Gucciardi Enza, Cameron Jill I, Liao Chen Di, Palmer Alison, Stewart Donna E
School of Nutrition Ryerson University, Toronto, Ontario, Canada.
BMC Med Res Methodol. 2007 Nov 9;7:47. doi: 10.1186/1471-2288-7-47.
Although there have been reported benefits of health education interventions across various health issues, the key to program effectiveness is participation and retention. Unfortunately, not everyone is willing to participate in health interventions upon invitation. In fact, health education interventions are vulnerable to low participation rates. The objective of this study was to identify design features that may increase participation in health education interventions and evaluation surveys, and to maximize recruitment and retention efforts in a general ambulatory population.
A cross-sectional questionnaire was administered to 175 individuals in waiting rooms of two hospitals diagnostic centres in Toronto, Canada. Subjects were asked about their willingness to participate, in principle, and the extent of their participation (frequency and duration) in health education interventions under various settings and in intervention evaluation surveys using various survey methods.
The majority of respondents preferred to participate in one 30-60 minutes education intervention session a year, in hospital either with a group or one-on-one with an educator. Also, the majority of respondents preferred to spend 20-30 minutes each time, completing one to two evaluation surveys per year in hospital or by mail.
When designing interventions and their evaluation surveys, it is important to consider the preferences for setting, length of participation and survey method of your target population, in order to maximize recruitment and retention efforts. Study respondents preferred short and convenient health education interventions and surveys. Therefore, brevity, convenience and choice appear to be important when designing education interventions and evaluation surveys from the perspective of our target population.
尽管已有报道称健康教育干预措施对各种健康问题有益，但项目有效性的关键在于参与度和留存率。不幸的是，并非所有人在收到邀请后都愿意参与健康干预措施。事实上，健康教育干预措施容易出现参与率低的情况。本研究的目的是确定可能提高健康教育干预措施和评估调查参与度的设计特征，并在普通门诊人群中最大限度地提高招募和留存率。
对加拿大多伦多两家医院诊断中心候诊室的175名个体进行了横断面问卷调查。询问受试者原则上参与的意愿，以及他们在各种环境下参与健康教育干预措施的程度（频率和时长），以及使用各种调查方法参与干预评估调查的情况。
大多数受访者倾向于每年在医院参加一次时长为30至60分钟的教育干预课程，课程形式可以是小组形式或与教育工作者一对一进行。此外，大多数受访者倾向于每次花费20至30分钟，每年在医院或通过邮件完成一到两次评估调查。
在设计干预措施及其评估调查时，重要的是要考虑目标人群对环境、参与时长和调查方法的偏好，以便最大限度地提高招募和留存率。研究受访者更喜欢简短便捷的健康教育干预措施和调查。因此，从我们目标人群的角度来看，简洁、便捷和选择在设计教育干预措施和评估调查时似乎很重要。
