Although clinicians have been the focus of research on trust in health care, much of the health guidance Americans receive occurs outside clinical settings. School-based health education is one such setting. Given the importance of interpersonal dynamics to clinicians’ work, trust likely features heavily in achieving health educators’ outcomes. This study asks: How do health educators approach building trust with students? In interviews with 39 sexual health educators in Ohio and Illinois, I find that educators report several strategies that they use in their attempt to build student trust: They use personal anecdotes and informality to distinguish themselves from teachers; adjust their approach based on their race, gender, or age if they perceive these identities impede trust; and emphasize lessons are factual when facing pushback. My findings reveal key differences in how clinicians and nonclinical professionals approach trust and more broadly, how organizational factors impact health professionals’ approach to trust.

中文翻译：

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性教育者建立学生信任的策略


尽管临床医生一直是医疗保健信任研究的重点，但美国人接受的大部分健康指导都是在临床环境之外进行的。以学校为基础的健康教育就是这样一种环境。鉴于人际关系动态对临床医生工作的重要性，信任可能在实现健康教育者的结果中占有重要地位。本研究询问：健康教育者如何与学生建立信任？在对俄亥俄州和伊利诺伊州的 39 名性健康教育工作者的采访中，我发现教育工作者报告了他们在试图建立学生信任时使用的几种策略：他们使用个人轶事和非正式活动来区分自己与老师;如果他们认为这些身份阻碍了信任，请根据他们的种族、性别或年龄调整他们的方法;并强调在面临阻力时，教训是事实。我的研究结果揭示了临床医生和非临床专业人员处理信任方式的主要差异，更广泛地说，组织因素如何影响卫生专业人员的信任方式。