Suharno Usman, Andi Masyitha Irwan and Rosyidah Arafat
The purpose of this study was to examine the effect of family involvement in the educational sessions and follow-up meetings on compliance with the low-salt diet for hypertensive…
Abstract
Purpose
The purpose of this study was to examine the effect of family involvement in the educational sessions and follow-up meetings on compliance with the low-salt diet for hypertensive older adults.
Design/methodology/approach
Randomized controlled trial was used in this study with a total of 30 hypertensive older adults divided into two groups (n = 15). The intervention group involved one family member during the educational sessions and follow-up meetings. Conversely, no family member was involved in the control group.
Findings
The intervention group showed a significant (p < 0.05) increase in compliance level on the attitude (knowledge) and subjective norm (psychomotor and family support) subscales. The perceived obstacle subscale and the salt concentration in food and urine excretion significantly decreased both after educational sessions and follow-up meetings (p < 0.05). However, the control group did not.
Research limitations/implications
A relatively small number of samples would have affected the results, but in this study, randomization was applied in sample collection.
Practical implications
By encouraging the involvement of family members in the educational sessions and follow-up meetings, it could enhance compliance of low-salt diet among hypertensive older adults.
Originality/value
The findings and outputs provide a combination of family involvement and the Geragogy learning model through educational sessions and follow-up meetings that could enhance a low-salt diet adherence among older adults with hypertension in the community.
Details
Keywords
Saleh Al-Omar, Ammar Alalawneh and Ayman Harb
This paper aims to examine the direct impact of entrepreneurship education on university students' entrepreneurial intention and the moderating role of perceived governmental…
Abstract
Purpose
This paper aims to examine the direct impact of entrepreneurship education on university students' entrepreneurial intention and the moderating role of perceived governmental support in terms of financial support and policies and regulations.
Design/methodology/approach
The study collected data using questionnaires from students enrolled in compulsory entrepreneurship courses at three public Jordanian universities. Structural equation modeling was used to analyze 1,228 valid questionnaires and test the hypotheses.
Findings
The study revealed that entrepreneurship education positively and significantly affects students' entrepreneurial intentions. On the other hand, perceived governmental support in terms of financial support and policies and regulations has a nonsignificant moderating role in the relationship between entrepreneurship education and students' entrepreneurial intention.
Originality/value
This study enriches the literature with new evidence that entrepreneurship education has a positive, direct impact on students' intention to become entrepreneurs. It also contributes to the body of knowledge as the first to examine the role governments’ play besides encouraging entrepreneurship education through their education policies.