de Albuquerque Julia Vajda, Chen Yan, Moir Fiona, Henning Marcus
The Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.
Department of General Practice and Primary Healthcare, Faculty of Health and Medical Sciences, The University of Auckland, Auckland, New Zealand.
JBI Evid Synth. 2022 Apr 1;20(4):1165-1173. doi: 10.11124/JBIES-21-00333.
The objective of this review is to map the details of school-based interventions used to improve health literacy of senior high school students.
The global prevalence of poor adult health literacy is caused, in part, by limited health education in secondary schools. Enhancing adolescent health literacy could potentially improve adult health literacy, health behavior, and health outcomes.
Studies investigating school-based interventions to improve health literacy of senior high school students, regardless of design, characteristics, and assessment tools, will be eligible for inclusion. Studies that provide combined data (senior high school students mixed with other students) or have a compulsory component outside of school will be excluded.
MEDLINE, Embase, ProQuest Education Journals, Education Research Complete, SAGE Journals, and Index New Zealand will be searched for journal articles published in English since 1998. Two independent reviewers will screen titles and abstracts for eligibility, retrieve potentially relevant papers in full, and extract data from included studies. A third reviewer will resolve any disagreements. Quantitative analysis (eg, frequency analysis) will indicate geographic region of studies, design and targeted population (school grade of study participants); the mode of delivery (extracurricular or during school hours, implemented by teachers or other professionals), duration, and health literacy model anddomainoftheinterventions. Descriptive qualitative content analysis will be used to summarize, code and classify key characteristics of the interventions (eg, teaching models and strategies, content, and related skills) and main outcomes related to health literacy into meaningful categories.
本综述的目的是梳理用于提高高中生健康素养的校本干预措施的详细情况。
成年人健康素养低下在全球范围内普遍存在，部分原因是中学健康教育有限。提高青少年健康素养可能会改善成年人的健康素养、健康行为和健康结果。
调查用于提高高中生健康素养的校本干预措施的研究，无论其设计、特点和评估工具如何，均符合纳入条件。提供综合数据（高中生与其他学生混合）或在校外有强制部分的研究将被排除。
将检索MEDLINE、Embase、ProQuest教育期刊、教育研究全文数据库、SAGE期刊和新西兰索引，查找自1998年以来以英文发表的期刊文章。两名独立评审员将筛选标题和摘要以确定是否符合条件，全文检索潜在相关论文，并从纳入研究中提取数据。第三名评审员将解决任何分歧。定量分析（如频率分析）将表明研究的地理区域、设计和目标人群（研究参与者的学校年级）；授课方式（课外或上课时间，由教师或其他专业人员实施）、持续时间以及干预措施的健康素养模型和领域。描述性定性内容分析将用于总结干预措施的关键特征（如教学模型和策略、内容及相关技能），并将与健康素养相关的主要结果分类为有意义的类别。
