Gillett Alexis, Traywick LaVona, LaGorio Kara, Dold Anna
Alice Walton School of Medicine, 805 McClain Rd., Suite 8000, Bentonville, AR 72712, USA.
School of Physical Therapy, Arkansas Colleges of Health Education, 7000 Chad Colley Blvd, Fort Smith, AR 72916,USA.
Health Promot Int. 2024 Dec 1;39(6). doi: 10.1093/heapro/daae180.
It is essential to provide the community with evidenced-based care to optimize healthcare outcomes; more specifically, women in underserved communities with limited access to healthcare services. The purpose of this research was to determine the effectiveness of a single virtual movement-based pelvic health education session on women's pelvic health knowledge, adherence to performing pelvic exercises and confidence in performing the exercises. Forty-two female participants were recruited in Western Arkansas. Participants completed an online pre-session (pre) questionnaire and then received a single virtual education session led by a healthcare provider trained in pelvic health. A post-session (post-1) questionnaire was completed by each participant as well as a 1-month follow-up (post-2) questionnaire. Thirty-five women completed all three questionnaires and pelvic health knowledge, adherence to pelvic floor exercises and confidence in performing pelvic floor exercises were assessed. After the participants completed the post-2 questionnaire, they were invited for a semi-structured interview and 13 women participated. Results of this study suggest pelvic health knowledge increased after a single session of movement-based education, and this was retained 1 month later. Adherence and confidence to perform the exercises did not change; however, learning about pelvic health in a virtual movement-based method was a positive experience and initiated an eagerness to learn more about pelvic health. Pelvic health education can be implemented in a virtual approach to engage women in underserved communities to learn more about pelvic health through a positive experience for an educational baseline to gain healthcare autonomy.
为社区提供循证护理以优化医疗保健成果至关重要；更具体地说，是为医疗服务获取机会有限的服务不足社区中的女性提供护理。本研究的目的是确定一次基于虚拟运动的盆腔健康教育课程对女性盆腔健康知识、盆腔锻炼依从性以及进行锻炼的信心的有效性。在阿肯色州西部招募了42名女性参与者。参与者完成了一份在线课前（预）问卷，然后接受了由一名接受过盆腔健康培训的医疗服务提供者主持的单次虚拟教育课程。每位参与者都完成了课后（后1）问卷以及一份1个月随访（后2）问卷。35名女性完成了所有三份问卷，并对盆腔健康知识、盆底锻炼依从性以及进行盆底锻炼的信心进行了评估。在参与者完成后2问卷后，她们被邀请参加一次半结构化访谈，13名女性参与了访谈。本研究结果表明，经过单次基于运动的教育课程后，盆腔健康知识有所增加，并且在1个月后仍得以保持。进行锻炼的依从性和信心没有改变；然而，通过基于虚拟运动的方法了解盆腔健康是一次积极的体验，并激发了她们进一步了解盆腔健康的渴望。盆腔健康教育可以通过虚拟方式实施，以使服务不足社区的女性参与进来，通过一次积极的教育体验来更多地了解盆腔健康，从而获得医疗自主权，作为教育基线。
