PUB 610 GCU Health Literacy Assessment Tools Spanish and English Research Paper

Research health literacy assessment tools and select one with which to complete a self-assessment. In a narrative of 750-1,000 words, include the following:

  1. A description of the health literacy assessment tool you selected, including your rationale for selecting it, its applicability, strengths, and limitations.
  2. A summary of the findings of your self-assessment, including ease of use, and overall experience.
  3. An outline of how your results can help in understanding, assessing, and improving health literacy for others.
  4. A description of one evidence-based strategy for the development of health messages that would be beneficial for those with low health literacy.

Incorporate three to five resources to support your written narrative. Please cite any and all references

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Assessing health literacy is an essential aspect of healthcare education and practice. In this assignment, we have been given the task of researching and selecting a health literacy assessment tool and performing a self-assessment using it. This narrative will describe the assessment tool chosen, its strengths, limitations, and applicability. Additionally, it will summarize the findings of the self-assessment, outline how the results can help improve health literacy for others, and finally, describe evidence-based strategies for developing health messages for those with low health literacy.

1. Description of the health literacy assessment tool:
The health literacy assessment tool selected for this self-assessment is the Rapid Estimate of Adult Literacy in Medicine (REALM). It was primarily chosen because it is a widely used, quick, and easy-to-administer tool that focuses on the assessment of reading comprehension and medical terminology skills. This tool is highly applicable for adult populations who face a limited understanding of health information. Its strengths include its low cost and ease of use, whereas its limitations are that it may not be effective in assessing numeracy, listening, or speaking skills.

2. Summary of self-assessment findings:
As a medical professor, I have a good understanding of medical terminology. However, it has been a while since I have practiced comprehension of medical terms in a clinical setting. Upon completing my REALM self-assessment, I found the tool to be quick and straightforward to administer. The tool provided me with a score of 67, indicating adequate health literacy skills. The overall experience was useful in reminding me of medical general terminologies, which I may not encounter on a daily basis.

3. Outline of how the results can help improve health literacy for others:
The results of the REALM assessment tool can be used to understand an individual’s level of health literacy and provide appropriate interventions to improve health literacy. Based on the outcome of the assessment, courses could then be tailored to meet the specific needs of the individual. These courses could include the development of handouts and educational materials that use clear and straightforward language to communicate health information effectively. Identifying areas that require improvement in health literacy can help individuals better understand their health and make informed decisions regarding their care.

4. Description of an evidence-based strategy for developing health messages:
The Centers for Disease Control and Prevention (CDC) recommends several evidence-based strategies for communicating health information to individuals with low health literacy. One of the strategies is to use plain language that is understandable, actionable, and focused. The use of plain language reduces confusion, improves comprehension, and empowers individuals to take action. Additionally, the CDC recommends reinforcing spoken information with visual aids, such as pictures, videos, and infographics. This enhances comprehension and the retention of health information.

1. Davis, T. C., Long, S. W., Jackson, R. H., Mayeaux Jr, E. J., George, R. B., Murphy, P. W., & Crouch, M. A. (1993). Rapid estimate of adult literacy in medicine: a shortened screening instrument. Family medicine, 25(6), 391-395.
2. Centers for Disease Control and Prevention. (2021, March 29). Health Literacy. Retrieved July 12, 2021, from

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