Yanci A Algarin, Dana Jaalouk, Anika Pulumati, Keyvan Nouri
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引用次数: 0
Abstract
The US Hispanic population faces rising skin cancer risks and poorer clinical outcomes, despite lower incidence rates. Acculturation, adopting elements of the dominant culture, may influence skin cancer attitudes and behaviors among Hispanics. We systematically reviewed PubMed articles from 2000 to 2023. Peer-reviewed English articles that assessed the relationship between acculturation and skin cancer in the Hispanic population were included. Andreeva et al. observed that lower acculturation levels correlated with increased use of shade and protective clothing (P < 0.05). More acculturated Latinos were more likely to use sunscreen, but this association weakened after adjusting for covariates (P > 0.48). Heckman et al. highlighted significant differences in skin cancer concern among Hispanic youth, with less acculturated individuals expressing greater worry (P < 0.05). Coups et al. found that higher acculturation was linked to less sun protective clothing usage and more frequent sunburns. Their subsequent online survey indicated that English-acculturated Hispanics engaged less in protective behaviors. Viola et al. reported that English-acculturated Hispanics perceived greater suntan benefits and had lower perceptions of skin cancer risk, severity, and concerns about photo-aging, along with higher melanoma risk factors, compared to Spanish-acculturated Hispanics. Acculturation influences skin cancer attitudes and behaviors in Hispanics. Tailored interventions based on acculturation levels are essential to reduce skin cancer risk. For example, educating English-acculturated Hispanics about skin cancer risks and prioritizing knowledge dissemination for Spanish-acculturated individuals may be effective approaches. These findings emphasize the need for targeted skin cancer prevention efforts to address disparities among US Hispanics.
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.