PURPOSE: To determine whether an educational program about osteoporosis will improve knowledge and confidence about osteoporosis prevention, self-efficacy, and self-reported bone-health lifestyle behaviors in adolescent girls. METHODS: Tests of knowledge, self-efficacy, calcium intake, and physical activity were compared before and after an osteoporosis educational in-service program. The differential effects of intervention, an osteoporosis in-service program versus no intervention, were determined using 2 x 2 analyses of variance. RESULTS: The intervention group showed a significant increase in knowledge (p < 0.01) as well as self-efficacy (p < 0.03) whereas the control group results did not (p > 0.05). Results for calcium intake and exercise were also statistically significant; however, unusual performance trends raise questions related to clinical interpretation of the lifestyle behavior variables. CONCLUSION: An osteoporosis educational in-service can significantly improve knowledge, self-efficacy, and reported calcium consumption in adolescent girls; however, it may not be an adequate intervention to change lifestyle behaviors.
PURPOSE: To determine whether an educational program about osteoporosis will improve knowledge and confidence about osteoporosis prevention, self-efficacy, and self-reported bone-health lifestyle behaviors in adolescent girls. METHODS: Tests of knowledge, self-efficacy, calcium intake, and physical activity were compared before and after an osteoporosis educational in-service program. The differential effects of intervention, an osteoporosis in-service program versus no intervention, were determined using 2 x 2 analyses of variance. RESULTS: The intervention group showed a significant increase in knowledge (p < 0.01) as well as self-efficacy (p < 0.03) whereas the control group results did not (p > 0.05). Results for calcium intake and exercise were also statistically significant; however, unusual performance trends raise questions related to clinical interpretation of the lifestyle behavior variables. CONCLUSION: An osteoporosis educational in-service can significantly improve knowledge, self-efficacy, and reported calcium consumption in adolescent girls; however, it may not be an adequate intervention to change lifestyle behaviors.