Article

Strategies to increase health literacy in the infant feeding series (TIFS): a six-lesson curriculum for low-income mothers.

Department of Communication, Michigan State University, East Lansing, Michigan, USA.
Health Promotion Practice (Impact Factor: 0.55). 01/2009; 11(2):226-34. DOI: 10.1177/1524839908326380
Source: PubMed

ABSTRACT Low literacy can be a serious barrier to educating audiences about important health issues. This article explicates strategies used to increase health literacy in The Infant Feeding Series, a six-lesson curriculum on infant feeding practices. The curriculum was developed by a multidisciplinary team of researchers, health educators, and community stakeholders with the primary goal of increasing low-income mothers' knowledge and self-efficacy to delay the introduction of solid foods into infants' diets. Strategies used to develop the low literate accessible materials include (a) incorporation of formative research and theory, (b) media components, (c) reading level assessment of materials, (d) review of materials by multiple stakeholders, (e) one-on-one home delivery, (f) pilot evaluation of lessons, and (g) a workbook incentive designed to integrate knowledge and motivate participants to complete the curriculum through scrapbook activities. These strategies are discussed as they relate to lesson content and curriculum effectiveness.

0 Bookmarks
 · 
101 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: The early introduction of solids to infants is a risk factor associated with later health problems including allergies, overweight, and diabetes. The Infant Feeding Series (TIFS), a newly designed curriculum that promotes the appropriate transition to solids through parenting education and behavior change among low-income mothers, used the Theory of Planned Behavior and the Transtheoretical Model of Change to develop TIFS curricular foci and activities. Using a pre-post design, pilot study results indicate that after exposure to the TIFS curriculum, mothers had significantly increased knowledge about appropriate infant feeding, could more accurately identify developmental indicators of infants' readiness for solids, and reported greater feelings of self efficacy about initiating and maintaining healthy feeding practices. Editors' Strategic Implications: replication is necessary, but TIFS appears to be a promising prevention program based on short-term knowledge and long-term behavioral outcomes (i.e., healthy feeding practices).
    The Journal of Prevention 04/2009; 30(2):191-208.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Liver disease associated with hepatitis C virus (HCV) is a serious cause of mortality among people living with human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) (PLWHA). Little is known about the HCV knowledge of PLWHA. One hundred seventy-nine patients at an infectious disease clinic were interviewed on HCV knowledge and alcohol use. Sixty-six percent of participants indicated that HCV is transmitted through blood; 53% indicated that persons with HIV-HCV co-infection can benefit from HCV treatment; and 79% and 74%, respectively, indicated that safer sex and safer injection techniques can prevent HCV transmission. Among PLWHA with self-reported HCV, 97% indicated that persons with HCV should not drink alcohol, but 32% reported using alcohol in the past 30 days. Health education is needed to prevent HCV infections and increase HCV treatment-seeking. Higher education levels were related to more accurate HCV knowledge, indicating the need for health promotion for PLWHA of lower education levels.
    Southern medical journal 07/2010; 103(7):635-41. · 0.92 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: 2 ___________________________________________________________ ABSTRACT Health literacy, from a reductionistic standpoint, could be viewed as a complement of individual skills needed to process and act on health information. However, such a limited perspective unnecessarily removes the individual from the broader array of social forces that influence health. Indeed, an ecological approach provides the contextualization needed to identify individuals with varying degrees of health literacy and construct long-term solutions to reduce the adverse health consequences of poor health literacy. The dearth of evidence-based outcomes data on health literacy interventions confirms the limitations of strategies that are not based on an ecological framework. A more reasoned approach to improving health literacy embraces the ecological model when designing interventions and employs theory-based logic models to facilitate actualization of the comprehensive model. Adopting an integrated behavioral health theory that operationalizes constructs of perceived benefits and threats, self-efficacy and social norms, along with broader social planning theory, could result in a powerful tool to design effective multilevel interventions to improve health literacy. The currently limited empirical data on the application of theory-based logic models to health literacy lends urgency to such a rigorous analysis, especially given the dramatic personal, economic, and health systems impact of poor health literacy. Efforts to improve health literacy in Missouri were guided by the adoption of a theory-based logic model and informed by a multidisciplinary team of community and academic stakeholders familiar with ecologic models. This paper outlines the series of efforts that culminated in the creation of the Health Literacy Missouri Initiative, which has been tasked to strengthen the evidence base for health literacy, improve health literacy through education and community collaboration, and create systemic change in the health system starting at the patient-provider interface. We immediately appreciated the universality of the resulting model, inherent in the precept that health literacy is woven into the fabric of good health; adorned by the group, not the individual.
    01/2009;