Medical Resources on the Web
Based on : Go To The Web and Say Ahh! (Presented by Gail Kouame)
What are some resources that can help people improve their health literacy?
Ask Me 3 (http://www.npsf.org/askme3/) lists three questions to ask your health care provider and explains what to do if you don’t understand an explanation or instructions.
Questions are the Answer (http://www.ahrq.gov/questionsaretheanswer/) has more questions to ask your provider as well as a question builder that will help you with questions to ask in particular circumstances (just received a diagnosis, got a new prescription, preparing for surgery, finding a provider, etc.). It has links to medical resources and a brief glossary of common medical terms. The font size is adjustable.
The National Institute on Aging (http://www.nia.nih.gov/) has a number of free publications on topics as diverse as choosing a doctor, sexuality, end of life decisions, and vaccinations. There are links to research, clinical trials, and news.
What are some quality health resources on the Internet?
Health and Wellness Resource Center (Database – Spokane Public Library also subscribes to this)
MedlinePlus.gov (http://www.medlineplus.gov)
NIHSeniorHealth (http://www.nihseniorhealth.gov/)
Ethnomed (multi-lingual) (http://ethnomed.org/) – based in Seattle, Ethnomed focuses on immigrant populations in that area. Includes topical information, such as winter information on cold weather, floods, and carbon monoxide poisoning.
Healthy Roads Media (multi-lingual) (www.healthyroadsmedia.org) – a variety of topics including abuse, dental health, food/nutrition, and tuberculosis
RHIN (Refugee Health Information Network) (multi-lingual) (www.rhin.org) includes information on a variety of topics in several languages, including Ukrainian.
CAPHIS (http://caphis.mlanet.org/) Consumer and Patient Health Information Section of the Medical Library Association. Includes links to top 100 medical sites (Jan. 2010) and a listing of consumer health libraries.
Leapfrog (http://www.leapfroggroup.org/cp) lets people compare hospitals on patient safety overall and by specific treatments. Information is based on voluntary submissions to Leapfrog surveys. I checked Spokane area hospitals, and Deaconess, Holy Family, Sacred Heart, and Valley Medical Center had “Declined To Respond” for all categories.
Washington State Department of Health (http://www.doh.wa.gov/) includes information on food handler’s permit, notifiable diseases, licensing.
Additional information:
Health Literacy
What is health literacy?
Here are some definitions:
The degree to which individuals have the capacity to:
Obtain
Process
Understand
Basic health information and services needed to make appropriate health decisions.
– Healthy People 2010
The ability of individuals to
Read
Understand
And act upon health-related information
– New York City Mayor’s Office
Health literacy also refers to the capacity of professionals and institutions to
Communicate effectively so that community members can:
Make informed decisions and
Take appropriate actions
To protect and promote their health
– New York City Mayor’s Office
Why is health literacy important?
We hear a lot about the correlation between a person’s health and their level of education, or their race, or their income. But according to JAMA (Feb 10, 1999), poor health literacy is a stronger predictor of a person’s health than any of these, or of a person’s age or employment status.
Health literacy isn’t just about reading. It also affects people’s ability to:
Navigate the healthcare system
Share personal information
Engage in self-care and chronic disease management
Understand mathematical concepts like probability and risk.
Medicine has its own language, and is typically written at the 12th-15th grade reading level.
When they come up to the desk –
They may need to tell their story. They are still processing what they’ve been told. Part of that might be telling you all about it from the moment “Aunt Margaret noticed this funny looking spot on my cheek at Thanksgiving and I was really worried and the doctor’s office was closed and I didn’t want to go to the emergency clinic because I didn’t really think it was an emergency and then we had all that snow so by the time I was able to get in I was worried sick that it was melanoma, which it wasn’t, thank God, it was just a really weird looking pimple, and I called my mom to tell and she didn’t pick up and she didn’t pick up, so finally I went over there and she was just lying there on the floor! She’d had a stroke! Where are your stroke books?”
