A quasi-experimental study to evaluate the effectiveness of a structured teaching programme on knowledge regarding dysmenorrhea among adolescent girls at selected schools in Madurai district

Abstract

Adolescence is indeed a transitional phase of growth and development that occurs between childhood and adulthood, typically spanning from 10 to 19 years of age, as defined by the World Health Organization (WHO). During this period, individuals undergo rapid physical, cognitive, and psychosocial changes, which can influence their emotions, thoughts, decision-making abilities, and interactions with the world. It is worth noting that psychological factors, including anxiety and anger, may contribute to dysmenorrheal problems, which are painful menstrual cramps. However, as women age, dysmenorrheal often decreases and may completely resolve after childbirth. The study aims to assess the effectiveness of a structured teaching program in improving knowledge about dysmenorrhea among adolescent girls. By implementing this program, researchers seek to measure the impact it has on enhancing the understanding and awareness of dysmenorrhea among this specific population. The evaluation will provide valuable insights into the effectiveness of structured teaching in improving knowledge about dysmenorrhea among adolescent girls.In a quasi-experimental research study conducted in the Madurai district, a one-group pre-test and post-test design was utilized. A simple random sample of 40 adolescent girls participated in the study. A structured teaching program was implemented, covering all aspects of dysmenorrhea. The knowledge of the adolescent girls was assessed both immediately before and a week after the structured teaching program. The results of the study indicated that the majority of the adolescent girls (47%) were 14 years old, and a significant proportion (62%) had no prior information about dysmenorrhea. In the pre-test, all of the adolescent girls (100%) demonstrated inadequate knowledge regarding dysmenorrhea. However, in the post-test, 80% of the participants showed adequate knowledge, while 20% had moderate knowledge on the subject. The paired t-test analysis revealed a statistically significant improvement in knowledge from the pre-test (10.3 ± 2.87) to the post-test (41.17 ± 8.75) (p < 0.05), indicating that the structured teaching program was effective in enhancing knowledge about dysmenorrhea among the adolescent girls in the study. The present study concludes that recently dysmenorrhea is a quite common problem all over the world affecting the quality of life of women significantly. Despite the growing awareness, there remains a considerable deficiency of knowledge on causes, treatment, and home remedies of dysmenorrhea. Further research is required for a large population including women from various backgrounds to better assess and strategize to manage this rising problem. It will help future mothers to take care of them during menstruation, and they will educate the future generation regarding dysmenorrhea.