Kaveh Mohammad Hossien, Golij Monire, Nazari Mahin, Mazloom Zohreh, Rezaeian Zadeh Abbas
Department of Health Education and Promotion, Faculty of Health, Research Center for Health Sciences, Shiraz University of Medical Sciences, Shiraz, Iran;
Department of Health Education and Promotion, Faculty of Health, Shiraz University of Medical Sciences, Shiraz, Iran;
J Adv Med Educ Prof. 2014 Oct;2(4):158-64.
Osteoporosis is a major problem in today's world, being characterized by decreased bone mass and bone change. Due to deficiency of theory-based studies in young population, especially in students, there are significant knowledge gaps of effective planning. Thepresent study was performed in response to this need. The present study investigated the effect of an empowerment program on physical activity related stages of change and self-efficacyin preventing osteoporosis among university students.
In this randomized controlled trial (IRCT: IRCT201212016261N2), 152 female students of Shiraz University of Medical Sciences were selected through multi-stages cluster sampling and were randomly assigned to an experimental (n=76) and a control (n=76) group.The pre-and post-intervention data were collected using the Stages of Exercise Change Questionnaire (SECQ) of Marcos with Cronbach's alpha reliability of 0.89 and also the self-efficacy scale with a Cronbach's alpha reliability of 0.88 and Test-Retest Correlation Coefficient of 0.80. The educational intervention for the experimental group took place through problem-based learning method, small group discussion, and training manuals. In addition, training CDs and brochures were given to the subjects and short SMSs were sent to them. The data were analyzed throughSPSS, version 14, usingMann-Whitney test, Chi-square test, Wilcoxon and regression tests.
Pre-intervention findings showed that participants had behavioral constructs below the expected levels. The results showed that the experimental group received significant statisticalincrease after the intervention in stage of change. Before the intervention, the mean scores of stages of changes in the experimental groups was 2.28±0.86 but this rose to 3±0.84 in the first post-test and 3.22±0.84 in the second post-test. The control group showed a significant increase in stage of change without intervention (pre-test 2.04±0.82, first post-test 2.18±0.87 and second post-test 2.3±0.89).However, this increase was more significant in the experimental group (p<0.001). The mean score of self-efficacy in physical activity in the intervention group upon completion of the course showed a significant increase (p<0.001). A significant correlation was found between the construct stage of change and self-efficacy.
Theory-based curriculum is effective in empowering individuals in stage of change and developing self-efficacy in physical activity of university students.
骨质疏松症是当今世界的一个主要问题，其特征是骨量减少和骨质改变。由于针对年轻人群，尤其是学生群体的理论研究不足，在有效规划方面存在重大知识空白。本研究正是针对这一需求而开展的。本研究调查了一项赋权计划对大学生预防骨质疏松症相关身体活动改变阶段和自我效能的影响。
在这项随机对照试验（IRCT：IRCT201212016261N2）中，通过多阶段整群抽样选取了设拉子医科大学的152名女学生，并将她们随机分为实验组（n = 76）和对照组（n = 76）。干预前后的数据通过Marcos的运动改变阶段问卷（SECQ）收集，其Cronbach's alpha信度为0.89，同时还通过Cronbach's alpha信度为0.88且重测相关系数为0.80的自我效能量表收集。实验组的教育干预通过基于问题的学习方法、小组讨论和培训手册进行。此外，还向受试者发放了培训光盘和宣传册，并向他们发送了简短的短信。数据通过SPSS 14版，使用曼 - 惠特尼检验、卡方检验、威尔科克森检验和回归检验进行分析。
干预前的结果表明，参与者的行为结构低于预期水平。结果显示，实验组在干预后改变阶段有显著的统计学增加。干预前，实验组改变阶段的平均得分是2.28±0.86，但在第一次测试后升至3±0.84，在第二次测试后升至3.22±0.84。对照组在无干预的情况下改变阶段也有显著增加（预测试2.04±0.82，第一次测试后2.18±0.87，第二次测试后2.3±0.89）。然而，实验组的这种增加更为显著（p<0.001）。干预组在课程结束时身体活动自我效能的平均得分有显著增加（p<0.001）。在改变阶段结构和自我效能之间发现了显著相关性。
基于理论的课程在增强个体改变阶段的能力以及培养大学生身体活动的自我效能方面是有效的。
