Abstract
This study examines how China's "Healthy China 2030" policy influences community health curriculum reform in higher vocational medical education through systemic policy transmission mechanisms across governance levels. Employing a qualitative document analysis design with cross-sectional data collection guided by Walt and Gilson's policy triangle model, this study analyzed 13 national, provincial, and institutional policy documents produced between 2016 and 2025 to map policy development from strategic planning to operational deployment. Based on descriptive document analysis, the findings suggest that the observed policy transmission pattern involves three main mechanisms of content adaptation, language simplification, and contextual integration, facilitating the translation of national health goals into institutional implementation while maintaining long-term strategic consistency. The research identifies an adaptive pattern of transmission beyond sequential assumption of implementation, and a consistent linguistic evolution from strategic abstract direction through to operational activity in the structures of governance. Institutional response reporting indicates varying implementation strategies by organizational context and capacity, where institutions interpret policy objectives into varying mechanisms such as curriculum alignment, faculty development, and building of community partnerships. Preliminary analysis of follow-up reporting indicates institutional development in aligning education practice with policy objectives, although measurement of overall effectiveness is constrained by heterogeneous assessment practice. The analysis provides empirical support for the observation that policy implementation appears associated with active content adjustment rather than stereotypical compliance, suggesting that policymakers should consider flexible models of implementation that accommodate institutional diversity while maintaining strategic integration. The findings offer preliminary insights into adaptive implementation processes in health education policy transmission as identified through document-based policy analysis.