy 959] Re: respectful terms question

>>

>>

>> Sure, but my point is .. if it is at 12th grade level - don't list it

>> and don't use it - look farther, create new. Thinking you have to

>> simply perpetuates the myth that complex information can't be clearly

>> presented. After all, if it is very difficult to understand - is it

>> really so wonderful?

>>

>> ap

>>

>>

>>

>>> It's a nice idea, Andrew, but a lot of the materials shipped out by

>>> health organisations are written at at least grade 12 level. A

>>> Vancouver-based GI charity has wonderful patient teaching resources,

>>> but a lot of their health information is very difficult to

>>> understand (even my volunteers have trouble).

>>>

>>> Also, there is a question of the norm. When does a piece of health

>>> information become easy or difficult to read? Two pieces of health

>>> information could be at a Grade 6 level, but not everybody would

>>> understand them both equally. The symbol, if one exists, should be

>>> simply a guide.

>>>

>>>

>>>

>>> -----Original Message-----

>>> From: healthliteracy-bounces at nifl.gov

>>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant

>>> Sent: Thursday, May 31, 2007 10:33 AM

>>> To: The Health and Literacy Discussion List

>>> Subject: [HealthLiteracy 954] Re: respectful terms question

>>>

>>>

>>> Hello everyone,

>>>

>>> The question prompted a question ...

>>>

>>> Does this indicate that the organization will also be posting

>>> materials that are difficult to read? Why? Will you flag those also

>>> somehow?

>>>

>>> I suppose the point being, if the mandate is to help people access

>>> information then I'd suggest only using materials that are accessible

>>> ... thereby making that the norm instead of something needing flagged

>>> as somehow special or different which perhaps implies (with stigma

>>> attached?) less capable audiences.

>>>

>>> If we collectively reduce the listing of, referencing to, and (by

>>> extension) perceived demand for poorly conceived and written

>>> materials, perhaps (far, far away I admit) the world will slowly

>>> become less awash with reports and journal articles and books and

>>> guides to health literacy that lack audiences and effectiveness. The

>>> internet and Microsoft products make it easy to compile many long

>>> lists of resources - but we don't have to.

>>>

>>> For what its worth ... (keeping in mind that it is free)

>>>

>>> ap

>>>

>>>

>>>

>>>> I am working with a community based health resource centre called

>>>> Health Connections which has a mandate to help people to access

>>>> health information, programs and services. Health Connections is a

>>>> service of the health authority and delivered in partnership with

>>>> the public library. We are compiling resources with health literacy

>>>> and cultural competency in mind. Web resources will also be

>>>> identified. I would like to see the plain language items clearly

>>>> identified on the our website, currently in development.

>>>>

>>>> My question is - What words, phrases and/or common symbols are used

>>>> to identify plain language resources?

>>>>

>>>> Many thanks for this very helpful list serve.

>>>>

>>>> Trudy Watts

>>>> Resource Development Co-ordinator

>>>> Health Connections

>>>> Antigonish, Nova Scotia, Canada

>>>>

>>>> ----------------------------------------------------

>>>> National Institute for Literacy

>>>> Health and Literacy mailing list

>>>> HealthLiteracy at nifl.gov

>>>> To unsubscribe or change your subscription settings, please go to

>>>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>>>> Email delivered to pleasant at aesop.rutgers.edu

>>>

>>>

>>> --

>>> -----------------------------------------------

>>> Andrew Pleasant

>>> Assistant Professor

>>> Department of Human Ecology

>>> Extension Department of Family and Community Health Sciences

>>> Rutgers, the State University of New Jersey

>>> Cook Office Building, 55 Dudley Road #207

>>> New Brunswick, NJ 08901

>>> phone: 732-932-9153 x. 320; fax: 732-932-6667

>>> ----------------------------------------------------

>>> National Institute for Literacy

>>> Health and Literacy mailing list

>>> HealthLiteracy at nifl.gov

>>> To unsubscribe or change your subscription settings, please go to

>>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> Email delivered to ndavies at dthr.ab.ca

>>>

>>> ----------------------------------------------------

>>> National Institute for Literacy

>>> Health and Literacy mailing list

>>> HealthLiteracy at nifl.gov

>>> To unsubscribe or change your subscription settings, please go to

>>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> Email delivered to pleasant at aesop.rutgers.edu

