Background: Providing patients with health education is essential for safe and effective health care; however, equitable access to health information for older migrant patients in hospital remains limited. Aim: To explore older Chinese adults’ experiences of accessing health education in Australian hospitals, with a focus on receiving falls prevention education. Methods: A presentation on hospital falls prevention guided by the Safe Recovery patient falls prevention education programme was delivered to older Chinese adults at a community centre in Western Australia. Subsequently, a purposive sample (aged 65+ years; n = 21) previously admitted to hospital participated in semi-structured interviews in their preferred language to reflect on their experiences of accessing health education in hospital and their perspectives on the Safe Recovery resources. Data were analysed using conventional content analysis. Results: Three themes emerged: (1) health education was challenging to engage with and not inclusive; (2) participants regarded falls as inevitable, frightening and a threat to their safety; and (3) Safe Recovery resources were engaging and enabling. Language barriers hindered effective communication, and families were preferred over interpreters, who were viewed as unreliable. Participants responded positively to the Safe Recovery resources but recommended additional cultural tailoring to enhance their relatability to Chinese patients. Conclusion: Culturally tailored, family-centred education can engage older Chinese migrants in hospital by improving equitable access. Falls prevention education is urgently required.
The Australian Research Centre in Sex, Health and Society (ARCSHS) is a social research centre based at La Trobe University in Melbourne, focusing on the social dimensions of sexuality, health and well-being, and how these issues affect Australians and others. Underpinning ARCSHS's work is a commitment to ensure its research findings have real-world impact in a rapidly changing world. Since its beginning in 1993, the centre's research and related activities have been cast within an emancipatory frame that constitutes a determination to produce 'really useful knowledge'. This article does not provide a full account of all ARCSHS's research and its application and impact over its 33 years; rather, it offers an analysis of the underpinnings of the centre's contribution to scholarship on several interconnected social issues that determined and supported its impact, notably but not only in health education-in effect, a conceptual 'origin story' of the centre. Key areas of enquiry discussed in more detail are the centre's contribution to HIV and AIDS (particularly among gay men in Australia-the most affected population), sexuality research, LGBTQ+ health and well-being, community participation in research, and ARCSHS's knowledge transfer, research translation and impact work.
Objective: This study aimed to provide an overview of the current state and emerging directions of artificial intelligence research in health education (focusing on patient and public health education rather than professional medical training) through a bibliometric analysis. Methods: Publications indexed in the Web of Science database between 2018 and 2025 that focused on artificial intelligence in health education (encompassing patient education, public health and community health communication) were analysed. 577 articles meeting the inclusion criteria were examined using Biblioshiny and Python to assess annual publication trends, citation patterns, influential journals and authors, collaboration networks, co-citation structures and thematic evolution. Findings were synthesised using descriptive statistics and visual mapping. Results: The findings show a marked increase in artificial intelligence research in health education, particularly after 2023. The literature increasingly concentrates on patient education–related themes, including health literacy, readability, accuracy and the use of conversational agents. Research output and citation impact are dominated by a few countries, notably the USA and China, and are concentrated within a small group of core journals and collaborative networks. Thematic analyses reveal a transition from technology-oriented foundations towards patient- and clinic- applications. Conclusion: Artificial intelligence research in health education now plays a strategic role beyond technical discussions, focusing on patient education and patient–provider health communication. This study maps research trends and highlights areas for future work, especially on the quality, clarity and reliability of artificial intelligence–supported patient information.
Introduction: Women experiencing incarceration face health care inequities related to their sexual and reproductive health, which warrant nuanced interventions to serve this vulnerable population. Despite the proven benefits of peer education in carceral settings, there is minimal research on its application to women’s health education. Objective: To qualitatively describe the teaching experiences and insights from a peer-to-peer reproductive health education programme to provide future guidance and direction for similar work. Design/setting/method: In collaboration with a state correctional system in the Northeastern region of the USA, an eight-module curriculum on women’s sexual and reproductive health was developed using evidence-based recommendations. The peer education programme was implemented with seven women residents of a state correctional facility who received training on the curriculum and shared their knowledge with peers. The teaching experiences of the peer educators were recorded during a focus group discussion and analysed thematically. Results: The focus group discussions highlighted opportunities for improved health education and a strong desire to learn and share knowledge, as it can be gratifying, self-affirming, and empowering despite logistical constraints to programming in prison. Conclusion: Peer education is an underused intervention in the carceral setting that can empower women by increasing their health literacy for medical decision-making. Further evaluation of peer education models that focus on women’s reproductive health care needs is warranted.
Background: LGBTQ+ people experience significantly elevated rates of suicidality and other mental health concerns, as do people with refugee and asylum-seeker backgrounds. For individuals who hold both identities (LGBTQ+ and refugee and asylum seeker), these risks are often compounded. Despite this, LGBTQ+ and refugee and asylum-seeker concerns can remain separated within research and practice (including in health education). Objective: This reflective synthesis and agenda-setting paper makes the case for bringing together the authors’ respective research programmes in LGBTQ+ mental health and well-being and refugee and asylum-seeker well-being in order to strengthen health education and better respond to the experiences of people situated at their intersection. Approach: Drawing on the authors’ respective Australian research programmes, this paper reflectively synthesises a purposive, bounded selection of this work to identify points of convergence, limitations and opportunities for future research. We argue for the development of a more dedicated and integrated programme of research focused on the well-being and support needs of LGBTQ+ and refugee and asylum-seeker people, with particular attention given to mental health, suicidality and both formal and informal sources of support. Conclusion: The synthesis identifies opportunities to bring these research programmes into closer dialogue and develop a focused LGBTQ+ and refugee and asylum-seeker research agenda. In doing so, it seeks to advance health education that is responsive to the specific needs, strengths and vulnerabilities of LGBTQ+ and refugee and asylum-seeker people.
