Effect Of Peer Education On The Community-dwelling Elderly People At High Risk For Osteoporotic Fracture

Object:To evaluate the efficacy of peer education intervention for the community dwelling elder people osteoporosis.Method: A pilot study design was used to collect two communities in the city of Urumqi using a convenient sampling method and were randomly divided into a control community and an intervention community.75 elderly patients with high-risk osteoporotic fractures were selected as study subjects from each community.Baseline investigations of subjects’ knowledge of osteoporosis,self-efficacy,and health-related behaviors were given to the control group after routine health education.The intervention group was given peer education on the basis of routine health education.The intervention is divided into two phases,a total of three months.The first phase is the one-month period for the strengthening phase of health education,and the second phase is the three-month duration for the continuous phase of health education.The effects of interventions at 1 month,3 months,and 6 months after intervention were evaluated.The evaluation indicators included osteoporosis-related knowledge,self-efficacy,and health-related behaviors.Result:In the study of 146 subjects collected,the intervention group and the control group of73,the results showed that:1.At 1 month,3 months,and 6 months after intervention,the scores of total scores and sub-items in the osteoporosis-related knowledge scores were higher in the intervention group than in the control group(P<0.05);The osteoporosis-related knowledge scores of the intervention group and the control group after intervention were higher than those before the intervention(P<0.05);The results of the repeated measures analysis of variance showed that:(1)Total scores of osteoporosis related knowledge in the two groups And the scores of each dimension have significant differences with time(P<0.01).(2)Compared with the control group,there was no statistical difference in risk factor knowledge scores of the intervention group(P>0.05).Compared with the control group,the osteoporosis-related knowledge score,exercise knowledge score,and calcium knowledge score of the intervention group were compared.The difference was statistically significant(P<0.01).(3)There was an interaction between the scores of osteoporosis-related knowledge and the scores of each dimension(P<0.05).2.Intervention after 1 month,3 months and 6 months,the scores of total scores and scores of interventions in the osteoporosis self-efficacy scores were higher than those in the control group,and the difference was statistically significant(P<0.05);The osteoporosis self-efficacy scores of the intervention group and the control group after intervention were higher than before the intervention(P<0.05);The results of repeated measures analysis of variance showed that:(1)Total osteoporosis self-efficacy Scores and scores of all dimensions have significant differences with time(P<0.01).(2)The scores of self-efficacy and scores in the control and intervention groups were statistically significant(P<0.01).(3)There was an interaction between the total score of osteoporosis self-efficacy and the scores of each dimension(P<0.01).3.After one month,three months and six months of intervention,scores of health-related behavior scores in the intervention group were higher than those in the control group,and the difference was statistically significant(P<0.05);The scores of health-related behaviors in the group and the control group were higher than those before the intervention(P<0.05);The results of repeated measures analysis of variance showed that:(1)The scores of health-related behaviors of both groups changed with time.The difference was statistically significant(P<0.01).(2)There were significant differences in health-related behavioral scores between the control group and the intervention group(P<0.05).(3)There was an interaction between group and time factors in osteoporosis health-related behavioral scores(P<0.01).Conclusion:Compared to conventional health education:1.Peer education can improve osteoporosis-related knowledge scores in elderly patients with osteoporosis in the community,but due to the gradual decline of memory in the elderly,their health education should be regularly strengthened.2.Peer health education improves patient self-efficacy and increases confidence in changing health behaviors,but behavioral change is a process,and it has a great correlation with personal self health beliefs.It needs constant encouragement of patients and strengthens patients’ health beliefs.3.Changes in health-related behaviors can have defensive effects on the disease.The interaction between peers can promote the establishment of positive behaviors and the avoidance and improvement of negative behaviors.