We are pleased to advise that deep linking capability, enabling users to directly download individual mobile toolkits, has now been released on the RDS mobile app. When you install the update, you will see that each toolkit has a small QR code icon the header area beside the search icon – see screenshot below. Clicking on this icon will open up a window with a full-size QR code and the alternative of a short URL for sharing with users. Instructions are provided.
You may need to actively install the update to install RDS app version 4.7.1 to see this improvement. Installing this update is also strongly recommended to get the full benefits of the new contingency arrangements – specifically, that if the RDS website should fail, you will still be able to download new mobile app toolkits.
To check your current RDS version, click on the three dots bottom right of the RDS app screen. This takes you to a “More” page where you will see the version number. To install latest updates:
On iPhones – go to the Apple store, click on your profile icon top right, scroll down to see the apps waiting to be updated and update the RDS app.
On Android phones – these can vary, but try going to the Google Play store, click on your profile icon top right, click on “Manage apps and device”, select and update the RDS app.
Please get in touch with ann.wales3@nhs.scot with any questions.
Chunk and check can be used alongside teach back to assist in promoting understanding. Break down the information you need to discuss into smaller chunks. In between each chunk use methods such as teach back to check for understanding.
Source: Health Literacy Place
Target audience: all health and social care staff
Access: free online resource
Firstly, we need to consider how information is ‘framed’. ‘Gain framing’ is where the focus is on the advantages of intervention e.g. 95 out of 100 people having this procedure will have a good outcome. ‘Loss framing’ focuses on the disadvantages e.g. 5 in every 100 will have a complication.
It’s also easier to be consistent about the ‘denominator’ – ideally 100 – and to say e.g. 5 in every 100 rather than 1 in 20; and rather than 1 in 4, say 25 in every 100.
Another way to express information in a helpful way is to talk about the ‘number needed to treat’. That is the number of people who need to have the intervention in order to have one positive outcome. In other words, if the number needed to treat is 23, this means that 23 people will need to have the treatment in order to have one good outcome. Conversely, the ‘number needed to harm’ is the number of people undergoing the treatment before a single harm occurs. If the number needed to harm is 200, this means that 200 people will have the intervention before one negative outcome occurs.
Source: NHS Greater Glasgow and Clyde
Teach back is a useful way to confirm that the information you have provided has been understood. Get people to "teach back" what has been discussed and what instructions have been given.
Source: Health Literacy Place
Target audience: all health and social care staff
Access: free online resource
Phrase to avoid: what are your preferences?
May be interpreted as: perhaps I can ask for anything
A better form of words: we need to think about your priorities and then what we can do to fit with that
Phrase to avoid: what are your goals?
May be interpreted as: are there targets I’m supposed to meet?
A better form of words: what are things that are important for you to be able to do?
Phrase to avoid: the test results are negative
May be interpreted as: oh dear, the results are not good
A better form of words: there are no signs of any tumour in the tests we carried out
Phrase to avoid: the ceiling of treatment is ..
May be interpreted as: there’s a point at which I may not be entitled to treatment that might help
A better form of words: there are things we can do but some treatments don’t work or help when someone has these health problems
Phrase to avoid: we are going to withdraw treatment
May be interpreted as: I am (or my relative is) being abandoned by the clinical team
A better form of words: we are continuing care that may help but stopping treatments that are not helping and may cause distress or discomfort
Source: NHS Greater Glasgow and Clyde
Use simple language and try to avoid using jargon and acronyms.
Source: Health Literacy Place
Target audience: all health and social care staff
Access: free online resource
Use pictures and visuals as an effective way to improve understanding when communicating new or complex ideas to people.
Source: Health Literacy Place
Target audience: all health and social care staff
Access: free online resource
A ‘pictogram’ such as this one from NICE guidelines showing the effect of stopping smoking on preventing a cardiovascular event.
Source: National Institute for Health and Clinical Excellence. Guideline development Group. Improving the experience of care for people using NHS services: summary of NICE guidance March 2012, BMJ (online) 344(mar16 1):d6422
Access: free online resource
Realistic Medicine - National toolkit for professionals