Objective:

People with latent tuberculosis infection (LTBI) are required to make complex treatment decisions, which require an understanding of personal risk and associated benefits. However, many people with LTBI in the United Kingdom are at risk of low health literacy and can also experience language barriers, which can affect decision making. Patient education resources can support understanding but must meet the needs of the target population. The aim of this study was to evaluate the accessibility, readability and content of LTBI patient education resources.

Design:

Review and descriptive analysis of online LTBI patient education resources.

Setting:

UK-based online patient education resources.

Method:

We searched UK public health and charitable organisations for online LTBI patient education resources. Resources were evaluated in terms of accessibility (availability of translated versions); readability (Flesch–Kincaid Reading Ease [FKE], Flesch–Kincaid Grade Level [FKG] and Simplified Measure of Gobbledygook [SMOG]), theoretical content (Extended Common-Sense Model) and principles of shared decision making.

Results:

Seventeen out of 60 articles identified in the search met the prespecified criteria for inclusion. Translated materials were available for 7 of them. The overall mean ± SD readability scores and corresponding reading ages were FKE 63.51 ± 8.81 (13–15 years), FKG 9.14 ± 8.95 (13–15 years) and SMOG 8.27 ± 1.51 (13–14 years). No resources met Health Education England recommended readability levels for health-related information. Dimensions of cognitive representations of illness and treatment most commonly addressed included treatment control, cause and identity (symptom and label); no resources addressed emotional identity.

Conclusion:

Current and future LTBI patient education resources would benefit from greater consideration of the needs of non-English language speakers, readability and theoretical content to improve patient illness experience and support informed treatment decision making.

中文翻译：

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评估患者教育资源，以支持潜伏性结核感染的治疗决策

目的：

患有潜伏性结核感染（LTBI）的人需要做出复杂的治疗决策，这需要了解个人风险和相关收益。但是，在英国，许多患有LTBI的人处于健康素养较低的风险中，并且还会遇到语言障碍，这会影响决策。患者教育资源可以支持理解，但必须满足目标人群的需求。这项研究的目的是评估LTBI患者教育资源的可访问性，可读性和内容。

设计：

审查和描述性分析在线LTBI患者教育资源。

设置：

位于英国的在线患者教育资源。

方法：

我们在英国公共卫生和慈善组织中搜索了在线LTBI患者教育资源。根据可访问性（翻译版本的可用性）评估资源；可读性（Flesch-Kincaid阅读轻松度[FKE]，Flesch-Kincaid成绩等级[FKG]和Gobbledygook简化度量[SMOG]），理论内容（扩展的常识模型）和共享决策原则。

结果：

搜索到的60篇文章中有17篇符合预定的纳入标准。已翻译的材料可供7个使用。总体平均±  SD可读性评分和相应的阅读年龄为FKE 63.51±8.81（13-15岁），FKG 9.14±8.95（13-15岁）和SMOG 8.27±1.51（13-14岁）。没有资源满足英格兰健康教育建议的有关健康信息的可读性级别。最常涉及的疾病和治疗的认知表现形式包括治疗控制，病因和身份（症状和标签）；没有资源解决情感认同。

结论：

当前和未来的LTBI患者教育资源将受益于对非英语使用者的需求，可读性和理论内容的更多考虑，以改善患者的疾病体验并支持明智的治疗决策。