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HIV NUTRITION UPDATE
VOLUME 9, ISSUE 1
Developing Nutrition Education Material
 

 

(Continued from page 7)
EVALUATION CRITERIA
FOR PRINTED MATERIALS

Some questions to keep in mind when evaluating the efficacy of educational materials are listed below. 

Specifically:

Audience Appeal: 1. Does it attract target audience attention? Why? Why not?

2. Does it keep the target audience engaged? How?

3. Is the piece innovative or unique in any way?

4. Does it satisfy any need within your target audience?

5. Does it appeal to the target audience’s maturity level?

Accuracy: 1. What is the date of publication?

2. Is the information accurate and up to date?

3. Have all assumptions inherent in the piece been tested?

Approach: 1. Does it agree with the emphasis and approach used locally?

2. Does the piece reflect an understanding of the target audience’s educational level, reading ability, familiarity with the subject matter, previous experience with the topic, cultural background, gender, and lifestyle?

3. In what way is the piece culturally appropriate/specific?

4. In what way does the piece reflect respect for local values?

5. Is the desired action presented clearly and simply so that the reader feels it is do-able?

6. Are the examples relevant to your target audience?

7. Are people your audience perceives as positive role models used to present and demonstrate the desired behavior?

8. Does it illustrate the skills needed to do the desired action? 

Organization: 1. Will the target audience feel the piece is well organized?

2. Is it easy for the target audience to follow?

Completeness: 1. Is there sufficient detail for the target audience?

2. Is there too much detail?

3. Does the content match the objective?

Tone: 1. Will the target audience perceive the message to be: () Personal () supportive () positive;
() Respectful () compelling () condescending;
() Motivating () persuasive () up- beat;
() Authoritarian () balanced  () honest;
() Scary () biased () judgmental

 
 

 
 
 
 
 
 
 
 


 
"Is the desired action presented clearly and simply so that the reader feels it is do-able?"



 

 

 
 
 
 
 
 
 
 
 
 

The evolution of the U.S. Health Care System has caused limited hospital stays and an increased number of ambulatory care settings. The chronically ill population must be able to educate themselves on how to manage their illness. Most of the widely available patient education materials are in written form, whether obtained from the Internet or through brochures and pamphlets. It is important that the information available is relevant and appropriate. As health professionals, we need to look at health education as a team approach that includes clients and family members. To target all individuals we need to develop materials that are verbal, nonverbal, culturally sensitive and at the appropriate literacy level.

Editors Note: For additional information on developing effective materials, review Clear & Simple: Developing Effective Print Materials for Low-Literate Readers. The National Cancer Institute also offers the revised Making Health Communication Programs Work, which has information on designing educational programs.

When having your material evaluated before distribution, it’s prudent to offer a Field Review Form so reviewers can offer constructive feedback on various criteria such as production quality, content, credibility, visual appeal, appropriateness, readability, and suitability for your target audience. Considerations for field review are on the Internet.

References

1. Lipton B, Lipton S. Addressing The Needs Of The Spanish-Speaking Patient. Pharm Exec 1995;15(1): 64.

2. Winslow E. Patient Education Materials: Can Patients Read Them, Or Are They Ending Up In The Trash? Am J Nurs 2001;101(10):33-38.

3. National Work Group On Literacy And Health. Communication With Patients Who Have Limited Literacy Skills. J Fam Pract 1998;46(2):168-176.

4. United States Department Of Education. Adult Literacy In America: National Adult Literacy Survey 1993: Washington, DC.

5. Fisher E. Low Literacy Levels In Adults: Implications For Patient Education. J Contin Educ Nurs 1999;30(2): 56-61.

6. Shin HB, Bruno R. Language Use And English Speaking Ability: 2000. U.S. Census Bureau.

7. Monsivais D, Reynolds A. Developing And Evaluating Patient Education Materials. J Contin Educ Nurs 2003;34(4): 172-176.

8. Micro Power and Light Company (accessed 7 June 2004). 

9. Health Literacy Consulting (accessed 7 June 2004).
 
 

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8/2/2004