>>>

>>

>>

>> --

>> -----------------------------------------------

>> Andrew Pleasant

>> Assistant Professor

>> Department of Human Ecology

>> Extension Department of Family and Community Health Sciences

>> Rutgers, the State University of New Jersey

>> Cook Office Building, 55 Dudley Road #207

>> New Brunswick, NJ 08901

>> phone: 732-932-9153 x. 320; fax: 732-932-6667

>> ----------------------------------------------------

>> National Institute for Literacy

>> Health and Literacy mailing list

>> HealthLiteracy at nifl.gov

>> To unsubscribe or change your subscription settings, please go to   

>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>> Email delivered to ndavies at dthr.ab.ca

>>

>> ----------------------------------------------------

>> National Institute for Literacy

>> Health and Literacy mailing list

>> HealthLiteracy at nifl.gov

>> To unsubscribe or change your subscription settings, please go to   

>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>> Email delivered to sfallsliteracy at yahoo.com

>>

>>

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>> ------------------------------

>>

>> Message: 2

>> Date: Sat, 02 Jun 2007 02:36:49 -0400

>> From: "David J. Rosen" <djrosen at comcast.net>

>> Subject: [HealthLiteracy 970] Lexile measures as an alternative to

>> grade level equivalents

>> To: The Health and Literacy Discussion List <healthliteracy at nifl.gov>

>> Message-ID: <46611001.2000803 at comcast.net>

>> Content-Type: text/plain; charset=ISO-8859-1; format=flowed

>>

>> Health Literacy Colleagues,

>>

>> For those who are concerned about the "readability level" of text, I

>> wonder if you have used "lexile measures" as an alternative to grade

>> level equivalent scores. If so, what do you see as the advantages and

>> disadvantages of using this reading passage level assessment process for

>> matching adult readers to text over instruments like the Fog, Smog,

>> Dale-Chall, and other reading indexes and formulae?

>>

>> For those who are not familiar with the Lexile Framework, you will find

>> an introduction at http://www.lexile.com

>>

>> David J. Rosen

>> djrosen at comcast.net

>>

>> Kerry Harwood wrote:

>>

>>>

>>> The challenge of using grade level assessments is that they depend so

>>> much on word length (syllables). When you have to use medical terms,

>>> it jacks up your reading level. For example, we have a patient

>>> education document 'Understanding Your Breast Cancer Pathology

>>> Report'. We worked very hard to get this down to an 11th grade

>>> reading level. However, we also used all the principles from the

>>> Suitability Assessment of Materials, including headers, white space,

>>> active voice, etc. to improve readability.

>>>

>>> I would not present an essential education piece like taking care of

>>> yourself after surgery at an 11th grade level. However, I also would

>>> not refuse to provide elective information that information-seeking

>>> patients have requested just because the required words place it at a

>>> higher reading level.

>>>

>>> Kerry Harwood, RN, MSN

>>> Director, Cancer Patient Education Program

>>> Team Leader, Dept. of Advanced Clinical Practice

>>> Duke University Medical Center Box 3677

>>> Durham, NC 27710

>>> 919-681-5288

>>> kerry.harwood at duke.edu

>>>

>>> A mind once stretched by a new idea never returns to its original

>>> dimensions. A ship in the harbor is safe...but that's not what ships

>>> were made for. Wisdom is knowing what path to take next...integrity

>>> is taking it.

>>>

>>>

>>> Andrew Pleasant <pleasant at aesop.rutgers.edu>

>>> Sent by: healthliteracy-bounces at nifl.gov

>>>

>>> 05/31/2007 01:37 PM

>>> Please respond to

>>> The Health and Literacy Discussion List <healthliteracy at nifl.gov>

>>>

>>>

>>>

>>> To

>>> The Health and Literacy Discussion List <healthliteracy at nifl.gov>

>>> cc

>>>

>>> Subject

>>> [HealthLiteracy 959] Re: respectful terms question

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>>

>>> Sure, but my point is .. if it is at 12th grade level - don't list it

>>> and don't use it - look farther, create new. Thinking you have to

>>> simply perpetuates the myth that complex information can't be clearly

>>> presented. After all, if it is very difficult to understand - is it

>>> really so wonderful?

