健康素养型学校研究进展

钱金伟; 童莺歌; 尉烨玲; 卢一慧; 胡钰滢; 辛蒙雨; 程雯倩; 潘祥; 倪珂

doi:10.16835/j.cnki.1000-9817.2024074

健康素养型学校研究进展

doi: 10.16835/j.cnki.1000-9817.2024074

1.
杭州师范大学护理学院，浙江 311121
2.
杭州市中策职业学校钱塘学校

基金项目:

教育部规划基金项目 23YJAZH136

详细信息

作者简介:
钱金伟(1998-)，男，浙江湖州人，在读硕士，护士，主要研究方向为健康素养促进

通讯作者:
童莺歌，E-mail: 1352597965@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G479 G627.8 C36
计量
- 文章访问数: 91
- HTML全文浏览量: 36
- PDF下载量: 30
- 被引次数: 0
出版历程
- 收稿日期: 2023-10-08
- 修回日期: 2023-12-02
- 网络出版日期: 2024-03-29
- 刊出日期: 2024-03-25

Progress in research on health-literate schools

1.
School of Nursing, Hangzhou Normal University, Hangzhou (311121), Zhejiang Province, China

摘要

摘要: 健康素养型学校(health-literate schools，HeLit-Schools)在培养学生健康素养方面发挥着显著作用。研究阐释了HeLit-Schools的背景和概念内涵，分析了HeLit-Schools在理念和核心驱动、策略及方法实施、评估机制和标准制定等方面如何有效地整合和提升学校的健康素养；并进一步探讨了国外HeLit-Schools的研究与实践对中国学校践行《健康中国行动(2019—2030年)》战略的启示，以及中国学校在实施HeLit-Schools建设中的关键策略，旨在为中国学校践行“健康中国行动”及从健康素养角度加强学校建设提供新视角和理论支持。
- 健康教育 /
- 健康促进 /
- 组织和管理
Abstract: Health-literate schools (HeLit-Schools) play a significant role in fostering students' health literacy. The paper elucidates the background and conceptual connotations of HeLit-Schools, and analyzes how HeLit-Schools effectively integrate and enhance the health literacy of schools in three aspects: philosophy and core drivers, strategy and method implementation, as well as evaluation mechanisms and standard setting. Furthermore, the paper explores the implications of foreign HeLit-Schools research and practice for China under the context of "Healthy China" construction, as well as the key strategies for Chinese schools in the implementation of HeLit-Schools, aiming to provide a new perspective and theoretical support for Chinese schools to practice the "Healthy China initiative" and strengthen school construction from the perspective of health literacy.
- Health education /
- Health promotion /
- Organization and administration
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

参考文献(19)

