Health Literacy and Patient and Family Engagement: Strategic Tools to Prevent CAUTI

1. Health Literacy and Patient and Family Engagement: Strategic Tools to Prevent CAUTI Barbara Meyer Lucas, MD, MHSA Project Consultant Michigan Health & Hospital Association Keystone Center for Patient Safety and Quality Milisa Manojlovich, PhD, RN, CCRN Associate Professor Division of Nursing Business & Health Systems University of Michigan School of Nursing

2. Learning Objectives • Describe the importance of health literacy in CAUTI prevention • Summarize ways to engage patients and families in CAUTI prevention

3. Part I: Health Literacy Objectives: Define Health Literacy and Its Implications for Patient Care Understand Major Barriers to Health Literacy Review Strategies to Enhance Health Literacy

4. Defining Health Literacy • Health Literacy is the ability to: --obtain, --understand, and --act on health information • Dependent on clear communication between patient and the medical team

5. Why is Improved Medical Communication Important? BIG PICTURE: Institute of Medicine Key Healthcare Dimensions Patient Centered Timely Safe Effective Efficient Equitable ---*Crossing the Quality Chasm, 2001

6. Patients With Low Literacy are more likely to be hospitalized Baker, Parker, Williams, et al. JGIM 1999

7. Low Health Literacy Affects Chronic Disease Management(Williams et al, Arch Int Med 1998)

8. ALL SENTINEL EVENTS 2010-12Most Frequent Root Causes(www.jointcommission.org/Sentinel_Event_Statistics, released 2/7/13)

9. Why is Improved Medical Education Important? APPLIED TO CAUTI PREVENTION: Improves patient understanding of catheters: ---appropriate reasons for use ---proper insertion and maintenance ---why they need to come out as soon as possible

10. Why is Improved Medical Education Important? APPLIED TO CAUTI PREVENTION: Enhances patient-centered, compassionate care Improves patient safety by reducing infection risk Reduces prolonged hospital stays

11. Barriers to Health Literacy Barriers to health literacy are multifactorial: --- Complex healthcare system --- Patient factors (reading ability, age, emotions) --- Physician attitudes/communication skills --- Nursing issues (culture, time)

12. System Barriers to Health Literacy: Increasingly Complex Health System

13. System Barriers to Health Literacy Increasingly Complex Healthcare System Hospitalists, not your family physician More self-care and self-education expected Multiple handoffs / patient care unit cultural issues

14. System Barriers to Health Literacy

15. Patient Related BarriersHow Well Do Patients Read? Scored on 4 Levels: Proficient 12% Intermediate 53% Basic 21% Below Basic 14% *(JAMA Feb 15, 2012, V.307, no. 7, p. 653)

16. Patient-related Barriers: Aging(Gazmarian, et al. JAMA 1999)

17. Patient-Related Barriers to Health Literacy: A Teachable Moment?

18. Clear Medical Communication: Physician Barriers • Physician Attitudes • Communication Skills • Time

19. Clear Medical Communication: Nursing Barriers Time Lack of Clarity of Daily Goals --(including reason for the catheter!) Culture issues ---between physicians and nurses ---between units

20. Strategies for Improving Medical Communication System Level: Create a “Patient-Centered” Environment on Your Unit Assess all Patients for Literacy As Individuals: Commit to Improving Your Communication Skills

21. System Approaches: Fostering a Patient-Centered Unit Key Strategies: 1. Adopt an attitude of helpfulness 2. Respect patients’ privacy and dignity 3. Convey a safe, non-judgmental attitude • Treat all patients as if they were your family!

22. System Approaches: Assess All Patients for Literacy Key Strategies: • Initial Patient Assessment --- how far did they go in school? --- how do they best learn? --- social history/support system --- watch for subtle clues that they don’t read well

23. System Approaches: Assess All Patients for Literacy Red Flags: Patients with literacy issues may: • Have trouble completing forms • Be unable to list their medications • Be labeled “non-compliant” (missing appointments, tests, and referral visits) • Seem angry or demanding • Have difficulty explaining concerns or have no questions

24. For All Health Team Members: 4 Key Steps to Improve YOUR Skills 1. Remember this is a dialogue ---Sit at patient’s eye level ---Listen more than you speak! ---Allow time for questions 2. Explain things clearly in plain language ---Speak slowly ---Avoid jargon

25. For All Health Team Members: 4 Key Steps to Improve YOUR Skills 3. Focus on key messages and repeat Patients should leave you knowing 3 things: What is wrong? What do I need to do about it? Why is it important that I follow this plan?

26. EXAMPLE 1: One Key Message for a Patientwith a Catheter • What’s wrong? • I need a catheter for a short time to drain the urine from my bladder. • What do I need to do about it? • Make sure that the staff and I always keep the drainage bag lower than my bladder. • Why is it important that I follow these instructions? • I can get a serious infection if the bag is not positioned correctly.

