(Stroke. 1999;30:720-723.)
© 1999 American Heart Association, Inc.
Original Contributions |
Community Education for Stroke Awareness
An Efficacy Study
Presented in part at the 22nd International Joint Conference on Stroke and Cerebral Circulation, Anaheim, Calif, February 6–8, 1997.
From the Program in Occupational Therapy, Department of Physical Medicine and Rehabilitation (E.B.S.), and the Department of Neurology, School of Medicine (M.B., A.C.K.), University of Minnesota, Minneapolis, Minn, and the Department of Occupational Therapy, School of Allied Health (J.J.T.), Medical College of Ohio, Toledo, Ohio.
Correspondence to Erica Stern, PhD, OTR, FAOTA, University of Minnesota, School of Medicine, Department of Physical Medicine and Rehabilitation, Program in Occupational Therapy, Box 388, 420 Delaware St SE, Minneapolis, MN 55455. E-mail Stern001{at}tc.umn.edu
Background and Purpose—This study examined the effectiveness of a slide/audio community education program aimed at increasing knowledge of stroke risk factors, stroke warning signs, and action needed when stroke warning signs occur. The program targets audiences at higher risk for stroke, especially individuals who are black or >50 years of age.
Methods—Subjects were 657 adults living in the community or in senior independent-living settings. The study examined the effectiveness of the program when presented alone and when accompanied by discussion (facilitation) led by a trained individual. Knowledge of stroke risk factors and warning signs was assessed using parallel pretests and posttests developed and validated specifically for the study.
Results—ANCOVA indicated that neither pretesting nor facilitation had a significant effect on posttest measures of knowledge. Paired t tests of groups receiving both the pretest and posttest demonstrated significant increase in knowledge (mean increase, 10.87%; P<0.001). ANCOVA indicated that these gains in knowledge were similar across subjects of different sex, race, age, and educational level. No significant differences could be ascribed to facilitation.
Conclusions—The data indicate that the slide/audio program is effective in increasing knowledge of stroke risk factors, warning signs, and necessary action in subjects of varying ages, races, and education. Pretesting and facilitation did not significantly affect the short-term acquisition of information. The slide/audio program appears to offer a short, easily used educational experience for diverse communities, whether as a stand-alone program or with facilitated discussion.
Key Words: audiovisual aids • risk factors • stroke prevention • education
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