■确定健康素养的决定因素是制定健康素养促进计划的必要前提。虽然这些因素在以前的研究中已经报道过,缺乏专门针对伊朗人口的全面审查。因此,这篇综述旨在确定与伊朗健康素养相关的因素.
■此范围审查使用了Arksey和O\'Malley方法框架和JoannaBriggs研究所框架。在英语数据库中进行了搜索-WebofScience,Scopus,和PubMed-使用健康素养的MeSH关键字,\"和在波斯语数据库-Magirean和SID-使用相关的关键字。进行了叙事综合,以描述所有纳入研究的特征并探索与健康素养相关的因素。
■共纳入76项研究。根据研究结果,相关因素包括个人因素,包括性别,年龄,教育水平,研究领域,父母的教育水平,婚姻状况,职业,工作经验,就业状况,种族,收入,社会经济地位,病史,疾病的持续时间,上瘾,儿童数量,媒介素养,信息素养,计算机素养,和自我效能感-情境因素-包括互联网的使用,使用社交网络,社会支持,信息来源,以及参与健康教育课程-以及社会和环境因素-包括居住地和保险类型。
■本研究中确定的可修改因素是自我效能感,社会支持,信息来源,媒介素养,信息素养,计算机素养,互联网或社交网络,参与健康教育课程。规划者在制定促进健康素养的干预措施时可以考虑这些因素。
UNASSIGNED: The identification of the
determinants of health literacy is an essential prerequisite for developing health literacy promotion programs. While these factors have been reported in previous studies, there is a lack of a comprehensive
review specifically focused on the Iranian population. Therefore, this
review aimed to identify the factors related to health literacy in Iran.
UNASSIGNED: This scoping
review used the Arksey and O\'Malley methodological framework and the Joanna Briggs Institute framework. A search was performed in English-language databases-Web of Science, Scopus, and PubMed-using the MeSH keyword of \"health literacy,\" and in Persian-language databases-Magirean and SID-using the related keywords. A narrative synthesis was conducted to describe all included studies\' characteristics and explore factors associated with health literacy.
UNASSIGNED: A total of 76 studies were included. Based on the results of the study, related factors included personal factors-including sex, age, education level, field of study, parents\' education level, marital status, occupation, work experience, employment status, ethnicity, income, socioeconomic status, medical history, duration of disease, addiction, number of children, media literacy, information literacy, computer literacy, and self-efficacy-situational factors-including use of the internet, use of social networks, social support, source of information, and participation in health education classes-and societal and environmental factors-including place of residence and type of insurance.
UNASSIGNED: Modifiable factors identified in this study were self-efficacy, social support, information sources, media literacy, information literacy, computer literacy, internet or social networks, and participation in health education classes. Planners can consider these factors when developing interventions to promote health literacy.