27. EXAMPLE 2: One Key Message for a Patient with a Catheter • What’s wrong? • I need a catheter for a short time to drain the urine from my bladder. • What do I need to do about it? • Make sure that all staff clean their hands before and after touching my catheter. • Why is it important that I follow these instructions? • I can get a serious infection if staff don’t clean their hands before caring for me.

28. For All Health Team Members: 4 Key Steps to Improve YOUR Skills 4. Use a “teach back” or “show me” technique to check for understanding. “Can you show me how you will manage your drainage bag when you go for a walk in the hall? OR “I want to be sure I explained everything clearly about your catheter, so can you please explain it back to me, so I can be sure I did a good job?” Try notto ask, “Do you understand?”

29. For Written Educational Materials:Patient-Friendly Guidelines For handouts ---Simple words (1-2 syllables) ---Short sentences (4-6 words) ---Short paragraphs (2-3 sentences) ---No medical jargon ---Headings and bullets ---Lots of white space.

30. “Patient Friendly” Handouts: Additional Hints Show or draw only simple pictures Focus only on key points Emphasize what the patient should DO Minimize info about anatomy and physiology Be sensitive to cultural preferences.

31. Summary: Health Literacy As many as 35% of your patients may have health literacy issues Limits ability to obtain, understand, and act on health information

32. Summary: Health Literacy Impact of limited health literacy: --- poor compliance with medical management --- increased risk of: ---poor outcomes/adverse events ---infections/prolonged hospital stays ---patient/family anxiety

33. Summary: Health Literacy and Patient Safety Barriers to health literacy are multifactorial: --- Complex healthcare system --- Patient factors (reading ability, age, emotional overlay) --- Physician attitudes/communication skills --- Nursing issues (culture, time)

34. Summary: Health Literacy Improving patient understanding depends on: --- a “systems’” approach to --- creating a “patient-centered” unit --- screening for literacy issues --- individual staff commitment to improving their communication skills in --- face to face interaction --- written educational materials

35. Part II: Engaging Patients and Families Strategies for Success Objectives: Discuss how to engage patients and families in healthcare. Describe factors that influence patient and family participation in healthcare. Use strategies to educate patients and family members about catheter harms.

36. The Patient’s Hospital Experience1

37. What is Patient/Family Engagement?2 • Involves “…collaborating with patients and families of all ages, at all levels of care and in all health care settings…acknowledges that families, however they are defined, are essential to patients’ health and well-being…”

38. Patient/Family Engagement • Involves patients and family as: • Members of the health care team • Advisors who work with clinicians and leaders to improve policies and procedures

39. How to Engage Patients and Families1 • When you enter the room: • Read chart before stepping in • Make eye contact with the patient • Introduce yourself by name and role • Introduce new people in room by name, role, and what they will do

40. How to Engage Patients & Families • When you first assess the patient: • Ask how the patient prefers to be addressed • Identify family that should be partners in their care • Highlight main points of communication tools • Invite the patient and family to use the white board to “talk” with clinicians

41. How to Engage Patients and Families1(continued) • Ask about and listen to the patient and family’s needs and concerns: • Use open-ended questions • Listen to, respect, and act on what the patientand family say • Help patients articulate their concerns when needed • Obtain communication resources if the adviser or family member cannot understand you (i.e., translator)

42. How to Engage Patients and Families1 (continued) • Help the patient and family understand the diagnosis, condition, and next steps in their care: • Give timely and complete information—take every opportunity to educate patient and family • Use plain language • Invite the patient or family to take notes

43. Engagement as a Strategy to Prevent CAUTI • The past few slides have offered pointers on how to increase patient engagement in general. • Now we’re going to zero in on patient and family engagement as a way to prevent CAUTI.

44. How Significant is CAUTI? • CAUTI is the most common HAI (40%) • Symptomatic CAUTI increases costs by $600 per episode • Patients whose catheters are inserted inappropriately are more likely to develop CAUTI • Most common reason for inappropriate catheter use is incontinence • In one study patient or family request was responsible for > 30% of inappropriately placed catheters • Risk for developing CAUTI increases 5% for every day the catheter remains in place

45. Factors that Influence Patient Participation3

46. Education Strategies • Assess what patients/families already know about catheters. • Assess readiness to learn. • Ask how patient/family prefers to receive information (e.g., video, pamphlet). • One-on-one versus group education.

47. Additional Education Strategies • Take care of pain control, toileting, and other needs first. • Make environment as conducive to learning as possible (e.g., turn TV off). • Provide materials at 4th grade reading level. • “Chunk” information into manageable pieces, and provide one “chunk” at a time.

48. A Valuable Resource • Catheterout.org: a website developed as part of an NIH funded study co-led by Drs. Sarah Krein and Sanjay Saint • Helpful information for clinicians and patients http://catheterout.org/?q=patient-family-ed

50. From the “Catheter Out” Website