Effects of an osteoporosis prevention training program on physical activity-related stages of change and self-efficacy among university students, Shiraz, Iran: a Randomized Clinical Trial

Introduction: Osteoporosis is a major problem in todayʹs world, being characterized by decreased bone mass and bone change. Due to deficiency of theory-based studies in young population, especially in students, there are significant knowledge gaps of effective planning. The present study was performed in response to this need. The present study investigated the effect of an empowerment program on physical activity related stages of change and self-efficacy in preventing osteoporosis among university students. Methods: In this randomized controlled trial (IRCT: IRCT201212016261N2), 152 female students of Shiraz University of Medical Sciences were selected through multi-stages cluster sampling and were randomly assigned to an experimental (n=76) and a control (n=76) group. The pre-and post-intervention data were collected using the Stages of Exercise Change Questionnaire (SECQ) of Marcos with Cronbachʹs alpha reliability of 0.89 and also the self-efficacy scale with a Cronbachʹs alpha reliability of 0.88 and Test-Retest Correlation Coefficient of 0.80. The educational intervention for the experimental group took place through problem-based learning method, small group discussion, and training manuals. In addition, training CDs and brochures were given to the subjects and short SMSs were sent to them. The data were analyzed through SPSS, version 14, using Mann-Whitney test, Chi-square test, Wilcoxon and regression tests. Results: Pre-intervention findings showed that participants had behavioral constructs below the expected levels. The results showed that the experimental group received significant statistical increase after the intervention in stage of change. Before the intervention, the mean scores of stages of changes in the experimental groups was 2.28±0.86 but this rose to 3±0.84 in the first post-test and 3.22±0.84 in the second post-test. The control group showed a significant increase in stage of change without intervention (pre-test 2.04±0.82, first post-test 2.18±0.87 and second post-test 2.3±0.89). However, this increase was more significant in the experimental group (p < 0.001). The mean score of selfefficacy in physical activity in the intervention group upon completion of the course showed a significant increase (p < 0.001). A significant correlation was found between the construct stage of change and self-efficacy. Conclusion: Theory-based curriculum is effective in empowering individuals in stage of change and developing self-efficacy in physical activity of university students.