-
RSS Follow Become a Fan

Recent Posts

E is for Empowerment
Health Literacy Challenge: How to Save 92,000 lives & $24 Billion in Healthcare Costs Annually
Promoting Health Literacy: Consider Access Needs
A New Improved Definition for Health Literacy: Rx to end confusion?
Interactive Health Literacy: under researched, unclear concept, measurement challenge

Categories

Beginnings Guides
Breastfeeding
Health Education
Health Literacy
Parenting Education
Prenatal Education
powered by

Beginnings Guides Blog

“Functional Health Literacy” is not Functional


The term functional literacy traditionally refers to basic literacy skills,
the 3Rs: reading, ‘riting, and ‘rithmatic. These autonomous skills for
gaining knowledge were said to be functional, implying that they
enabled a person to function in society. The idea was, if you can read
and use numbers, you can learn what you need to know and do to
function in any context.
 
That was true in 1852 when MA passed the first compulsory school laws.
It was still true in 1918 when all American children were required to
attend elementary school. 
 
At that time, the Sisters of Providence were arriving in Seattle on mule
back from the Oregon Territory to establish the city’s first hospitals.
The Sisters rode a circuit of the logging camps selling the first health
insurance policies.  For $10 a year a logger was promised  full care in
case of any injury or illness. The care consisted primarily of bandaging
and amputations with handholding and whiskey for pain. The 3Rs were
sufficient to understand the policy and to obtain the full benefits of care.
 
Times have changed, but thinking lags.
 
The term functional health literacy came into the healthcare discourse
in 1993.  Starting with the traditional understanding of functional
literacy, functional health literacy, came to be understood as basic
literacy skills applied in a clinical setting, in other words, a patient’s
ability to read and use numbers to understand medical, healthcare, and
insurance related information. This conceptualization relies on the
assumption that basic reading and ‘rithmatic skills still enable a person
to function in society, and specifically in healthcare settings that were
unimaginable even 50 years ago.
 
As the thinking goes, a patient who can read will be able to function in
the healthcare arena. Reading will enable a person to recognize a medical
problem, understand the difference and appropriate uses of primary and
tertiary care, find an appropriate provider or collection of specialists,
make appointments, manage transportation and child care, articulate
symptoms, understand the diagnosis and treatment options, follow the
medication regimen, change behaviors to prevent repeating or exacerbating
the problem, file insurance claims and get reimbursed for costs that are
unknown until the bill arrives.    All this in a complex, high tech, fragmented,
rapidly changing environment with its own language and culture. 
 
Functioning in the health arena takes more than reading.
 
Modern literacy scholars say that the meaning of literacy is constantly
changing to reflect society, so that what it means to be literate is context
-specific. It’s different at different times and places for different ages and
genders and cultures. Operationalizing health literacy simply as ability to
read medical terms and documents surely oversimplifies the literacy tasks
involved in managing personal and family health and healthcare. Time to
update the way we think and talking about health literacy, and how it
enables a person to function in the health arena.
 
Reference
Lucia, E.(1978). Seattle’s Sisters of Providence: The Story of Providence
Medical Center~Seattle’s First Hospital. Providence Medical Center, Seattle.
Website Builder provided by  Vistaprint