Health Literacy Resources

Good communication is at the heart of safe, effective and person-centred care. Health literacy is about helping people access, understand and use health information to make informed decisions about their health and care.

During Health Literacy Awareness Month, we shared a range of practical resources, tools and techniques that can help staff improve communication, check understanding and support patients to navigate an increasingly complex health information landscape.

Start Here: Understanding Health Literacy

If you're new to health literacy, these resources provide an excellent introduction:

• 📖 What is Health Literacy?
  https://mtwlibrary.blogspot.com/2026/09/health-literacy-month-what-is-health.html

• 📘 Improving Health Literacy in the NHS https://thenhsalliance.org/resources/improving-health-literacy-in-the-nhs

• 🎥 The Language of Health https://www.youtube.com/watch?v=5eUS6gxx6IE&t=1s

• 📊 Health Literacy Matters Infographic https://pifonline.org.uk/resources/health-literacy-matters-infographic/
  
  

Understanding Your Population

Health literacy levels vary across communities. Understanding local needs can help tailor communication and patient information more effectively.

• 📖 Understanding Health Literacy in Your Area https://mtwlibrary.blogspot.com/2026/10/understanding-health-literacy-in-your.html

• 🗺️ Health Literacy Geodata Tool https://healthliteracy.geodata.uk/

Practical Techniques for Everyday Conversations

Health Literacy Toolkit

The Health Literacy Place Toolkit contains evidence-based techniques that can be applied in clinics, wards, outpatient settings and community services.

• 📖 Making Every Conversation Count: Five Techniques https://mtwlibrary.blogspot.com/2026/10/making-every-conversation-count-five.html 

• 🧰 Health Literacy Toolkit https://healthliteracyplace.org.uk/toolkit/ 

Chunk and Check / Teach Back

These simple techniques help ensure patients understand information before they leave a consultation.

• 📖 Chunk and Check: A Simple Way to Improve Understanding https://mtwlibrary.blogspot.com/2026/10/chunk-and-check-simple-way-to-improve.html

• 🎥 Teach Back and Chunk Videos https://www.youtube.com/watch?v=DLGO07Ullqs&list=PLy40BQdDNtH7mhPnASASYBCDI3X5siwjc

• 🎥 Chunking and Checking Consultation Basics https://www.youtube.com/watch?v=yxcYmzV0sMo

Creating Clear Written Information

Health literacy is not just about conversations. Written information should also be easy to read and understand.

• 📖 Is Your Information Easy to Read? https://mtwlibrary.blogspot.com/2026/10/health-literacy-awareness-month-is-your.html

• ✍️ NHS Document Readability Tool https://readability.ncldata.dev/

• 📘 Health Literacy How-to Guide https://library.nhs.uk/wp-content/uploads/sites/4/2020/08/Health-literacy-how-to-guide.pdf

Tackling Misinformation

Patients increasingly seek health information online. Supporting people to identify reliable information is an important aspect of health literacy.

• ✅ Misinformation UnMASKED Checklist https://library.nhs.uk/wp-content/uploads/sites/4/2025/05/Misinformation-UnMASKED-checklist.pdf

• 🎥 NHS Misinformation UnMASKED https://www.youtube.com/watch?v=5dTLRb9aPLA&list=PLy40BQdDNtH7UjJ2tHCdIxTBKX3b3L8oJ

• 🎥 The Impact of Health Misinformation https://www.youtube.com/watch?v=OpCXnDvDJCo

Videos Worth Watching

These short videos are useful for individual learning or team discussions:

• 🎥 The Language of Health https://www.youtube.com/watch?v=5eUS6gxx6IE&t=1s

• 🎥 Lightbulb Moment https://www.youtube.com/watch?v=vFV3HNm6FQA

• 🎥 This is Bad Enough https://www.youtube.com/watch?v=R3tJ-MXqPmk

• 🎥 Teach Back and Chunk Video Series https://www.youtube.com/watch?v=DLGO07Ullqs&list=PLy40BQdDNtH7mhPnASASYBCDI3X5siwjc

Learning and Development Opportunities

MTW Health Literacy Awareness Training

Join our one-hour virtual awareness session to learn practical techniques you can use immediately in practice.

