Latino Parents' Experiences With Literacy Promotion in Primary Care: Facilitators and Barriers.
Latino Parents' Experiences With Literacy Promotion in Primary Care: Facilitators and Barriers.
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拉丁裔父母在初级保健方面的识字促进经验：促进者和障碍。
DOI：
10.1016/j.acap.2020.08.003
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发表时间：
2020-11
影响因子：
3.1
通讯作者：
Hudson SV
中科院分区：
文献类型：
--
作者：
Jimenez ME;Crabtree BF;Veras J;Shelton PA;Mendelsohn AL;Mackie TI;Guevara JP;Pellerano M;Lima D;Hudson SV
扫盲促进是一种儿科护理标准，临床医生在其中提供共享阅读的指导。拉丁裔父母更有可能听到与孩子一起读书的建议，但这样做的可能性较小。我们试图从拉丁裔父母的角度理解扫盲促进工作，并找出促进因素和障碍。我们有目的地对参加“接触与阅读”(ROR) 的拉丁裔家长进行抽样，进行定性、半结构化访谈研究。我们通过沉浸/结晶来确定主题，并在 21 次采访后实现了主题饱和。三分之二的参与者文化程度低于高中；其中一半人没有完成八年级学业。平均儿童年龄为 16.4 个月。参与的主要促进因素是儿科医生在临床接触期间提供的建议以及收到 ROR 书。确定的障碍包括：（1）父母认为孩子在发展上还没有做好准备，孩子的行为（例如活动）表明他们对共同阅读不感兴趣； (2) 自认为读写能力和/或英语水平有限； （三）贫困背景下产生的养育需求； (4) 尽管儿科医生建议选择共享阅读等替代活动，但儿童仍继续使用儿童媒体。家长与临床医生的关系是 ROR 影响的核心，但临床医生需要更多地关注儿童更广泛的环境中的因素，以加强读写能力的提升。具体而言，临床医生应强调临床过程中的技能培养（例如，分享有关儿童发展和建模的知识），并与其他利益相关者合作解决与贫困相关的压力源。
Literacy promotion is a pediatric standard of care in which clinicians provide guidance on shared reading. Latino parents are more likely to hear advice to read with children but are less likely to do so. We sought to understand literacy promotion from the perspective of Latino parents and to identify facilitators and barriers. We purposively sampled Latino parents who participated in Reach Out and Read (ROR) for a qualitative, semi-structured interview study. We identified themes using immersion/crystallization and achieved thematic saturation after 21 interviews. Two-thirds of participants had less than high school education; half of whom had not completed 8th grade. The mean child age was 16.4 months. Primary facilitators of engagement were advice from a pediatrician during a clinical encounter and receipt of the ROR book. Barriers identified included: (1) parents’ perceptions that their children were not developmentally ready and that their children’s behavior (e.g., activity) indicated they were not interested in shared reading; (2) self-perceived limited literacy and/or English proficiency; (3) parenting demands occurring in the context of poverty; and (4) continued child media use despite advice from pediatricians to choose alternate activities such as shared reading instead. Parent-clinician relationships are central to ROR’s impact but clinicians need to pay more attention to factors in a child’s broader environment to strengthen literacy promotion. Specifically clinicians should emphasize skill building during the clinical encounter (e.g., sharing knowledge about child development and modeling) and work collaboratively with other stakeholders to address poverty-related stressors.
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影响因子：
1.9
作者：
Jimenez, Manuel E.;Hudson, Shawna V.;Crabtree, Benjamin F.
通讯作者：
Crabtree, Benjamin F.
影响因子：
0.9
作者：
Billings, Elsa S.
通讯作者：
Billings, Elsa S.
影响因子：
4.4
作者：
Radesky, Jenny S.;Eisenberg, Staci;Silverstein, Michael
通讯作者：
Silverstein, Michael
影响因子：
3.2
作者：
Jimenez, Manuel E.;Hudson, Shawna V.;Crabtree, Benjamin F.
通讯作者：
Crabtree, Benjamin F.
DOI：
10.1097/dbp.0000000000000687
发表时间：
2019-09-01
影响因子：
2.4
作者：
Jimenez, Manuel E.;Mendelsohn, Alan L.;Reichman, Nancy
通讯作者：
Reichman, Nancy