Quality Insights: All right. Well, good afternoon, and welcome to the third session in our four part Health Literacy Lunch and Learn series for the month of October. Today's topic is focused on applying learning. Style needs to improve the delivery of help, education, and engagement.
Quality Insights: My name is Mitzi Vince, and i'm a communication specialist here at quality insights and your host for today's presentation. We're going to get started in just a few minutes. But first a couple of housekeeping items
Quality Insights: all of you entered today's Webinar in. Listen only mode. If you have a question or a comment during today's call, we just ask that you please type that into either the chat or the Q. A. Box which should be located at the bottom of your zoom window. Some of you may need to hover over the bottom to kind of get that to pop up. Sometimes it disappears a little bit
Quality Insights: at the end of today's program You'll be directed to an evaluation and some reflective questions. Once completed, you'll be presented with a certificate for you to fill out, and this can be printed out as proof of your Webinar completion one hundred and fifty.
Quality Insights: And even if you do not need the continuing education credits, we hope that you will still complete the evaluation, because it helps. Tell us how we did and how we can shape our future programming for you.
Quality Insights: So I just wanted to go over a couple of slides about continuing education. Um: First, to complete the course, the learner must watch either this live Webinar or the record recorded version that we will post online after today, and they must also complete the evaluation and reflective questions that I previously mentioned.
Quality Insights: After this course the learner will be able to explain a practical understanding of various learning styles, examine their implicit biases around patients as learners, and describe how to apply research facing tools to amplify the patient learning process.
Quality Insights: Nursing credit has been approved for one point, two, five contact hours um quality insights Is it accredited? Is accredited as a provider of nursing, continuing professional development by the American Nurses Credentialing Centers Commission on Accreditation,
Quality Insights: and, as far as social work goes, the Maryland State Board of Social Work Examiners has approved quality insights, renal network five to extend continuing education credit to participants who meet attendance requirements in the network. Five region. This includes Maryland, Virginia, West Virginia, and Washington, Dc.
Quality Insights: It also certifies that this program meets the criteria for one credit hour of category, one continuing education, credit for social workers in the network. Five region
Quality Insights: participants must attend one hundred percent of the entire event and be licensed in the network. Five region. Right now. Social work, continuing education credits for regions outside of the network, five area have not been approved.
Quality Insights: And lastly, this is also accepted for certified patient care technicians and certified hemodialysis, technician certificates. Other disciplines can check with their State Board to see if they accept A and Cc. Credits and Quality insights, has no further disclosures.
Quality Insights: So we have some great information to deliver today. So without further ado. I'd like to introduce our guest speakers. Miss Veranda Jackson and Miss Jovan Brown
Quality Insights: veranda. Jackson is a patient subject matter, expert and member of the network five patient advisory committee.
Quality Insights: Brenda has been a dialysis patient since two thousand and fifteen and currently dializes in center at a virginia-based dialysis facility
Quality Insights: She has a long history of working with the public as a cashier, receptionist and administrative assistant.
Quality Insights: Her hard work has been recognized with many service and achievement. Awards. She's a volunteer with Henriko Casa V. A Virginia State Union, and Asl Cio Union. Brenda aims to be an advocate, and to and a voice to help express the concerns and needs of the dialysis patients.
Quality Insights: Mr. Yvonne Brown is the author of The Children of Feelings, a collection of poetry about grief, loss, and healing, and her articles and cultural competence and racial and sensitivity have appeared in Ebony Magazine.
Quality Insights: In addition to publishing articles on cultural competence, she frequently writes about cultural sensitivity and cultural inclusion and education.
Quality Insights: Jovan is the director of Resources. For no, I re. I hope i'm pronouncing that right unless it's. That is the word. Is that right, Java?
Quality Insights: It's no R. I'm. Sorry she is their director of resources for Noir, a not for profit educators collaborate collective for black and brown homeschooling families, and she, ghost, writes Blog content for entrepreneurs.
Quality Insights: Jovan is the recipient of Hampton University's potential nobel prize award for literature for demonstrating literary value in her writing as an English major.
Quality Insights: So welcome, ladies, and i'll now turn the program over to you.
Jovan Brown: Good afternoon. Thank you so much, messy. I appreciate you and Andrea for this opportunity. But I just also want to say, Hey, to all of the educators in the space,
Jovan Brown: I say that which may or may not be a surprise, because if you don't see yourself as an educator, whether or not you have a teaching degree or a certification. But if you are human,
Jovan Brown: and you've had any interaction with others in such a way that it impacts your life. And in this case your health communicating with others naturally comes with teaching and learning something.
Jovan Brown: And so when we educate people daily, whether we you know what we're sharing, whether we prefer a thing or not, prefer thing. Um! Where we have some boundaries, or do not have boundaries, what our experiences have caused us to believe, and sometimes, where our thinking even comes from, or what motivates our values.
Jovan Brown: So I share this to say that education is not merely limited to classroom teachers or professors or administrators, and other seemingly obvious education professionals, but it is full
Jovan Brown: of a wide variety of individuals who have something to teach and learn, and so that includes you, whether you're a patient or a care team member, which means you might be a doctor or nurse, a technician, a dietician, or social worker, that we allow this space to be a a space where we're open to seeing ourselves as educator learners today,
Jovan Brown: and in order to leave this session, having owned these particular intentions, and so patients, you will be able to
Jovan Brown: to own a practical understanding of various learning styles. You're also going to assess your own learning, style, and some of the biases or misconceptions. Um, that you may have around what you believe you're not capable of learning. You'll also learn which questions to ask for providers in order to self advocate
Jovan Brown: and know how to communicate or approach communication with your care team members.
