Data
Effects of menstruation education in high school students on changes in self-care to manage menstrual pain
2020 Volume 34 Issue 1 Pages 69-80
Details
2020 Volume 34 Issue 1 Pages 69-80
Objective
To determine whether menstruation education in high school students leads to changes in self-care to manage menstrual pain and to determine factors that influence such changes in self-care.
Subjects and Methods
The use of 23 self-care items was compared between immediately after and three months after intervention via menstruation education in 124 female students at High School A using a self-administered questionnaire.
Results
There were significant differences in the number of students performing seven of the 23 self-care activities between immediately after and three months after education: [Keep a menstrual cycle record] (p=0.004), [Lie down] (p<0.001), [Massage the abdominal and lower back area] (p=0.004), [Get enough sleep] (p=0.029), [Visit the hospital] (p=0.021), [Soak in a bath] (p=0.031), and [Eat three meals a day] (p=0.041).
In analyzing associations between the status of performing self-care activities after education and physical, psychological, and social factors, students with the physical factor “menstrual pain” carried out significantly more self-care activities three months after education than immediately after education, compared to those without menstrual pain (p=0.025). Significant associations were not detected for other factors.
Three items showed significant associations between changes in the number of students performing each of the 23 self-care items from immediately after to three months after education and physical, psychological, and social factors. Significantly more students with “someone who takes care of me or cares about me when I am unwell” vs. those without performed the activity [Keep a menstrual cycle record] three months after intervention (p=0.022). Similarly, significantly more students with “menstrual pain” vs. those without performed the activity [Massage the abdominal and lower back area] three months after intervention (p=0.045). On the other hand, significantly fewer students without “someone who provides me with information” vs. those with performed the activity [Eat three meals a day] three months after intervention (p=0.005).
Conclusion
Menstruation education in students with menstrual pain leads to changes in self-care to manage menstrual pain.
The significance of “menstrual pain” and “status of menstruation support” as factors that aid in carrying out and continuing self-care.