Your customer really does need to tell you all of that (maybe more than once), because they are trying to make sense of it themselves. And at this point in time, they are distracted, stressed, and overwhelmed. They may feel fear, anxiety, helplessness, anger, frustration, even joy (there’s good medical news, too).
Researching helps people feel in control. It’s not unusual for someone to say they want to find out everything about whatever condition it is they’re researching.
How can you help?
Give them time and attention, even when the story is long.
Make appropriate eye contact.
Be attentive.
Provide privacy. You may want to move to another part of the library, or even just come around the desk so that you are standing closer.
Be aware of your own tone of voice and body language.
Practice compassionate neutrality.
NO: Oh, my God! That’s terrible.
NO: Isn’t that what Patrick Swayze died of?
NO: That doesn’t sound very serious.
NO: It could be worse.
YES: I’m sorry to hear that. Let’s see what we can find that will help you today.
YES: Hmm (neutral sound) Can you tell me more about what you’re hoping to find today relating to that?
Use the reference interview.
How can I help you while you’re here?
What do you need from the library today?
What do you most want to find out today?
Other questions to ask:
Who is the information for? (Finding out for self, parent, child, spouse)
What is the exact diagnosis? (Do you need to call your doctor’s office?)
How do you spell it? (Do you need to call your doctor’s office?)
Where have you looked already?
Why do you need this information? (Because I’m the patient, a caregiver, a relative, a concerned friend, writing a research paper for class)
How much information would you like?Has the procedure already been done?
Is this what you’re looking for?
Tuesday, December 21, 2010
Thursday, July 15, 2010
Reader Centered Library Service
There was a fantastic Reader's Advisory webinar hosted by the Texas Library Association on Wednesday. The presenter was from the Opening the Book project. While, unfortunately, the webinar was not archived, much of the information can be found here: http://www.openingthebook.com/library-resources/reader-centered/
Take a look at what UK libraries have done, and be inspired in your library displays, and maybe even your approach to Reader's Advisory.
Take a look at what UK libraries have done, and be inspired in your library displays, and maybe even your approach to Reader's Advisory.
Wednesday, June 30, 2010
Just a reminder...
...that this blog is a place for all staff to share their training and conference experiences. If you want to post a new topic, you'll need to be an author of this blog. If you aren't one already, please contact Stacey (sgoddard@scld.org or extension 8421) and she'll add you to the author list. You will need to have a Gmail account to complete the author authentication process.
Please remember that followers of this blog will find it helpful if you use a descriptive title for your entry--that way, they won't have to guess what you're writing about. If you have other questions, check with Stacey, Gwendolyn, or Mary Ellen. Thanks!
Please remember that followers of this blog will find it helpful if you use a descriptive title for your entry--that way, they won't have to guess what you're writing about. If you have other questions, check with Stacey, Gwendolyn, or Mary Ellen. Thanks!
Friday, June 25, 2010
Serving Patrons with Physical and Mental Disabilities
Several staff members attended a workshop on serving patrons with physical and mental disabilities. Here are some things they came away with:
Use “people first” language – “the man who’s blind” not “the blind man.” This emphasizes the person, rather than the disability.
Ask people what works best for them. For example, some people who are deaf may prefer speaking/lip reading, and others may prefer writing. The preferred mode may change with different circumstances.
Be inclusive. If you have people with disabilities on a committee or task force, treat them as valued members who will contribute, rather than as token members who are there so you can *look* inclusive.
Recognize and treat people as people.
Just because a disability isn’t obvious doesn’t mean it can be controlled.
Use easily readable fonts, such as Arial, and an appropriate font size.
Use non-accusatory language – “I’m having trouble understanding what you’re saying” not “You’re not speaking clearly.”
When you hear repeated stories (recycled stories) take three step approach—first time, give information to help, second time ask if person was able to use previous information, third time ask “what can I do for you today.”
When working with patrons with speech impediments don’t try and finish their sentences.
