McCaffery Kirsten J, Morony Suzanne, Muscat Danielle M, Smith Sian K, Shepherd Heather L, Dhillon Haryana M, Hayen Andrew, Luxford Karen, Meshreky Wedyan, Comings John, Nutbeam Don
Sydney School of Public Health, The University of Sydney, Sydney, NSW, 2006, Australia.
Centre for Medical Psychology and Evidence-based Decision-making (CeMPED), Sydney School of Public Health, The University of Sydney, Sydney, NSW, 2006, Australia.
BMC Public Health. 2016 May 27;16:454. doi: 10.1186/s12889-016-3034-9.
People with low literacy and low health literacy have poorer health outcomes. Literacy and health literacy are distinct but overlapping constructs that impact wellbeing. Interventions that target both could improve health outcomes.
METHODS/DESIGN: This is a cluster randomised controlled trial with a qualitative component. Participants are 300 adults enrolled in basic language, literacy and numeracy programs at adult education colleges across New South Wales, Australia. Each adult education institute (regional administrative centre) contributes (at least) two classes matched for student demographics, which may be at the same or different campuses. Classes (clusters) are randomly allocated to receive either the health literacy intervention (an 18-week program with health knowledge and skills embedded in language, literacy, and numeracy training (LLN)), or the standard Language Literacy and Numeracy (LLN) program (usual LLN classes, specifically excluding health content). The primary outcome is functional health literacy skills - knowing how to use a thermometer, and read and interpret food and medicine labels. The secondary outcomes are self-reported confidence, more advanced health literacy skills; shared decision making skills, patient activation, health knowledge and self-reported health behaviour. Data is collected at baseline, and immediately and 6 months post intervention. A sample of participating teachers, students, and community health workers will be interviewed in-depth about their experiences with the program to better understand implementation issues and to strengthen the potential for scaling up the program.
Outcomes will provide evidence regarding real-world implementation of a health literacy training program with health worker involvement in an Australian adult education setting. The evaluation trial will provide insight into translating and scaling up health literacy education for vulnerable populations with low literacy.
Australian New Zealand Clinical Trials Registry ACTRN12616000213448 .
文化程度低和健康素养低的人群健康状况较差。文化素养和健康素养是不同但相互重叠的概念，会影响幸福感。针对这两者的干预措施可能会改善健康状况。
方法/设计：这是一项包含定性研究部分的整群随机对照试验。参与者为300名在澳大利亚新南威尔士州成人教育学院参加基础语言、读写和算术课程的成年人。每个成人教育机构（区域行政中心）至少提供两个在学生人口统计学特征上匹配的班级，这些班级可能在同一校区或不同校区。班级（群组）被随机分配接受健康素养干预（一个为期18周的项目，将健康知识和技能融入语言、读写和算术培训（LLN）中），或标准的语言读写和算术（LLN）项目（常规的LLN课程，特别排除健康内容）。主要结果是功能性健康素养技能——知道如何使用温度计，以及阅读和解释食品和药品标签。次要结果是自我报告的信心、更高级的健康素养技能、共同决策技能、患者激活、健康知识和自我报告的健康行为。在基线、干预后立即和干预后6个月收集数据。将对参与的教师、学生和社区卫生工作者进行抽样深入访谈，了解他们参与该项目的经历，以便更好地理解实施问题，并增强扩大该项目规模的潜力。
研究结果将为在澳大利亚成人教育环境中，有卫生工作者参与的健康素养培训项目的实际实施提供证据。该评估试验将深入了解如何为文化程度低的弱势群体转化和扩大健康素养教育。
澳大利亚新西兰临床试验注册中心ACTRN12616000213448 。
