| Literature DB >> 33126692 |
Amy Finlay1, Holly Evans1, Andrew Vincent1, Gary Wittert1, Corneel Vandelanotte2, Camille E Short1,3.
Abstract
BACKGROUND: Web-based computer-tailored interventions can assist prostate cancer survivors to become more physically active by providing personally relevant behaviour change support. This study aimed to explore how changing the website architecture (free choice vs. tunnelled) impacted engagement within a physical activity computer-tailored intervention targeting prostate cancer survivors.Entities:
Keywords: behaviour change; cancer survivorship; computer tailoring; e-health; physical activity; user engagement; website architecture
Mesh:
Year: 2020 PMID: 33126692 PMCID: PMC7662822 DOI: 10.3390/ijerph17217920
Source DB: PubMed Journal: Int J Environ Res Public Health ISSN: 1660-4601 Impact factor: 3.390
Figure 1Tunneled intervention (top) and free-choice website intervention (bottom) architecture. The physical activity log (assessing activity in last week) was also available to complete at any time in the free-choice architecture condition, with a new one unlocking a week after the first one was completed.
Figure 2Tunnel website homepage (administrator view). A new module was unlocked each week, over four weeks; physical activity self-monitoring and feedback were provided within each module, alongside the “once-off” content designated to that week.
Figure 3Free-choice website homepage (administrator view). This condition was designed to be autonomy supportive. Users could click on any topic at any time. Physical activity self-monitoring and feedback were supported by clicking on the physical activity log module. This automatically updated according to what week of the program the user was up to.
Figure 4Consort flow diagram illustrating participant flow through the trial.
Participant characteristics (complete baseline data N = 71).
| Characteristic | Standard Tunnel N = 27 | Free Choice N = 27 | Control Arm N = 17 | Total N = 71 | |
|---|---|---|---|---|---|
| Age | Range (years) | 55–91 | 50–79 | 38–79 | 38–91 |
| Mean (SD) | 68.9 (9.75) | 64.9 (9.27) | 65.5(9.82) | 66.6 (9.66) | |
| Education | Post-grad | 6 (22.2%) | 4 (14.8%) | 2 (11.8%) | 12 (15.6%) |
| University | 9 (33.3%) | 8 (29.6%) | 9 (52.9%) | 26 (33.8%) | |
| Trade/diploma | 7 (25.9%) | 7 (25.9%) | 4 (23.5%) | 18 (23.4%) | |
| High school | 5 (18.5%) | 8 (29.6%) | 2 (11.8%) | 15 (19.5%) | |
| Marital status | Married/partner | 23 (85.2%) | 24 (88.9%) | 13 (76.4%) | 60 (84.5%) |
| Separated/single | 4 (14.8%) | 3 (11.1%) | 4 (23.6%) | 11 (15.5%) | |
| Employment | Full time | 5 (18.5%) | 8 (29.6%) | 3 (17.6%) | 16 (22.5%) |
| Part time/causal | 1 (3.7%) | 4 (14.8%) | 0 (0%) | 5 (7.1%) | |
| Self-employed | 4 (14.8%) | 2 (7.4%) | 1 (5.9%) | 7 (9.8%) | |
| Retired | 15 (55.6%) | 12 (44.4%) | 11 (64.7%) | 38 (53.5%) | |