📅 Upcoming dates

• Wednesday 11 November, 12:30-13:30
• Thursday 3 December, 09:30-10:30
• Tuesday 12 January, 13:00-14:00
• Friday 5 February, 14:00-15:00

🔗 Book on MTW Learning: https://mtwlearning.org/course/view.php?id=2213

e-Learning for Healthcare

Can't attend a live session?

Complete the national Health Literacy e-learning programme:

https://www.e-lfh.org.uk/programmes/healthliteracy/

Final Thought

Health literacy is everyone's responsibility. Whether you are explaining a diagnosis, discussing treatment options, writing patient information or helping someone navigate online health information, small changes in how we communicate can make a big difference. By using plain language, checking understanding and signposting people to trusted information, we can help patients feel more confident, informed and involved in their care.

Health Literacy Awareness Month: Is Your Patient Information Easy to Read?

Did you know that the average reading age of adults in the UK is around 9 to 11 years? Yet many healthcare documents are written at a much higher reading level, making them harder to understand. The NHS Document Readability Tool has been developed to help address this challenge by making it easier to create clear, accessible health information. 

What is the NHS Document Readability Tool?

The NHS Document Readability Tool is a free online resource that analyses text and estimates its UK reading age. It can help you identify elements of your writing that may make documents difficult to understand, including:

• Complex sentences
• Passive language
• Complex words
• Long words
• Long paragraphs and sentence structures

The tool also provides useful metrics such as reading age, average reading time, word count and sentence length.

🔗 Try it here: https://readability.ncldata.dev/

How can it help NHS staff?

Whether you're creating:

• Patient information leaflets
• Appointment letters
• Trust website content
• Service information
• Consent information
• Staff communications

the readability tool can help ensure your message is clear and accessible to a wider audience.

Simply paste your text into the tool, review the highlighted areas, make improvements, and see how the reading age changes in real time.

Top Tips for Improving Readability

The tool works best when combined with good health literacy principles:

✅ Use plain English wherever possible

✅ Keep sentences short

✅ Use active rather than passive language

✅ Break information into manageable chunks

✅ Avoid jargon, acronyms and technical terminology where possible

✅ Check understanding using techniques such as Chunk and Check or Teach-Back

Give it a Try

As part of Health Literacy Awareness Month, why not test one of your existing patient-facing documents in the NHS Document Readability Tool?

Small changes to the way we write can make a big difference to how well people understand their health information, helping patients make informed decisions and take a more active role in their care.

Further Resources

• NHS Document Readability Tool: https://readability.ncldata.dev/ 
• Health Literacy Place: https://healthliteracyplace.org.uk 
• NHS England Health Literacy resources: https://www.england.nhs.uk/personalisedcare/health-literacy/ 

Chunk and Check: A Simple Way to Improve Understanding

 Have you ever explained something to a patient, only to wonder afterwards whether it really made sense to them?

Chunk and Check is a simple health literacy technique that can make a big difference. Instead of providing lots of information at once, break it into smaller "chunks" and pause regularly to check understanding before moving on. This helps patients absorb information, ask questions, and feel more confident about managing their care.

A useful follow-on technique is Teach Back, where you ask patients to explain information in their own words. This helps confirm that your explanation was clear and highlights any misunderstandings that may need further discussion.

Try asking:

• “Just so I know I've explained that clearly, can you tell me in your own words what you'll do when you get home?”
• “What are the key things you'll remember from our discussion today?”

Watch and Learn

These short videos demonstrate both techniques in practice:

• Teach Back and Chunk & Check (South Tyneside and Sunderland NHS Foundation Trust)
• Chunking and Checking Consultation Basics

Using Chunk and Check and Teach Back can help improve communication, support shared decision-making, and ensure patients leave with a clearer understanding of their health and care.

Making Every Conversation Count: Five Simple Health Literacy Techniques for Better Patient Care

Every day across our Trust, staff have hundreds of conversations that matter.

Whether you're explaining a new diagnosis, discussing treatment options, supporting a discharge, helping someone complete a form, or answering a worried relative's questions, clear communication is at the heart of safe, person-centred care.

Yet many patients leave healthcare encounters without fully understanding what has been discussed. Often, they won't tell us they're confused. They may feel embarrassed to ask questions, they may be anxious, or they may simply be overwhelmed by the amount of information they've been given. The good news is that small changes in how we communicate can make a big difference.

