Health Literacy: A Critique of Ontario's Grade 7 Immunization Program

This report provides a comprehensive critique of Ontario's Grade 7 School Immunization Program, evaluating its effectiveness in promoting health literacy. The report identifies the program's target audience, learning characteristics, and principles, and reflects on patient self-diagnosis in relation to immunization. The critique highlights the program's strengths, such as its simple and summarized information, but also points out weaknesses, including the lack of sufficient information on disease symptoms and the absence of child-centered content. The report suggests improvements, such as incorporating Erikson's psychosocial development theory and adding pictorial information to engage children. It also discusses strategies to improve health literacy, such as adopting a user-centered design and using targeted communication. The report concludes that while the program provides valuable information to parents, it needs to better address the learning needs of children to successfully promote health literacy. Desklib offers a wealth of similar student-contributed assignments and study resources.

Running head: HEALTH LITERACY
HEALTH LITERACY
Name of the Student:
Name of the University:
Author note:

1HEALTH LITERACY
Executive Summary
Health literacy has been considered as a key determinant concerning on the acquisition of
necessary knowledge by the concerned individual, pertaining to knowledge and management of
the salient features of healthcare. For the purpose of successful health literacy, there is a need for
successful imparting of information through the usage of adequate health educational resource
materials. The following report outlines the key characteristics outlined by the critique of Ontario
Grade 7 School Immunization Program, followed by its association to key learning and teaching
principles. To conclude, despite the availability of several advantages, the resource would
require considerable amendments pertaining to availability of adequate immunization knowledge
for children.

2HEALTH LITERACY
Table of Contents
Introduction..........................................................................................................................3
Brief Description.................................................................................................................3
Learning Characteristics and Principles..............................................................................4
Reflection on patient self-diagnosis.....................................................................................5
Critical Evaluation...............................................................................................................6
Reflection and Improvement...............................................................................................7
Strategies to improve Health Literacy.................................................................................7
Conclusion...........................................................................................................................8
References............................................................................................................................9

3HEALTH LITERACY
Introduction
Acquiring adequate information concerning the principles of health literacy form the
cornerstones of maintenance of optimum health, amidst the population group of any respective
country. For an individual to be sound in health literacy, he or she must possess efficient ability
to analyze, evaluate and understand the information available pertaining to one’s health, for the
sustenance of everyday life activities. In the nation of Canada, the acquisition of sufficient health
literacy is considered as a prerequisite and a determinant for maintenance of quality health care
practices (Kutcher, Bagner & Wei, 2014).
The following paragraphs of the report, aim to shed light on the salient features of a
health education resource article based in Canada. The report attempts to discuss key
characteristics of ‘Ontario’s Grade 7 Immunization Program’, which includes the population
targeted, its associations to notable learning principles and characteristics, its potential strengths
and weaknesses, followed by reflections on experiences pertaining to patient diagnosis
experiences.
Brief Description
As evident from the title as well the as the content of the resource document, the overall
purpose of this resource is to impart sound awareness concerning the immunization program to
be conducted at respective schools located in Ontario, Canada. The target audience of the
immunization program, as evident from the title of the resource, includes students who are a part
of the seventh grade, in various schools. However, the information written in the resource clearly
targets the parents of the concerned children, due to their early adulthood and maturity status.
Along with prompting the readers to participate in the program, the resource also aims at

4HEALTH LITERACY
providing sufficient information considering the need for vaccination, through a brief outline of
the harmful features of dangerous diseases such as Meningococcal diseases, Human Papilloma
Virus and Hepatitis B. The resource also aims to enlighten the audience concerning the
respective dosage of each disease vaccination, along with the method of conductance, as evident
in the highlighted information on the top of the page, concerning nurses visits from public health
care units. The major prompts which will aid in the perception of information from this resource,
is the clearly defined title page along with information of nurse availability, followed by simple
summarized data concerning the dosage and characteristics of each disease. The resource also
succinctly discusses the key points pertaining to the program conductance, as evident in the
instructions defined in the second page of the same (Ontario's Grade 7 School Immunization
Program, 2018).
Learning Characteristics and Principles
The psychosocial developmental stage of Identity Vs Role Confusion, as outlined by Erik
Erikson’s psychosocial developmental theory can be applied here, since the target audience
includes seventh grade students in the early adulthood years of ages 13 to 14 (Jones et al., 2014).
This stage is characterized mainly by the emergence of an identity in the concerned children,
along with prevalence of ‘identity crisis’ due to the potential conflicts of peer pressure and the
need to establish moratorium or a unique identity of his or her own. Children in this group, not
only attempts to actively socialize with their friends, but also develop their unique independent
personalities in the community (Kuiper, Kirsh, & Maiolino, 2016). Hence, in order to impart
teaching and learning in this resource, teachers and nurses will be required to obtain consent
from such an audience, due to their potential independence in taking decisions resulting in
possible disinterest in participation. Hence for successful learning and teaching, teachers must

