School of Public Health, Massey University, Wellington, 6140, New Zealand; School of Sport and Exercise, Massey University, Wellington, 6140, New Zealand; School of Sport and Exercise, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA.
School of Public Health, Massey University, Wellington, 6140, New Zealand.
Public Health. 2019 Nov;176:133-141. doi: 10.1016/j.puhe.2018.08.012. Epub 2018 Oct 26.
The objective of this study was to identify priority social factors contributing to indigenous cardiometabolic diseases.
A three-round Delphi process was used to consolidate and compare the opinions of 60 experts in indigenous cardiometabolic health from Australia, New Zealand and the United States.
Round one: three open-ended questions: (i) historical, (ii) economic and (iii) sociocultural factor contributors to cardiometabolic disease risk. Round two: a structured questionnaire based on the results from the first round; items were ranked according to perceived importance. Final round: the items were reranked after receiving the summary feedback.
Several key findings were identified: (i) an important historical factor is marginalisation and disempowerment; (ii) in terms of economic and sociocultural factors, the panellists came to the consensus that the socio-economic status and educational inequalities are important; and (iii) while consensus was not reached, economic and educational factors were also perceived to be historically influential.
These findings support the need for multilevel health promotion policy. For example, tackling financial barriers that limit the access to health-promoting resources, combined with improving literacy skills to permit understanding of health education.
本研究旨在确定导致原住民心血管代谢疾病的优先社会因素。
采用三轮德尔菲法,对来自澳大利亚、新西兰和美国的 60 名原住民心血管代谢健康专家的意见进行整合和比较。
第一轮:三个开放性问题:(i)导致心血管代谢疾病风险的历史、经济和社会文化因素;第二轮:根据第一轮的结果设计结构化问卷,根据感知重要性对项目进行排名;第三轮:在收到总结反馈后重新对项目进行排名。
确定了几个关键发现:(i)一个重要的历史因素是边缘化和无权;(ii)在经济和社会文化因素方面,专家们一致认为社会经济地位和教育不平等是重要的;(iii)虽然没有达成共识,但专家们也认为经济和教育因素在历史上具有影响力。
这些发现支持需要采取多层次的健康促进政策。例如,解决限制获取促进健康资源的经济障碍,同时提高文化素养,使人们能够理解健康教育。