The The Health Literacy Place toolkit highlights five simple techniques that can help every member of staff communicate more effectively and support better understanding for patients, carers and families. These techniques can be used in any setting, from wards and clinics to reception desks and telephone calls.

Five techniques every member of staff can use

1. Teach Back 

One of the most effective ways to check understanding is to ask patients to explain information back in their own words.

Instead of asking:

"Do you understand?"

Try saying:

"Just so I know I've explained that clearly, can you tell me what you'll do when you get home?"

This shifts the responsibility away from the patient and onto us as communicators. If something hasn't been understood, we can explain it again in a different way. 

2. Chunk and Check

When people are stressed or unwell, processing lots of information can be difficult.

Chunk and Check means:

• Giving information in small sections
• Pausing regularly
• Checking understanding before moving on

Rather than explaining an entire treatment plan in one conversation, break it down into manageable pieces. This helps patients absorb information and gives them opportunities to ask questions. 

3. Use Simple Language

Healthcare is full of words we use every day but patients may never have heard before.

Where possible:

• Use plain English
• Avoid jargon and acronyms
• Keep sentences short
• Explain medical terms when they are needed

For example:

❌ "You have hypertension."

✅ "Your blood pressure is higher than it should be."

Simple language does not mean oversimplifying care. It means making information accessible. 

4. Use Pictures

Many people understand and remember information better when it is supported by visual aids.

This could include:

• Diagrams
• Photographs
• Demonstrations
• Models
• Visual care plans

A simple sketch or diagram can sometimes explain more effectively than a lengthy verbal explanation. 

5. Routinely Offer Help with Paperwork

Forms and written information can be challenging for many people.

Rather than waiting for patients to ask for help, offer it routinely.

For example:

"Lots of people find these forms difficult. Would you like me to go through them with you?"

Normalising support helps remove any stigma and makes it easier for people to ask for assistance.

A small change that can have a big impact

These techniques don't require new systems, additional appointments or specialist training. They are small adjustments that can be built into everyday practice.

Imagine the difference if every patient left feeling confident that they understood:

• Why they're taking a medication
• What symptoms to look out for
• When their next appointment is
• What happens next in their treatment journey

Better communication leads to better experiences for patients and often makes our own jobs easier too.

Quick staff checklist

Before ending a conversation, ask yourself:

☐ Have I used plain language and avoided unnecessary jargon?

☐ Have I broken complex information into manageable chunks?

☐ Have I checked understanding rather than simply asking "Do you understand?"

☐ Could a picture, diagram or demonstration help explain this more clearly?

☐ Have I offered help with any forms, leaflets or written information?

☐ Have I given the patient enough opportunity to ask questions?

☐ If they explained things back to me, would they know exactly what to do next?

If you can tick most of these boxes, you're already supporting good health literacy practice.

Find out more

• Health Literacy toolkit

Understanding health literacy in your area

NHS England have worked with the University of Southampton to develop an online health literacy geodata tool. By allowing health economists, commissioners and planners to see the levels of health literacy in their area means they are better equipped to tackle health inequalities aligned to other local challenges. By simply putting in your local authority you can see place based data:

Tunbridge Wells: 49.1% (HLN) 30.64% (HL)
Maidstone: 56.91% (HLN) 37.34% (HL)
Dartford: 61.64% (HLN) 38.18% (HL)
Medway: 64.28% (HLN) 42.06% (HL)

The Health Literacy Geo Data Tool, estimates that 39% of adults aged 16 to 65 in England struggle with health literacy (HL), rising to 58% when numeracy is included (HLN).

Functional health literacy is crucial for reading and using health information, but challenges arise from factors beyond low skills, such as:
- Unemployment
- Homeownership status
- Non-native English speakers
- Age (over 45)
- Low income
- Living in deprived areas

Try it out to find out what that looks like where you live. - Health literacy geodata tool

Health Literacy Month: what is health literacy?

 

October marks Health Literacy month, so throughout October the library and knowledge service will be sharing key information and resources to support understanding and skills around this important topic.

Definitions

But first, what is health literacy? The World Health Organisation describes health literacy as knowledge and competencies that enable people “to access, understand, appraise, and use information and services in ways that promote and maintain good health and well-being for themselves and those around them”.

The U.S. Centers for Disease Control and Prevention has also refined the definition of health literacy by dividing it into personal health literacy and organisational health literacy:

• Personal health literacy: “the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.”
• Organisational health literacy: “the degree to which organizations equitably enable individuals to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.”

