HEALTH LITERACY TOOLS: BARRIERS, FACILITATORS AND BENEFITS IN PHYSICAL THERAPY EXERCISE INTERVENTIONS

Abstract

Health literacy is documented to impact older adult outcomes and effective rehabilitation may be minimized by low health literacy. The purpose of this phenomenological study is to understand the meaning in a physical therapist’s experience of using Teach Back and Ask Me 3, health literacy tools. This research study involves several parts. After therapists are trained to implement Teach Back and Ask Me 3, they are randomly assigned a tool to use with consenting patients. At the end of the project, therapists are interviewed about the health literacy tools related to patient collaboration, benefits to patients, and barriers/facilitators for therapists. Transcribed interviews are reviewed by four researchers both individually and as a group for key phrases. Next, themes are identified across all therapist responses to questions and then overarching themes are developed. Ten volunteer therapists from two different outpatient clinics participated. The mean age is 43.5 years, 8 were female, 9 identified as white and one as Asian. Most therapists preferred the familiar teach back method and identified ask me 3 as a tool to empower patients. Themes identified for collaborative relationships included patient inclusion and empowerment. Themes that emerged around patient benefits included improved outcomes and ownership. Barriers/ facilitators included time perceptions, routines with cues and reminders and method for process management in a busy environment. The qualitative findings suggest health literacy tools may improve quality of care through focused patient dialogue, enhanced patient understanding and empowerment. Interviews suggest there are unique aspects/ purposes to each health literacy tool.