Health Lit Res Pract. 2022 Apr;6(2):e96-e103. doi: 10.3928/24748307-20220418-02. Epub 2022 May 6.
Difficulty in understanding and using health information can harm the patient and increase the cost of care provided. So, this study classified and mapped the characteristics and interventions that make health care professionals responsive to the patient's health literacy.
Medline (PubMed), CINAHL (EBSCO), PsycInfo, ERIC (ProQuest), Lilacs (BVS) and EMBASE (Elsevier) were searched using a combination of controlled descriptors. The selected studies needed to address the concept or main focus of the study among health care professionals in the care or academic environment.
After reviewing 34 articles, 14 definitions and 10 subcategories of responsiveness were identified, and a broad characterization of health professional responsiveness to health literacy was proposed. Professional responsiveness to health literacy was characterized as knowing the definition and implications of health literacy for the patient's well-being and being able to develop, adapt, implement, and evaluate health education strategies. Nineteen strategies were mapped for education to ensure professional responsiveness to health literacy, classified as (A) expository ( = 18; 94.7%), (B) interactive ( = 9; 47.4%), (C) practice with educational materials ( = 2; 10.5%), (D) practice with standardized patient or simulation ( = 8; 42.1%), and (E) practice with actual patients ( = 4; 21.1%).
These characteristics and interventions provide a useful taxonomy for the development of curricula and professional education programs, and for the validation and use of measures to evaluate the health workforce. [] Plain Language Summary: We found 14 definitions and 10 categories of professional responsiveness to health literacy. Professional responsiveness to health literacy was characterized as knowing the definition and implications of health literacy for the patient's well-being and being able to develop, adapt, implement, and evaluate health education strategies. Nineteen strategies were mapped for education to ensure professional responsiveness to health literacy.
理解和使用健康信息的困难可能会伤害患者并增加所提供的护理成本。因此，本研究对使医疗保健专业人员对患者健康素养做出反应的特征和干预措施进行了分类和映射。
使用受控描述符组合在 Medline（PubMed）、CINAHL（EBSCO）、PsycInfo、ERIC（ProQuest）、Lilacs（BVS）和 EMBASE（Elsevier）上进行了搜索。所选研究需要在护理或学术环境中解决医疗保健专业人员的概念或主要重点。
在审查了 34 篇文章后，确定了 14 个定义和 10 个响应能力的亚类，并提出了对健康专业人员对健康素养的响应能力的广泛描述。健康专业人员对健康素养的响应能力的特征是了解健康素养对患者福祉的定义和影响，并且能够制定、适应、实施和评估健康教育策略。为确保对健康素养的专业响应能力，映射了 19 种教育策略，分为 (A) 说明性（=18；94.7%）、(B) 互动性（=9；47.4%）、(C) 使用教育材料进行实践（=2；10.5%）、(D) 使用标准化患者或模拟进行实践（=8；42.1%）和 (E) 使用实际患者进行实践（=4；21.1%）。
这些特征和干预措施为课程和专业教育计划的发展以及验证和使用评估卫生劳动力的措施提供了有用的分类法。