Jovan Brown: Our care team members are going to be able to own a practical understanding of their learning styles. Also assess your misconceptions around patients as learners, and you'll also be able to apply research facing tools to amplify the patient learning process.
Jovan Brown: Let's see. Whenever you're ready we can go to the next slide.
Jovan Brown: Sorry about that. I think it's up. Now, that's okay. Yeah, it's here. We're all good. So, in order for us to move through this particular session, we, it's important for us to be grounded in some type of perspective, like, Where does this conversation start, and where is it going?
Jovan Brown: So there is an individual by the name of Kofi a not, and who shares that literacy unlocks the door to learning throughout life
Jovan Brown: it's essential to develop. It is essential to development and health,
Jovan Brown: and opens the way for democratic participation and active citizenship.
Jovan Brown: What's particularly interesting about this statement is, it gives us a moment to think about what environments have we been in, where there is a certain type of learning that is, assume that we're able to do just because of who's sharing the instruction. Oftentimes there are assumptions about what we're all capable of doing without considering the fact that we have individual ways of approaching learning,
Jovan Brown: and sometimes our bias and our ways of approaching teaching, and whatever capacity that we may have
Jovan Brown: when we think about learning styles. We think about democratic participation and citizenship. We also have to consider that that has to be rooted in an awareness of learning styles in order to progress. Health, literacy.
Jovan Brown: Let's see we can move on.
Jovan Brown: So here's the image um In reference to um. This. This image was designed by Hans Tracksler in the seventies, and it's been a widespread image that has been used in many counseling psychology based conversations, education spaces. I'm just inviting you to take a look at the image,
Jovan Brown: look at some of the similarities and differences in the image.
Jovan Brown: I'm. Also going to invite you to look at the language that shared in the comment from the man that's sitting at the desk,
Jovan Brown: and
Jovan Brown: compare that to what you're seeing in the image. So i'll say that again. You're going to look at the image, scan the picture for some similarities and differences.
Jovan Brown: And then you're going to look at the comment that's there, and what that
Jovan Brown: in relation to the image itself, and feel free to just kind of think about what lands for you. Um, I don't. I don't. I'm not sure if you all have the ability to drop comments or questions, or what have you? But that would be a great opportunity
Jovan Brown: to put in that space. What is the first thing that comes up for you.
Jovan Brown: I see advantage and possible scenario for the animals. I'm: here with you all. Yeah, the instructor saying, This is fair. Okay, inequality.
Jovan Brown: Thank you, Marcia. They are very different,
Jovan Brown: Beverly says, is just not possible for each one. They're all animals, but not all of them are capable of climbing. I love that statement
Jovan Brown: unequal to the level playing field. This is great, so these are all
Jovan Brown: at Susan. Great question. Does the fish even know what a tree is. So these are all great pieces for us to kind of, then continue and progress in this session. If this is, in fact just
Jovan Brown: a simple explanation of what tends to happen when we have patients and care team members attempting to create an environment where i'm learning about my help, i'm getting overall information, but I may not know how to climb the tree where the information is,
Jovan Brown: and so there is oftentimes a huge gap in the equity that happens in these environments simply because I may be your patient who happens to be an elephant. I may be your patient who happens to be a fish, but I am not conditioned to climb the tree,
Jovan Brown: so I wanted to ground our session in this particular perspective, because if we do not carry on in this perspective we will often require things of patients that are just not possible,
Jovan Brown: and often as patients, we will require things of our care team members. That is again not possible, and so the hope is that the session will function as a gap uh gap filler and the bridge. Let's see. We can go to the next slide.
Jovan Brown: So we think about, and I know that there's been some other sessions that are pretty much shared with health. Literacy is, and I won't leave you with the full definition. But this is a part of this perspective that I do want us to pull on as it regards this inequity that we're seeing that's happening in the gap.
Jovan Brown: So, according to health services and resource, administration, health, literacy is a degree to which individuals have the capacity to obtain process and understand basic health information.
Jovan Brown: It's bolded for reason
Jovan Brown: needed to make appropriate health decisions, obtain process and understand, so that doesn't only mean that I'm. I'm getting the information it's in front of me. It also means that I have to have the capacity to digest the information i'm getting, and then I have to be able to continue to process it and apply it to my life.
Jovan Brown: And when we think about low health literacy, it's usually more prevalent amongst particular groups of people, older adults, minority populations, those who have low socioeconomic statuses, and the medically underserved people. Sometimes those groups fall within one another,
Jovan Brown: and so imagine the brevity and the pain that's being caused
Jovan Brown: in the gap. If we have an individual who potentially makes up all of those groups at one time when they are having conversations about their health, and getting information about their health status, how debilitating it may be
Jovan Brown: for them to walk away, feeling like they have an awareness that they need in order to live better.
Jovan Brown: So it's. What's important here is to realize that, knowing the learning style of our patients is very key to progressive help, Literacy. It's actually something that I wouldn't even be bold enough to say It's it's a requirement.
Jovan Brown: Let's see we can go on.
Jovan Brown: So here is where we can layer these two particular perspectives.
Jovan Brown: We have
Jovan Brown: what Kofi is sharing in terms of democratic participation, and then we have what our health services and resources. Administration is saying like, apply, learn the learning style in order to understand basic health information.
Jovan Brown: So essentially, when we think about a democratic participation. It means patients and care. Team members are sharing in the communication of the quality of rights, learning, and their treatment.
Jovan Brown: When we multiply that by learning styles It's where the patient and the practitioner or the care team member
Jovan Brown: is owning an awareness that it that actually equals an inclusive health environment. So we can go to the next slide.