Use Active Listening
Respect confidentiality
Find alternate ways to communicate and to show information
Give options
Treat each person as an individual; be professional & respectful; set boundaries & positive expectations
Simplify print promotional materials
Consider creating a “Sign-Up for a Tour!” service, promoted online & on-site w/ obvious signage. This allows user’s w/ non-apparent disabilities a customized introduction to library programs/services, and enables staff to highlight what would best suit that patron.
Strengthen Book a Librarian service & train staff to use it, which would give patrons with various disabilities the individualized help they need.
If there is an interpreter, speak to the customer not to the interpreter. Maintain eye contact with the customer rather than the interpreter.
When having a conversation with a customer in a wheelchair, use a chair for yourself so you can make eye contact effectively.
Use a normal tone of voice when speaking; do not raise your voice unless asked.
When having a conversation with customers who have a speech impairment, do not correct, say words, or finish sentences for them. If you do not understand, ask the customer to repeat or state in a different way.
Avoid “one-ups”... don’t tell your story to belittle the telling of theirs.
Children are more susceptible to mental disorders than previously thought.
Because of a disability, they will act out to be removed from a group to avoid embarrassment in front of their peers.
One in five individuals has a diagnosable mental health disorder, one in eight to ten has a non apparent disability, either physical or mental.
Listen carefully, paraphrase what has been asked.
Take time upfront to train or explain.
Consistent repetition is crucial.
Things the library could do to improve service for patrons with disabilities
Add pictures to adult non-fiction collection (similar to children’s collection
Add option to hold notification process to allow for calling on the phone (we have at least one patron who is blind and has complained about missing holds because she can’t read postcards and doesn’t have email)
Promote “Book a Librarian”
Get a mouse pad and/or set the mouse for alternate ways of double clicking (we have a few older patrons that have a hard time using the mouse)
some of the tips seem so simple – perhaps that’s why we forget. If you say you’ll check back on someone, do it.
If someone is agitated, be calm yourself – try to re-direct the agitation. Sometimes disruptive behavior is present because the person can’t remember why they are asking a question.
I liked this thought: the more intangible or hidden the disorder, the more society believes the individual should be able to control it & the greater the negative impact of not being able to do so.
take a look at Ldonline.org for learning disabilities & ADHD. Also mentions effect of hearing loss on development of children
when giving directions, don’t assume everyone understands. use clear, concrete, sequential steps. focus on what they can do, not what they can’t
Use “people first” language – “the man who’s blind” not “the blind man.” This emphasizes the person, rather than the disability.
Ask people what works best for them. For example, some people who are deaf may prefer speaking/lip reading, and others may prefer writing. The preferred mode may change with different circumstances.
Be inclusive. If you have people with disabilities on a committee or task force, treat them as valued members who will contribute, rather than as token members who are there so you can *look* inclusive.
Recognize and treat people as people.
Just because a disability isn’t obvious doesn’t mean it can be controlled.
Use easily readable fonts, such as Arial, and an appropriate font size.
Use non-accusatory language – “I’m having trouble understanding what you’re saying” not “You’re not speaking clearly.”
When you hear repeated stories (recycled stories) take three step approach—first time, give information to help, second time ask if person was able to use previous information, third time ask “what can I do for you today.”
When working with patrons with speech impediments don’t try and finish their sentences.
Use Active Listening
Respect confidentiality
Find alternate ways to communicate and to show information
Give options
Treat each person as an individual; be professional & respectful; set boundaries & positive expectations
Simplify print promotional materials
Consider creating a “Sign-Up for a Tour!” service, promoted online & on-site w/ obvious signage. This allows user’s w/ non-apparent disabilities a customized introduction to library programs/services, and enables staff to highlight what would best suit that patron.
Strengthen Book a Librarian service & train staff to use it, which would give patrons with various disabilities the individualized help they need.
If there is an interpreter, speak to the customer not to the interpreter. Maintain eye contact with the customer rather than the interpreter.
When having a conversation with a customer in a wheelchair, use a chair for yourself so you can make eye contact effectively.
Use a normal tone of voice when speaking; do not raise your voice unless asked.
