Radboudumc Health Academy, Radboudumc, Nijmegen, The Netherlands
Radboudumc Health Academy, Radboudumc, Nijmegen, The Netherlands.
BMJ Open. 2023 Nov 14;13(11):e075657. doi: 10.1136/bmjopen-2023-075657.
To outline current knowledge regarding workplace-based learning about health promotion in individual patient care.
Scoping review.
PubMed, ERIC, CINAHL and Web of Science from January 2000 to August 2023.
We included articles about learning (activities) for healthcare professionals (in training), about health promotion in individual patient care and in the context of workplace-based learning.
The studies were evaluated using a charting template and were analysed thematically using a template based on Designable Elements of Learning Environments model.
From 7159 studies, we included 31 that described evaluations of workplace-based learning about health promotion, around a variety of health promotion topics, for different health professions. In the articles, health promotion was operationalised as knowledge, skills or attitudes related to specific lifestyle factors or more broadly, with concepts such as health literacy, advocacy and social determinants of health. We assembled an overview of spatial and instrumental, social, epistemic and temporal elements of learning environments in which health promotion is learnt.
The studies included in our analysis varied greatly in their approach to health promotion topics and the evaluation of learning outcomes. Our findings suggest the importance of providing opportunities for health profession learners to engage in authentic practice situations and address potential challenges they may experience translating related theory into practice. Additionally, our results highlight the need for conscious and articulated integration of health promotion in curricula and assessment structures. We recommend the exploration of opportunities for health profession students, professionals and patients to learn about health promotion together. Additionally, we see potential in using participatory research methods to study future health promotion learning.
Open Science Framework, https://doi.org/10.17605/OSF.IO/6QPTV.
概述目前关于个体患者护理中健康促进的基于工作场所的学习的知识。
范围综述。
从 2000 年 1 月至 2023 年 8 月，PubMed、ERIC、CINAHL 和 Web of Science。
我们纳入了关于医疗保健专业人员（在培训中）学习（活动）、个体患者护理中的健康促进以及基于工作场所的学习背景的文章。
使用图表模板评估研究，并使用基于可设计学习环境模型的模板进行主题分析。
从 7159 篇研究中，我们纳入了 31 篇描述了各种健康促进主题的基于工作场所的健康促进学习评估的文章，涉及不同的健康职业。在文章中，健康促进被操作化为与特定生活方式因素相关的知识、技能或态度，或者更广泛地与健康素养、倡导和健康的社会决定因素等概念相关。我们汇总了学习环境的空间和工具、社会、认识论和时间元素的概述，在这些环境中学习健康促进。
我们分析中纳入的研究在健康促进主题的方法和学习成果的评估方面差异很大。我们的研究结果表明，为健康职业学习者提供参与真实实践情况的机会并解决他们将相关理论转化为实践时可能遇到的潜在挑战的重要性。此外，我们的研究结果强调了在课程和评估结构中自觉和明确地纳入健康促进的必要性。我们建议探索健康专业学生、专业人员和患者共同学习健康促进的机会。此外，我们认为使用参与式研究方法研究未来的健康促进学习具有潜力。