Jovan Brown: So here we see that there is a partnership at work. It cannot just be the patient. It cannot just be the care team member. Both parties have to share in this dual relationship of sorts. That is where the inclusive health environment thrives.
Jovan Brown: If we prioritize an inclusive health environment, or when it's prioritized, and awareness and application of learning styles, it means that they are also prioritizing communication
Jovan Brown: and establishing understanding with a priority on giving and receiving information on both ends of the learner spectrum.
Jovan Brown: So whether you're a patient or your care team member learning is literally happening on both sides of the spectrum, because on each spectrum there is one
Jovan Brown: who is learning one who is teaching, and then there is a flip where there are opportunities where patients will teach and the care temp team members will learn. But this can only happen
Jovan Brown: when both patients and care team members view themselves as educators who are in hindsight, lifelong learners and communicators. Let's say we can go on to the next slide.
Jovan Brown: Why the ostrich in the zebra. Where did these two friends come from.
Jovan Brown: Essentially, they're really important. And I'm going to explain why
Jovan Brown: it just so happens that the zebra and the ostrich are delight of many predators. They're absolutely delicious; but all that, although they do not distinctly carry the same traits, which is very clear physically. The ostrich and the zebra are very different animals,
Jovan Brown: but they happen to habitate very same environments. So they have a way of helping each other in order to survive, and their survival is increased because of the way that they help each other. So let me give you an example. The zebra cannot see well.
Jovan Brown: The ostrich, however,
Jovan Brown: can.
Jovan Brown: The ostrich, however, cannot hear as well, and it's not as responsive as the zebra is. Who can sense imminent danger so in their environment. What tends to happen is the zebra gets to hear, and sends danger differently than the ostrich
Jovan Brown: and the ostrich gets to have sight of the danger more quickly and effectively than the zebra. So with both of them in the same environment, both of them being impacted by similar conditions. They are establishing a form of communication and learning that allows both of them to thrive.
Jovan Brown: So what does this say about us? Here?
Jovan Brown: There is literally a symbiotic relationship between patients and care team members.
Jovan Brown: When we think about a symbiotic relationship. It's a really fancy way of saying There's two totally different entities, two totally different people, types that are interacting often,
Jovan Brown: and in some cases there are great benefits to the interaction.
Jovan Brown: So when thinking about patients and care team members, there is a long term interaction and discussion about overall health and patients, help
Jovan Brown: options and medication as another example.
Jovan Brown: So in hindsight
Jovan Brown: there can't be one side of the team, so to speak. That's not attempting to practice this shared communication, because it cannot happen without the other side of the team.
Jovan Brown: Learning is actually happening on both ends, and there's a dual responsibility to learn and give information just as much as there is a dual responsibility to check the biases that filter the information.
Jovan Brown: So the zephyr doesn't say I am incapable of preserving my life because I cannot see as well.
Jovan Brown: The ostrich also doesn't say i'm incapable of staying alive because I cannot here as well. They each own their strengths and needed areas of improvement, and they work together to communicate, teach, learn, based on what they know about each other.
Jovan Brown: So it is true that patients can, in fact, weigh in on their own stress and their care team member strengths, just as the care team members can weigh in on their own strengths and their patience trucks,
Jovan Brown: and where there are weaknesses or needed areas of improvement in any way, there is room to unpack. Why and how to address them.
Jovan Brown: We can go to the next slide.
Jovan Brown: So here's the misconception that called the Gap. This is what tends to get in the way of being able to be in that symbiotic relationship of being able to be the ostrich and the zebra. Whichever way you may fall on that particular spectrum,
Jovan Brown: There's the misconceptions are often some assumptions that are made that often then turns and results in certain behaviors. Some patients believe, uh and fully understand what is disclosed to them about their health,
Jovan Brown: but they also have access to information that will help them get clarity about their health conditions.
Jovan Brown: They also believe that implicit biases are non-existent, and their interactions with their care team members. These are some things that they hold on to. However, our care team members sometimes feel they're the ones who are solely responsible for communicating in a way that works.
Jovan Brown: Sometimes it is the um idea it It should have been switched. I apologize, though, that the uh, the the care team. Members believe that
Jovan Brown: patients have access to resources that will help them gain clarity about their health conditions if they have questions and then care. Team members believe that, hey? The patient has access to information
Jovan Brown: that will get them clarity. They have Google. They can just simply email me. They can talk to those in their family who may have had similar experiences. And there's also some implicit biases on both ends.
Jovan Brown: Patients and care. Team members may both believe that their implicit biases do not impact the way that they disclose information, or the way that they receive information,
Jovan Brown: we can go on to the next slide.
Jovan Brown: So here's where we find that there's a hurting that's happening in hindsight. There are some pain behaviors that come with these misconceptions.
Jovan Brown: What What often results in our patients who hold on to those misconceptions. They're often silent.
Jovan Brown: They withhold communication. They do not want to reach out to their care team members for fear that. Well, they they say to me that I just should understand this information. There's fear that comes with that. So they won't. Say anything at all.
Jovan Brown: There are times where we have patients that won't advocate for themselves. So there is a lack of self advocacy in and speaking up about what their needs are speaking up, and feeling confident enough rather to speak up about what their needs are.
Jovan Brown: There's some patients who will have continued assumptions, not only continued assumptions about their fears, or what have you, but also that the pain, behaviors impact health decisions?
Jovan Brown: So these are the results of these misconceptions are now affecting the decisions made around their health,
Jovan Brown: and it's really progressing, and it's consisting in this cycle. If the pain behaviors go unaddressed, another patient facing pain, Behavior is a refusal to report providers and care team members.
Jovan Brown: Well, where would a reporting of a provider or
Jovan Brown: our care team member be needed?
