IMproving PAtient-centered Communication Competences: To build professional capacity concerning health literacy in medical and nursing education Erasmus Project

Project Title

IMproving PAtient-centered Communication Competences: To build professional capacity concerning health literacy in medical and nursing education

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Health and wellbeing; Open and distance learning

Project Summary

Persons with Limited Health Literacy (LHL) do not benefit as much as they could from healthcare services. LHL is associated with earlier onset and faster progression of diseases, higher rates of hospitalization and higher mortality rates. Healthcare providers often have insufficient competences to communicate effectively with persons with LHL.
The main objective of IMPACCT was to improve the relevance and quality of education of medical and nursing students in Europe through development, implementation, evaluation and dissemination of a Health Literacy Educational Programme (HL-EP) to enhance the development of required Europe-wide health literacy competences.
DEVELOPMENT OF THE HL-EP. To develop an educational framework with relevant learning outcomes, a co-creation approach was used involving over 600 stakeholders such as students, educators, healthcare professionals, citizens, and patients’ associations. A systematic review was conducted to synthesize evidence on the needs and perspectives of older persons with LHL. During an iterative process, basic and more advanced Learning Units (LU) were developed and revised. A Massive Open Online Course (MOOC) for (future) healthcare professionals was created and tested based on the content of the LUs. IMPLEMENTATION AND EVALUATION OF THE HL-EP. A mixed methods approach was used to pilot test HL-EP educational activities in higher education settings. PROMOTING USE OF THE HL-EP AND MOOC. A qualitative study was conducted among educational decision makers in Europe to explore HL-EP implementation barriers and facilitators. A range of dissemination activities were developed to promote use of IMPACCT results.
RESULTS:
AN EVIDENCE-BASED HL-EP. Based on the input of stakeholders a person-centred and comprehensive flexible educational framework was developed using existing HL intervention models, educational frameworks (e.g. CanMEDS), and the systematic review (https://pubmed.ncbi.nlm.nih.gov/31694299/). The HL-EP contains education on four main themes: a) strengthening patients’ support systems, b) strengthening patients’ self-management capacities, c) improving healthcare professionals‘ interpersonal capacities, d) reducing barriers in healthcare organizations.
FEASIBLE AND PROMISING HL-EP. Most learning units (1ECT or more) have been tested at least once between March 2018 and December 2019. Overall, 26 pilots of learning units took place in six countries: Italy, Ireland, Germany, China, Ireland, and the Netherlands. After training students were more aware of the needs of patients with LHL and more skilled to provide person-centred care. All topics were seen as relevant and educational activities were well received by students and educators. Students also responded positively to online education during the COVID-19 pandemic. Educators were positive about integration into existing curriculum. The HL-EP was independently recognized as best practice in the Joint Statement of the European Thematic Network “Profiling and training the health care workers of the future”.
HL MOOC PROMOTES LIFELONG LEARNING. The HL MOOC at FutureLearn reached over 1200 learners with different backgrounds. The MOOC was evaluated positively and learners feedback will strengthen its quality. Multiple reruns in 2021 will help increase HL-EP impact and transferability. Additional funding from EIT Health and UMCG supported development of a second MOOC on organisational health literacy and person-centred care.
ACCESSIBLE HL-EP AND POLICY BRIEF. The qualitative research showed that each context has different needs and asks for different approaches to enhance implementation of (components of) the HL-EP. Therefore, the HL-EP offers adaptable, student-centred, practice-oriented and competency-based education. All the materials of the HL-EP are freely accessible (http://healthliteracycentre.eu/impacct). A manual contains relevant guidance for educators such as the educational philosophy, learning outcomes, educational activities and assessment. HL-EP offers more than 80 evidence-based educational activities, such as interactive lectures, role-plays, assignments, and workshops. IMPACCT has summarised the main results, lessons learned and recommendations in four scientific articles and a policy brief, aimed at raising awareness among education decision-makers, policymakers, researchers, educators and other key stakeholders of the importance of HL education and promoting its integration into health professional education.
IN CONCLUSION. This comprehensive and person-centred HL-EP will strengthen the HL competences of (future) healthcare professionals. A number of healthcare professional undergraduate programmes including medicine and nursing have already integrated content of the HL-EP in their curriculums and it is expected that many more organizations will follow. The IMPACCT consortium expect that the HL-EP will contribute to better person-centred care for everyone but especially for those with LHL.

Project Website

http://healthliteracycentre.eu/impacct/

EU Grant (Eur)

Funding of the project from EU: 409767 Eur

Project Coordinator

ACADEMISCH ZIEKENHUIS GRONINGEN & Country: NL

Project Partners

• RIJKSUNIVERSITEIT GRONINGEN
• JACOBS UNIVERSITY BREMEN GGMBH
• ASSOCIATION EUROPEENNE D’INSTITUTIONS DE L’ENSEIGNEMENT SUPERIEUR
• REGIONE MARCHE
• NATIONAL UNIVERSITY OF IRELAND GALWAY
• UNIVERZITA PAVLA JOZEFA SAFARIKA V KOSICIACH