@article{ref1,
title="The essential role of health literacy in health promotion during a polycrisis",
journal="Global health promotion",
year="2024",
author="Levin-Zamir, Diane",
volume="31",
number="1",
pages="96-99",
abstract="Health care workers are constantly faced with the possibility of occupational violence from patients, visitors, and others. Occupational violence encompasses any physical or verbal aggressive behavior, including abuse, threats, or assault, occurring in the workplace.1 Within acute hospital settings, reports of verbal, physical, sexual, psychological, and emotional violence are increasingly reported, with the outcomes affecting workers physically and psychosocially.2 Exposure to and subsequent trauma from such incidents can affect individuals in numerous ways, such as reduced work performance; increased cynicism; burnout; and feelings of isolation, depression, fear, negativity, and anxiety. Organizational outcomes of occupational violence include increased absenteeism, high staff turnover, and poor recruitment and retention.2,3 Given the risks to staff and organizational productivity, many health care institutions are turning their attention toward implementation of strategies to equip staff with the skills and required knowledge to assess the risk of occupational violence and, where appropriate, de-escalate the situation to ensure their safety. This issue of JBI Evidence Synthesis includes our systematic review synthesizing the available evidence on the impact of educational programs and interventions for health care staff to prevent and manage aggressive behaviors in acute hospitals.4  Education programs aim to prepare health care workers to recognize and respond appropriately to potentially violent situations. However, due to low-level study designs and inconsistent reporting across the studies included in our review, certainty regarding the most effective education intervention to prevent and manage aggressive behaviors is unclear.4 Furthermore, self-reported outcome measures, such as levels of confidence, attitudes, or knowledge, may not be indicative of a person's ability to diffuse or manage violent situations. Some authors suggest that programs focusing on skill mastery may be more effective for de-escalation strategies5; however, appropriate and consistent measures are needed to ascertain the most effective modality and intensity of educational interventions for preventing violence. Nevertheless, our systematic review provides valuable insights into how educators could strengthen the design of educational interventions related to the topic.   ===  En ces temps de polycrise, le rôle de la promotion de la santé est plus important que jamais pour le pouvoir d'agir des familles, des communautés, des organisations et des sociétés. La polycrise actuelle, comprise comme la convergence d'une pandémie mondiale, de défis économiques, environnementaux et climatiques, de conflits politiques et culturels/géopolitiques, amplifie les complexités auxquelles les personnes sont confrontées dans l'accès, la compréhension, le traitement, l'évaluation, l'application et l'utilisation des informations et des ressources, en particulier dans le domaine de la santé. Les répercussions sociales et économiques d'une polycrise (1) sur différentes populations se traduisent par une augmentation des inégalités en santé. Il n'y a pas de meilleur moment que maintenant pour reconnaître le rôle de la littératie en santé en promotion de la santé comme un instrument d'autonomisation, et ce, à tous les niveaux. Il devient primordial de pouvoir prendre des décisions éclairées concernant les comportements, les mesures de prévention et l'accès aux services de santé. Dans cet éditorial, nous explorons le rôle essentiel de la littératie en santé en promotion de la santé au cours d'une polycrise, en soulignant son importance pour favoriser le pouvoir d'agir des personnes, la résilience communautaire et la capacité à relever les défis uniques posés par les crises qui se chevauchent.<p /> <p>Language: en</p>",
language="en",
issn="1757-9759",
doi="10.1177/17579759241234852",
url="http://dx.doi.org/10.1177/17579759241234852"
}