[1]	健康中国行动推进委员会. 健康中国行动(2019—2030年)[EB/OL]. (2019-07-15)[2023-03-03]. http://www.gov.cn/xinwen/2019-07/15/content_5409694.htm. Healthy China Action Promotion Committee. Health China Initiative (2019-2030)[EB/OL]. (2019-07-15)[2023-03-03]. http://www.gov.cn/xinwen/2019-07/15/content_5409694.htm. (in Chinese)
[2]	中华人民共和国教育部办公厅关于实施全国健康学校建设计划的通知[EB/OL]. (2022-04-24)[2023-09-18]. http://www.moe.gov.cn/srcsite/A17/s7059/202204/t20220424_621280.html. Notice from the Office of the Ministry of Education of the PRC on implementing the national plan for healthy school construction[EB/OL]. (2022-04-24)[2023-09-18]. http://www.moe.gov.cn/srcsite/A17/s7059/202204/t20220424_621280.html. (in Chinese)
[3]	KIRCHHOFF S, DADACZYNSKI K, PELIKAN J M, et al. Organizational health literacy in schools: concept development for health-literate schools[J]. Int J Environ Res Public Health, 2022, 19(14): 8795. doi: 10.3390/ijerph19148795
[4]	PAAKKARI L, PAAKKARI O. Health literacy as a learning outcome in schools[J]. Health Educ, 2012, 112(2): 133-152. doi: 10.1108/09654281211203411
[5]	PAAKKARI L, OKAN O. Health literacy-talking the language of (sc-hool) education[J]. Health Lit Res Pract, 2019, 3(3): e161-e164.
[6]	LEE A, CHENG F F K, FUNG Y, et al. Can health promoting sc-hools contribute to the better health and wellbeing of young people? The Hong Kong experience[J]. J Epidemiol Commun Health, 2006, 60(6): 530-536. doi: 10.1136/jech.2005.040121
[7]	KICKBUSCH I, PELIKAN J M, APFEL F, et al. Health literacy: the solid facts[M]. Copenhagen: World Health Organization Regional Office for Europe, 2013.
[8]	联合国儿童基金会. 青少年健康素养研究建议核心信息及释义[EB/OL]. (2016-06-02)[2023-09-26]. https://www.unicef.cn/reports/adolescents-health-accomplishment-research-advice. United Nations Children's Fund. Core information and interpretation of adolescent health literacy research recommendations[EB/OL]. (2016-06-02)[2023-09-26]. https://www.unicef.cn/reports/adolescents-health-accomplishment-research-advice. (in Chinese)
[9]	ORGANIZATION W H. Shanghai declaration on promoting health in the 2030 agenda for sustainable development[J]. Health Promot Int, 2017, 32(1): 7-8. doi: 10.1093/heapro/daw103
[10]	NAGY-PÉNZES G, VINCZE F, BÍRÓ É. A school intervention's impact on adolescents' health-related knowledge and behavior[J]. Front Public Health, 2022, 10: 822155. doi: 10.3389/fpubh.2022.822155
[11]	UNESCO. Making every school a health-promoting school: global standards and indicators-UNESCO digital library[EB/OL]. (2021-06-22)[2023-10-07]. https://unesdoc.unesco.org/ark:/48223/pf0000 377948.
[12]	KIRCHHOFF S, OKAN O. Health-literate schools: concept development for organizational health literacy in schools[J]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 2022, 65(7-8): 795-802. doi: 10.1007/s00103-022-03546-7
[13]	DIETSCHER C, LORENC J, PELIKAN J. Das Selbstbewertungs-Instrument zum Wiener Konzept Gesundheitskompetenter Krankenbehandlungsorganisationen (WKGKKO-I)[R]. Wien: Ludwig Boltzmann Institut, 2015.
[14]	BAKER D W. The meaning and the measure of health literacy[J]. J Gen Intern Med, 2006, 21(8): 878-883. doi: 10.1111/j.1525-1497.2006.00540.x
[15]	ZIMMERMAN F J, ANDERSON N W. Trends in health equity in the United States by race/ethnicity, sex, and income, 1993-2017[J]. JAMA Netw Open, 2019, 2(6): e196386. doi: 10.1001/jamanetworkopen.2019.6386
[16]	YU H, SUN S, LING J, et al. Influence of health literacy on health outcomes of different social strata: an empirical study based on the data of China's health literacy investigation[J]. Int J Equity Health, 2023, 22(1): 42. doi: 10.1186/s12939-023-01858-x
[17]	LOGAN R A, WONG W F, VILLAIRE M, et al. Health literacy: a necessary element for achieving health equity[J]. NAM Perspect, 2015. DOI: 10.31478/201207a.
[18]	LIU C, WANG D, LIU C, et al. What is the meaning of health literacy? A systematic review and qualitative synthesis[J]. Fam Med Commun Health, 2020, 8(2): e000351. doi: 10.1136/fmch-2020-000351
[19]	OKAN O, KIRCHHOF S. Fragebogen organisationale gesundheitskompetenz der schule[R]. Munich, Germany: Technical University of Munich, 2022.