Abstract
BackgroundSeveral educational intervention programs have been designed and developed to improve osteoporosis diagnosis and treatment. However, most of the prior studies focused on how educational intervention programs affected diagnosis and treatment of condition of osteoporosis.The purpose of this prospective and educational intervention study was to evaluate the changes in osteoporosis knowledge, osteoporosis self-efficacy, fall self-efficacy, physical exercise and changes in dietary pattern of calcium and vitamin D intake after osteoporosis education.MethodsFrom November 1, 2015 to August 31, 2016, 271 eligible candidates (who were over 50 years old and from 23 different community centers) were recruited through an announcement made by the public office, by two health care providers.The intervention involved an individualized education program to allow for differences in antecedent educational levels regarding several aspects of osteoporosis, including osteoporosis knowledge, osteoporosis self-efficacy, awareness of self-efficacy risk factors relating to an accidental fall and nutritional education (including the importance of sufficient calcium and vitamin D intake). The researchers revisited the community centers three months after the initial visit.ResultsOf the 271 potential participants, 199 (73.4%; 43 men and 156 women) completed the education program and the second questionnaire. After education intervention, parameters including osteoporosis knowledge, osteoporosis self-efficacy and fall self-efficacy were improved (P < 0.0001). After education regarding percentage of calcium and vitamin D intake below recommended cut-offs, inadequate dietary calcium and vitamin D intake were decreased (P < 0.0001) from 89.4% (178/199) and 84.4% (168/199) to 79.9% (159/199) and 65.8% (131/199), respectively, at the three-month follow-up. (p = 0.038, p = 0.017).ConclusionsThis prospective intervention study demonstrated that education on osteoporosis knowledge and regular exercise programs could improve osteoporosis self- efficacy, fall self-efficacy and increase dietary calcium and vitamin D intake.
Highlights
Several educational intervention programs have been designed and developed to improve osteoporosis diagnosis and treatment
The osteoporosis knowledge score had increased from a median of 9.1 (IQR 6–13) at preeducation to 11.2 (IQR 11–13) at posteducation (P < 0.0001, Fig. 2)
After education regarding percentage of calcium and vitamin D intake below the recommended cut-offs, inadequate dietary calcium and vitamin D intake were decreased (P < 0.0001) from 89.4% (178/199) and 84.4% (168/199) to 79.9% (159/199) and 65.8% (131/199), respectively, at the time of the three-month follow-up. (P = 0.038, P = 0.017)
Summary
Several educational intervention programs have been designed and developed to improve osteoporosis diagnosis and treatment. Most of the prior studies focused on how educational intervention programs affected diagnosis and treatment of condition of osteoporosis. In an effort to prevent osteoporotic fractures, several educational intervention programs have been developed to improve osteoporosis diagnosis and treatment. Most studies were focused on how educational intervention programs affected diagnosis and treatment of osteoporosis in hospitalized patients with hip fractures or other, bone-fragility fractures. Studies such as these (carried out a variety of intervention modalities including telephone call services, education, e-mail, and screening tests for osteoporosis) focused mainly on the improvement of diagnosis and treatment of osteoporosis [8,9,10,11]. The hypothesis of this study was the concept that an educational intervention program could improve osteoporosis knowledge, self-efficacy awareness and the dietary habits and customs of the senior population
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