None listed
Conditions
Brief summary
Many girls perceive menstruation as time to celebrate the transition from girlhood to womanhood however, a significant proportion of girls suffer from dysmenorrhea. Primary dysmenorrhea is a cramping pain in the lower abdomen that occur before or during menstruation without identifiable pelvic pathology (Kannan & Claydon, 2014). It's affecting from 50% to 91% of women of reproductive age in worldwide (Mahvash et al., 2012), its prevalence increases through the adolescent years and decreases with increases in age (Dawood, 2006). The prevalence of Primary dysmenorrhea in the Arab countries are high, for example about 94% in Egypt (Maher, Eman, & Ahmed, 2011), 74.3% in Lebanon(Santina, Wehbe, & Ziade, 2012), 94% in Oman (Al-Kindi & Al-Bulushi, 2011), 72.4% in Yemen (Hearst & Molnar, 2013) and 55.8% in Jordanian(Al-Jefout et al., 2014). The aim of this study will aim to assess the impact of health education on primary dysmenorrhea among Arabic school girls. This study will apply both quantitative and qualitative study design (Grove, Burns, & Gray, 2013)and also develop and evaluate the intervention conducted. The quantitative research design used in this study is a quasi-experimental design with single group design which involves both pre and posttest will be applied in this study to determine whether health education improves the knowledge, self-care and quality of life among schoolgirls with primary dysmenorrhea. Following quantitative approach, a qualitative study will be conducted to explore the influences of culture beliefs on primary dysmenorrhea. Exploring lived perceptions would give meaning to each person’s perceptions of a particular phenomenon under study. The outcome of the study will be expected to improve knowledge ,self-care and quality of life. and the finding of the focus group discussions will be supporting the self-care outcome in term of influences of Arabic culture.
Interventions
The Health Education planning and developed by the researcher which uses review of literates and expert panel evaluation. The technique will be used to deliver the health education is a lecture about primary dysmenorrhea, PowerPoint and pamphlet
The educational media will be used pamphlet which developed by the researcher which uses review of literates and expert panel evaluation. The aim of the pamphlet is to help participation to retain their knowledge and self-care on primary dysmenorrhea.
Th
The Health Education planning and developed by the researcher which uses review of literates and expert panel evaluation. The technique will be used to deliver the health education is a lecture about primary dysmenorrhea, PowerPoint and pamphlet The educational media will be used pamphlet which developed by the researcher which uses review of literates and expert panel evaluation. The aim of the pamphlet is to help participation to retain their knowledge and self-care on primary dysmenorrhea. The duration of the entire session take 80 minutes. Pre-test questionnaire After the survey, researcher will be starting the pre-test questionnaire to assess student’s knowledge, self-care levels and quality of life before implementation of the health education, which researcher will be select the students who have primary dysmenorrhea according to inclusion Criteria through codes, researcher will collect them. Researcher will distribute and read the questionnaire on students and the researcher will ask the students to answer a questionnaire with explaining any unclear questions by the researcher. When the students finish from answering the questionnaire, researcher will collect the questionnaires in boxes. The duration of pre-test about 15 minutes. Health education intervention In this phase, one day activity will be held by the researcher to introduce health educational intervention involving lecture and PowerPoint about primary dysmenorrhea. This workshop will be attended by primary dysmenorrhea students who have agreed to participate in the intervention group to improve knowledge, self-care, and quality of life. The implementation of health education intervention is as follows: 1. The researcher will give presenting a lecture during a period of 30 minutes and PowerPoint about primary dysmenorrhea which including Information and advises about primary dysmenorrhea and associates symptoms related it as printed in pamphlet in colorful and attractions way. 2. Activities include discussion and quiz ( questions and answers) about primary dysmenorrhea information . 3. The researcher will distribute the pamphlets to all participation to take it and keep it as references for them. 4. The researcher will thank the participation and encourage them to communicate with the researcher to complete the collection of data after intervention (post-test questionnaire). The pamphlet includes information with pictures about: 1) Menstruation and menstrual cycle, examples definitions of menstruation and menarche, the length of the period and duration with the defining of girls to the internal organs of girl reproductive system related the menstruation and how the menstrual cycle occurring simply with illustrations. 2) Information about dysmenorrhea, examples the definition the menstrual pain, types, causes, risk factors and symptoms of menstrual pain, also including information about how to identify the degree of pain through the using assessment pain tool. In addition to it contains the symptoms and the situations which the adolescent girls must seek help from a doctor or nurse. 3) The methods of self-care during menstrual pain by use pharmacological or non-pharmacological methods to allow girls to choose the most suitable for her condition. For details. The information sources of educational media: The sources information of pamphlet are from some articles such as (Chiou M. H. et al., 2007), (Wu et al., 2009), (Premila et al., 2015) and (Kanika, 2015). Also some resources from the scientific web site such as: 1) http://www.womenshealth.gov/publications/our-publications/fact sheet/menstruation.html#a, 2) http://www.medicinenet.com/menstruation/article.htm, 3) http://www.irise.org.uk/uploads/4/1/2/1/41215619/menstrual_health_education_resource.pdf and 4) Primary Dysmenorrhea American Family Physician; http://www.aafp.org/afp/1999/0801/p489.html Post-test health education questionnaire Then in thired month from follow up two months, I will communicate with the school again to distributing the same questionnaires to participants who I applied the intervention on them to assess the impact of health education. The goal of the post-test twice is to give the opportunity to the application of knowledge and suitable self-care to improve quality of life through primary dysmenorrhea period.
Sponsors
University of Malaya
Study design
Allocation
Non-randomised trial
Primary purpose
Educational / counselling / training
Eligibility
Sex/Gender
All
Age
13 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
Girls between 13- 18 years old in Arabic schools in Malaysia. Girls with menstrual pain score 3 and above. Arabic girls.
Exclusion criteria
- Girls between less than 13 years old or more than 18 years old in Arabic schools in Malaysia. - Girls with menstrual pain score less than 3. - Non Arabic girls.
Outcome results
None listed