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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
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Strategy. Health Literacy Interventions

Approach. Develop patient education videos to improve health literacy surrounding use of preventive care services

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Overview. Health literacy is the degree to which people have the capacity to obtain, process, and understand basic health information and services required to make appropriate health decisions (Ratzan 2000). Low levels of health literacy are associated with limited health-related knowledge, poor health outcomes, and behaviors such as limited use of preventive care (AHRQ-Berkman 2011, AHRQ-Berkman 2004), as well as higher health care costs and expenditures (Eichler 2009).

Evidence. Moderate Evidence. Strategies with this rating are likely to work...

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • Video production and distribution metrics
  • Video engagement metrics
  • Consumer evaluation data and feedback

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.
  • Access to/Receipt of Care. This strategy increases the ability for individuals to obtain healthcare services when needed, including preventive, diagnostic, and treatment services.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Health Teaching (Education and Promotion) (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of patient education videos developed and disseminated by Title V to improve health literacy on preventive care services. (Measures the production and distribution of health literacy interventions)
  • Number of healthcare providers, community organizations, and media channels engaged in the promotion and utilization of patient education videos. (Measures the multi-sector partnerships leveraged to amplify the reach of health literacy interventions)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of patient education videos that undergo rigorous user testing and feedback process with representative samples of the focus population. (Measures the incorporation of patient perspectives and preferences in the development of health literacy interventions)
  • Percent of healthcare providers and staff who receive training on effectively using and integrating patient education videos into their preventive care counseling and practices. (Measures the capacity building efforts to optimize the impact of health literacy interventions)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of data sources and feedback mechanisms utilized to continuously monitor and improve the relevance, acceptability, and effectiveness of patient education videos. (Measures the use of data-driven strategies to optimize the intervention)
  • Number of policies and systems changes implemented to integrate patient education videos into standard preventive care workflows and patient education protocols. (Measures the institutionalization and sustainability of health literacy interventions)
  • Number of preventable health conditions and complications averted as a result of increased preventive care utilization driven by improved health literacy through patient education videos. (Measures the intervention's contribution to better health outcomes and reduced healthcare costs)
  • Number of best practices and lessons learned from the development and implementation of patient education videos that are shared and replicated across healthcare systems and communities. (Measures the intervention's potential for spread and scale)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of patient education videos that are specifically designed and tailored to address the unique health literacy needs and challenges of populations experiencing the greatest challenges in preventive care utilization. (Measures the tailoring of health literacy interventions)
  • Percent of patient education videos that are co-created and validated with input from patient populations and community partners to ensure relevance and responsiveness. (Measures the level of community ownership and trust in the health literacy intervention)
  • Percent reduction in gaps for preventive care utilization and health outcomes between populations exposed to tailored patient education videos and those not exposed, stratified by key demographic factors. (Measures the intervention's impact on advancing health for everyone)
  • Percent of individuals who report sustained improvements in their health literacy skills, preventive care engagement, and overall well-being over time as a result of ongoing exposure to and reinforcement of patient education videos. (Measures the intervention's lasting impact on individual and population health trajectories)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] Ratzan 2000 - Ratzan SC, Parker RM. Introduction. In: National Library of Medicine current bibliographies in medicine: Health literacy. Selden CR, Zorn M, Ratzan SC, Parker RM, Editors. Bethesda: National Institutes of Health; 2000:v-vi.

[2] AHRQ-Berkman 2011 - Berkman ND, Sheridan SL, Donahue KE, et al. Health literacy interventions and outcomes: An updated systematic review. Rockville: Agency of Healthcare Research and Quality (AHRQ); 2011.

[3] AHRQ-Berkman 2004 - Berkman ND, Dewalt DA, Pignone MP, et al. Literacy and health outcomes: Summary. Rockville: Agency of Healthcare Research and Quality (AHRQ); 2004.

[4] Eichler 2009 - Eichler K, Wieser S, Brugger U. The costs of limited health literacy: A systematic review. International Journal of Public Public Health. 2009;54(5):313-24.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.