Category: Education in Movement Disorders
Objective:
To examine the content of education interventions that promote physical activity (PA) behavior in PwP, and to assess their effectiveness on physical and psychosocial outcomes.
Background:
Education interventions promoting the role of PA aim to address knowledge, poor exercise self-efficacy and low outcome expectations, which are well-researched barriers to PA participation in healthy and people with chronic conditions. However, little is known about the effectiveness of education interventions in addressing these barriers in people with Parkinson’s (PwP) in regard to content, mode of delivery and duration.
Method:
An electronic search of MEDLINE, EMBASE, CINAHL, PubMed PsycINFO, the Web of Science and the Cochrane Library was conducted from 1990 to 2021. Education interventions, alone or combined with other strategies, promoting PA in PwP were included. Quality was assessed using the Johanna Briggs Institute and National Institute of Health quality assessment tools. A narrative synthesis was performed.
Results:
Six studies were identified. Five interventions included an education component and an exercise session component. One intervention utilized education, coaching and motivational interviewing without an exercise component. Improvement in physical and psychosocial outcomes were suggested but delineating the exact impact of education was impeded due to lack of education component evaluation in five studies.
Conclusion: In light of the building evidence on the role of PA in the management of Parkinson’s, it is important to design interventions that translate findings and implement them at diagnosis. Evidence-led education interventions can improve sense of control over the condition, keep hope and drive motivation in PwP. This systematic review highlighted the limited numbers of existing interventions that provide knowledge, and skills promoting PA participation. Even fewer are addressed towards newly diagnosed PwP. There is lack of assessment over the effectiveness of education as a tool to facilitate PA participation. Lack of assessment poses the risk of potentially disregarding effective interventions or adopting ineffective approaches without the evidence. Further interventions are required to assess the model of relationship between education and self-efficacy and PA participation in PwP.
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To cite this abstract in AMA style:
L. Alushi, J. Alexander, J. Jones. A systematic review on physical health education interventions for people with Parkinson’s: content, impact and implementation considerations across Parkinson’s trajectory [abstract]. Mov Disord. 2022; 37 (suppl 2). https://www.mdsabstracts.org/abstract/a-systematic-review-on-physical-health-education-interventions-for-people-with-parkinsons-content-impact-and-implementation-considerations-across-parkinsons-trajectory/. Accessed December 11, 2024.« Back to 2022 International Congress
MDS Abstracts - https://www.mdsabstracts.org/abstract/a-systematic-review-on-physical-health-education-interventions-for-people-with-parkinsons-content-impact-and-implementation-considerations-across-parkinsons-trajectory/