目标:健康素养策略使用简单的语言,使用视觉辅助,使用背授方法,限制提供的物品数量,并提供对文化敏感的护理。这项研究旨在评估在医疗保健专业人员的患者教育中使用健康素养策略的意图的预测因素。
方法:一项基于机构的横断面研究,计划行为理论。
方法:BahirDar,埃塞俄比亚西北部,从3月10日到2023年4月10日。
方法:422名医疗保健专业人员。
方法:反应范围从1=强烈不同意到5=强烈同意的六个项目,每个项目在5点Likert量表及其得分范围(6-30)上求和。
方法:线性回归,SPSS版本25。
结果:共有389名医疗保健专业人员参加,应答率为92.18%。对健康素养策略的总体平均意图得分为24.02,(SD±3.84)。主观范数[(β,.231;95%CI:.129,.333)],态度[β,.162;95%CI:.072,.252],感知行为控制[(β,.121;95%CI:.022,.221)],受过训练[(β,.125;95%CI:.348,.530)]和了解健康素养[(β,.251;95%CI:.131,.371)]是因素。
结论:使用健康素养策略的平均得分非常低。态度,主观规范,感知行为控制,培训,和健康素养策略知识是预测因素。因此,应采用不同的策略来提高健康素养策略的利用率。
OBJECTIVE: Health literacy strategies were using plain language, using visual aids, using the teach-back method, limiting the number of items provided, and providing culture-sensitive care. This study aimed to assess predictors of intention to use health literacy strategies in patient education among healthcare professionals.
METHODS: An institutional-based cross-sectional study, theory of planned behavior.
METHODS: Bahir Dar, Northwest Ethiopia, from March 10 to April 10, 2023.
METHODS: 422 healthcare professionals.
METHODS: Six items with a response range from 1 = strongly disagree to 5 = strongly agree each item was summed on a five-point Likert scale and its score range (6-30).
METHODS: Linear regression, SPSS version 25.
RESULTS: A total of 389 healthcare professionals participated with a response rate of 92.18%. The overall mean intention towards health literacy strategies score was 24.02 with (SD ± 3.84). Subjective norm [(β, .231; 95% CI: .129, .333)], attitude [β, .162; 95% CI: .072, .252], perceived behavioral control [(β, .121; 95% CI: .022, .221)], having got training [(β, .125; 95% CI: .348, .530)] and knowing health literacy [(β, .251; 95% CI: .131, .371)] were factors.
CONCLUSIONS: The mean score of intention to use health literacy strategies was very low. Attitude, subjective norm, perceived behavioral control, training, and knowledge of health literacy strategies were predictors. Therefore, different strategies should be applied to increase the utilization of health literacy strategies.