Nash Rosie, Choi-Lundberg Derek, Eccleston Claire, Elmer Shandell, Melis Gina, Douglas Tracy, Eslick Melanie, Triffett Laura, Mather Carey, Maxwell Hazel, Martin Romany, Truong Phu, Sward Jonathon, Watkins Karen, Bird Marie-Louise
Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, 17 Liverpool St, Hobart 7000, Lutruwita, Tasmania, Australia.
Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, 17 Liverpool St, Hobart 7000, Lutruwita, Tasmania, Australia.
Health Promot Int. 2024 Dec 1;39(6). doi: 10.1093/heapro/daae171.
Health literacy-responsive health professionals will be increasingly important in addressing healthcare access and equity issues. This international scoping review aims to understand the extent and ways in which health professionals respond to healthcare users' health literacy, identifying tools used to measure health literacy responsiveness and training to support the development of these attributes. Four online databases were searched. Using Covidence software and pre-determined inclusion/exclusion criteria, all articles were screened by two authors. Data were extracted using a researcher-developed data extraction tool. From the 1531 studies located, 656 were screened at title and abstract and 137 were assessed at full text; 68 studies met the inclusion criteria and 61 were identified through hand searching resulting in 129 papers in total. Five overlapping thematic elements describing thirty attributes of health literacy responsive health professionals were identified: (i) communication, (ii) literacies, (iii) andragogy, (iv) social/relational attributes and (v) responding to diversity. Other concepts of 'tailoring' and 'patient-centred care' that cut across multiple themes were reported. Forty-four tools were identified that assessed some aspects of health literacy responsiveness. Thirty of the tools reported were custom tools designed to test an intervention, and 14 tools were specifically employed to assess health literacy responsiveness as a general concept. Seventy studies described education and training for health professionals or students. This scoping review provides a contemporary list of key attributes required for health literacy-responsive health professionals, which may serve as a foundation for future health literacy research including the development of curricula in health professional education and tools to measure health professional health literacy responsiveness.
具备健康素养响应能力的医疗专业人员对于解决医疗服务可及性和公平性问题将变得越来越重要。本国际范围综述旨在了解医疗专业人员对医疗服务使用者健康素养的响应程度和方式，识别用于衡量健康素养响应能力的工具以及支持这些属性发展的培训。检索了四个在线数据库。使用Covidence软件和预先确定的纳入/排除标准，所有文章由两位作者进行筛选。使用研究人员开发的数据提取工具提取数据。在所检索到的1531项研究中，656项在标题和摘要层面进行了筛选，137项进行了全文评估；68项研究符合纳入标准，通过手工检索又识别出61项，最终共得到129篇论文。确定了五个相互重叠的主题元素，描述了具备健康素养响应能力的医疗专业人员的三十个属性：（i）沟通，（ii）读写能力，（iii）成人教育，（iv）社会/关系属性，以及（v）应对多样性。还报告了贯穿多个主题的“量身定制”和“以患者为中心的护理”等其他概念。识别出44种评估健康素养响应能力某些方面的工具。报告的30种工具是为测试干预措施而设计的定制工具，14种工具专门用于将健康素养响应能力作为一个总体概念进行评估。70项研究描述了针对医疗专业人员或学生的教育和培训。本范围综述提供了具备健康素养响应能力的医疗专业人员所需的当代关键属性列表，这可为未来的健康素养研究奠定基础，包括健康专业教育课程的开发以及衡量医疗专业人员健康素养响应能力的工具。
