Effect of Teaching Guidelines on Knowledge, Health Believes, and Self-Efficacy among Post-Menopausal Women with Osteoporosis

Abstract

Background: Osteoporosis is a worldwide health problem with decreased bone mass and altered bone structure resulting in increased bone fragility and increased fracture risk. The aim of the current study was to evaluate the effect of teaching guidelines on knowledge, health believes, and self-efficacy of post-menopausal women with osteoporosis. A quasi-experimental research design was used to conduct the study at rheumatology outpatient clinic at Mansoura University hospitals, Egypt from the beginning of May 2015 to the end of August 2016. Subjects: A purposive sample of 80 post-menopausal women with osteoporosis included. Tools: Four tools were used in data collection; a structured interviewing questionnaire, Osteoporosis Knowledge Test, Osteoporosis Health Belief Scale, and Osteoporosis Self-Efficacy Scale. Results revealed that mean scores of knowledge, health believes, and self-efficacy among the study group had significantly increased after implementation of the teaching guidelines. Conclusion: The teaching guidelines were effective in improving mean scores of knowledge, health believes, and self-efficacy of the study subjects. Recommendation: Assuring the importance of implementing the teaching guidelines inside the osteoporosis units, replication of the study on large proportions.