Department of Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, MI, USA.
Am J Occup Ther. 2011 Nov-Dec;65(6):702-9. doi: 10.5014/ajot.2011.001180.
We attempted to determine whether multimedia fall prevention education using different instructional strategies increases older adults' knowledge of fall threats and their fall prevention behaviors.
Fifty-three community-dwelling older adults were randomized to iwo educational groups or a control group. Multimedia-based educational interventions to increase fall threats knowledge and encourage fall prevention behaviors had two tailoring strategies: (1) improve content realism for individual learners (authenticity group) and (2) highlight program goals and benefits while using participants' content selections (motivation group). Knowledge was measured at baseline and 1-mo follow-up. Participants recorded prevention behaviors for 1 mo.
Intervention group participants showed greater knowledge gains and posttest knowledge than did control group participants. The motivation group engaged in more prevention behaviors over 1 mo than did the other groups.
Tailoring fall prevention education by addressing authenticity and motivation successfully improved fall threats knowledge. Combining motivational strategies with multimedia education increased the effectiveness of the intervention in encouraging fall prevention behaviors.
我们试图确定使用不同教学策略的多媒体防跌倒教育是否能提高老年人对跌倒威胁的认识以及他们的防跌倒行为。
53 名居住在社区的老年人被随机分为两个教育组或对照组。基于多媒体的教育干预措施旨在提高对跌倒威胁的认识并鼓励采取防跌倒措施，有两种针对性策略：（1）提高个体学习者内容的真实性（真实性组），（2）在使用参与者的内容选择时突出计划目标和收益（动机组）。在基线和 1 个月随访时测量知识。参与者记录了 1 个月的预防行为。
干预组参与者的知识增长和后测知识均优于对照组参与者。动机组在 1 个月内采取了更多的预防行为，比其他组都多。
通过解决真实性和动机问题来针对性地调整防跌倒教育成功地提高了对跌倒威胁的认识。将激励策略与多媒体教育相结合，提高了干预措施在鼓励防跌倒行为方面的有效性。
