An Empirical Examination of the Use of Easy Read Health Information in Health Consultations Involving Patients with Intellectual Disabilities

Autor/in	Chinn, Deborah
Titel	An Empirical Examination of the Use of Easy Read Health Information in Health Consultations Involving Patients with Intellectual Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 33 (2020) 2, S.232-247 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chinn, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12657
Schlagwörter	Readability; Intellectual Disability; Patients; Information Dissemination; Primary Health Care; Participation; Allied Health Personnel + Suchen Sie Ihr Suchwort? Lesbarkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Patient; Informationsverbreitung; Gesundheitsvorsorge; Teilnahme
Abstract	Background: Easy Read health information (ERHI) has the potential to promote engagement in health care for people with intellectual disabilities. This study examined how ERHI was actually employed by clinicians and received by patients. Method: Video recordings were made of 32 patients with intellectual disabilities attending a health check with primary care clinicians who had been given access to a range of ERHI, and 9 attending a health appointment with a specialist intellectual disability nurse. The recordings were analysed using conversation analysis. Results: Easy Read health information was visible in only 7 (22%) of the primary care health checks (though not always shared with the patients). Easy Read health information was used in sequences where clinicians offered unsolicited health advice and met with degrees of resistance from patients, though its potential for shared decision making was also evident. Conclusions: Easy Read health information can aid patient understanding and decision making, but attention should be paid to the interactional practices accompanying their use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01