Welcome to "A Health Literacy Manual for Older Adults" – a compilation of health literacy lesson plans to be used by literacy tutors and health educators who work with older adult learners.
We know from the 2003 International Adult Literacy and Learning Skills Survey (IALSS) that over 70 percent of Canadian seniors have difficulty with reading and writing skills. Researchers say that this may be due to the fact that many older adults left school early or that reading skills are lost over time if not practiced. This can seriously compromise their health and well-being due to their inability to obtain health information, as well as not understanding instructions. Some studies show that seniors with low literacy skills are admitted to hospitals more often than those with reading skills, they tend to stay longer and are more likely to suffer from mental health problems. (Rootman)
The term “lifelong learning” implies that people can improve their literacy skills at any age. These skills are defined as “the ability to understand and employ printed information in daily activities- at home and in the community- to achieve one’s goals and develop one’s knowledge and potential”. Health literacy is defined by the World Health Organization (WHO), in part, as the ability to obtain and understand health information and to use it to improve one’s health or that of families and communities. (Rootman)
Some older adults have stated that there is a need for health information specific to them. Dr. John O’Brien-Bell, a past president of the Canadian Medical Association, recently stated that “Canadians, especially the elderly need health education, preventative medical advice and ongoing continuing care.” A 2005 University of Montreal survey of 5,000 Canadian women, aged 55 to 95, indicated that they wanted to know more about preventing disease, promoting independence and ensuring good quality of life. The survey also showed that they want to be active participants with physicians and other health care providers. (Tannenbaum)