Jovan Brown: If I am, in fact, in an interaction or relationship, so to speak, a long term interaction with the care team member who, I believe, has been affecting me in a certain way, because they are the one who is making health decisions and checking out boxes on my behalf,
Jovan Brown: giving me information about my health. I am going to feel as if I cannot safely communicate or report, because they have something within their control that affects my life,
Jovan Brown: they're extremely vulnerable Absolutely, Monica. Thank you for naming that provider Facing here are some provider facing behaved pain. Behaviors that I think, are also important to highlight.
Jovan Brown: There's a lot of robust jargon based communication. I'm not just talking about big words, three syllable words. But sometimes
Jovan Brown: there's communication that lacks in visuals or auditory aids that demonstrate information that patients actually need.
Jovan Brown: If there's a one sided tunnel way of communicating and in, and expecting all patients to just take on, and understanding that oftentimes gets in the way and deepens the Gap.
Jovan Brown: There is also the display of a lack of empathy and patients
Jovan Brown: As a care team member. You have been through a rigorous,
Jovan Brown: uh, just rigorous experience and getting to where you are, and the eight being able to provide care for patients, you come with an experience of understanding. You come with an experience of rigor that some patients may not have. You also come with an experience of language
that many patients may not have. So oftentimes that lack of empathy and patient shows up
Jovan Brown: because there is a gap between what's happening within the patient's understanding, and what's happening with what you believe you are communicating effectively.
Jovan Brown: There is also some continued assumptions, and then comes with that is some intimidation and neglect
Jovan Brown: in hindsight. Some of that may be, pass it, but it does, in fact happen, and it is our duty and our responsibility
Jovan Brown: to ensure that we shift that and turn that around.
Jovan Brown: So here is where we get to do that. Let's see. We can move to the next slide.
Jovan Brown: So here's where we get to acknowledge the democracy where the patients and the care team members get to come and create a new bridge of sorts, and it begins with knowing the learning styles of our patients, and maybe even cool as a care team member to understand your own learning style, so that you are sensitive to what your patient's learning, sound needs are
Jovan Brown: just generally having an understanding of what learner styles are. There's four dominant types that I will share today, and then we're going to hear from one of our amazing patients. Ms. Jackson was going to go into her personal experience of not only knowing her learning style,
Jovan Brown: but because of that. The experience that she's had in some of her care team interactions, and as a patient overall. So the four dominant styles,
Jovan Brown: visual learner, auditory learner,
Jovan Brown: read and write. Our reader and writer,
Jovan Brown: and a kinesthetic learner, which is also known as a tactile learner.
Jovan Brown: A visual learner pretty much says When I can see it I can understand it. Auditory learner says: When I can hear it, I can better understand it.
Jovan Brown: A read and writer of learner of sources, when I can read it myself,
Jovan Brown: and then I can put down what I've read to paper, then I can understand it.
Jovan Brown: A kinesthetic learner or a tactile learner says, When I can manipulate it, move it when I can do it in my body, I can understand it.
Jovan Brown: And so now it has an opportunity where all of us are going to check into our learner styles before we hear from Ms. Jackson, so we can just drop that poll. Uh for our
Jovan Brown: participants, those of you who are here
Jovan Brown: i'd like for you to select the learning style that best represents your primary learning style.
Jovan Brown: So the first choice does auditory. When I hear it I can see it visual. When I see it I can better understand it reading and writing where I can read it myself, and put the learning to paper. I could better understand it, and K. Aesthetic or tactile When I can touch and manipulate it, I can better understand it.
Jovan Brown: Choose your primary learning style, and let's see how that full goes. I'm: going to participate as well.
Verenda Jackson: Yeah.
Wonderful.
Jovan Brown: Okay. So while we are getting those calls in, we will definitely refer to them. As we move a little, we're going to dive a little deeper. Um here, which is really interesting. Um! If I can share the poll results really quickly
Jovan Brown: out of the population of us, that are here.
Jovan Brown: Thirty-six percent of us are reading and writing facing learners.
Jovan Brown: Thirty-seven percent of us are visual.
Jovan Brown: So we're this session lacking, and visuals completely I would have lost all of my visual learners.
Jovan Brown: Kinesthetic and tactile virtual experiences are possibly really tricky. Unless you can type and manipulate type in the chat Possibly dot a few things around and auditory,
Jovan Brown: if, in fact, you are not given the support, There's seven, only a smaller population of us on here who are auditory learners. So we're this presentation without talking. That would have been a little tricky for you as well. Thank you all for participating in the poll,
Jovan Brown: Miss Jackson. I'm gonna ask that. You jump on in
Jovan Brown: and give us your true experience.
Jovan Brown: Thank you, Matt, so you can switch the slide.
Verenda Jackson: Hi, i'm Vernda Jackson,
Verenda Jackson: and this is my learning style um profile.
Verenda Jackson: I'm fifty-five percent auditoria.
Verenda Jackson: I'm twenty-five to kind of static or tech style, and I'm twenty percent visual
Verenda Jackson: I here to learn
Verenda Jackson: I understand and remember things I have heard.
Verenda Jackson: I am sensitive to sound.
Verenda Jackson: I prefer to hear directions or instructions
Verenda Jackson: I learned by hearing I listening.
Verenda Jackson: I better understand the meaning of words by listening to voice, tones, speed, and pitch.
Verenda Jackson: I better understand new concepts and ideas through discussions reading out loud
Verenda Jackson: next slide, please,
Verenda Jackson: and I just went over that side. Um,
Verenda Jackson: I here to learn. I'm sensitive to sound. I prefer to hear directions and instructions.