| Other | 4 (5.6%) | 1 (3.7%) | 0 (0.0%) | 5 (7.1%) | |
| Location | Major city | 15 (55.6%) | 13 (48.1%) | 7 (41.2%) | 35 (45.5%) |
| Inner regional | 7 (25.9%) | 10 (37.0%) | 4 (23.5%) | 21 (27.3%) | |
| Outer regional | 4 (14.8%) | 2 (7.4%) | 6 (35.3%) | 12 (15.6%) | |
| Remote | 1 (3.7%) | 2 (7.4%) | 0 (0.0%) | 3 (3.9%) | |
| Cancer stage | Stage 1 | 4 (14.8%) | 2 (7.4%) | 3 (17.6%) | 9 (11.7%) |
| Stage 2 | 12 (44.4%) | 9 (33.3%) | 4 (23.5%) | 25 (32.5%) | |
| Stage 3 | 10 (37.0%) | 16 (59.3%) | 9 (52.9%) | 35 (45.5%) | |
| Unknown | 1 (3.7%) | 0 (0.0%) | 1 (5.9%) | 2 (2.6%) | |
| Cancer treatment † | Surgery | 25 (85%) | 19 (70%) | 14 (82%) | 56 (79%) |
| Active surveillance | 1 (4%) | 1 (4%) | 3 (18%) | 5 (7%) | |
| Radiotherapy | 11(41%) | 9 (33%) | 5 (29%) | 25 (35%) | |
| Hormone | 5 (19%) | 4 (15%) | 3 (18%) | 12 (17%) | |
| Other | 0 (0%) | 1(4%) | 0 (0%) | 1 (1%) | |
| Time since treatment (years) | Range | 0.08–13 | 0.08–10 | 0.17- 8 | 0.08–13 |
| Means (SD) | 3.5 (3.75) | 2.7 (2.6) | 2.3 (2.34) | 2.9 (3.0) | |
| Time since diagnosis (years) | Range | 1–16 | 1–12 | 1–19 | 1–19 |
| Mean (SD) | 6.25 (4.15) | 4.18 (3.4) | 4.5(4.7) | 5.1 (4.4) | |
| BMI | Range | 17–35 | 21–349 | 22–33 | 17–39 |
| Mean | 26.3 (4.6) | 28.4(3.97) | 26.7 (3.17) | 27.2 (0.41) | |
| Co-morbidities (N %) | No issues | 2 (7.7%) | 5 (18.5%) | 5 (29.4%) | 12 (16.9%) |
| 1 | 9 (34.6%) | 8 (29.6%) | 2 (11.8%) | 19 (26.8%) | |
| 2 | 9 (34.6%) | 8 (29.6%) | 6 (35.3%) | 23 (32.4%) | |
| 3 or more | 6 (22.2%) | 6 (22.2%) | 4 (23.4%) | 17 (23.9%) | |
† Participants may have indicated multiple cancer treatments.
Physical activity outcomes.
| MVPA, mins/Week |
|
|
|
|
|---|---|---|---|---|
| Free choice N = 16 | 226.3 (252.4) | 280.62 (221.7) | +54.37 (326.7) | 0.13 (adjusting for baseline only). |
| Tunnelled N = 20 | 232.5 (186.6) | 230.50 (199.9) | −2 (267.5) | |
| Control N = 14 | 292.1 (283.8) | 387.14 (213.3) | +95 (317.6) | |
|
| ||||
| Free choice N = 16 | 20 (43.9) | 22.5 (32.2) | +2.5 (60.5) | 0.63 (adjusting for baseline only) |
| Tunnelled N = 20 | 11.7 (33.8) | 23.4 (47.9) | +11.75 (SD 62.1) | |
| Control N = 14 | 2.4 (5.7) | 19.1 (26.7) | +16.71 (SD 28.5) |
* Location was a significant predictor of resistance training score in the adjusted model, with living outside of a major city associated with greater resistance training than living in a major city (b = 26.45, 95% CI 0.57, 52.34).
Figure 5Website module engagement by group.
Engagement, usability, relevance score comparison across the three study groups (N = 50).
|
| |||||
|---|---|---|---|---|---|
| E-health engagement scale (1–5) | 2.3(0.83) | 2.4(0.87) | 2.4 (0.79) | 0.98 | 0.94 |
| SUS—usability (0–100) | 56.4 (12.2) | 67.4 (14.6) | 57.7 (17.5) | 0.06 | 0.08 |
| Average perceived relevance (1–5) | 2.4 (1.1) | 2.8 (1.3) | 2.4 (1.3) | 0.56 | 0.57 |
PCHF intervention modules and additional features.
