Readiness for Enhanced Health Literacy Nursing Care Plans Diagnosis and Interventions
Readiness for Enhanced Health Literacy NCLEX Review and Nursing Care Plans
Readiness for Enhanced Health Literacy is a NANDA health awareness nursing diagnosis involving helping the patient understand, access material, find assistance, and address challenging aspects of their condition.
Health literacy refers to the capacity to read and understand health-related information and services to make appropriate decisions and judgments about preventive care and health care needs.
It is a well-established means of determining whether or not a patient has the capacity for self-management. In most cases, poor health literacy correlates with deteriorating health status and unhealthy behaviors.
Types of Health Literacy
- Personal health literacy. A measure of how well people are able to find, comprehend and make use of health-related information and services. It supports efforts that assist individuals in focusing on their own health or others (e.g., communities) and taking action to improve both.
- Organizational health literacy. The degree to which organizations provide comprehensive initiatives and strategies to transform the health care system and its process, making it easier for people to understand, navigate and use health information and services to manage their health.
Nurse’s Role in Promoting Health Literacy
One of the essential aspects of enhancing health literacy is improving compliance with medical recommendations, plan of care, and guidelines provided.
However, information alone is not sufficient to modify behavior. In the clinical setting, nurses take an active role in meeting the patients’ special demands, which are profoundly based on their concerns, demands, issues, and desire for clarifications.
Nurses usually develop interventions that incorporate the understanding of the patient, or they can adjust it to suit their health literacy level to improve overall health outcomes and quality of life.
They also ensure that health-related information and education are disseminated to prevent negative health outcomes such as:
- Medication errors
- Insufficient understanding of medical issues
- Improper use of medical devices
- Increased healthcare costs
- Restricted access to preventive care/services
- Reduced compliance with medical instructions
In terms of developing and implementing nursing interventions for “readiness for enhanced health literacy,” it is essential to note that a variety of factors influence the adoption of healthy behaviors and retention of information.
For instance, older adults are more likely to be negatively impacted by literacy due to impairments and lack of knowledge about technology (e.g., computer-based education).
The inability to participate due to bone diseases, immobility, or lack of dexterity also limits the capacity to complete and partake in care activities. Other factors include:
- Cognitive impairments
- Visual acuity
- Language barrier
- Hearing loss
- Presence of acute or chronic conditions
- Existing comorbidities
Specific roles of nurses under this health awareness include:
- Providing information in the patient’s language and level of understanding
- Developing comprehensible written material for a home program
- Allotting sufficient time for information discussion
- Designating a particular time for open-ended questions
Risk Factors to Low Health Literacy
- Disability
- Underlying conditions
- Recent immigrants
- Age
- Economic status (e.g., income, employment)
- Education
- Substance abuse
- Gender
- Lack of health insurance
Interventions to Promote Readiness for Enhanced Health Literacy
- Tailor information. Assessing the patient’s existing knowledge, previous experiences, and health literacy level is necessary for providing the patient with the necessary information.
- Utilize verbal communication. Give the patient a warm greeting and introduce oneself, such as “Hello, I am…” or “My name is…and I’ll be your…”. Explain role and responsibilities, communicate clearly with a polite, respectful tone, and attempt to offer the patient a sense of control by asking questions such as “Is it alright if I ask a few questions on what’s been going on?”. Consider slowly speaking as patients are more likely to retain information and feel less overwhelmed if it is presented gradually and with pauses between important concepts.
Limit the length of the message and provide adequate information by avoiding medical jargon. It is advisable to use common and basic descriptors instead of more complex terms, such as: “Look for lumps the size of a pea” or “Look for lumps that are about 5–8 mm in size.”
Employ open-ended questions and evaluate the patient’s understanding by having him/her repeat the information using his/her own words and interpretations. At the end of an assessment or evaluation, ask questions such as “What else do you want to know?”
- Employ visual aids, models, or demonstrations
- Provide written instructions and information for future review. For caregivers and family members, written material can serve as a handy refresher or backup of important points.
- Use technology or internet-based information. The internet enables easy access to websites and health-related sources.
Readiness For Enhanced Health Literacy Nursing Diagnosis
Readiness for Enhanced Health Literacy Nursing Care Plan 1
Bronchopulmonary dysplasia (BPD)
Nursing Diagnosis: Readiness for Enhanced Health Literacy (Parental) secondary to bronchopulmonary dysplasia (BPD), as evidenced by verbalized desire to learn and reflective motivation to improve infection control.
