Effectiveness of a Theory-Driven Nutritional Education Program in Improving Calcium Intake among Older Mauritian Adults
Effectiveness of a Theory-Driven Nutritional Education Program in Improving Calcium Intake among Older Mauritian Adults
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DOI：
10.1155/2013/750128
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发表时间：
2013-01-01
影响因子：
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通讯作者：
Jeewon, Rajesh
中科院分区：
文献类型：
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作者：
Bhurosy, Trishnee;Jeewon, Rajesh
背景资料。低钙摄入量是骨质疏松和继发骨折的风险因素，此前曾有报道称毛里求斯绝经后妇女中存在低钙摄入量。目标。评估以理论为基础的教育干预在改善老年毛里求斯人的钙摄入量、自我效能和知识方面的有效性。方法论。这项研究是作为测试前和测试后的设计进行的，通过基线评估、干预后立即评估和2个月的跟踪评估进行评估。参与者是来自两个城市社区中心的成年人(n=189)，年龄=40岁。干预组(n=98)以健康信念模式(HBM)为基础，每周参加6次互动式课程。主要观察指标为钙摄入量、Hb评分、知识评分和体力活动水平(PAL)。还对人体测量进行了评估。结果。IG在后评估时显著增加了其基线钙摄入量、知识和自我效能(P<；0.001)。干预后，观察组腰围显著减少(P<；0.05)。与对照组相比，干预成人的PAL在测试后显著增加了12.3%，在随访时增加了29.6%(P<；0.001)。结论。以理论为导向的教育干预在改善社区老年毛里求斯成年人的膳食钙素摄入量、知识、自我效能和PAL方面是有效的。
Background. Low calcium intake, a risk factor of osteoporosis and subsequent fractures, has been previously reported among postmenopausal women in Mauritius. Objective. To assess the effectiveness of a theory-based educational intervention in improving the calcium intake, self-efficacy, and knowledge of older Mauritians. Methodology. The study was conducted as a pre- and post-test design which was evaluated through a baseline, immediate postintervention, and 2-month follow-up assessments. Participants were adults (n = 189) aged >= 40 years old from 2 urban community-based centres. The intervention group (IG) (n = 98) participated in 6 weekly interactive lessons based on the health belief model (HBM). The main outcome measures were calcium intake, HB scale scores, knowledge scores, and physical activity level (PAL). Anthropometric measurements were also assessed. Results. The IG significantly increased its baseline calcium intake, knowledge and self-efficacy (P < 0.001) at post-assessments. A significant decrease in waist circumference in the IG was noted (P < 0.05) after intervention. PAL significantly increased by 12.3% at post-test and by 29.6% at follow-up among intervention adults when compared to the CG (P < 0.001). Conclusion. A theory-driven educational intervention is effective in improving the dietary calciumin take, knowledge, self-efficacy, and PAL of older community based Mauritian adults.