Verenda Jackson: I better understand the meaning of words by listening to tone, speech, and pitch, and I better understand how new concepts and ideas through discussion
Verenda Jackson: as an auditory learner.
Verenda Jackson: I have
Verenda Jackson: twenty percent visual challenges,
Verenda Jackson: and they further force reliance on verbal engagement.
Verenda Jackson: And I am some of the visual challenges that I have i'm near sighted.
Verenda Jackson: I have stigmatism,
Verenda Jackson: diabetic retinopathy and mild cataracts and dry eyes.
Verenda Jackson: So I have.
Verenda Jackson: I'm also triggered by the sounds of the dialysis machines
Verenda Jackson: yelling green,
Verenda Jackson: and they have different sounds to those different lights,
Verenda Jackson: and I have learned those different sounds.
Verenda Jackson: And uh, it's very interesting to me.
Verenda Jackson: Um
Verenda Jackson: machine sounds initially,
Verenda Jackson: and the patient care technicians.
Verenda Jackson: Therefore I learn
Verenda Jackson: something new and resourceful to me,
Verenda Jackson: and when written material is shared or handed out to us. I also asked the different questions, therefore i'm learning, and therefore it's helping my dad's treatment.
Jovan Brown: Yeah,
Verenda Jackson: The next slide, please.
Verenda Jackson: Now, from my perspective
Verenda Jackson: as an auditory.
Verenda Jackson: Um,
Verenda Jackson: I think the provider
Verenda Jackson: should provide clear facts without sugar. Quote the information,
Verenda Jackson: Avoid monoton speech,
Verenda Jackson: be sensitive to different learning styles and literacy levels,
Verenda Jackson: and as a patient
Verenda Jackson: Um, I am to be aware,
he is to be aware of my learning style,
Verenda Jackson: and I've asked questions and request responses to be given in a method that that supports my learning styles
Verenda Jackson: um,
Verenda Jackson: which we already went over the learning Styles auditory, visual tactile,
Verenda Jackson: read and write
Verenda Jackson: uh next slide, please.
Jovan Brown: Thank you, Ms. Jackson. I really appreciate you for sharing those hearing from um. Our patients directly also helps us
Jovan Brown: um to not just see it as research-based information research-based context this is lived experience. And for that reason I wanted to reintroduce myself to you all, although Mitzi did a phenomenal job. Um, my name is Jovan Brown, and i'm a visual learner.
Jovan Brown: So I fall into the percentage of those of us here who are visual learners. Um! That means for me. When I see it, I can understand it better.
Jovan Brown: It also means that i'm drawn to colors with learning. If I come into a space, and it is over populated with colors that do not represent what the space needs. I am easily distracted.
Jovan Brown: For example. Um. I remember one year I was teaching, and I had a colleague who made most of their walls in the room red. For some reason, although red is a beautiful color, it is often a color
Jovan Brown: that is used to market uh those uh in environments where food, fast food. You find Wendy Mcdonald's places like that um Burger King, other places where red is often used. It is a color that marketers use to draw hunger, And so oftentimes in her classroom there was a restlessness that she could not put her finger on, and I suggested to her that she changed the colors of the tack wall that she put up.
Jovan Brown: I often uh prefer infographics or story as a writer, as an educator. Oftentimes I am listening to see what someone is saying.
Jovan Brown: I obtain information best from what I see. I read maps really well. I follow routes really. Well, when I can see them.
Jovan Brown: Something that's really peculiar is also that I tend to close my eyes when i'm trying to see what someone is saying.
Jovan Brown: So if someone is talking to me, and i'm not following them. I will literally close my eyes in front of them and ask them to repeat themselves, so I can physically see the letters coming together to form words and the words to come together to form sentences, or oftentimes, if someone is giving me directions, and i'm not physically with them to see the route. I will ask them to repeat themselves, and I will close my eyes.
Jovan Brown: And lastly, again, I best understand new concepts through visual imaging.
Jovan Brown: Thank you. We can go to the next slide.
Jovan Brown: So here is where we get to dive in, and this is a great space not to say you Haven't taken notes already. But to continue taking notes and prioritizing this here, depending on what your learning style may be,
Jovan Brown: and depending on as a care team member the type of learners that you have in your particular case, load. This is a great position. This is You're in a great position to hear some recommendations for ways to incorporate awareness of their learning style with your communication.
Jovan Brown: So for my visual learners, this is a learner who learns best when information is presented in visual or written format, meaning it's right in front of them.
Jovan Brown: Visual learners often close their eyes and processing information, because, in order for the information to sticker to them. They have to physically see it.
So here's some recommendations for what to use when you are creating health literate material.
Jovan Brown: Big picture thinkers they have a they have a, or rather here's some other things to learn about visual learners, so that when you are creating your help, literate materials, you have this in mind. So we have big picture thinkers, visual learners. They have a vivid imagination. I'm talking about leprocons, ropes, climbing trees. What have you Whatever you have to do to paint the picture for them. So the good information the important information can stick.
Jovan Brown: Visual learners also easily notice new things in a room. I could possibly tell you very quickly. If I've been to your place one time, the next time I could tell you that you moved your face, or that you turn your chair a different color. Something. Um. Visual learners also retrieve underlying messages just by body, language, and expression.
Jovan Brown: If you are interacting with the patient, and your body. Language shifts while you are communicating very important health information. They receive your body language quicker than they receive what you're saying.
Jovan Brown: So oftentimes
Jovan Brown: it's it's It's important to be aware of that, so that you can understand the interaction, and how you are posturing yourself. Your hands, whether your open body, or if your legs are closed, like, there's very specific things that a visual learner will pay attention to.