Desired Outcome: The parent/s will fully comprehend the scope of the condition and use the information to meet health goals.
| Readiness for Enhanced Health Literacy Nursing Interventions | Rationale |
| Examine the parent’s health literacy about BPD. | A preliminary assessment of the parent’s health literacy enables the development of a tailored teaching plan or its modification to match their level of understanding. |
| Examine the patient for alterations in breathing pattern, temperature, mucus color, and unusual or reduced breath sounds. Note respiratory infections among family members. | Enables the nurse to monitor the disease progression and the health management of parents. |
| Educate parents aboutthe infant’s vulnerability to infection and avoid contact with people with an existing respiratory infection. Use graphics or visual representations as prompts and in place of lengthy instructions. | Information should be presented and written in simple phrases with the proper length and use of medical jargon to fulfill the needs of parents or family members. |
| Emphasize the importance of sufficient sleep and rest to family members or significant other/s (SOs). Ask open-ended questions about whether they understood the instructions. | Increasing parental health literacy will aid in the modification of problematic behaviors and the promotion of disease prevention. This intervention also improves the child’s capacity to recover from the disease and minimize relapses. |
Readiness for Enhanced Health Literacy Nursing Care Plan 2
Guillain-Barre syndrome
Nursing Diagnosis: Readiness for Enhanced Health Literacy secondary to Guillain-Barre syndrome, as evidenced by verbalized desire to have control, increase interactions, and engage with healthcare staff.
Desired Outcome: The patient will take an active role in his or her care and demonstrate effective techniques to slow disease progression.
| Readiness for Enhanced Health Literacy Nursing Interventions | Rationale |
| Evaluate the patient’s depth of breathing, frequency, and rhythm. Observed for increased respiratory effort, changes in skin color, and temperature. | This intervention enables healthcare providers to monitor the complexity of the patient’s condition, self-management skills, and breathing patterns to tailor care plans within the limits of their disease. |
| Educate the patient about changes in sensation, breathing, and the goal for treatment. | Assists the patient in comprehending the effects induced by the condition. Patients are able to ask better questions, and healthcare practitioners can repeat or clarify information as necessary. |
| Provide frequent assessments and provide treatment in a reassuring manner. | Concerns and frustrations that are not communicated can lead to stress and negatively impact information retention, recovery, self-care, and management. |
| Instruct the patient to observe signs and symptoms of respiratory fatigue (e.g., dyspnea, decreased attention span) and difficulty coughing. Speak slowly and employ simple, straightforward language while delivering info. | These indications may suggest neuromuscular respiratory failure. |
| Reiterate the rationale and process of mechanical ventilation to the patient. | Supporting pulmonary function, lung expansion, and providing adequate oxygenation may necessitate the use of mechanical ventilation for an extended period. |
| Review the patient’s oxygen saturation and arterial blood gases (ABGs). | Ascertains the oxygenation level and offers information on whether the ventilation provided is effective or whether adjustments are necessary. |
| Instruct the patient to perform coughing and deep breathing exercises, raise the head of the bed and use the call light to request assistance. | These measures promote chest excursion and oxygenation and facilitate the expectoration of secretions. |
Readiness for Enhanced Health Literacy Nursing Care Plan 3
Bronchiolitis
Nursing Diagnosis: Readiness for Enhanced Health Literacy secondary to bronchiolitis, as evidenced by verbalized willingness to learn more about the disease and its management.
Desired Outcome: The patient will express understanding of the condition, its prevention, and treatment methods.
| Readiness for Enhanced Health Literacy Nursing Interventions | Rationale |
| Evaluate the patient’s current understanding of the disease transmission, prevention, and treatment. | This assessment establishes a baseline for the type of information required for disease prevention. Additionally, it guarantees that the content is selected and presented in a culturally, socially, and academically acceptable manner. |
| Educate the patient about the different routes of transmission (e.g., direct and indirect). Whenever possible, make use of illustrations and visual representations and have the patient repeat information in his or her own words. | Management and infection control will be enhanced by preventing or restricting direct human contact and awareness of the risk posed by fomites. |
| Explain the risk of viral transmission to other family members and the necessity of keeping the patient separate from the rest of the household. Assist with lifestyle adjustments and interrupted familial roles. | Adaptation to the condition is facilitated when the support system is functional and pertinent to the patient’s needs. It also encourages family decision-making and fosters patience during the recovery period. |
| Discuss the clinical manifestations of respiratory distress and the infection (e.g., fever, shortness of breath, tachypnea, purulent discharge). Encourage patients to communicate their health concerns and ask questions or clarifications openly. | Teaches patients to seek immediate medical attention as necessary. Moreover, empathic communication and open expression can reveal any ambiguities and ensure that the patient comprehends the information provided. |
Readiness for Enhanced Health Literacy Nursing Care Plan 4
Croup
Nursing Diagnosis: Readiness for Enhanced Health Literacy secondary to croup, as evidenced by frequent requests for home and preventative care information.
