通过教育机构的健康素养干预促进健康公平：范围审查

摘要(中文译文)

健康结局的差异与健康素养和服务获取的不公平有关。此外，健康素养较低可能导致不健康的生活方式，造成生活质量下降和社会不公平。在教育组织中提升健康素养对于缩小社会不公平差距至关重要。调整策略以促进健康素养对于推进公平且有效的教育组织十分必要。因此，政策和干预措施应致力于解决威胁教育组织中不公平现象的任何障碍。本范围综述旨在探讨在学校组织中推进健康素养策略如何促进健康公平。采用Arksey和O'Malley框架对当前文献进行了范围综述，并使用PRISMA-ScR（系统综述和荟萃分析首选报告条目扩展版——范围综述）进行报告。文献通过ERIC（教育资源信息中心）、PUBMED（医学文献分析与检索系统在线）、EMBASE（医学文摘数据库）、CINAHL Plus（护理与相关健康文献累积索引）和ProQuest教育数据库检索确定。纳入文献限于英文语言且发表于近十二年，以获取最新文献。共识别出37项在教育环境中推进健康素养的干预措施，其中大多数发表于2020年至2025年间（28/37）。29项针对小学至中学学生，较少关注教师、辅导员、学校工作人员或大学生。大多数为旨在提高学生健康素养的个体层面干预，而组织层面的方法则强调员工发展和全校实践。策略包括同伴主导项目、嵌入课程的教师主导干预、数字工具、以员工为中心的培训以及全校模式。心理健康素养占主导地位，同时也涉及口腔健康、传染病、疼痛、应急准备和WaSH（水、环境卫生与个人卫生）素养。所有研究均报告健康素养相关结局有所改善。证据表明，教育机构可通过基于课程、数字化、同伴主导和全组织策略来推进健康素养。将这些方法纳入政策和实践可能促进公平、改善学生和员工的结局，并使学校和大学成为健康促进及未来干预研究的重要场所。

Abstract

Disparities in health outcomes have been associated with inequitable access to health literacy and services. Additionally, reduced health literacy may lead to an unhealthy lifestyle, causing a decrease in quality of life and social inequities. Advancing health literacy is vital in educational organizations to curb gaps in social inequities. Adapting strategies to promote health literacy is essential for advancing equitable and effective educational organizations. Therefore, policies and interventions should aim to address any barriers that threaten inequities in the educational organization. This scoping review aims to explore how advancing health literacy strategies within the school organization can promote health equity. A scoping review of current literature was conducted using Arksey and O'Malley's framework and reported using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Articles were identified using ERIC (Education Resources Information Center), PUBMED (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Database), CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), and ProQuest Education Database. Included articles were restricted to the English language and the last twelve years to capture the most recent literature. Thirty-seven interventions to advance health literacy in educational settings were identified, with most published between 2020 and 2025 (28/37). Twenty-nine targeted elementary to secondary school students, while fewer focused on teachers, counselors, school personnel, or university students. Most were individual-level interventions aimed at improving student health literacy, while organizational approaches emphasized staff development and whole-school practices. Strategies included peer-led programs, curriculum-embedded teacher-led interventions, digital tools, staff-focused training, and whole-school models. Mental health literacy predominated, though oral health, infectious disease, pain, emergency preparedness, and WaSH literacy were also addressed. All studies reported improved health literacy-related outcomes. Evidence indicates that educational institutions may advance health literacy through curriculum-based, digital, peer-led, and whole-organization strategies. Integrating these approaches into policies and practice may promote equity, improve student and staff outcomes, and position schools and universities as important settings for health promotion and future intervention research.

如何引用

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