Jovan Brown: They're also highly organized
Jovan Brown: and easily distracted by noises which is so interesting because similar to our odd auditory learners, while the hearing may work for them, because it also helps them to remember the thoughts that are attached to what they hear, as they are different from a visual learner.
Jovan Brown: So here's some tips for communicating consistently with visual learners, infographics, very clear language being intentional about your color selections.
Jovan Brown: So some research shows that certain colors are offensive to certain cultures writing and certain colors is offensive to certain cultures. It's important to engage in colors that are visually simulating, and also making decisions about the graphics should keep the visual learner in mind, and they should be culturally relevant.
Jovan Brown: One thing that I particularly realized about myself when I was in college.
Jovan Brown: I thrived on reading when I highlighted in green highlighter, very small caveat to my personal learning experience, but it helped me to keep information a lot
Jovan Brown: for my auditory learners.
Jovan Brown: Oh, and also another thought in the visual learner piece that I want to ensure. That you also know is that to do lists are really helpful
Jovan Brown: documentaries or instructional material that's presented visually to Not only are you sharing health information. But if it's something that they can physically watch, that would also be extremely helpful. Bulleted list and simple indentation. Just small bulleted pieces helps a visual learner drastically.
Jovan Brown: But let's think about our auditory learners. Now we have a a small percentage of you in this room which are just as important,
Jovan Brown: so auditory learners, because you effectively here by listening
Jovan Brown: you heavily, rely on hearing and listening in order to understand and for present it. So if you are interacting with a care team member where there is a possible language barrier. It's going to be important to really prioritize how to break down the barrier so that the interaction continues in a healthy manner.
Jovan Brown: Information for auditory learners is based on what they're listening to, because they merge their understanding of what they're hearing with sound association. So you're sharing something with an auditory learner. Any sound that's associated with, and they often will remember the information that's presented. Auditory learners have an increased memory.
Jovan Brown: They have really sharp listening skills, and they excel in aura presentations and exams because they are aware of their tone, and how they should present, so that it helps those who are listening.
Jovan Brown: So some solutions to help our auditory learners being intentional about your tone and voice and your word choice,
Jovan Brown: engaging and auditory learner, and conversation is perfectly okay.
Jovan Brown: Audio books or audio clips
Jovan Brown: audio enable devices
Jovan Brown: other things, such as given spoken directions and then checks for understanding some ways to check for understanding when communicating with patients is, Can you share with me in your own words
Jovan Brown: what it is that I just shared with you? Or what are you taking from what I'm saying? Just so that I can understand,
Jovan Brown: Donna sharing that you can read things and have them recorded to the patient's phones. They can play it back. That's an absolutely amazing tip.
Jovan Brown: So let's think about our kenesthetic learners. Those are our tactile learners. They like to move and manipulate and do things in their bodies.
Jovan Brown: I remember being in physical therapy. My physical therapist is handing me a packet of exercises and stretches that I could do, and showed me none of them
Jovan Brown: until I said, Oh, can you show me this
Jovan Brown: so interesting? When we look at that, we realize that
Jovan Brown: kinesthetic learners. They literally are clear about where the parts of their body are, and where those parts are moving, it's just the same when they are manipulating or touching pieces. They literally learn best when they're engaged in some type of physical activity, so that involves movement and touch
Jovan Brown: rather than just listening to you, give instructions or reading and watching.
Jovan Brown: They're abundant movers, and they prefer to be a part of the learning as a participant and not just someone who's observing or listening. They want you to involve them. So you happen to be a kinesthetic learner, and your care team member is telling you something. It is also okay for you to ask. Can you show me?
Jovan Brown: Can I do it with you to make sure that i'm doing it correctly?
Jovan Brown: Can you show me what that looks like. That is a part of your learning process.
Jovan Brown: Their coordination is also absolutely astounding, and they tend to trust what allows them to experience what's being taught or what's being performed to them.
Jovan Brown: So some solutions on the side of the care team member
Jovan Brown: is
Jovan Brown: manipulative.
Jovan Brown: There are some threed displays that they can physically manipulate and touch
Jovan Brown: simulations, helping them to participate in small experiments. Sometimes direct interaction also helps role playing and practical examples that they can go home with and replay in their minds because they've acted it out in their bodies.
Jovan Brown: And I also encourage you to continue commenting and dropping any questions you may have. I know that. Um, we're almost closing to the end of this session, and and I just want you to know that we're here. We're listening, and we want to make sure that you hear your your your questions answered. If there's anything that comes up for you during the session.
Jovan Brown: So our last learner. Readers and writers,
Jovan Brown: readers and writers, is pretty self explanatory. It's a learner who retains well because they've written it down.
Jovan Brown: So they're great note takers. I would say that there's a percentage of me that does that. They also absorb content from handouts. Reference book users. You give them information. They're gonna want to go to the reference book so that they can then put it in their notes.
Jovan Brown: They're also often great communicators when they've been given an opportunity to write a thing down first, because the writing thing helps them to put it in their head,
Jovan Brown: just like a visual learner can see a thing and put it in their head. The reader writer has to physically put it to paper for it to stick. So some solutions for reader and writer learners
Jovan Brown: handouts
Jovan Brown: give them a pen, give them a pencil so they can take notes, or they can write down their own pieces that of information that are relevant to what you're sharing a note taking sheet.
Jovan Brown: So if you're if you're sharing and disclosing health information, maybe there's some lines or margins on the side that give them space to take down notes,
Jovan Brown: making sure that there's written feedback, leaving a voice message with some results, or having a phone call, may not be enough. They may need to see an email, to partner with your voice message or your phone call.
Jovan Brown: Also allowing them to take their own notes, does, in fact, help the information to stick. Let's see we can go to the next slide.
Jovan Brown: So here is an opportunity for reconciliation to happen.
