PUBH 4000 Week 11 Education Package Example

Five Pieces, One Audience, Three Tests: The Finished Hot Tap Check Education Package for Nepali-Speaking Families and Its Defense on Reading Level, Delivery Route and Cultural Fit

Student Name

Walden University

PUBH 4000: Public Health Education and Communication

Instructor Name

Month Day, Year

Five Pieces, One Audience, Three Tests: The Finished Hot Tap Check Education Package for Nepali-Speaking Families and Its Defense on Reading Level, Delivery Route and Cultural Fit

The Package

The term's work has produced five pieces for Nepali-speaking expecting families who receive prenatal care at a composite Franklin County, Ohio, hospital. A two-language card, Nepali front and English back, shows a thermometer in the hot tap and a large red "50." A 60-second Nepali voice clip, recorded by a clinic nurse, is sent through the clinic's messaging app two days before expected discharge. A thermometer, given at the prenatal visit, carries a green and red sticker. A contact card introduces the family's community health worker with her photo and number. A one-page introduction guides the nurse who presents the materials at the prenatal visit. Together they carry a single action: before the first bath at home, check the hot tap with the thermometer, and call the health worker if it reads 50 or higher.

Why This Action

Lowering hot water temperature at the source prevents scald burns. Once new water heaters in Washington State had to leave the factory set at 49°C (120°F), household tap temperatures dropped and tap water scald admissions among children dropped from about 5.5 to 2.4 a year (Erdmann et al., 1991). For renting families who cannot reach their water heater, the tap check is the step that reveals whether the water is safe and starts a request to the building owner through the health worker.

Test One: Reading Level

What Was Done

The discharge paragraph that started the project needed about sixteen years of schooling to read. The rewrite that became the English master scores at 4.1, with a SMOG index of 6.0, using the same computation. The card's Nepali side was translated from that master and reviewed for meaning by a nurse and for naturalness by parents.

Why It Passes

Patient handouts commonly exceed the eighth-grade level many adults read at (Stossel et al., 2012). The package's English text is far below that level, and the Nepali was checked by its intended readers. More important, the package does not depend on reading at all: the voice clip, the color sticker and the in-person introduction carry the message for household members who do not read Nepali or English in print, a possibility the Week 1 profile could not rule out.

Its Limit

Readability formulas measure only sentence and word length, and they cannot be applied reliably to the Nepali text. The comprehension test, not the formula, is the real evidence.

Test Two: Delivery Route

What Was Done

The Week 6 memo compared a printed card with a voice clip on three tests: whether families can open it, hear or read it and pass it along. The clip led on the second and third, and the card on the first. The package uses both, with the clip timed before discharge and the card in the folder.

Why It Passes

The route matches how the families communicate: through a messaging app they already use and through relatives who share childcare. A review comparing print and multimedia patient materials found that multimedia performed as well as or better than print in most comparisons (Wilson et al., 2012), which supports leading with audio for an audience whose print literacy is uncertain. The contact card and in-person introduction respond to the pilot finding that families would not call an unfamiliar number.

Its Limit

Families without the messaging app will receive only the card and the nurse's introduction, which still carry the full message. The program will track how many families lack the app.

Test Three: Cultural Fit

What Was Done

The translation process followed the federal National CLAS Standards, which expect materials in each language widely spoken in the area served (Office of Minority Health, 2013). A professional translator produced the draft, a Nepali-speaking nurse checked meaning, parents checked naturalness and four key terms were back-translated. The voice is a Nepali-speaking nurse, the health worker is introduced as "Didi" and the temperature is given in Celsius.

Why It Passes

The pilot showed where fit failed and led to changes: a comparison word lost in speech was replaced with a threshold and a color, the hot tap was marked by its red handle and the health worker's number was made personal through an in-person introduction. Community health workers improve outcomes in programs for underserved groups in part because they come from the communities they serve (Kim et al., 2016), and the package places one at its center.

Its Limit

Cultural fit was tested with ten participants from one community in one county. Families from other Nepali-speaking backgrounds might respond differently.

What the Package Does Not Do

It does not change water heater settings by itself; it depends on landlords responding to requests, which the program cannot guarantee. It does not cover other burn hazards, which remain in the nurse's spoken introduction. And it has not yet been evaluated for its effect on home water temperatures or burns. Reaching readers with low health literacy, who fare worse on average (Berkman et al., 2011), is only a first step; the package still needs evidence that it changes what happens at home.

How the Package Will Be Maintained

The package will need updating. If the community health worker changes, the contact card and the clip's mention of "Didi" must change with her, so the program will keep the recording script and card files where staff can revise them. If the clinic changes its messaging app, the clip's delivery route changes too. The translation log from Week 8 will make future revisions faster, since settled terms can be reused. A yearly review, timed with the program's budget cycle, will check that every piece still names the right person and route.

Next Step

The program will ask community health workers to measure and record the hot tap temperature at the first home visit after discharge for families who received the package, giving a simple measure of whether the action is taken.

References

Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155(2), 97-107. https://doi.org/10.7326/0003-4819-155-2-201107190-00005

Erdmann, T. C., Feldman, K. W., Rivara, F. P., Heimbach, D. M., & Wall, H. A. (1991). Tap water burn prevention: The effect of legislation. Pediatrics, 88(3), 572-577. https://doi.org/10.1542/peds.88.3.572

Kim, K., Choi, J. S., Choi, E., Nieman, C. L., Joo, J. H., Lin, F. R., Gitlin, L. N., & Han, H.-R. (2016). Effects of community-based health worker interventions to improve chronic disease management and care among vulnerable populations: A systematic review. American Journal of Public Health, 106(4), e3-e28. https://doi.org/10.2105/AJPH.2015.302987

Office of Minority Health. (2013). National CLAS Standards: A blueprint for advancing and sustaining CLAS policy and practice. https://thinkculturalhealth.hhs.gov/clas

Stossel, L. M., Segar, N., Gliatto, P., Fallar, R., & Karani, R. (2012). Readability of patient education materials available at the point of care. Journal of General Internal Medicine, 27(9), 1165-1170. https://doi.org/10.1007/s11606-012-2046-0

Wilson, E. A. H., Makoul, G., Bojarski, E. A., Bailey, S. C., Waite, K. R., Rapp, D. N., Baker, D. W., & Wolf, M. S. (2012). Comparative analysis of print and multimedia health materials: A review of the literature. Patient Education and Counseling, 89(1), 7-14. https://doi.org/10.1016/j.pec.2012.06.007