Meta-analysis of patient education interventions to increase physical activity among chronically ill adults
Meta-analysis of patient education interventions to increase physical activity among chronically ill adults
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DOI：
10.1016/j.pec.2007.10.004
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发表时间：
2008-02-01
影响因子：
3.5
通讯作者：
Brown, Lori M.
中科院分区：
文献类型：
--
作者：
Conn, Vicki S.;Hafdahl, Adam R.;Brown, Lori M.
目的：这种荟萃分析整合了主要的研究测试的影响，病人的教育，以增加体力活动（PA）的行为结果与不同的慢性疾病的成年人之间。方法：广泛的文献搜索策略，位于已发表和未发表的干预研究，测量PA的行为结果。对主要研究结果进行编码。固定和随机效应荟萃分析程序包括主持人analysis.Results：数据综合在22,527名受试者从213个样本在163份报告。两组比较的总体平均加权效应量为0.45（治疗组的平均值高于对照组）。这一效应量与每周48分钟PA或每天945步的差异一致。初步的主持人分析表明，干预措施是最有效的，当他们只针对PA的行为，使用行为策略（与认知策略），并鼓励PA自我监控。记录了慢性病之间的差异。与PA结果无关的个人策略包括监督运动课程，运动处方，健身测试，目标设定，合同，解决问题，障碍管理和刺激/线索。PA的结果是无关的性别，年龄，种族，或socioeconomic distribution among samples.Conclusion：这些研究结果表明，一些病人的教育干预措施，以增加PA是有效的，尽管相当大的异质性的干预effects.Practice的大小：主持人分析是初步的，并提供进一步测试的干预措施，通知实践的提示性证据。(C)2007爱思唯尔爱尔兰有限公司保留所有权利。
Objective: This meta-analysis integrates primary research testing the effect of patient education to increase physical activity (PA) on behavior outcomes among adults with diverse chronic illnesses.Methods: Extensive literature searching strategies located published and unpublished intervention studies that measured PA behavior outcomes. Primary study results were coded. Fixed- and random-effects meta-analytic procedures included moderator analyses.Results: Data were synthesized across 22,527 subjects from 213 samples in 163 reports. The overall mean weighted effect size for two-group comparisons was 0.45 (higher mean for treatment than control). This effect size is consistent with a difference of 48 min of PA per week or 945 steps per day. Preliminary moderator analyses suggest interventions were most effective when they targeted only PA behavior, used behavioral strategies (versus cognitive strategies), and encouraged PA self-monitoring. Differences among chronic illnesses were documented. Individual strategies unrelated to PA outcomes included supervised exercise sessions, exercise prescription, fitness testing, goal setting, contracting, problem solving, barriers management, and stimulus/cues. PA outcomes were unrelated to gender, age, ethnicity, or socioeconomic distribution among samples.Conclusion: These findings suggest that some patient education interventions to increase PA are effective, despite considerable heterogeneity in the magnitude of intervention effect.Practice implications: Moderator analyses are preliminary and provide suggestive evidence for further testing of interventions to inform practice. (C) 2007 Elsevier Ireland Ltd. All rights reserved.