These definitions emphasise that healthcare organisations have a role to play in supporting individuals to access and interpret health information.

Examples

In 2015, Rowlands et al. sampled nationally available health materials in England, such as education leaflets, medicine labels and reports related to public health. They used data from a survey assessing literacy and numeracy skills to evaluate whether these materials matched the competencies of the UK population. They estimated that the literacy skills of 43% of adults aged 16-65 fell below the threshold needed to understand and interpret the textual information of the health materials. For materials containing numbers, they calculated that 61% of adults would not have the combined literacy and numeracy skills needed to understand the materials.

What could low health literacy look like in the real world? Some examples of the impacts of low health literacy include:

• Someone not attending a cancer test because they couldn’t find the right department – not knowing that radiology and X-ray indicated the same thing.
• Someone spraying their inhaler on their neck because they had been told to spray it on their throat.
• Someone who stopped taking their diabetes medication because they couldn’t understand the instructions.

Why is health literacy important?

As you can imagine, when people struggle to understand health information it can have a range of negative impacts:

• It limits people’s ability to make well-informed decisions about their own health and can mean they suffer worse health outcomes.
• It may lead to missed appointments, inappropriate use of A&E, wasted medications or avoidable hospital stays, which also impacts the NHS financially.
• It widens existing socioeconomic inequalities, especially where people face barriers to education, internet access, digital devices or information in accessible formats.
• People may feel embarrassed, frustrated or helpless when they struggle to understand the information given to them.

What can be done?

There are many tools and techniques that can be used to improve health literacy. These topics are covered by guides from organisations such as the Patient Information Forum and the NHS Alliance. Look for further blog posts over the coming days where we will highlight tips for staff to support patients' health literacy.

To find out more, you can also register for our upcoming training session about health literacy awareness, on 7^th October on Teams, by finding the course on MTW Learning.

Share Your Publications, Research and Conference Outputs Through HERALD

 

The Library Service is currently trialling HERALD, a new institutional repository designed to showcase, preserve and promote the valuable work produced by staff across Maidstone and Tunbridge Wells NHS Trust.

Initially set up by the Library & Knowledge Service teams at NELFT, Barts Health and King's College, the trial consortium now includes 24 trusts from across London and the South East.

HERALD provides a central platform for sharing research, publications, conference presentations and other professional outputs, helping to increase the visibility and impact of staff achievements.

Explore HERALD

• MTW collection: https://tinyurl.com/abwnu6ny
• KMMH collection: https://tinyurl.com/5e64ywyh
• HERALD homepage: https://herald.dspace-express.com/home

Have you recently?

• Published a journal article
• Presented a conference poster or oral presentation
• Published research findings
• Had an audit or quality improvement project featured in a conference abstract, poster, presentation or publication*
• Produced another scholarly or professional output that has been shared publicly

If so, we'd like to include your work in HERALD

Simply send the details to the Library Team and we will upload information about your publication, conference abstract, poster or presentation to the repository, helping to showcase the excellent work taking place across our organisations.

📧 Contact: mtw-tr.evidence.specialists@nhs.net

We would value your feedback

As HERALD is currently being trialled, we would welcome feedback from staff who use the platform. Your comments will help us evaluate its usefulness and inform future support for sharing publications, research and other outputs.

Help us build a comprehensive record of our organisations' knowledge, innovation, research and quality improvement achievements.

*HERALD does not collect internal audits or quality improvement projects directly. Instead, it showcases the outputs generated from this work, such as journal publications, conference abstracts, posters and presentations..

Finding papers for journal clubs

 

Are you interested in getting involved in a journal club? The library’s Knowledge and Evidence Specialists are happy to provide advice and support for journal club set-up or participation and growth. Here we’ve compiled some handy tips for finding and selecting papers to discuss in a journal club.

