School-based interventions to improve health literacy of senior high school students: a scoping review protocol

• Published in: JBI evidence synthesis Vol. 20; no. 4; pp. 1165 - 1173
• Main Authors: de Albuquerque, Julia Vajda, Chen, Yan, Moir, Fiona, Henning, Marcus
• Format: Journal Article
• Language: English
• Published: United States Lippincott Williams & Wilkins 01-04-2022
• Subjects: Adolescent; Adult; Educational Status; Health Behavior; Health Literacy; Humans; Review Literature as Topic; Schools; Students
• ISSN: 2689-8381; 2689-8381
• DOI: 10.11124/JBIES-21-00333

The objective of this review is to map the details of school-based interventions used to improve health literacy of senior high school students.
The global prevalence of poor adult health literacy is caused, in part, by limited health education in secondary schools. Enhancing adolescent health literacy could potentially improve adult health literacy, health behavior, and health outcomes.
Studies investigating school-based interventions to improve health literacy of senior high school students, regardless of design, characteristics, and assessment tools, will be eligible for inclusion. Studies that provide combined data (senior high school students mixed with other students) or have a compulsory component outside of school will be excluded.
MEDLINE, Embase, ProQuest Education Journals, Education Research Complete, SAGE Journals, and Index New Zealand will be searched for journal articles published in English since 1998. Two independent reviewers will screen titles and abstracts for eligibility, retrieve potentially relevant papers in full, and extract data from included studies. A third reviewer will resolve any disagreements. Quantitative analysis (eg, frequency analysis) will indicate geographic region of studies, design and targeted population (school grade of study participants); the mode of delivery (extracurricular or during school hours, implemented by teachers or other professionals), duration, and health literacy model anddomainoftheinterventions. Descriptive qualitative content analysis will be used to summarize, code and classify key characteristics of the interventions (eg, teaching models and strategies, content, and related skills) and main outcomes related to health literacy into meaningful categories.