How does health literacy impact effective DAFNE course delivery?

As we have seen in the health literacy section, it is likely that two to four participants on a DAFNE course will find some aspect of literacy and numeracy challenging. 

When you are facilitating a DAFNE course, it is important to think about literacy and numeracy skills. DAFNE involves some complex concepts, so we need to ensure we fulfil our philosophy aim to provide optimal therapeutic patient educational care so that choices are fully informed.

Healthcare professionals often underestimate health literacy needs. This is because these needs often remain hidden and some of us actively hide them. This may be because we are too ashamed, or too polite to reveal to others that we have not understood them. While this is particularly common in those who have difficulty reading, writing or using numbers, it can affect all of us – particularly if we are overwhelmed by anxiety or worry.

As DAFNE educators we also need to consider our own literacy and numeracy skills. Around one in ten of all university students in England have numeracy or literacy levels below Level 2 (GCSE A*–C), so it is likely that some educators may find teaching DAFNE numeracy skills challenging. Being familiar with the DAFNE course curriculum, course book and activities book, can help to overcome these difficulties.