5HEALTH LITERACY
allow the children to first participate in independent discussions in order to articulate their views,
as well as utilize visual tools such as pictorial information pertaining to the importance of
vaccination for better understanding (Cross & Cross, 2017).
In accordance to the target group comprising of seventh grade children in the age group
of thirteen, the learning principles which are to be utilized in teaching this health education
research is pedagogy. Hence, the concerned teachers must consider the individual abilities and
interests of the concerned children along with the various theories required for learning (Guthrie,
2015).
Reflection on patient self-diagnosis
Despite the various advantages pertaining to the acquisition of professional medical
advice concerning disease diagnosis and treatment, I have encountered a number of patients
during my practice, who attempt to self diagnose. Upon interviewing, I have realized that a
number of factors compel the patients the engage in such practices. Some of these include: the
prevalence of financial constraints, restraint in professional disease discussion due to
embarrassment, denial concerning the prevalence of illness, an increased commitment to
priorities other than health and increased access along with exposure, to a variety of medical
information online (Biesiekierski et al., 2014). In this situation, since a child may be incapable of
vaccinating himself or herself, the concerned parents are involved. For parents who may
undertake self diagnosis practices or omit vaccination altogether, I believe the availability of
credible research educational resources are to be provided. These may include information
pertaining to the possible dangers of self diagnosis, lack of immunization and harmful symptoms
of the diseases outlined in this resource. For the purpose of supplementing the selected resource,

6HEALTH LITERACY
I believe that provision of a resource of ‘Immunization Information’, by ‘Immunize Canada’, a
collaborative, non-governmental organization pertaining to the need for vaccination, will be
beneficial in understanding of the selected resource by parents and children (Bucci et al., 2017).
Critical Evaluation
One of the key strengths of this resource is the simple and summarized information
outlined, which can be easily understood by the target audience. There is clear and elaborate
instruction concerning the number of required dosages for the various diseases mentioned along
with the key features pertaining to steps required in the commencement of this school based
immunization program. The title and related headings clearly define the target population as
seventh grade students along with provision of information for the parents, who may be
concerned on their child receiving multiple vaccinations in one day. However, the health
resource is also met with several shortcomings. One of the key weaknesses of this resource is the
lack of sufficient information concerning the harmful symptoms pertaining to the outlined
diseases, along with absence of the information concerning the negative repercussions of not
vaccinating the child (Ontario's Grade 7 School Immunization Program, 2018). Further, this
research does not apply the principles of Erikson’s psychosocial development. Hence, there
should be provision of interesting information directed for the children as well, since at this
stage, there is development of unique social identities followed emergence in undertaking
decisions required consent and approval (Kerr & Multon, 2015). There is also a lack of pictorial
information which could have attracted the children audience in understanding the need for
vaccination (Brandstetter, Sandmann & Florian, 2017). Overall, the information so provided by
the resource is readable from the point of view of the parents of the concerned children, with a
need to enhance readability for the target audience comprising of children.

7HEALTH LITERACY
Reflection and Improvement
The concerned information with yield beneficial implications on the parents of the
concerned children, concerning the necessity to implement timely vaccination and the safety
associated with children acquiring multiple immunization dozes within on day. The concerned
health education resource will also benefit the parents of the concerned children, regarding the
procedures to be conducted for successful implementation of the immunization program, along
with the instructions required to follow. However, I would have attempted to undertake several
steps for the purpose of modification of this concerned health and educational resource. Firstly, I
would have implemented the teaching principles pertaining to the Erikson’s psychosocial
development theory, by adding information aimed directly at educating the concerned children,
due to their newly acquired social identity and decision making independence (Jones et al.,
2014). Hence, I would have added separate information concerning the need for vaccination and
the various harmful implications of the diseases in order to impart awareness amongst children.
Usage of pictorial information will be beneficial to inculcate the required values amongst
children. I would have further added detailed information concerning the symptoms of each
disease, which is missing from the original resource (Ontario's Grade 7 School Immunization
Program, 2018).
Strategies to improve Health Literacy
As opined by the U. S. Department of Health and Human Services, one of the key
strategies pertaining to the improvement of health literacy is the adoption of a user-centered
design. For the successful implementation of this strategy, health care professionals can involve
the target patient group in the development of various heath educational resources, in order to
understand the needs of the patient. Another strategy is to utilize a targeted approach in

