Identifying the Health Educational Needs of Refugees: Empirical Evidence from a Delphi Study.

Health education Health literacy Minority health Needs assessment Refugees

Journal

Journal of immigrant and minority health
ISSN: 1557-1920
Titre abrégé: J Immigr Minor Health
Pays: United States
ID NLM: 101256527

Informations de publication

Date de publication:
05 Sep 2024
Historique:
accepted: 14 08 2024
medline: 6 9 2024
pubmed: 6 9 2024
entrez: 5 9 2024
Statut: aheadofprint

Résumé

Refugees experience poorer health outcomes especially which can be exacerbated by or can be a result of low health literacy of refugee populations. To address poor health outcomes, health literacy, and health usage in refugee populations, it is essential to develop health educational interventions for refugees' healthcare integration. To do so, learning objectives must be identified based on refugees' health knowledge gaps. Therefore, the overall aim of this study is to identify these knowledge gaps. A modified Delphi method was employed for this study with three rounds of survey: the first to identify learning objectives, the second to prioritise learning objectives, and the third to categorise the learning objectives as not recommended, partially recommended, or highly recommended. An overarching theme of utilising the healthcare system and its various services effectively and efficiently was recognised to be an important learning objective for educational interventions to address refugees' health integration. Overall, learning objectives within the theme self-care and preventative health were ranked as most important.

Identifiants

pubmed: 39237850
doi: 10.1007/s10903-024-01626-1
pii: 10.1007/s10903-024-01626-1
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Subventions

Organisme : Erasmus+
ID : 2019-1-SE01-KA204-060563

Informations de copyright

© 2024. The Author(s).

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Auteurs

Maxine G Harjani (MG)

Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden. maxine.harjani@ki.se.

Natalia Stathakarou (N)

Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden.

Stathis Th Konstantinidis (ST)

Health E-Learning and Media (HELM) Team (School of Health Sciences), University of Nottingham, Nottingham, UK.

Ioanna Dratsiou (I)

Lab of Medical Physics and Digital Innovation, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.

Annita Varella (A)

Lab of Medical Physics and Digital Innovation, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.

Vicente Traver Salcedo (VT)

Institute of Information and Communication Technologies (ITACA) - Universitat Politecnica de Valencia, Valencia, Spain.

María Segura Segura (M)

Institute of Information and Communication Technologies (ITACA) - Universitat Politecnica de Valencia, Valencia, Spain.

Iraklis Tsoupouroglou (I)

Lab of Medical Physics and Digital Innovation, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.

Panagiotis D Bamidis (PD)

Lab of Medical Physics and Digital Innovation, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.

Klas Karlgren (K)

Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden.
Department of Research, Education and Development and Innovation, Södersjukhuset, Sweden.
Faculty of Health and Social Sciences, Department of Health and Functioning, Western Norway University of Applied Sciences, Bergen, Norway.

Classifications MeSH