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- W2024299871 abstract "To determine the effect of two systematically designed instructional programs on achievement and maintenance of reduced dietary sodium intake, 66 adult hypertensives, aged 20–78 years, were randomly assigned to either task-centered instruction, task-centered instruction plus goal-setting and self-monitoring, or control group. The instructional programs were developed specifically for the study, utilizing a framework of Bandura's social learning theory, the PRECEDE model of health education, Glaser's model of instruction and Gagné's task analysis instructional theory. The independent variables were the instructional programs. Dependent variables, measured at pretest, after 6 weeks, and again 3 months later, were achievement test scores, 24-h recall of dietary intake and 24-h urinary sodium excretion. Each subject was seen individually, weekly for six sessions, and once again, 3 months following the intervention. Multivariate analysis of covariance revealed statistically significant effects of both instructional programs (P ⩽ 0.001), and a smaller, statistically significant deterioration in performance during the follow-up period (P ⩽ 0.05). There was no apparent difference in the effect of the two programs. Significant knowledge changes were achieved and maintained throughout follow-up. A statistically significant treatment effect was also seen on diastolic blood pressure (P ⩽ 0.01). It may be concluded that systematically designed instructional programs may be successfully applied to the achievement of change in health-related behaviour." @default.
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- W2024299871 title "Effect of task-centered instructional programs on hypertensives' ability to achieve and maintain reduced dietary sodium intake" @default.
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- W2024299871 doi "https://doi.org/10.1016/0738-3991(87)90062-0" @default.
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