I really enjoyed reading your discussion board post about document literacy. I agree with your
examples of how document literacy is used for both patients, as well as, nurses and nurse leaders.
Document literacy is defined as the ability to search, comprehend, and use non-continuous texts
in various formats such as job applications, payroll forms, transportation schedules, maps,
tablets, and drug or food labels (Nelson & Staggers, 2018). Unfortunately, the National
Assessment of Adult Literacy, the last time that quantitative and document literacy were assessed
in USA adults, it was reported that 34% have significant trouble understanding text documents
(basic and below basic document literacy) (Huang et al., 2018). The percentage of adults who
have document illiteracy was shocking to me; however, this may be why so many patients have
trouble understanding simple documents given to them for things like testing, diet, medication
administration, as well as, follow-up and discharge instructions. As nurses we need to hold
ourselves to a higher standard when it comes to document literacy and our patients, because if
we don’t we could be setting our patients up to fail. God tells us in Jude 1:24 (New International
Bible, 1973/2011) “There is One Who can keep you from falling and can bring you before
Himself free from all sin. He can give you great joy as you stand before Him in His shining-
greatness.”
Nursing informatics incorporates nursing, computer, and information sciences to maintain and
develop medical data and systems to support the practice of nursing, and to improve patient care
outcomes. The rising importance of information and communication technology (ICT) has
significantly impacted the efficiency and effectiveness of nursing care. Nursing informatics
competence is a prerequisite for successful information management, evidence-based practices
optimizing patient care health promotion, and communication with information communication
technology-literate patients (Kokol et al., 2015).
References
Huang, Y., Shiyanbola, O. O., Smith, P. D., & Chan, H. (2018). Quick screen of patients'
numeracy and document literacy skills: The factor structure of the newest vital sign. Patient
Preference and Adherence, Volume 12, 853-859. https://doi.org/10.2147/ppa.s165994
Kokol, P., Vošner, H. B., Železnik, D., Vošner, J., & Saranto, K. (2015). Bibliometric patterns of
research literature production on nursing informatics competence. Journal of Nursing Education,
54(10), 565-571. https://doi.org/10.3928/01484834-20150916-04
Nelson, R., & Staggers, N. (2018). Health informatics: An interprofessional approach. St. Louis:
Mosby.
New International Bible. (2011). New International Version Online.
https://www.biblica.com/bible/ (Original work published in 1973)
I was especially interested in the information you shared from the article by Doctor Benyon. You
stated in part, “He also explains that only one fourth of the information that a doctor explains to
their patients is usually understood. The rest just goes out the window like it was never said.”
This is such an important point. I think as nurses we have all experienced patients who, no
matter how many times a doctor offers an explanation of something, the patient just does not
grasp the information. In addition to this I have at time found it challenging to help some
patients grasp even the most basic discharge instructions. As you rightly point out these types
of issues are at the center of health literacy. I agree with you that we must be able to help our
patients understand and that means often times we need to reinterpret and explain what has
already been explained.
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