Assessing the Plain Language Planner for Communication About Common Palliative Care Medications

Abstract

Using plain language to communicate about oncology and palliative care medications and symptoms is recommended as a communication strategy to address patient/family health literacy demands. This study tested the Plain Language Planner©, a provider tool for communicating about medication and symptoms using plain language. Prior to and immediately following an oncology and palliative care nurse educational session, participants (n = 87) role-played about a symptom and medication. Common symptoms (nausea, constipation, and anxiety) and medications were selected. Self-evaluation and peer evaluation addressing the extent of plain language used during the role-play were rated. Plain language characteristics improved post educational role-play sessions for nurses. The largest improvement in plain language was the inclusion of the brand and generic names of medication in relating the drug to the symptom. The pocket guide provided during the educational session was consulted by 86% of nurses during the postsession role-play. Brief training with the Plain Language Planner may improve provider communication and meet patient/family health literacy needs. This resource may be a valuable asset to other health-care disciplines working in oncology and palliative care contexts.

“Your cancer is no longer considered cancer”: Psychological reactions to reclassification information and communication preferences

“…While the readability of the hypothetical letter developed for this study (Flesch Kincaid grade level of 12.6) was purposefully designed to be in line with prior studies on patient education resources in palliative care and oncology [ 18 ], the use of specific strategies to further improve comprehension of written materials should guide future studies on NIFTP reclassification. Plain language is tied to higher-quality communication in healthcare encounters [ 19 ], and recommendations have been made to limit jargon, use short sentences, and second-person pronouns [ 20 , 21 ] in written materials. Future studies may benefit from empirically evaluating materials at a reading level consistent with those seen in regular care—as was the case in our study—compared to materials designed at a lower readability level in order to limit possible bias on understanding reclassification by readability level.…”

Nursing students’ views of the impact of geriatric role-play workshops on professional competencies: survey

“…Experiential learning methods enable the acquisition and consolidation of knowledge and a variety of skills that prepare students for a real clinical environment in a simulated one [ 6 , 13 ], thus enabling the transfer of knowledge from lecture halls and special nursing classrooms to the clinical environment [ 14 ]. In the field of medicine and nursing, for example, communication skills training plays a very important role in undergraduate, postgraduate and continuing education [ 15 , 16 ]. Rowles and Brighan [ 17 ] believe that role-playing is particularly suitable for adult participants, as it is linked to everyday life, and active participation further enhances decision-making skills.…”