 

Aims of a journal club

There are many purposes to running a journal club, including:

• To learn how to critically appraise literature
• To improve participants’ understanding of research methodology and evidence-based practice
• To keep up to date with current literature
• To maintain constant involvement in research
• To enhance communication and debating skills through presentations and discussions
• To network with other staff

Initial thoughts for selecting a paper

• Look for original research (e.g. RCTs, cohort studies etc.) or systematic reviews and meta-analyses, avoiding opinion pieces or general literature reviews (without robust search methodology). It’s also good to vary study designs from session to session.
• Think about how recently the article has been published and how important it is for the article to be up-to-date for the topic/field.
• Select articles from reputable journals (use the Think.Check.Submit. website’s advice to avoid predatory/fake/deceptive journals).
• Think about what the current issues are for your group’s area(s) of practice or learning. What might be of interest and relevance to them?
• Be aware of the length of the article and how much time participants need for pre-reading before the session.

Browsing

If you don’t have a specific idea of a topic or question, you could browse certain journals or platforms to find an article of interest. Potential resources could be:

• BrowZine: a website and mobile app that allows you to browse e-journals from different publishers in one simple interface on any device. You can browse by specialty and find links to the full articles.
• BMJ Best Practice or DynaMed: to find further reading on topics of interest, you could search for a particular condition/treatment on these point-of-care tools. Look in the references section for hyperlinks to original research  – these may be potential papers for appraisal.
• The NHS Knowledge & Library Hub is suitable for quick keyword searches.

You will need an Open Athens account to access BMJ Best Practice, DynaMed and the full text of articles that we subscribe to. You can register for an account at https://openathens.nice.org.uk/

If you find an article which you would like to use but can’t access through Open Athens, please email the library.

Structured searching

If you are aware of a gap in your team’s knowledge or have a clinical question in mind, you can structure a search strategy to retrieve results in databases.

One way of framing a clinical question in order to search for a paper is PICO: Patient/Population, Intervention, Comparison and Outcome(s). Not all of these elements have to be present, for example, you might not want to specify a comparison.

Once you have identified the key concepts in your question, you can pull out the key terms, as well as the synonyms and variant forms of these words – think spelling (US and UK English), plural v. singular, abbreviations, etc.

E.g. for the term ‘training’ you could include education, learning, instruction, CPD, workshop etc.

The asterisk * can be used in many databases to search for the root of the word you have typed in and retrieve any alternate endings, e.g. train* for either train, training, trained, trainer, trainee etc.

(However, be aware that truncation can sometimes make your search too broad.)

Once you have your terms, combine them together with OR or AND. E.g. (anxiety OR generali#ed anxiety disorder OR GAD) AND (Cognitive Behavio?ral Therapy OR CBT) AND (older adult* OR older person* OR older people OR elderly)

Structured searches can be carried out in databases such as Medline, Embase, Emcare and PsycInfo on the Ovid platform. You will need an Open Athens account to access the Ovid databases.

If you would like training on how to search for articles, use databases or critically appraise the articles you find, please email the Knowledge and Evidence Specialists: mtw-tr.evidence.specialists @nhs.net.

Refresh your knowledge and learn new skills: upcoming training courses

 

Knowledge & Evidence Specialists are here to help you get the most out of the information resources that the library services offer. Supporting evidence-based practice for both clinical and non-clinical staff, they offer training in several areas:

• evidence searching: tips for searching databases and finding published research

• searching beyond databases: guidance for finding and using grey literature (e.g. reports from public bodies, online documents produced by other NSH trusts etc.)

• critical appraisal: an overview of how to evaluate quantitative research papers

• using AI safely in the NHS: awareness of the benefits and risks of using AI in information-related tasks

• health literacy: guidance on how to support patients to understand clinical information when communicating with them either in written or verbal form

• preparing for study: covering study skills such as note-taking, time management, referencing and academic writing

• getting your research published: tips for the publication process, including selecting a journal to publish in, Open Access and funding, writing a journal article and disseminating your research

How to Book

MTW staff: Book via MTW Learning at https://mtwlearning.org/login/

KMMH staff: Book via iLearn at https://ilearn.kmpt.org

If you would like to arrange alternative sessions for tailored support, please email mtw-tr.evidence.specialists@nhs.net

You can find out about the other ways that Knowledge & Evidence Specialists support trust staff, such as evidence searching and current awareness, by visiting the library webpages at tinyurl.com/2freb4yb

Getting to know the Knowledge and Evidence Specialists

Get to know your Knowledge and Evidence Specialists:

Maria- Maria has worked in Library and Knowledge Services for over 13 years, beginning her career as a Library Assistant at institutions including The British Library, the London School of Economics, and University College London. She joined Maidstone and Tunbridge Wells NHS Library and Knowledge Services in 2018. Her experience spans acute, public health, and mental health settings, including outreach work with the Public Health Team at Kent County Council and time as a Mental Health Librarian with Kent and Medway NHS and Social Care Partnership Trust. Maria has a particular interest in the use of artificial intelligence in healthcare and how emerging technologies can support evidence-based practice.