| Module Name and Social Cognitive Theory (SCT) | Behaviour Change Techniques | Primary Intervention Component Aim | Tailoring Variables | |
|---|---|---|---|---|
| Module 1: | Provide information on consequences of behaviour in general; provide information on consequences of behaviour to the individual, provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice | Introduction to physical activity and the program; increase knowledge and the outcome expectations of participants; highlight benefits of activity for prostate cancer; promote the guidelines for cancer survivors; tailored information regarding internal or external motivation; tailored promotion of the guidelines for older adults (over 65 years) or general adults (under 65 years) | Age/intrinsic and extrinsic motivation/health functional status with comorbidities | |
| Physical Activity Log Week 1 | Prompt self-monitoring of behaviour and outcome, provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice. Provide feedback on performance. Prompt review of behavioural goals | Tailored feedback of current activity compared to guidelines using graphs. If no activity, then encouragement to begin (no graphs compared to guidelines). Suggest setting a general goal for the following week and links to library section of the website for examples of exercises | Age | |
| Module 2: Making goals and overcoming barriers | Prompt barrier identification, provide instruction, prompt specific goal setting, prompt review of behavioural goals, set graded tasks, teach to use prompts/cues | To learn about goal setting; tips on goal setting (basic and advance goal setting with optional print out); tailored advice on the biggest barrier faced when getting active | Barriers/goal-setting approaches | |
| Physical Activity Log Week 2 | Prompt self-monitoring of behaviour and outcome, provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice. Provide feedback on performance. Prompt review of behavioural goals | Tailored advice regarding the general goal set for the previous week; tailored feedback of baseline and week 1 compared to guidelines using graphs. Suggest setting a general goal for the following week and links to library section of the website for examples of exercises | Aerobic activity/resistance training/days active/goal met/satisfied with goal | |
| Module 3: Lone ranger or socialite? Exercising with others | Provide instruction, plan social support/social change, model or demonstrate the behaviour, provide general information, Provide general encouragement | Tailored advice provided to men regarding their preferences for social support; advice to assess if they are happy with the level of support that they receive and provide appropriate advice | Social preference/satisfaction with support | |
| Physical Activity Log Week 3 | Prompt self-monitoring of behaviour and outcome, provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice. Provide feedback on performance. Prompt review of behavioural goals | Tailored feedback of baseline and week 1, week 2 compared to guidelines using graphs. Suggest setting a general goal for the following week and links to library section of the website for examples of exercises | Aerobic activity/resistance training/days active/goal met/satisfied with goal | |
| Module 4: Making long-term changes | Provide general encouragement, relapse prevention, prompt review of behavioural goals, provide instruction | Tailored advice occupational based variable (labouring/desk job/no job) to advice if participants assume that they are getting enough exercise based on their job status, tailored advice regarding perception of routine, to learn about habit formation. Administration of autonomy scale, and recommendations for those who are self-motivated (intrinsic motivation) and tips for externally motivated individuals | Incidental activity/automaticity of physical activity | |
| Physical Activity Log Week 4 | Prompt self-monitoring of behaviour and outcome, provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice. Provide feedback on performance. Prompt review of behavioural goals | Tailored feedback of baseline and week 1, week 2, and week 3 compared to guidelines using graphs. Suggest setting a general goal and to make the last week of the intervention ‘count’. Suggest setting a general goal for the following week and links to library section of the website for examples of exercises. Reminders to come back to finish the final survey | Aerobic activity/resistance training/days active/goal met/satisfied with goal/intrinsic or external motivation and autonomy | |
| Additional website features | ||||
| Provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice, use of follow-up prompts | Library: contains video links to demonstration resistance training exercises (with and without a resistance band), links to static articles at both a general reading and advanced reading, links to podcasts about prostate cancer, links to all barrier-related advice, links to print-out demonstration pages of male-based exercises vetted by our exercise physiologist | |||
| Provision of instruction on behaviour, modelling/demonstration of behaviour/provision instruction on how to perform the behaviour, prompt practice, use of follow-up prompts, use of follow-up prompts | Email capacity to a clinical exercise physiologist in our “Ask an Expert”, offered free advice and to adherence to the recently released Australian guidelines for oncology clinical support during exercise (65). Frequently asked emails were to be released as video responses so that all other men could benefit from the questions and answers | |||