April 4-6, 2024 • Hyatt Regency • Lexington, KY
Innovations in Health Communication
Innovations in Health Communication
Abstract: Formative and Process Evaluation of a Community-Engaged Health Care Coverage Literacy Program in Kentucky
Background: Research shows that people find health insurance to be confusing and complex (Kakar et al., 2022), which can result in delayed or skipped medical treatment (Tipirneni et al., 2018). Health insurance literacy – the knowledge, agency, and self-efficacy to obtain, assess, and use information about health insurance plans (Quincy 2012) – has been shown to predict healthcare utilization. Black Americans, Spanish speakers, and Appalachian residents have been found to have lower health insurance literacy levels than their English-speaking, White, urban counterparts (Edward, Thompson, & Jaramillo, 2021; Villagra et al., 2019).
Study Overview: In spring 2023, we began development a health insurance literacy program for Kentucky’s rural, urban Black, and Spanish speaking communities. This study reports on formative and process evaluation outcomes of our efforts. Our health insurance literacy program employs a multi-level community-engagement model (National Academy of Medicine, 2022) whereby we identified key individuals (e.g., Area Health Education Center directors, faith leaders, medical clinic directors) who helped connect us with community members (trainers) who would train trusted individuals within each community (trusted messengers) to aid in the communication of important insurance literacy content to fellow community members. We worked collaboratively with key individuals, trainers, and trusted messengers in diverse communities to tailor health literacy materials for local audiences.
Methods: Qualitative and quantitative evaluation data were collected during program development and implementation. Qualitative feedback from key individuals, trainers, and trusted messengers was used to adjust language, tone, content, and level of detail/explanation provided in community-tailored communication materials. Quantitative pre/post-program survey data were collected from trainers, trusted messengers and community members (N = 36), assessing understanding of health care coverage topics, terms and concepts, as well as confidence in disseminating accurate educational information.
Findings: We initially contacted nine potential partners and were able to develop eight into active collaborators. Together with our partners, we developed draft health insurance literacy materials. Formative feedback on these materials suggested modifications such as changing the physical size of printed material or modifying translated explanations. Once the tailored materials were approved, TAI worked to educate 28 trainers identified its 8 key individuals/partners. As the program rolled out in different communities, the insurance literacy materials and methods of delivery were iteratively modified and tailored based on continuous feedback from trainers and trusted messengers. Currently, outputs of include in-person sessions, online resources (in 4 languages), videos, social media, and newsletters. To-date the program has reached over 2,800 Kentuckians. Pre/post-program surveys indicate that trainers, trusted messengers, and community members have responded positively to program communication.
In addition to presenting formative and process evaluation results from the health insurance literacy program, in this session we will share lessons learned with respect to communicating collaboratively with diverse partners and addressing the insurance literacy needs of important subgroups of Kentuckians (e.g., variations in communication style, strategies for simplifying complex concepts and material). This session may be of interest to public health communicators and educators who are focused on addressing health disparities among underserved populations in Kentucky.
Study Overview: In spring 2023, we began development a health insurance literacy program for Kentucky’s rural, urban Black, and Spanish speaking communities. This study reports on formative and process evaluation outcomes of our efforts. Our health insurance literacy program employs a multi-level community-engagement model (National Academy of Medicine, 2022) whereby we identified key individuals (e.g., Area Health Education Center directors, faith leaders, medical clinic directors) who helped connect us with community members (trainers) who would train trusted individuals within each community (trusted messengers) to aid in the communication of important insurance literacy content to fellow community members. We worked collaboratively with key individuals, trainers, and trusted messengers in diverse communities to tailor health literacy materials for local audiences.
Methods: Qualitative and quantitative evaluation data were collected during program development and implementation. Qualitative feedback from key individuals, trainers, and trusted messengers was used to adjust language, tone, content, and level of detail/explanation provided in community-tailored communication materials. Quantitative pre/post-program survey data were collected from trainers, trusted messengers and community members (N = 36), assessing understanding of health care coverage topics, terms and concepts, as well as confidence in disseminating accurate educational information.
Findings: We initially contacted nine potential partners and were able to develop eight into active collaborators. Together with our partners, we developed draft health insurance literacy materials. Formative feedback on these materials suggested modifications such as changing the physical size of printed material or modifying translated explanations. Once the tailored materials were approved, TAI worked to educate 28 trainers identified its 8 key individuals/partners. As the program rolled out in different communities, the insurance literacy materials and methods of delivery were iteratively modified and tailored based on continuous feedback from trainers and trusted messengers. Currently, outputs of include in-person sessions, online resources (in 4 languages), videos, social media, and newsletters. To-date the program has reached over 2,800 Kentuckians. Pre/post-program surveys indicate that trainers, trusted messengers, and community members have responded positively to program communication.
In addition to presenting formative and process evaluation results from the health insurance literacy program, in this session we will share lessons learned with respect to communicating collaboratively with diverse partners and addressing the insurance literacy needs of important subgroups of Kentuckians (e.g., variations in communication style, strategies for simplifying complex concepts and material). This session may be of interest to public health communicators and educators who are focused on addressing health disparities among underserved populations in Kentucky.