Yaşlılarda Kısa Osteoporoz Eğitiminin Bilgi ve Farkındalığa Etkisi

Öz

ÖZ Amaç: Bu çalışma, yaşlı merkezlerindeki 76 katılımcıda 20 dakikalık bir osteoporoz eğitim oturumunun farkındalık ve yaşam tarzı değişiklikleri üzerindeki etkisini değerlendirdi. Gereç ve Yöntemler: Bu tek gruplu girişimsel çalışmada katılımcılar eğitim oturumundan önce ve sonra Osteoporoz Bilgi Değerlendirme Aracını (OKAT) doldurdular. Kırk bir katılımcıyla 1 aylık takip de yapıldı, bu takipte birincil odak noktası OKAT skoru değişiklikleriydi ve ikincil sonuçlar diyet ile kalsiyumu alımı, egzersiz ve güneşe maruz kalma ile ilgiliydi. Bulgular: Eğitim öncesi ortalama OKAT puanı 9,76 (±3.40) idi. Bu ortalama yüksek eğitimli katılımcılarda daha yüksekti (p=0.04). Eğitim sonrası ortalama OKAT puanı 14,04 (±2.72) olup, eğitim sonrasında OKAT puanlarında anlamlı iyileşme yaşandı (p<0.001). Puanlar 1 ay sonra azaldı (p=0.01) ancak hala başlangıçtaki puanlardan yüksekti (<0.001). Eğitim müdahalesinden sonra, katılımcıların dörtte biri sağlıklı alışkanlıklar benimsedi; en yaygın olanı beslenme değişiklikleriydi, bunu artan fiziksel aktivite ve güneşlenme takip ediyordu (sırasıyla %31.17, %24.39 ve %24.39). Sonuç: Eğitim, orta yaşlı ve yaşlılarda osteoporoza ilişkin bilgi ve farkındalığı artırdı ve bu farkındalık orta bir zaman dilimi boyunca devam etti. Bu çalışma profesyonel tarafından yapılan kısa eğitimin yaşlı gündüz merkezlerinin katılımcıları için faydalı olduğunu ve bu merkezlerin önleyici eğitim için ideal yerler olabileceğini gösterdi.

Anahtar Kelimeler

• Osteoporoz
• Eğitim
• Yaşlı merkezleri
• Yaşam tarzı değişiklikleri

Effect of Brief Osteoporosis Education on Knowledge and Awareness in Elderly

Abstract

ABSTRACT Objective: This study assessed the impact of a 20-minute osteoporosis education session on awareness and lifestyle changes in 76 elderly participants in senior day centers. Material and Methods: In this single-group interventional study, participants completed the Osteoporosis Knowledge Assessment Tool (OKAT) before and after the educational session. Also one month follow up was conducted with 41 participants, in which the primary focus was on OKAT score changes and secondary outcomes related to dietary calcium intake, exercise, and sun exposure. Results: The mean pre-education OKAT score was 9.76 (±3.40). It was higher in the highly-educated participants (p=0.04). The mean post-education OKAT score was 14.04 (±2.72), and the OKAT scores significantly improved following education (p<0.001). Scores decreased after 1 month (p=0.014) but were still higher than the pre-education scores (<0.001). After the education, a quarter of the participants embraced healthy habits, with dietary modifications being the most common, followed by increased physical activity and sun exposure (31.17%, 24.39%, and 24.39%, respectively). Conclusion: Education improved knowledge and awareness of osteoporosis in middle-aged and older adults, and this improvement lasted for a medium timeframe. This study showed that brief education led by a professional was beneficial for senior day center participants, and that these centers may be ideal places for preventive education.

Keywords

• Osteoporosis
• Education
• Senior centers
• Lifestyle changes

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