Volume 31, Issue 1 (12-2021)                   J Holist Nurs Midwifery 2021, 31(1): 35-43 | Back to browse issues page

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Papi S, Abolfathi Momtaz Y, Foroughan M, Mohammadi Shahboulaghi F, Araban M, Ramezani T. Comparing the Effect of Face-To-Face Education and E-learning on the Physical Activity of the Elderly. J Holist Nurs Midwifery. 2021; 31 (1) :35-43
URL: http://hnmj.gums.ac.ir/article-1-1533-en.html
1- PhD Candidate in Gerontology, Department of Public Health, Faculty of Health, Social Determinant of Health Research Center, Ahvaz Jundishapur University of Medical Science, Ahvaz, Iran
2- Associate Professor, Iranian Research Center on Aging, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Malaysian Research Institute on Ageing (My Ageing), University Putra Malaysia , yabolfathi@gmail.com
3- Professor, Iranian Research Center on Aging, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
4- Associate Professor, Department of Health Education and Promotion, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
5- PhD. Candidate in Gerontology, Iranian Research Center of Ageing, University of Social Welfare and Rehabilitation, Tehran, Iran
Abstract:   (1963 Views)
Introduction: Regular physical activity is very effective in preventing or delaying chronic diseases and premature death in the elderly.
Objective: This study aimed to compare the effect of face-to-face education and e-learning methods on the physical activity of the elderly.
Materials and Methods: This is a quasi-experimental study conducted in Karaj, Iran in 2018. The participants were 88 elderly people referred to a senior rehab center and then were assigned into three groups of face-to-face education (n=30), e-learning (n=28), and control (n=30).The study data were collected by a demographic form and the 41-item community healthy activities program for seniors questionnaire (CHAMPS) before the intervention, 1 month after the intervention, and 3-month follow-up. Face-to-face education and e-learning were presented to the two educational groups’ during eight 20-minute sessions. The obtained data were analyzed using ANOVA, Bonferroni post hoc test, the Chi-square test, and repeated measures ANOVA. The significance level was set at0.05.
Results: Between the two educational groups, a significant difference was observed in the mean score of physical activity at three measurement phases (P = 0.001).The effect size was 0.61 for face-to-face education and 0.64 for e-learning. Based on the results of the Bonferroni post hoc test, there was no significant difference between e-learning and face-to-face education groups.
Conclusion: Both face-to-face and e-learning methods were effective in promoting the physical activity behavior of the elderly. E-learning method can be used as one of the complementary methods of traditional education for improving the physical activity of the elderly.
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Article Type : Research | Subject: Special
Received: 2020/12/27 | Accepted: 2021/12/29 | Published: 2021/12/29

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