rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Revising selected written patient education materials through readability and concreteness
  name:
    name part: Goolsby, Rhonda Denise.
    role:
      role term: creator
  name:
    name part: Sadoski, Mark
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2011
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The current state of much research on written patient education materials (WPEM) suggests that they are written in a manner that is too difficult even for educated patients to understand and remember. Much of the research in this area is focused on modification of the readability of WPEM, which has shown to be relatively ineffective. In this study, an attempt was made to determine if a theory-based method in revising WPEM for improved comprehensibility and memorability was effective. The effectiveness of three versions of WPEM regarding breast self-exams (BSEs) was examined; the original version without illustrations obtained from the American Cancer Society website, a version that was written at a lower readability level as measured by the Flesch-Kincaid readability formula, and a version with a lower readability level as measured by the Flesch-Kincaid readability formula and the increased use of concrete language as suggested by Dual Coding Theory. The researcher compared the percentage of recall of idea units recalled by 76 participants at two time periods: immediately after reading the randomly assigned version of WPEM and seven days after the initial reading. The WPEM that contained the lower readability level and concrete language was most recalled by participants both at immediate recall and delayed recall. In fact, the delayed recall of the WPEM that contained the lower readability level and concrete language after the seven-day period was almost equivalent to the immediate recall of the participants in the other two groups. A significant main effect was found for the forms of WPEM, F(2, 73) = 27.69, p = .00, n² p = .43 with an observed power of 1.00. A significant main effect was found for time, F(1, 73) = 161.94, p <.00, n² p = .69 with an observed power of 1.00. A significant interaction of WPEM and time was found, F(2, 73) = 5.07, p = .01, n² p = .12 with an observed power of .80. Reported levels of frequency of performing BSEs and levels of confidence i…
  note: by Rhonda Denise Goolsby.
  note: "Major Subject: Curriculum and Instruction"
  note: Title from author supplied metadata (automated record created 2011-11-01 09:04:20).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2010 http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major curriculum and instruction
  subject:
    topic: Readability
  subject:
    topic: Reading comprehension
  subject:
    topic: Mental imagery
  subject:
    topic: Health literacy
  subject:
    topic: Dual Coding Theory
  subject:
    topic: Memory
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505
  record info:
    record content source: TXA
    record creation date: 111114
    record change date: 20151202144226.0
    record identifier: in00002732994