Soto Mas Francisco, Mein Erika, Fuentes Brenda, Thatcher Barry, Balcázar Héctor
University of New Mexico, Albuquerque, NM, USA.
Health Promot Pract. 2013 Mar;14(2):263-73. doi: 10.1177/1524839912452736. Epub 2012 Sep 14.
Adult Hispanic immigrants are at a greater risk of experiencing the negative outcomes related to low health literacy, as they confront cultural and language barriers to the complex and predominately monolingual English-based U.S. health system. One approach that has the potential for simultaneously addressing the health, literacy, and language needs of Hispanics is the combination of health literacy and English as a second language (ESL) instruction. The purpose of the project was to evaluate the feasibility of using ESL instruction as a medium for improving health literacy among Hispanic immigrants. Objectives included the development, implementation, and evaluation of an interdisciplinary health literacy/ESL curriculum that integrates theories of health literacy and health behavior research and practice, sociocultural theories of literacy and communication, and adult learning principles. This article describes the curriculum development process and provides preliminary qualitative data on learners' experiences with the curriculum. Results indicate that the curriculum was attractive to participants and that they were highly satisfied with both the format and content. The curriculum described here represents one example of an audience-centered approach designed to meet the specific health and literacy needs of the Hispanic population on the U.S.-Mexico border. The combination of ESL and health literacy contributed to a perceived positive learning experience among participants. Interdisciplinary approaches to health literacy are recommended.
成年西班牙裔移民面临与健康素养低相关的负面后果的风险更大，因为他们在美国复杂且以英语为主的单语医疗系统中面临文化和语言障碍。一种有可能同时满足西班牙裔人群健康、读写能力和语言需求的方法是将健康素养教学与英语作为第二语言（ESL）教学相结合。该项目的目的是评估使用ESL教学作为提高西班牙裔移民健康素养的一种手段的可行性。目标包括开发、实施和评估一门跨学科的健康素养/ESL课程，该课程整合了健康素养理论、健康行为研究与实践、读写能力和交流的社会文化理论以及成人学习原则。本文描述了课程开发过程，并提供了关于学习者对该课程体验的初步定性数据。结果表明，该课程对参与者具有吸引力，他们对课程的形式和内容都非常满意。这里描述的课程是一种以受众为中心的方法的一个例子，旨在满足美国与墨西哥边境西班牙裔人群的特定健康和读写需求。ESL与健康素养的结合促成了参与者积极的学习体验。建议采用跨学科的健康素养方法。