>>>

>>> ap

>>>

>>>

>>>

>>> >It's a nice idea, Andrew, but a lot of the materials shipped out by

>>> >health organisations are written at at least grade 12 level. A

>>> >Vancouver-based GI charity has wonderful patient teaching resources,

>>> >but a lot of their health information is very difficult to

>>> >understand (even my volunteers have trouble).

>>> >

>>> >Also, there is a question of the norm. When does a piece of health

>>> >information become easy or difficult to read? Two pieces of health

>>> >information could be at a Grade 6 level, but not everybody would

>>> >understand them both equally. The symbol, if one exists, should be

>>> >simply a guide.

>>> >

>>> >

>>> >

>>> >-----Original Message-----

>>> >From: healthliteracy-bounces at nifl.gov

>>> >[mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Andrew Pleasant

>>> >Sent: Thursday, May 31, 2007 10:33 AM

>>> >To: The Health and Literacy Discussion List

>>> >Subject: [HealthLiteracy 954] Re: respectful terms question

>>> >

>>> >

>>> >Hello everyone,

>>> >

>>> >The question prompted a question ...

>>> >

>>> >Does this indicate that the organization will also be posting

>>> >materials that are difficult to read? Why? Will you flag those also

>>> >somehow?

>>> >

>>> >I suppose the point being, if the mandate is to help people access

>>> >information then I'd suggest only using materials that are accessible

>>> >... thereby making that the norm instead of something needing flagged

>>> >as somehow special or different which perhaps implies (with stigma

>>> >attached?) less capable audiences.

>>> >

>>> >If we collectively reduce the listing of, referencing to, and (by

>>> >extension) perceived demand for poorly conceived and written

>>> >materials, perhaps (far, far away I admit) the world will slowly

>>> >become less awash with reports and journal articles and books and

>>> >guides to health literacy that lack audiences and effectiveness. The

>>> >internet and Microsoft products make it easy to compile many long

>>> >lists of resources - but we don't have to.

>>> >

>>> >For what its worth ... (keeping in mind that it is free)

>>> >

>>> >ap

>>> >

>>> >

>>> >

>>> >>I am working with a community based health resource centre called

>>> >>Health Connections which has a mandate to help people to access

>>> >>health information, programs and services. Health Connections is a

>>> >>service of the health authority and delivered in partnership with

>>> >>the public library. We are compiling resources with health literacy

>>> >>and cultural competency in mind. Web resources will also be

>>> >>identified. I would like to see the plain language items clearly

>>> >>identified on the our website, currently in development.

>>> >>

>>> >>My question is - What words, phrases and/or common symbols are used

>>> >>to identify plain language resources?

>>> >>

>>> >>Many thanks for this very helpful list serve.

>>> >>

>>> >>Trudy Watts

>>> >>Resource Development Co-ordinator

>>> >>Health Connections

>>> >>Antigonish, Nova Scotia, Canada

>>> >>

>>> >>----------------------------------------------------

>>> >>National Institute for Literacy

>>> >>Health and Literacy mailing list

>>> >>HealthLiteracy at nifl.gov

>>> >>To unsubscribe or change your subscription settings, please go to

>>> >>http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> >>Email delivered to pleasant at aesop.rutgers.edu

>>> >

>>> >

>>> >--

>>> >-----------------------------------------------

>>> >Andrew Pleasant

>>> >Assistant Professor

>>> >Department of Human Ecology

>>> >Extension Department of Family and Community Health Sciences

>>> >Rutgers, the State University of New Jersey

>>> >Cook Office Building, 55 Dudley Road #207

>>> >New Brunswick, NJ 08901

>>> >phone: 732-932-9153 x. 320; fax: 732-932-6667

>>> >----------------------------------------------------

>>> >National Institute for Literacy

>>> >Health and Literacy mailing list

>>> >HealthLiteracy at nifl.gov

>>> >To unsubscribe or change your subscription settings, please go to

>>> >http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> >Email delivered to ndavies at dthr.ab.ca

>>> >

>>> >----------------------------------------------------

>>> >National Institute for Literacy

>>> >Health and Literacy mailing list

>>> >HealthLiteracy at nifl.gov

>>> >To unsubscribe or change your subscription settings, please go to

>>> >http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> >Email delivered to pleasant at aesop.rutgers.edu

