Assessing literacy for patient teaching: perspectives of adults with low literacy skills

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Abstract
The purpose of this qualitative study was to gain an understanding of the response of English speaking adults with low literacy skills to screening of reading ability in order to facilitate the planning of pateint teaching in a hospital setting. The Rapid Estimate of Literacy in Medicine (REALM) was the screening tool used to provide a screening experience for research subjects. A multiple case study design was employed to gain insight, describe participant experiences and generate an evidence‐based conceptual model. While all participants supported the principle of screening in the context of the hospital, response to the actual experience was varied. Factors found to influence responses to screening included perceived risks of illiteracy exposure, perceived risks of non‐disclosure during hospitalization and the attribution of characteristics to the hospital leading to it's designation as a ‘spaecial’ place. A conceptual model of screening response was developed and compared tof the Health Belief Model and Knox's Proficciency Theory of adult learning. Implications for the health professions are also discussed.