When having a conversation with customers who have a speech impairment, do not correct, say words, or finish sentences for them. If you do not understand, ask the customer to repeat or state in a different way.
Avoid “one-ups”... don’t tell your story to belittle the telling of theirs.
Children are more susceptible to mental disorders than previously thought.
Because of a disability, they will act out to be removed from a group to avoid embarrassment in front of their peers.
One in five individuals has a diagnosable mental health disorder, one in eight to ten has a non apparent disability, either physical or mental.
Listen carefully, paraphrase what has been asked.
Take time upfront to train or explain.
Consistent repetition is crucial.
Things the library could do to improve service for patrons with disabilities
Add pictures to adult non-fiction collection (similar to children’s collection
Add option to hold notification process to allow for calling on the phone (we have at least one patron who is blind and has complained about missing holds because she can’t read postcards and doesn’t have email)
Promote “Book a Librarian”
Get a mouse pad and/or set the mouse for alternate ways of double clicking (we have a few older patrons that have a hard time using the mouse)
some of the tips seem so simple – perhaps that’s why we forget. If you say you’ll check back on someone, do it.
If someone is agitated, be calm yourself – try to re-direct the agitation. Sometimes disruptive behavior is present because the person can’t remember why they are asking a question.
I liked this thought: the more intangible or hidden the disorder, the more society believes the individual should be able to control it & the greater the negative impact of not being able to do so.
take a look at Ldonline.org for learning disabilities & ADHD. Also mentions effect of hearing loss on development of children
when giving directions, don’t assume everyone understands. use clear, concrete, sequential steps. focus on what they can do, not what they can’t
Thursday, May 13, 2010
Ahead of the Curve
Here are my notes from the training on May 12. Please fill in any blanks in the notes.
In general, what did everyone think about the future of libraries? What trends do you see happening for SCLD already? What direction would you like to see SCLD go? Did anyone leave the session with some ideas?
Principles
- freedom of information
- best customer service we can provide
- open access
- equity of access
- community education
- lifelong learning
- tools change, principles don’t
Civilian perspective
- it’s not their job to understand libraries/librarians
- get me started
- get me unstuck
- keep me interested
- do it on my terms
Get me started – what we do to help
- talk to them
- signs
- roaming
- OPACs
- Apologize
Get me started – trends to watch
- communications as lifestyle
o expectations are different (cell use, texting)
o always communicating
o start search with a cell phone
- CDPL, NYPL, WorldCat apps
- social networking as an introduction
- bokomaten
- death of the OPAC à search engines
Get me started – questions to ask
- Who’s really out there?
- Do we know our real community?
- What are their top priorities?
- Where is our community gathering now, physically and virtually?
- Can the public see what’s available to them?
- we will have our feet in multiple worlds for a long time
o tech-savvy vs. non tech-savvy
o treat non-techs like the exception – don’t design services for the lowest common denominator
- ask community what they want out of life
o it’s the library’s job to find a way to help them achieve that
Get me unstuck – what we do to help
- talk to them
- see what they’ve done already
- provide options
Get me unstuck – trends to watch
- services where they’re needed
- mobile/embedded staff
o don’t just talk to city council to advocate for the library, meet their needs (answer reference questions at the meetings)
- services designed around predictable life passages (retirement, marriage, kids)
Get me unstuck – questions to ask
- What policies and procedures don’t make sense to our users?
- Is our service plan based on routine occurrences rather than exceptions?
- How are we demonstrating that we value “yes” over “no”?
- Can most members of the community use our services without extensive assistance?
- Do we use tools that are compatible with those our community is already familiar with?
- rationing items/service means the community really wants this – get more, don’t ration
- asking for an exception is a point of pride for many people – they will not ask for exceptions to rules though they want/deserve them
Keep me interested – trends to watch
- hyperlocalism
- crowdsourcing
- shared learning
- service life cycles
- augmented reality
- growth of the creative economy
- social networking as a way of sustaining and improving the conversation
Keep me interested – questions to ask
- Does what we’re doing target a growing clientele?