>>> >

>>>

>>>

>>> --

>>> -----------------------------------------------

>>> Andrew Pleasant

>>> Assistant Professor

>>> Department of Human Ecology

>>> Extension Department of Family and Community Health Sciences

>>> Rutgers, the State University of New Jersey

>>> Cook Office Building, 55 Dudley Road #207

>>> New Brunswick, NJ 08901

>>> phone: 732-932-9153 x. 320; fax: 732-932-6667

>>> ----------------------------------------------------

>>> National Institute for Literacy

>>> Health and Literacy mailing list

>>> HealthLiteracy at nifl.gov

>>> To unsubscribe or change your subscription settings, please go to

>>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> Email delivered to harwo001 at mc.duke.edu

>>>

>>> ------------------------------------------------------------------------

>>>

>>> ----------------------------------------------------

>>> National Institute for Literacy

>>> Health and Literacy mailing list

>>> HealthLiteracy at nifl.gov

>>> To unsubscribe or change your subscription settings, please go to

>> http://www.nifl.gov/mailman/listinfo/healthliteracy

>>> Email delivered to djrosen at comcast.net

>>>

>>

>>

>>

>>

>> ------------------------------

>>

>> Message: 3

>> Date: Sun, 3 Jun 2007 13:39:14 -0500

>> From: "Sandra Checri" <schecri at CLEARHEALTHTALK.com>

>> Subject: [HealthLiteracy 971] Re: respectful terms question

>> To: "'The Health and Literacy Discussion List'"

>> <healthliteracy at nifl.gov>

>> Message-ID: <000501c7a60e$7c7da330$6601a8c0 at Sandra>

>> Content-Type: text/plain; charset="us-ascii"

>>

>> Hi Trudy;

>>

>> Here's one resource:

>>

>> The UK (England) has a plain language campaign that uses the Diamond,

>> accompanied by the words "Crystal Mark Award" as a way to recognize websites

>> that focus on plain language and clarity in contents. The picture is

>> attached. This website could raise awareness about the need to apply plain

>> language principles to all media, including website design and development.

>> It also offers tips for developing materials that are easy to read and

>> understand.

>>

>>

>>

>> The Plain Language Campaign group recognizes those websites by giving them

>> the award, thus allowing the site to display the plain language symbol; sort

>> of a Good Housekeeping seal. It's not a symbol FOR plain language but, I

>> think, a good resource to provide. Perhaps you can look at the website and

>> see if it will fit into your project. We should do something like this here

>> in the US - build a consortium that will evaluate websites in the US, and

>> promote clear/plain language by recognizing their efforts.

>>

>>

>>

>> Here's the link: http://www.plainenglish.co.uk/index.htm

>>

>>

>>

>>

>>

>> Sandy

>>

>>

>>

>> Sandra E. Checri, RPh

>>

>> President

>>

>>

>>

>> Clear Health Talk, Inc.

>>

>> Phone 847.382.8847

>>

>> Cell 312.504.7219

>>

>> http://www.clearhealthtalk.com/ <http://www.clearhealthtalk.com>

>>

>> _____

>>

>>

>>

>> -----Original Message-----

>> From: healthliteracy-bounces at nifl.gov

>> [mailto:healthliteracy-bounces at nifl.gov]On Behalf Of Health Connections

>> Sent: Thursday, May 31, 2007 6:43 AM

>> To: healthliteracy at nifl.gov

>> Subject: [HealthLiteracy 950] respectful terms question

>>

>> I am working with a community based health resource centre called Health

>> Connections which has a mandate to help people to access health information,

>> programs and services. Health Connections is a service of the health

>> authority and delivered in partnership with the public library. We are

>> compiling resources with health literacy and cultural competency in mind.

>> Web resources will also be identified. I would like to see the plain

>> language items clearly identified on the our website, currently in

>> development.

>>

>>

>>

>> My question is - What words, phrases and/or common symbols are used to

>> identify plain language resources?

>>

>>

>>

>> Many thanks for this very helpful list serve.

>>

>>

>>

>> Trudy Watts

>>

>> Resource Development Co-ordinator

>>

>> Health Connections

>>

>> Antigonish, Nova Scotia, Canada

>>

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>> End of HealthLiteracy Digest, Vol 21, Issue 3

>> *********************************************




Ann Rathbun, Ph.D.
Department of HPES
200G Laughlin Health Bld.
Morehead State University
606-783-2464
www.arathbunblog.blogspot.com

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