Web Use On Patient Education In Health Care Health literacy and web-based learning are critical factors in the effectiveness of patient education in health care and nursing. In the modern medical environment, patients are expected to understand increasingly complex information about their health, including treatment options and self-care instructions. This article explores the relationship between health literacy and health outcomes, the impact of web-based learning in patient education, and the potential of these tools in nursing education.
What Is Health Literacy?
Health literacy refers to an individual’s ability to read, comprehend, and act on health-related information. This encompasses tasks such as understanding prescription labels, interpreting appointment slips, completing insurance forms, and following directions for medical tests. The importance of health literacy cannot be overstated, as it is foundational to a patient’s ability to manage their health effectively.
Despite growing awareness, statistics reveal that health literacy remains a significant challenge for a substantial portion of the population. In the U.S., one in five adults has low literacy skills, with an additional 27% at marginal literacy. These figures are alarming, given the increasingly complex nature of healthcare information.
Patients with low health literacy often struggle to grasp critical aspects of their care, from drug instructions to treatment plans. Without proper understanding, they are more likely to make mistakes, which can lead to poor health outcomes. As health care becomes more patient-centered, the need to address health literacy at both individual and systemic levels is becoming increasingly urgent.
Effect of Health Literacy on Health Education
Health literacy affects every aspect of patient education, with significant implications for health outcomes. Studies have shown that functional health literacy—an individual’s ability to use health information—can be worse than their general literacy skills, particularly among older adults and minority populations in urban areas.
Research by Andrus and Roth (2002) found that low health literacy poses a heightened risk for misunderstanding diagnoses, medication instructions, and self-care guidelines. This is especially concerning for diseases like cancer, where treatment regimens are becoming increasingly intricate. The ability to understand complex instructions for managing chemotherapy symptoms, for example, is essential for patient well-being.
The impact of health literacy is also evident in managing chronic diseases such as HIV/AIDS. Patients with low health literacy are less likely to have undetectable viral loads and may misunderstand critical indicators such as their CD4 count or viral load. This can lead to dangerous misconceptions, such as believing they no longer need to adhere to safe-sex practices when on treatment (Kalichman et al., 2000).
In addition, low health literacy affects patients’ ability to give informed consent for medical procedures. Studies have shown that over 60% of individuals with low literacy levels cannot fully comprehend standard informed consent documents. This poses ethical challenges in both clinical care and research settings, as patients may not fully understand what they are consenting to, making it difficult to ensure they are adequately informed.
Barriers in Research and Health Literacy
Low health literacy not only affects health outcomes but also creates barriers in research. Many research instruments are not suitable for individuals with low literacy, leading to incomplete or inaccurate responses. Participants may leave items blank or provide inconsistent answers, increasing the error variance in studies (Kimble et al., 2001). This affects the validity of research findings and limits the inclusivity of studies, as people with low literacy may be underrepresented.
Efforts to improve health literacy include simplifying language in educational materials. Videos, audiotapes, and pictographs have also been used to help convey important information to individuals with low literacy skills. However, these tools are not without limitations. Video and audio formats require patients to retain information over time, while pictographs require instruction on their meaning before they can be effectively used (Houts et al., 2001).
The Value of Web-Based Learning in Health Education
Web-based learning has transformed the way health education is delivered, providing opportunities for patients to access information remotely. However, the accuracy and reliability of health information available on the internet remain major concerns. Misinformation can mislead patients and have adverse effects on their health.
A survey by Butler and Foster (2003) found that many websites providing information on back pain were more interested in selling products or promoting specific treatments than offering evidence-based advice. For example, 23% of the websites surveyed recommended bed rest, a treatment no longer supported by clinical guidelines. This highlights the importance of monitoring the quality of web-based health information and ensuring that it is aligned with current best practices.
Despite these concerns, web-based learning holds great potential for improving patient education. Chat rooms, forums, and listservs offer patients the opportunity to connect with others who share similar health challenges. However, there are risks associated with these platforms. Vulnerable patients may fall prey to individuals posing as survivors or offering dangerous advice, as noted by Sharp (2000). The anonymity of the internet can leave some patients, especially emotionally fragile individuals, susceptible to manipulation or exploitation.
Web-Based Learning for Health Care Providers
Web-based learning can be a powerful tool for providing health education to both patients and healthcare providers. For example, nurses and other healthcare professionals can benefit from the availability of online educational resources to stay current with evidence-based practices.
Furthermore, web-based education allows patients and caregivers to receive “just in time” education—crucial information provided when it is most needed. Goldsmith and Safran (1999) conducted a randomized controlled trial in which patients recovering from outpatient surgery had access to pain management resources through a dedicated website. The results showed that patients who used the web-based information experienced significantly less postoperative pain than those who received traditional care.
This finding is particularly important, as patients often need to clarify instructions or seek advice outside regular office hours when clinical staff may not be available. By providing a reliable online resource, patients are empowered to manage their symptoms more effectively, reducing the likelihood of complications and the need for unplanned hospital admissions.
Ensuring the Quality of Web-Based Education
The value of web-based learning in health education depends heavily on the quality of the content. Websites and online resources must be carefully monitored to ensure that they provide accurate, evidence-based information. One way to achieve this is by developing and promoting websites that are peer-reviewed by medical professionals, offering patients trustworthy resources to turn to when they have questions about their health.
Another important consideration is the accessibility of web-based health education. As noted earlier, individuals with low literacy may struggle to navigate complex websites or understand the information provided. Simplifying language and using multimedia tools such as videos or pictographs can help bridge this gap, making web-based resources more inclusive.
Web-Based Learning in Nursing Education
Web-based learning is not only valuable for patients but also plays an important role in nursing education. As nursing students and professionals must stay up-to-date with the latest research and clinical guidelines, online platforms offer a convenient way to access continuing education materials. Web-based modules, virtual simulations, and interactive case studies can provide nursing students with real-world experiences and the opportunity to practice critical thinking skills in a safe environment.
Moreover, online platforms enable nurses to collaborate and share knowledge across geographical boundaries, enhancing their ability to provide high-quality care. As the healthcare landscape continues to evolve, web-based learning will likely become an even more integral component of nursing education, helping professionals keep pace with advancements in medicine and technology.
Conclusion
Health literacy and web-based learning are key components of patient education in healthcare. Low health literacy is a significant barrier to effective health management, particularly among vulnerable populations, and can lead to poor health outcomes. Simplified language, multimedia tools, and pictographs can help overcome this barrier, though more work is needed to ensure inclusivity in both patient education and research.
Web-based learning offers valuable opportunities for both patients and healthcare providers to access up-to-date information. However, the quality and accuracy of online health information must be closely monitored to avoid the spread of misinformation. For patients, web-based resources can provide critical support during recovery or disease management, improving outcomes and reducing the need for unplanned medical interventions.
In nursing education, web-based learning is a powerful tool for keeping professionals current with the latest evidence-based practices. As both patients and healthcare professionals increasingly turn to the internet for health information, it is crucial that these digital resources are accurate, reliable, and accessible to all.