Research group Innovation in Preventive Healthcare, HU University of Applied Sciences Utrecht, Heidelberglaan 7, Utrecht, 3584 CS, The Netherlands.
Amsterdam UMC location Vrije Universiteit Amsterdam, Public and Occupational Health, De Boelelaan 1117, Amsterdam, The Netherlands.
BMC Public Health. 2024 Mar 14;24(1):808. doi: 10.1186/s12889-024-17955-7.
Increasing health literacy (HL) in children could be an opportunity for a more health literate future generation. The aim of this scoping review is to provide an overview of how HL is conceptualized and described in the context of health promotion in 9-12-year-old children.
A systematic and comprehensive search for 'health literacy' and 'children' and 'measure' was performed in accordance with PRISMA ScR in PubMed, Embase.com and via Ebsco in CINAHL, APA PsycInfo and ERIC. Two reviewers independently screened titles and abstracts and evaluated full-text publications regarding eligibility. Data was extracted systematically, and the extracted descriptions of HL were analyzed qualitatively using deductive analysis based on previously published HL definitions.
The search provided 5,401 original titles, of which 26 eligible publications were included. We found a wide variation of descriptions of learning outcomes as well as competencies for HL. Most HL descriptions could be linked to commonly used definitions of HL in the literature, and some combined several HL dimensions. The descriptions varied between HL dimensions and were not always relevant to health promotion. The educational setting plays a prominent role in HL regarding health promotion.
The description of HL is truly diverse and complex encompassing a wide range of topics. We recommend adopting a comprehensive and integrated approach to describe HL dimensions, particularly in the context of health promotion for children. By considering the diverse dimensions of HL and its integration within educational programs, children can learn HL skills and competencies from an early age.
提高儿童的健康素养（HL）可能是培养更具健康素养的下一代的机会。本综述的目的是概述在 9-12 岁儿童健康促进背景下 HL 的概念和描述方式。
根据 PRISMA ScR，在 PubMed、Embase.com 以及 CINAHL、APA PsycInfo 和 ERIC 中的 Ebsco 中进行了“健康素养”和“儿童”和“测量”的系统全面检索。两名审查员独立筛选标题和摘要，并评估全文出版物的合格性。系统地提取数据，并根据先前发表的 HL 定义进行演绎分析，对提取的 HL 描述进行定性分析。
搜索提供了 5401 个原始标题，其中有 26 篇符合条件的出版物被纳入。我们发现学习成果和 HL 能力的描述存在广泛差异。大多数 HL 描述都可以与文献中常用的 HL 定义联系起来，有些则结合了几个 HL 维度。描述在 HL 维度之间存在差异，并且并不总是与健康促进相关。教育环境在 HL 方面对健康促进起着重要作用。
HL 的描述确实多种多样且复杂，涵盖了广泛的主题。我们建议采用综合和综合的方法来描述 HL 维度，特别是在儿童健康促进方面。通过考虑 HL 的不同维度及其在教育计划中的整合，儿童可以从小就学习 HL 技能和能力。
