Agenda

Teresa Wagner, DrPH, MS, CPH, RD/LD, CHWI, DipACLM, CHWC
Clinical Executive for Health Literacy, SaferCare Texas
University of North Texas Health Science Center

​Plain language makes it easier for everyone to understand and use health information. Although plain language is a good idea, many healthcare providers and organizations don’t use it all the time. This workshop will help you plan and act to improve plain language use to empower your organization with accurate, accessible and actionable health information. Participants receive plain language principals that are easy to understand and apply. Then, hands-on group work puts you through the act of revising a document. It was highly acclaimed at the Texas Health Literacy Conference and achieved State Certification for Community Health Worker continuing education.

Objectives:

1. Define Health Literacy in relation to Plain Language and discuss its importance.
2. Discuss the impact of literacy on cognition (understanding) of health information.
3. Apply plain language principles to write plain and simple materials and messages.
   
   

Mary Ann Abrams, MD, MPH
Clinical Assistant Professor- Department of Pediatrics
Nationwide Children’s Hospital

This session will underscore the fundamentals of and rationale for use of teach-back, and introduce the Always Use Teach-back! Toolkit. Participants will take away key messages and actions to promote making teach-back an “always event”.

Objectives:

1. Describe how health literacy and teach-back are key elements of patient safety and quality care
2. Identify key components of the Always Use Teach-back! Toolkit
3. Determine next steps to increase use of teach-back by individuals or organizations

Belinda Gonzalez Hampton, MBA, CHW, CHWI, CQIA
Community Engagement Specialist-
Health Equity and Community Engagement Division
Tarrant County Public Health

Although you may not know a foreign language, one's attitude, body language, office atmosphere, and customer service culture can promote or deter positive engagement for a win/win outcome with the LEP population. This course will provide information, techniques, strategies, and resources to empower those individuals wanting to reach everyone in their service delivery target area in a positive manner by using sound health literacy methodology for LEP stakeholders.

Objectives:

1. Define and identify LEP populations and their significance in our day-to-day service delivery as we address health literacy issues with all health services consumers.
2. Define and identify cultural competence areas that work effectively with LEP populations with Health Literacy strategies.
3. Discuss the Federal Law which addresses LEP service-delivery requirements for healthcare settings.

Erin Carlson, DrPH, MPH
Associate Clinical Professor- Department of Kinesiology
University of Texas at Arlington​

In this session, you will explore methods for communicating with and improving self-management among Spanish-speaking diabetic patients. You will learn approaches to cross-cultural diabetes education, assessing health literacy in Spanish-speaking patients, and cultural expectations for patient-provider communication. Professionals in public health, health care and social services will leave with knowledge they can readily apply when working with their patients or clients.

Objectives:

1.  Discuss the current landscape of cross-cultural communication and role of health literacy in treating Spanish-speaking diabetic patients.
2. List three evidence-based approaches to cross-cultural, health literate diabetes education.
3. Discuss several cultural and communication expectations which immigrant Spanish-speaking patients may have in the patient-provider encounter.

Moderator:
Octavio Martinez, MD, M.P.H., M.B.A., F.A.P.A.
Executive Director
Hogg Foundation for Mental Health

Panelists:
Michael Escamilla, MD
Professor of Psychiatry and Department Chair
University of Texas Rio Grande Valley
Suad Ghaddar, Ph.D.
Assistant Professor- Department of Health and Biomedical Sciences
University of Texas Rio Grande Valley
Eugenia Curet, Ph.D.
Assistant Professor of Psychiatry-Department of Psychiatry
University of Texas Rio Grande Valley

Mental health literacy is an important construct that is informed by and contributes to comprehensive health literacy. Panelists, from multiple perspectives, will address the role and impact of mental health literacy on health outcomes, describe and identify the importance of integrating mental health literacy into health literacy activities; and discuss how mental health literacy is integral to decreasing stigma.

Objectives: Attendees will

1. understand the impact of mental health literacy on health outcomes.
2. identify the importance of integrating mental health literacy into health literacy activities.
3. appreciate the role mental health literacy has in addressing and decreasing stigma.

Mary Ann Abrams, MD, MPH
Clinical Assistant Professor- Department of Pediatrics
Nationwide Children’s Hospital

This session will underscore the fundamentals of and rationale for use of teach-back, and introduce the Always Use Teach-back! Toolkit. Participants will take away key messages and actions to promote making teach-back an “always event”.

Objectives:

1. Describe how health literacy and teach-back are key elements of patient safety and quality care
2. Identify key components of the Always Use Teach-back! Toolkit
3. Determine next steps to increase use of teach-back by individuals or organizations

Belinda Gonzalez Hampton, MBA, CHW, CHWI, CQIA
Community Engagement Specialist-
Health Equity and Community Engagement Division
Tarrant County Public Health

Although you may not know a foreign language, one's attitude, body language, office atmosphere, and customer service culture can promote or deter positive engagement for a win/win outcome with the LEP population. This course will provide information, techniques, strategies, and resources to empower those individuals wanting to reach everyone in their service delivery target area in a positive manner by using sound health literacy methodology for LEP stakeholders.

Objectives:

1. Define and identify LEP populations and their significance in our day-to-day service delivery as we address health literacy issues with all health services consumers.
2. Define and identify cultural competence areas that work effectively with LEP populations with Health Literacy strategies.
3. Discuss the Federal Law which addresses LEP service-delivery requirements for healthcare settings.

Erin Carlson, DrPH, MPH
Associate Clinical Professor- Department of Kinesiology
University of Texas at Arlington​

In this session, you will explore methods for communicating with and improving self-management among Spanish-speaking diabetic patients. You will learn approaches to cross-cultural diabetes education, assessing health literacy in Spanish-speaking patients, and cultural expectations for patient-provider communication. Professionals in public health, health care and social services will leave with knowledge they can readily apply when working with their patients or clients.

Objectives:

1.  Discuss the current landscape of cross-cultural communication and role of health literacy in treating Spanish-speaking diabetic patients.
2. List three evidence-based approaches to cross-cultural, health literate diabetes education.
3. Discuss several cultural and communication expectations which immigrant Spanish-speaking patients may have in the patient-provider encounter.