Desired Outcome: The patient will communicate knowledge about spasmodic croup and its management and recognize the need to seek medical attention.
| Readiness for Enhanced Health Literacy Nursing Interventions | Rationale |
| Assess the patient’s understanding of the condition and his/her readiness to learn and engage in care activities. | A baseline of the patient’s understanding of the condition will enable healthcare providers to understand his/her health literacy, adjust interventions, and curate information that patients can better comprehend. |
| Instruct patients to notify their healthcare provider if he/she experience a high fever or any breathing difficulties. | Knowing when he or she will seek medical care will aid in improving healthcare outcomes and ensure that medical services are utilized as necessary. |
| Discuss the significance of consuming a balanced meal high in calories and increasing fluid intake. | An open discussion about enhancing the patient’s immune system through a healthy diet will aid in identifying goals and preparing dietary requirements. Moreover, individuals with greater health literacy are more likely to refrain from engaging in sedentary activities. |
| Inform the patient and caregivers of the administration and use of prescribed medications and the recurrence of spasmodic croup. | Aids in the proper administration of medication and the identification of any negative side effects that may occur. Provides caregivers with proactive guidance. |
Readiness for Enhanced Health Literacy Nursing Care Plan 5
Elective Termination/Therapeutic Abortion
Nursing Diagnosis: Readiness for Enhanced Health Literacy secondary to elective termination/ therapeutic abortion, as evidenced by increased adherence with instructions, requests for preventative care services, and reported requests for contraception assistance.
Desired Outcome: The patient will be informed about the implications of Rh incompatibility and the necessary steps to plan future pregnancies.
| Readiness for Enhanced Health Literacy Nursing Interventions | Rationale |
| Examine the patient’s health literacy and provide culturally and educationally relevant information about reproduction. Use charts, diagrams, or technology according to their level of literacy. | Knowledge is essential to prevent future unplanned pregnancies. This assessment also helps to ensure that educational materials are selected and delivered in a culturally, academically, and socially suitable manner. |
| Discuss the relevance and use of contraception. | Lack of knowledge regarding contraception is considered a barrier to its effective usage. |
| Inform the patient and significant other/s about alternative methods of contraception. | Ovulation may occur prior to the onset of menstruation; therefore, contraception should be considered during this period. Insufficient information or low health literacy about contraceptive use and family planning may place patients at risk for unintended pregnancies. Providing information to the patient and his/her significant other will help in choosing the most appropriate method of contraception. |
| Provide specific written instructions about the contraception of choice. | A method of contraception may be prescribed to a patient following discharge. However, the anxiety and stress associated with termination may impede information retention and likely serve as a barrier to self-care and therapeutic management. |
| Provide written and verbal postabortion instructions concerning the use of tampons and resumption of sexual activity, exercise, and prescribed antibiotics, if applicable. | Patients undergoing a procedure, hospitalization, or condition can suffer from anxiety and stress, making it significantly harder to understand health information provided or engage with healthcare providers. |
Nursing References
Ackley, B. J., Ladwig, G. B., Makic, M. B., Martinez-Kratz, M. R., & Zanotti, M. (2020). Nursing diagnoses handbook: An evidence-based guide to planning care. St. Louis, MO: Elsevier. Buy on Amazon
Gulanick, M., & Myers, J. L. (2022). Nursing care plans: Diagnoses, interventions, & outcomes. St. Louis, MO: Elsevier. Buy on Amazon
Ignatavicius, D. D., Workman, M. L., Rebar, C. R., & Heimgartner, N. M. (2020). Medical-surgical nursing: Concepts for interprofessional collaborative care. St. Louis, MO: Elsevier. Buy on Amazon
Silvestri, L. A. (2020). Saunders comprehensive review for the NCLEX-RN examination. St. Louis, MO: Elsevier. Buy on Amazon
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