社区卫生工作者向美籍华人提供基于家庭健康史的乳腺癌教育和服务的效果。

IF 1.4 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Cancer Education Pub Date : 2024-06-01 Epub Date: 2024-02-22 DOI:10.1007/s13187-024-02412-1
Bertille Assoumou, Yu-Lyu Yeh, Haocen Wang, Zihan Zhang, Jun Wang, Judy Huei-Yu Wang, Ping Ma, Lei-Shih Chen
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引用次数: 0

摘要

家庭健康史(FHH)是一种用于癌症预防和教育的循证基因组学工具。美籍华人是美国最大的亚裔群体,他们在家庭健康史的收集和交流方面面临着独特的障碍。本研究旨在评估社区卫生工作人员(CHW)向美籍华人提供的基于 FHH 的乳腺癌(BC)教育和服务的效果。共有1129名美籍华人接受了由我们训练有素的美籍华人社区保健员提供的基于FHH的乳腺癌教育和服务。参加者在接受教育和服务之前、之后和三个月之后回答了评估调查。与基线数据相比,参加教育和服务的美籍华人在教育和服务结束后 3 个月内收集 BC 的 FHH、与家人讨论 BC 的 FHH、将 BC 的 FHH 告知主治医生以及与主治医生讨论 BC 的 FHH 的比率均有显著提高(所有 Ps 均为 0.05)。
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Efficacy of Community Health Worker-Delivered Family Health History-Based Breast Cancer Education and Services Among Chinese Americans.

Family health history (FHH) is an evidence-based genomics tool used in cancer prevention and education. Chinese Americans, the largest Asian American group, face unique barriers in FHH collection and communication. This study aimed to evaluate the efficacy of culturally and linguistically appropriate community health worker (CHW)-delivered FHH-based breast cancer (BC) education and services to Chinese Americans. A total of 1129 Chinese Americans received FHH-based BC education and service delivered by our trained Chinese American CHWs. Participants responded to evaluation surveys before, immediately after, and 3 months after the education and service. Participating Chinese Americans showed significant increases in rates of collecting FHH of BC, discussing FHH of BC with family members, informing their primary care physicians of their FHH of BC, and discussing their FHH of BC with their primary care physicians at 3 months post-education and service compared to the baseline data (all Ps < 0.01). Attitudes, intention, and self-efficacy related to FHH of BC communication and collection and FHH of BC knowledge were improved both immediately after and 3 months after the delivery of the education and services (all Ps < 0.01). Within 3 months, ~ 14.3% of participants who had a high risk of BC based on FHH reported visiting geneticists for genetic evaluation. Our Chinese American CHW-delivered FHH-based BC education and services showed initial success in increasing knowledge, collection and communication of BC-related FHH, and genetic service utilization among Chinese American participants. This study can serve as a starting point for conducting more robust studies, such as randomized controlled trials, in the future.

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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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