8HEALTH LITERACY
communication, where the concerned health professional can design programs tailor made to the
unique needs of the target audience. Usage of pictorial information like photos or graphs is an
additional strategy to impart education and improve health literacy, amongst low literate groups
(McCormack et al., 2017).
Conclusion
Hence, it can be concluded that health literacy is an important determinant in assessing
the quality of information acquired by the patients, for the understanding and management of key
health concepts and associated diseases. However, for the implementation of successful health
literacy, the need of the hour is to design and develop, health-based learning resource materials,
which would aim to impart education and information to the target audience, successfully. The
above critique of the ‘Ontario’s Grade 7 School Immunization Program’ exhibits the significant
advantages and disadvantages pertaining to the learning and teaching principles associated in its
dissemination. While the resource provides key information concerning vaccination to parents,
there is lack of consideration of the learning needs of the children. Hence, to conclude, the
selected resource must also include adequate children-based information concerning vaccination
importance for successful health literacy promotion.

9HEALTH LITERACY
References
Biesiekierski, J. R., Newnham, E. D., Shepherd, S. J., Muir, J. G., & Gibson, P. R. (2014).
Characterization of adults with a self-diagnosis of nonceliac gluten sensitivity. Nutrition
in Clinical Practice, 29(4), 504-509. Retrieved from:
https://doi.org/10.1177/0884533614529163
Brandstetter, M., Sandmann, A., & Florian, C. (2017). Understanding pictorial information in
biology: students’ cognitive activities and visual reading strategies. International Journal
of Science Education, 39(9), 1218-1237. Retrieved from:
https://doi.org/10.1080/09500693.2017.1320454
Bucci, L. M., MacDonald, N. E., Sondagar, C., & Taddio, A. (2017). Taking the sting out of
school-based immunizations. Paediatrics & child health, 22(1), 41-42. Retrieved from:
https://doi.org/10.1093/pch/pxx004
Cross, T. L., & Cross, J. R. (2017). Maximizing potential: A school-based conception of
psychosocial development. High Ability Studies, 28(1), 43-58. Retrieved from:
https://doi.org/10.1080/13598139.2017.1292896
Guthrie, D. C. (2015). Guest editorial research on effective pedagogy: teaching toward fruitful
learning. Christian Education Journal, 12(1), 93-96. Retrieved from:
https://doi.org/10.1177%2F073989131501200107
Jones, R. M., Vaterlaus, J. M., Jackson, M. A., & Morrill, T. B. (2014). Friendship
characteristics, psychosocial development, and adolescent identity formation. Personal
Relationships, 21(1), 51-67. Retrieved from: https://doi.org/10.1111/pere.12017

10HEALTH LITERACY
Kerr, B. A., & Multon, K. D. (2015). The development of gender identity, gender roles, and
gender relations in gifted students. Journal of Counseling & Development, 93(2), 183-
191. Retrieved from: https://doi.org/10.1002/j.1556-6676.2015.00194.x
Kuiper, N., Kirsh, G., & Maiolino, N. (2016). Identity and Intimacy Development, Humor
Styles, and Psychological Well-Being. Identity, 16(2), 115-125. Retrieved from:
https://doi.org/10.1080/15283488.2016.1159964
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: a
Canadian approach. Child and adolescent psychiatric clinics of North America, 24(2),
233-244. Doi: 10.1016/j.chc.2014.11.007
McCormack, L., Thomas, V., Lewis, M. A., & Rudd, R. (2017). Improving low health literacy
and patient engagement: a social ecological approach. Patient education and
counseling, 100(1), 8-13. Retrieved from: https://doi.org/10.1016/j.pec.2016.07.007
Ontario's Grade 7 School Immunization Program. (2018). Retrieved from http://rcdhu.com/wp-
content/uploads/2016/12/immunization-Ontario-grade-7-program.pdf