Educational Needs of Elderly Hypertensive or Diabetes Patients and Educators for Education Program Development of Cardiocerebrovascular High-risk Group.
- Author:
Hye Jin LEE
1
;
Sin KAM
Author Information
1. Department of Public Health, Graduate School of Kyungpook National University, Korea.
- Publication Type:Original Article
- Keywords:
Elderly;
Cardiocerebrovascular high-risk;
Needs;
Knowledge;
Education program
- MeSH:
Aged;
Curriculum;
Humans;
Hypertension;
Program Development;
Surveys and Questionnaires
- From:Journal of Agricultural Medicine & Community Health
2010;35(2):177-192
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVES: This study was conducted to examine the educational needs of elderly hypertensive or diabetes patients and educators for the education program development of cardiocerebrovascular high-risk group in community. METHODS: This study was conducted with 60 hypertensive or diabetes patients aged 65 years or above (cardiocerebrovascular high-risk group) who had registered KHyDDI(Korea Hypertension Diabetes Daegu Initiative) Project and attended Hypertension-Diabetes Intervention Center Program, and with 44 educators in the center between June and August, 2009. Data were collected using questionnaires including general characteristics, educational objectives, curriculum, contents, and methods. RESULTS: The major findings of this study were as follows: In education methods, cardiocerebrovascular high-risk group and educators both preferred small-grouped(5-9 persons) or individual education, 30min-1 hour, 50%-50% of theory-practice ratio, 3 months of education. In education contents, both groups needed all the suggested contents. Five categories would be suggested for the development of education program. The first category was that there was no significant difference between cardiocerebrovascular high-risk group's needs and knowledge. The second was category of low knowledge level in cardiocerebrovascular high-risk group's knowledge. The repeated education would be necessary for this category. The third was category with large standard deviation in cardiocerebrovascular high-risk group's knowledge. Individual education would be necessary for this category. The fourth category was that there was significant difference between cardiocerebrovascular high-risk group's knowledge and knowledge assessed by educators. The improvement of educator's education skill would be necessary for this category. The fifth category was that there was significant difference between cardiocerebrovascular high-risk group and educator's needs. CONCLUSIONS: Small group or individualized and staged education reflecting above cardiocerebrovascular high risk group and educators' needs should be developed for more effective education to prevent and manage the cardiocerebrovascular disease.
