- provides a space devoted to the conceptual framework known as Hodges' model. Read about this resource for HEALTH, SOCIAL CARE, INFORMATICS and EDUCATION. The model can facilitate PERSON-CENTREDNESS, CURRICULUM DEVELOPMENT, HOLISTIC CARE and REFLECTION. Follow the development of a new website using Drupal as I finalise my research question with part 2 starting in 2016. See our bibliography, posts since 2006 and please get in touch [@h2cm]. Welcome.

Saturday, June 11, 2011

Health literacy conference - definitions & Hodges' model

Well yesterday was a very useful and enjoyable day both in learning about health literacy [HL] and trying to get the message out there about the potential of Hodges' model.

The keynotes a.m. and p.m. were all very informative the speakers leaders in this field - inc.

Prof. Don Nutbeam who talked about definitions of health literacy:

  • functional literacy
  • communicative and interactive literacy
  • critical literacy
One of many take home points being that a person can have high health literacy, but low general literacy. The other and new literacies that I have illustrated on W2tQ and on my poster were mentioned. Prof. Nutbeam's description of health literacy in absolute and relative terms brought out the meerkat in me (well, ok I sat up - I didn't stand on my chair and look all around). As is often the case it's something we kind of know, but without the eloquence that specialism, expert thought and structure brings.

The absolute form of health literacy is applicable in clinical care - conceptualised as RISK;
while the relative form of health literacy has greater application in public health as an ASSET.

Clearly, Hodges' model can be related to Prof. Nutbeam's work both in theory and practice especially with the communicative / interactive and critical forms. Perhaps the health care domains model could also form part of an assessment to measure functional literacy; one that is hybridized across the literacies, e.g. SCIENCES care domain = drug dose / admin calculation or nutrition task?

From the outset the need to conceptualize health literacy was noted. This had me scribbling away - conceptual navigation - conceptual envisioning ....

My poster did erm... stand out next to the A0 - A1 and greater efforts. I'll investigate the possibility of future support if needed from a local university to produce something - A1 would be brilliant. At the end of the day in the panel discussion I was able to highlight Hodges' model and I am grateful to the people who approached me afterwards and look f/w to hearing from them.  In turn I will try to effect some connections on behalf of others - my local council and children's services.

The other sessions were brief at 15 mins, but nonetheless demonstrated the vibrancy and creative potential of health literacy. I'll post more on HL - other sessions, references, call for papers, news of other events, 2012 and the significance of HL to Hodges' model and my interest in informatics.

Before I close - the lack of anyone present with central policy gravitas was raised in questions and the previous support of DoH was stressed by a delegate in response. As I understand DoH also originally contributed to the funding of the HL initiative and steering group.

I wonder if some health literacy practitioners could make an impression on policy makers through the acknowledged need to get people back to work? If so, they could help carry the HL flag for the rest of the community; and should they need a design for that flag.... ;-)

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