RESUMEN
Introduction It has been pointed out that in Japan the language barrier prevents non-native Japanese speakers from accessing medical services and health information. “Yasashii Nihongo” is considered as a way to overcome this barrier. This is not the language native speakers use but a version adjusted to suit the audience’s Japanese ability. This study aimed to describe nursing students’ skills in rewriting Japanese medical information for non-native Japanese residents and knowledge for the skills and to examine a trial intervention to improve their skills and knowledge.Methods A cross-sectional study and an interventional study were conducted. In each study, data were collected through self-reported questionnaires targeting nursing students. Their skills and knowledge were summarized. The associations between skills and knowledge were examined, as well as the association between skills in rewriting two example sentences. In the interventional study, a workshop teaching “Yasashii Nihongo” was offered to participants. Changes in skills and knowledge after the intervention were also assessed statistically.Results In the cross-sectional study, a median general score to assess skills was four out of five, and the number of knowledge items was two out of sixteen. In the interventional study, an association between skills in the two example sentences was found (p-value = 0.04). However, there was no significant difference in skills or knowledge before and after the intervention.Conclusion In the cross-sectional study, participants suggested only few knowledge items of “Yasashii Nihongo”, but they suggested high skill scores. In the intervention study, we could not confirm the effectiveness of teaching “Yasashii Nihongo”. To increase the knowledge level of nursing students and to use the knowledge in actual rewriting, it is necessary to reconsider the teaching contents and to allow appropriate time for the intervention.
RESUMEN
The ability to make informed health decisions is a complex process. Knowing when to consult a healthcare professional, understanding one's medical condition and learning how to take medicines correctly require that health information can be accessed, processed and applied effectively by the individual. These statements underpin the concept of "health literacy" which may be defined as the degree to which people have the ability to find, understand, act and communicate health information to make informed health decisions. To communicate at a level that helps patients to make use of health information, there is a need for the healthcare professional to first be able to identify and understand the patient's health literacy by considering age, gender, cultural background, education level, thoughts and behaviours associated with the topic under discussion, and perceived benefits and barriers towards the topic. Five strategies can then be applied for improving that patient's understanding and self management of his or her medical condition: (1) Assess patients' health literacy using open-ended questions; (2) Speak in plain language; (3) Limit the number of teaching points; (4) Use visual aids, and (5) Incorporate the 'teach-back' method to ensure patient understanding.