Jovan Brown: When we think about reconciliation, it is as a patient. I want to be in a healthier interaction with my care Team provider regarding my health
Jovan Brown: as a care team provider. It is saying, I want to be better at relaying information because I care about your health.
Jovan Brown: That partnership is so exclusive. It's so important in order for reconciliation to happen or progression to happen, or for the health environment to be more inclusive. Here are some areas that you can consider
Jovan Brown: recommitment to learn a style based communication as a care team member. If i'm aware of my patience learning styles how I communicate. Now i'm going to keep that in mind and prioritize that in my communication.
Jovan Brown: It may take a little more stretching. It may take a little more creativity, but it also means that you get to then dive into colleagues and other spaces of research and resources to expand your reach.
Jovan Brown: Also maintain awareness of your misconceptions or your biases. Those things that we discussed earlier, that we tend to believe about ourselves in our roles, and therefore about others in our roles, being aware of those also helps us to check in,
Jovan Brown: so that clear communication can happen going forward
Jovan Brown: when we think about teaching friends, family and colleagues hold other people accountable, especially if you see that someone is operating in a way that's not effective for their patients or or other uh other care team members. Be okay with giving giving information and recommendations around what they may want to consider trying
Jovan Brown: for our patients who have friends and family who also have other care Team Members recommend questions that they can, in fact, ask, encourage them to be self advocates with this information here
Jovan Brown: also, being more self-aware and self-reflected you've had a day
Jovan Brown: where you encountered a lot of different patients, a lot of different learning styles. You get to ask yourself, What did I do? Well, what could I have done better? Same thing with our patients? What could I have asked,
Jovan Brown: what should I have communicated to my care team providers, so that the next time the interaction is that much sharper? And lastly, my encouragement to reconcile is to continue doing the work.
Jovan Brown: This is not a one-stop shop. It is not a one moment type of commitment. This is an ongoing continual process, because
Jovan Brown: an inclusive health environment cannot progress when the work doesn't happen.
Jovan Brown: So for that reason, my encouragement, or to continue reconciling is that you're committed to the work
Jovan Brown: when you sign the dotted line, and you committed to the duty that you have, You also committed to getting better at what it is
that you've done.
Jovan Brown: Let's see next slide, please.
Jovan Brown: And so with that I do not leave you in hindsight. I will share with you a way to communicate contact. If you have questions beyond this space. Of course, if you're interested, um, and just reaching out to me for relevant reasons, here is my email,
Jovan Brown: my website as well, and then, if you are on social media, here are some avenues to also get in contact with me. I hope this information was helpful to each of you.
Jovan Brown: I'm grateful that we were able to have this session and discussion of sorts. Um, but it is my intent as an educator to make sure that you are thoroughly educated, no matter which side of the spectrum you may be on.
Jovan Brown: I'll take questions Now, of course, if there's any, I think I saw one was already answered. Okay,
Quality Insights: thank you so much, and just a reminder for everyone. If you do have questions, you can go ahead and enter those into either the chat or the Q. A. Box at this time,
Quality Insights: and while we're waiting on everyone um
Quality Insights: to enter that in, I just want to go ahead and post. I get a couple of links in the chat. Um first to the evaluation. If you don't get a chance to um, just copy down this link, and so you can uh complete that evaluation
Quality Insights: after today's session, and also wanted to remind everyone um to. If you haven't already register for next week's session, which is going to be on Thursday, October the twenty seventh. At noon. We're going to be talking about addressing health, misinformation to advance Health Literacy and i'll post the link to register for that in the chat as well.
Andrea Moore: So um Mitzi. While you do that first I want to. I want to thank Jovan and Veranda for the presentation. I always learn something new. So thank you to both of you, and thank you for everyone taking the time out to join us. Um, there's a question that was just put in the chat. I didn't want to scroll past it?
Andrea Moore: Um! The question is, could you say more about the colors for different learners, or where to hear more about that.
Jovan Brown: Absolutely so. Um! I can give you some keywords, and I will also type them for those of you who need to read them. You see how that works like even I still have to be conscious of it. So color psychology is a great place for a lot of um. Those who are interested in branding marketing. Um Color psychology is one of those sites where you kind of get some insights. They have a interesting creative way displaying that.
Jovan Brown: Um, I would recommend to go that some key terms. I'm gonna type some key terms in the chat now. So i'm gonna type color psychology
Jovan Brown: um
Jovan Brown: colors
Jovan Brown: for
Jovan Brown: learning
Jovan Brown: in Java. I just put the link for color psychology. Hopefully. That's the correct link. I just put the link. Yeah, I think that is dot Org. Mhm They pride themselves on teaching people about
Jovan Brown: how colors impact marketing and branding. And this may just help you in life right when you're hungry, and you're driving Bible s in places, and you're wondering why your stomach is like climbing out the window. It's really because of the color red. It's.
Jovan Brown: It's because of the color red. It does that to us. So I would say that is a um, a a great link to go to, and just kind of play around here Some key terms. How a psychology! Um,
Jovan Brown: Let's see. You could put colors and marketing.
Jovan Brown: We see colors and learning, I would say, play around with those words in terms. Um, but color psychology is one of my go to personally.
Jovan Brown: Were there any other questions.
Andrea Moore: So I I actually do have a question, and it's not just for me, but it's for the others who are still hanging out on the line with us,
Andrea Moore: but we often hear that a lot of um, a lot of the patients in which we care for are resistant to fill out assessments, and not many of us do assessments. And if there is anyone on the line who currently works in a dialysis center where you assess for learning styles, please share with us. But we don't typically assess for learning style, at least not a formal assessment. So for those patients who are resistant, and who already may be very shut down. There may be some literacy, very,
Andrea Moore: and just as you mentioned, they just may not be um really great with self advocacy, and they may shy away.
