Brief osteoporosis education in an inpatient rehabilitation setting improves knowledge of osteoporosis in elderly patients with low-trauma fractures

Abstract

The effect of an osteoporosis education program on knowledge of osteoporosis was assessed in elderly rehabilitation inpatients with low-trauma fractures. A modified version of the Osteoporosis Questionnaire (OPQ) was administered prior to and following a brief education program on the rehabilitation ward, and again at 4-6 months. A historical control group, admitted to the same ward prior to the educational program, was used as a comparison. The baseline mean OPQ test score (out of 20) for the intervention group was 7.26. The OPQ score significantly increased by a mean of 2.16 during the admission. The difference was increased in the available subjects at the 6-month questionnaire, with a significant mean increase of 2.67. There was a significant correlation between admission Functional Independence Measure (FIM) score and both baseline OPQ score (r=0.59) and follow-up OPQ score (r=0.60). There was a significant correlation between discharge FIM score and increase in OPQ score from baseline to follow-up (r=0.77), and with OPQ score at follow-up (r=0.76). There was a significant correlation between the Mini Mental State Examination at follow-up (r=0.78), and the change in OPQ score between initial survey and follow-up (r=0.70). Osteoporosis education in elderly rehabilitation inpatients with fractures is effective, but requires adequate patient cognitive skills.