PURPOSE: Currently, little is known regarding use of the International Classification of Functioning, Disability and Health (ICF) in health education applications. Therefore, this review sought to examine the scope of work that has been conducted regarding the application of the ICF in health education. METHODS: A review of the current literature related to use of the ICF in health education programs was conducted. Twelve electronic databases were searched in accordance with a search protocol developed by a health sciences librarian. In total, 17,878 records were reviewed, and 18 articles met the criteria for inclusion in this review. RESULTS: Current evidence regarding use of the ICF in healthcare education revealed that program and participant properties can be essential facilitators or barriers to successful education programs. In addition, gaps in comprehensive outcome measurement were revealed as areas for future attention. Educational applications of the ICF are very much a work in progress as might be expected given the ICF's existence for only a little over a decade. CONCLUSIONS: To advance use of the ICF in education, it is important to incorporate the measurement of both knowledge acquisition and behavior change related to ICF-based programs. Ultimately, widespread implementation of the ICF represents not only a substantial opportunity but also poses a significant challenge.
PURPOSE: Currently, little is known regarding use of the International Classification of Functioning, Disability and Health (ICF) in health education applications. Therefore, this review sought to examine the scope of work that has been conducted regarding the application of the ICF in health education. METHODS: A review of the current literature related to use of the ICF in health education programs was conducted. Twelve electronic databases were searched in accordance with a search protocol developed by a health sciences librarian. In total, 17,878 records were reviewed, and 18 articles met the criteria for inclusion in this review. RESULTS: Current evidence regarding use of the ICF in healthcare education revealed that program and participant properties can be essential facilitators or barriers to successful education programs. In addition, gaps in comprehensive outcome measurement were revealed as areas for future attention. Educational applications of the ICF are very much a work in progress as might be expected given the ICF's existence for only a little over a decade. CONCLUSIONS: To advance use of the ICF in education, it is important to incorporate the measurement of both knowledge acquisition and behavior change related to ICF-based programs. Ultimately, widespread implementation of the ICF represents not only a substantial opportunity but also poses a significant challenge.
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Keywords:
Health education; ICF; disabilty and health; international classification of functioning
Authors: Matilde Leonardi; Haejung Lee; Nenad Kostanjsek; Arianna Fornari; Alberto Raggi; Andrea Martinuzzi; Manuel Yáñez; Ann-Helene Almborg; Magdalena Fresk; Yanina Besstrashnova; Alexander Shoshmin; Shamyr Sulyvan Castro; Eduardo Santana Cordeiro; Marie Cuenot; Christine Haas; Soraya Maart; Thomas Maribo; Janice Miller; Masahiko Mukaino; Stefanus Snyman; Ulrike Trinks; Heidi Anttila; Jaana Paltamaa; Patricia Saleeby; Lucilla Frattura; Ros Madden; Catherine Sykes; Coen H van Gool; Jakub Hrkal; Miroslav Zvolský; Petra Sládková; Marie Vikdal; Guðrún Auður Harðardóttir; Josephine Foubert; Robert Jakob; Michaela Coenen; Olaf Kraus de Camargo Journal: Int J Environ Res Public Health Date: 2022-09-08 Impact factor: 4.614