Andrea Moore: What are some things that we can look for to say? Ah, this patient learns this way, I think sometimes it's very obvious, but there's so many times where it's not obvious. I think someone mentioned in the chat that before taking the quiz, they thought they were a kenesthetic learner and turns out they're an auditory learner. So what might be some key things that we could look for when engaging with the patient to try to identify what their learning style is, so that we can better engage.
Jovan Brown: That's a great question, Andrea. Thank you. My first thought honestly, was just to engage in conversations
Jovan Brown: and ask specific questions where it doesn't feel like I'm taking a test to give you an answer.
Jovan Brown: It might be something as simple as
Jovan Brown: if you notice that every time you hand them a hand out they leave it behind. That may be a clue, for maybe they don't read well, or maybe they're unsure of what the information is as a follow up, we could say, Oh, we notice in conversation. We notice this.
Jovan Brown: How is it that we can help you, and understanding the information best,
Jovan Brown: Do you sometimes prefer that the information is read to you? And I think that's where some other layers of establishing and and strengthening patient care. Team, member um relationships um have to happen because the patients should feel like, especially since this regard their health.
Jovan Brown: To have you ask those questions, or engage them in that type of conversation, and not feel as if they cannot keep that layer off. It is very hard as an adult or someone as an educator who has taught adults when you have an adult in your myths, who feels embarrassed because maybe they're a soon made way of learning is not acceptable
Jovan Brown: by care team members. And so it's also
Jovan Brown: creating a safe space, a safe communicative space first, and then kind of darting questions where it doesn't feel like an interview. It's genuine conversation communication. Um. And oftentimes there is someone who is shying away from taking a physical test is probably because they don't prefer to take it that way.
Jovan Brown: So it might be creating different ways uh different types of assessment. So it doesn't feel like an assessment if we have to fill out um those intake forms. It might be a simple question with visuals that help them to understand. That alone could tell us a lot. Um,
Jovan Brown: it might be looking at the visual learning quizzes and applying it to the intake form, so that within that you learn what they're they're not of what their learning style may be.
Quality Insights: Jovan, we had another question. Um, First of all, she says excellent presentation. She's uh understanding now, after your presentation, that she's thinking she may be a combination of two different learning styles, and she's wondering if many people, if there are many people that have multiple learning styles.
Jovan Brown: Absolutely. Um, I don't know your name. I like to use names also, because I think that helps to re instill
Jovan Brown: Lisa. Thank you, Lisa. Thank you, Lisa. You wouldn't have known that about me was just important that I say names. So, Lisa. Yes, absolutely. Um. I qualify myself as a visual learner primarily. But when I took the test. Although I was a visual learner like forty four, I think it was
Jovan Brown: auditory learning. I had no clue was that like thirty-seven. I was like. Whoa! I really do know how to learn by listening like that shocked me
Jovan Brown: so. It taught me that when I am getting instruction, if I see, and I here at the same time, I'm like a kid in a candy store. So it is perfectly okay for you to have to.
Jovan Brown: I want to say dominant because primary. We like that top one with the top percentage, right? But then you might have one That's right under that. Um.
Jovan Brown: Most educators are auditory learners in a lot of respect, and it depends on the type of educator that you are right. I taught For twelve years
Jovan Brown: I found that I was still primarily a visual learner. So I was the teacher who created the most amazing anchor. Charts, like my classroom, was lit
Jovan Brown: for that reason, because I knew that even though I was that dominant uh visual learner, I possibly had some small percentage of visual learners. But at least when I shared the information out loud. It met the the needs of my other learners in the room.
Andrea Moore: Um! I just wanted to to add. I think, even in this uh Jackson's presentation. She listed the multiple um different learning styles. Hers was overwhelmingly auditory I think fifty-five. Um! But what was your second Miss Jackson? The second one was uh
Verenda Jackson: twenty-five percent tactile and ten percent visual
Andrea Moore: and see. And that that makes sense based on what I know of Miss Jackson and stories that she has shared about learning in the dialysis setting. That makes sense. When an alarm goes off on the dialysis machine that triggers Ms. Jackson's learning. She wants to learn because she's auditory. But she's also really um looking around. And you know you you want to touch things you're asking around and wanting to do it in real life, and that, you know, when you have those patients who are tactile, that's a
Andrea Moore: really good opportunity to help teach them get themselves on and off the machine. That might be a good opportunity to talk to them about home dialysis. If that is an option that's a really good opportunity to play to their strengths and the way in which they like to learn.
Andrea Moore: Um for me. I'm primarily an auditory learner. But if I could not write down notes, and then read them afterwards.
Andrea Moore: I wouldn't learn very much. So, um Lisa, you mentioning that you know. You think that you're too. We all are more than one. We all have more than one learning style, but we always kind of been to one learning style in particular.
Yes,
Andrea Moore: and I think we pushed it right to the hour. So again thank you to all of you for spending your lunch hour with us. If this was your lunch hour. Um, thank you, Miss Jackson, for sharing your your time and experience with us in Java. Thank you, Miti. As always. I thank you for facilitating and you all. We have. Our final installment of this was our first time. This was Quality insights first time doing a month of lunch and learns all about health literacy. I hope that you
Andrea Moore: have enjoyed them thus far, and that you've learned a great deal. We have our final installment. I did put the link to register in the chat, but you'll receive an email from us. So thank you again, and i'll see you next week for our final installment of our luncheon. Learns.
Verenda Jackson: Thank you bye, bye, have a great day. You, too Thank you, Bye, bye,