- How do we encourage repeat visits?
- How/what can we refresh? (services just as much as collections)
- What should we retire?
- let people share their learning (reviews, physical space)
- quit investing in things on a downhill slope
Do it on my terms – trends to watch
- mass customization
- collaborative filtering
- eReading
- online registration and account management
- my interface
- podcasts/webinars/time shifting
Do it on my terms – questions to ask
- What experience are they telling us they want?
- How do other service providers affect our community’s service expectations?
- What do “real people” call this stuff?
- How do we demonstrate the presumption of innocence?
What can we do now?
In general, what did everyone think about the future of libraries? What trends do you see happening for SCLD already? What direction would you like to see SCLD go? Did anyone leave the session with some ideas?
Principles
- freedom of information
- best customer service we can provide
- open access
- equity of access
- community education
- lifelong learning
- tools change, principles don’t
Civilian perspective
- it’s not their job to understand libraries/librarians
- get me started
- get me unstuck
- keep me interested
- do it on my terms
Get me started – what we do to help
- talk to them
- signs
- roaming
- OPACs
- Apologize
Get me started – trends to watch
- communications as lifestyle
o expectations are different (cell use, texting)
o always communicating
o start search with a cell phone
- CDPL, NYPL, WorldCat apps
- social networking as an introduction
- bokomaten
- death of the OPAC à search engines
Get me started – questions to ask
- Who’s really out there?
- Do we know our real community?
- What are their top priorities?
- Where is our community gathering now, physically and virtually?
- Can the public see what’s available to them?
- we will have our feet in multiple worlds for a long time
o tech-savvy vs. non tech-savvy
o treat non-techs like the exception – don’t design services for the lowest common denominator
- ask community what they want out of life
o it’s the library’s job to find a way to help them achieve that
Get me unstuck – what we do to help
- talk to them
- see what they’ve done already
- provide options
Get me unstuck – trends to watch
- services where they’re needed
- mobile/embedded staff
o don’t just talk to city council to advocate for the library, meet their needs (answer reference questions at the meetings)
- services designed around predictable life passages (retirement, marriage, kids)
Get me unstuck – questions to ask
- What policies and procedures don’t make sense to our users?
- Is our service plan based on routine occurrences rather than exceptions?
- How are we demonstrating that we value “yes” over “no”?
- Can most members of the community use our services without extensive assistance?
- Do we use tools that are compatible with those our community is already familiar with?
- rationing items/service means the community really wants this – get more, don’t ration
- asking for an exception is a point of pride for many people – they will not ask for exceptions to rules though they want/deserve them
Keep me interested – trends to watch
- hyperlocalism
- crowdsourcing
- shared learning
- service life cycles
- augmented reality
- growth of the creative economy
- social networking as a way of sustaining and improving the conversation
Keep me interested – questions to ask
- Does what we’re doing target a growing clientele?
- How do we encourage repeat visits?
- How/what can we refresh? (services just as much as collections)
- What should we retire?
- let people share their learning (reviews, physical space)
- quit investing in things on a downhill slope
Do it on my terms – trends to watch
- mass customization
- collaborative filtering
- eReading
- online registration and account management
- my interface
- podcasts/webinars/time shifting
Do it on my terms – questions to ask
- What experience are they telling us they want?
- How do other service providers affect our community’s service expectations?
- What do “real people” call this stuff?
- How do we demonstrate the presumption of innocence?
What can we do now?
Friday, April 30, 2010
Notes from Black Belt Librarians: Dealing with Difficult Patrons
Swiss Army Librarian recently posted notes from a Warren Graham session at the Massachusetts Library Association conference. There are some really useful tips and guidelines, including elements of library security and how to (safely) approach a stranger and get them comply with policy. Good stuff.
Wednesday, April 14, 2010
Do you use your local library?
Librarian.net recently posted a link to a thread on Ask Reddit. I found the responses to "Do you use your local library?" to be revealing and uplifting. Try sorting the comments for even more perspective.
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