Level of health literacy and factors associated with it among school teachers in an education zone in Colombo, Sri Lanka.
Level of health literacy and factors associated with it among school teachers in an education zone in Colombo, Sri Lanka.
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斯里兰卡科伦坡教育区学校教师的健康素养水平及其相关因素。
DOI：
10.1186/s12889-017-4543-x
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发表时间：
2017-07-06
影响因子：
4.5
通讯作者：
Gunawardena NS
中科院分区：
文献类型：
--
作者：
Denuwara HMBH;Gunawardena NS
健康素养是指人们在医疗保健、疾病预防和健康促进方面获取、理解、判断和应用健康信息的能力。本研究旨在描述斯里兰卡科伦坡某教育区学校教师的健康素养水平及其相关因素。一项对520名教师进行的横断面研究使用了自我管理的、文化适应的健康素养调查-欧洲联盟僧伽罗语翻译版(HLS-EU)。健康素养评估是基于自我报告的获取、理解、判断和应用疾病预防、保健和健康促进领域的健康信息的能力。根据得分，受访者被分为四个健康素养水平，即“不足”、“有问题”、“足够”和“优秀”，并分为“有限”和“适当”两个水平。通过使用单变量分析和使用卡方检验评估它们的关联性来确定与有限的健康素养相关的因素。多变量分析也使用多元Logistic回归来确定与有限的健康素养相关的因素，以控制混杂效应。P值为0.05，决定了显著性。有效率为96.5%。平均年龄43岁(SD=+9.75)，81.7%(n=410)为女性，66.1%(n=332)为大学毕业生。只有3.6%(n=18)教授健康，18.3%(n=92)教授理科。健康素养“有限”者占32.5%(95%可信区间28.4%~36.6%)，分别为67.5%(95%可信区间63.4%~71.6%)、61.2%(95%可信区间56.9%~65.5%)和6.4%(95%可信区间4.3%~8.5%)。“问题”和“不足”的健康素养分别为31.5%(95%可信区间27.4%~35.6%)和1%(95%可信区间0.1%~1.9%)。单因素分析显示，不是健康俱乐部/福利团体的成员(p=0.002)，没有参加过任何关于健康的特别课程(p=0.009)，没有机会参加/接触健康意识计划(p=0.007)，去看医生/预防保健人员六个月(p=0.049)，不接触印刷媒体获取一般信息(p=0.007)和六个月不接触印刷媒体获取健康信息(p=0.009)和较差的健康知识(p=0.036)是与可修改的有限的健康素养相关的因素。不可修改的因素是年龄≤45岁(p=0.025)和教龄≤10年(p=0.012)。经多因素分析后发现，当教师的年资为10年(p=0.042)、月收入(≤≤)为50,000.00卢比(p=0.024)、不是健康俱乐部/福利团体的成员(p=0.034)、去看医生/预防保健人员6个月(p=0.002)，并调整模型中其他因素的混合影响后，学校教师的健康素养有限。应提请教育和卫生部门的决策者注意科伦坡教育区学校教师的健康素养“有限”的比例很高，以及干预方案的必要性。宣传工作应强调提高教师的健康素养和采用健康促进学校的概念，将其作为提高健康素养的循证途径。在干预工作中，应考虑与“有限的”健康知识相关的已确定的因素。
Health literacy refers to people's competencies to access, understand, judge and apply health information in healthcare, disease prevention and health promotion. This study aimed to describe the level of health literacy and the factors associated with it among school teachers in an Education Zone in Colombo, Sri Lanka. A cross-sectional study among 520 teachers measured health literacy using the selfadministered, culturally adapted Sinhalese translation of Health Literacy Survey-European Union (HLS-EU). Health literacy assessment was based on self-reported competencies to access, understand, judge and apply health information in the domains of disease prevention, healthcare and health promotion. Based on a score, respondents were divided into four levels of health literacy as 'inadequate', 'problematic', 'sufficient' and 'excellent' as well as into two levels as 'limited' and 'adequate'. Factors associated with 'limited' health literacy was determined by using univariate analysis and assessing their associations using chi square test. Multivariate analysis was also done using multiple logistic regression to determine factors associated with limited health literacy controlled for confounding effects. A p value of 0.05 determined the significance. The response rate was 96.5%. Mean age was 43years (SD = +9.75), 81.7% (n = 410) were females and 66.1% (n = 332) were graduates. Only 3.6% (n = 18) taught the subject health while 18.3% (n = 92) taught science. 'Limited' health literacy was found in 32.5% (95% CI 28.4%–36.6%) while 67.5% (95% CI 63.4%–71.6%), 61.2% (95% CI 56.9%-65.5%) and 6.4% (95% CI 4.3%–8.5%) showed 'adequate', 'sufficient' and 'excellent' levels, respectively. 'Problematic' and 'inadequate' health literacy were 31.5% (95% CI 27.4%-35.6%) and 1% (95% CI 0.1%–1.9%). Univariate analysis showed not being a member of health club/welfare group (p = 0.002), having not done any special course on health (p = 0.009), not getting an opportunity to participate/being exposed to a health awareness program (p = 0.007), visit to a medical practitioner/preventive health staff for six months (p = 0.049), not accessing print media to obtain general information (p = 0.007) and not accessing print media to obtain health information for six months (p = 0.009) and poor health knowledge (p = 0.036) to be factors associated with 'limited' health literacy that are modifiable. Nonmodifiable factors were age being ≤ 45 years (p = 0.025) and service as a teacher being ≤ 10 years (p = 0.012). When multivariate analysis was performed, service as a teacher being ≤ 10 years (p = 0.042), monthly income ≤ Rs.50,000.00 (p = 0.024), not being a member of health club/welfare group (p = 0.034) and visit to a medical practitioner/preventive health staff for six months (p = 0.002), were found to be associated with limited health literacy among school teachers when adjusted to the effect of confounding of the other factors in the model. The high proportions of 'limited' health literacy among school teachers in the Colombo Education Zone and the need of interventional programmes should be brought to the attention of the policy makers in the education and health sectors. Improving health literacy among teachers and adoption of the Health Promoting School concept as a evidence based path to improve health literacy should be highlighted in the advocacy efforts. Identified factors associated with 'limited' health literacy should be taken into in the interventional efforts.
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影响因子：
4.5
作者：
Sørensen K;Van den Broucke S;Fullam J;Doyle G;Pelikan J;Slonska Z;Brand H;(HLS-EU) Consortium Health Literacy Project European
通讯作者：
(HLS-EU) Consortium Health Literacy Project European
影响因子：
4.5
作者：
van der Heide, Iris;Rademakers, Jany;Uiters, Ellen
通讯作者：
Uiters, Ellen
影响因子：
4.5
作者：
Lee SY;Tsai TI;Tsai YW;Kuo KN
通讯作者：
Kuo KN
影响因子：
2.7
作者：
St Leger, L
通讯作者：
St Leger, L
影响因子：
4.5
作者：
Nakayama K;Osaka W;Togari T;Ishikawa H;Yonekura Y;Sekido A;Matsumoto M
通讯作者：
Matsumoto M