Nikki- Before joining MTW in 2024 Nikki worked as an Evidence Support Information Specialist at the British Medical Association in the Library and Archives team doing literature reviews and systematic review searches.  Prior to that she worked in a Ministry of Defence scientific research organisation as a Knowledge and Information Agent doing literature searches, database/Information Management/Knowledge Management training, looking after the MoD reports repository, editor of the organisation's wiki and managing communities of practice. Nikki has a particular interest in current awareness tools to help people keep up to date with the latest evidence. She is also keen to improve knowledge sharing across the organisation using the Knowledge Mobilisation framework and launched the inaugural Coffee Connect round at the end of last year. 

Mary- Mary completed her initial library training at the University of Oxford’s Bodleian Social Science library. After graduating from UCL with a Master’s degree in Library & Information Studies, she worked at the Templeman library at the University of Kent. She joined the NHS in 2022, working in the Library & Knowledge Services at East Kent Hospitals University NHS Foundation Trust, before coming to MTW in 2024. Her current professional interests include the impact of climate change on the NHS and the ways in which library services can support sustainability.

1. What is a Knowledge and Evidence Specialist?

From 1st April the Clinical Librarians will be changing job titles to Knowledge and Evidence Specialists. The core service will continue, but with a clearer evidence-focused identity. The services that we provide are all designed to support evidence-based decision making across the Trust. We also help with the acquisition of knowledge through services and resources provided through the Library and Knowledge Services.

More about why we have library services within healthcare settings can be found in the national NHS Knowledge & Library Services strategy.

2. How do we support evidence-based decision making?

We carry out literature and evidence searches for staff and learners across the Trust, whether clinical, managerial, research, business or operational decisions. Most decisions need an evidence base and that’s what we provide. Here are some examples of searches we have completed recently:

•     How organisations can mitigate the impact of cuts, mergers, and similar disruptions
•     How artificial intelligence is being used in recruitment processes
•     The use of Zoomorphic robots for mental health and wellbeing
•     Forensic service models and interventions for autism
•     Laboratory predictors of venous thromboembolism in high-risk cancers
•     The use of AI tools for sleep disturbances 

Having high-quality evidence can support decisions by ensuring that changes are effective, safe and cost-effective. Whilst staff often don’t have the time to gather and sift through evidence themselves, the Knowledge and Evidence Specialists can present a report with high-quality, available evidence to support decisions. We can also help identify evidence gaps to support research applications.

If you would like to request an evidence search, please fill out our online form

3. Who can use this service?

We support all staff groups—clinical, non-clinical, corporate, trainees, AHPs, nursing, medical, students and learners.

No prior knowledge of research or searching is needed.

5. How can you work with us to save you time?

The Knowledge and Evidence Specialists have expert searching skills which speeds up the gathering of evidence. The Evidence Specialists know how to navigate complex medical databases and where to look for the right information for your query. We also have expertise in developing robust search strategies. Search quality improves the decision-making process. 

An average search can take up to 4 hours, whilst a more complex search can take days to gather all relevant evidence. This is a big time saving for staff.

6. What training do we offer?

We also offer a range of training sessions to support with information literacy skills and staff development. These include:

• Evidence Searching
• Critical Appraisal
• Study Skills
• Health Literacy
• Beyond the Databases
• Getting Research Published
• An Introduction to AI in Healthcare

Getting started with Copilot

• 
  

Sessions are bookable on MTW Learning or iLearn (for KMMH staff). Or we also can provide 1-1 training or training delivered to a team.

7. What else do we provide?

Evidence searches and training sessions are a large part of what we deliver, but it’s not all we do. Here are some other services that we provide:

• Current awareness and evidence updates
• Knowledge mobilisation support
• Staff research repository 
• Help with referencing, research design or publication processes
• Journal club support

For more information on Knowledge and Evidence Specialists, please see our website Knowledge and evidence specialist services | Website 

To contact us, email mtw-tr.evidence.specialists@nhs.net