Effects of an educational program in increasing knowledge and reducing premenstrual syndrome signs, symptoms and severity among nursing college students

Abstract

Objective: The objective of the following study is to determine the effects of an Educational Program in increasing knowledge and reducing premenstrual syndrome symptoms and severity among nursing college students. Material and Methods: A total of 60 students with Premenstrual Syndrome (PMS) symptoms were included in the study group (n=60), the age of the majority of them (75.8%) was between 20-24 years, pre and post education program questionnaire was developed as a tool of data collection before and after the educational program. Also premenstrual symptoms and severity follow-up sheet was designed and conducted three month after the post education program to follow the effectiveness of the educational program in reducing the severity of the symptoms. Results:The study results indicate that there was significant difference between students' knowledge before and after the program, the total score mean rank before program was (34.72), while after program was (86.28) p < 0.01 with significant difference between score before and after the program at 1% level of significant. It also shows a significant difference between PMS signs, symptoms and severity before and after program at 1% level of significant (total score mean and SD before program were (132.42, 13.72) respectively, and after program are (107.52, 14.47) respectively p < 0.01 with larger effect size of 0.613. The follow-up result shows a reduction in PMS symptom's severity, the total severity averages of PMS sign and symptoms were 3.4 first month, 2.6 the second month and 2.2 for the third month out of 4 respectively. Conclusion: The educational program had a positive effect on increasing knowledge and decreasing PMS signs and symptoms severity. Also the program has decrease the effect of PMS signs and symptoms on study group life.

The effects of health belief model‐based education and acupressure for coping with premenstrual syndrome on premenstrual symptoms and quality of life: A randomized‐controlled trial

“…In a study the applied education program decreased the severity of premenstrual symptoms was reported 32 . In line with the literature, the present study found that the PMSS mean scores of the women in the intervention group decreased after the education compared with the women in the control group.…”

“…16,31 In a study the applied education program decreased the severity of premenstrual symptoms was reported. 32 In line with the literature, the present study found that the PMSS mean scores of the women in the intervention group decreased after the education compared with the women in the control group. The result of the present study are similar to in the current literature, which proves the effectiveness of education in coping with premenstrual symptoms even in different designs and different models.…”

“…In the present study H1 hypothesis that “Health belief model‐based education for coping with premenstrual syndrome and acupressure reduce premenstrual symptoms” was confirmed. Nowadays, some studies evaluate the effectiveness of education along with acupressure in reducing premenstrual symptoms 4,16,30 . In a study reported that the education given for coping with premenstrual symptoms decreased these symptoms and enhanced the quality of life 17 .…”

“…Nowadays, some studies evaluate the effectiveness of education along with acupressure in reducing premenstrual symptoms. 4,16,30 In a study reported that the education given for coping with premenstrual symptoms decreased these symptoms and enhanced the quality of life. 17 In the literature health belief modelbased education for coping with premenstrual syndrome was found to decrease the PMS and enhanced the quality of life.…”

Effectiveness of an Education Program on Knowledge and Self-Care Practices of Adolescent Students With Premenstrual Syndrome in Erbil City

“…It shows the mean score of students' total knowledge before and after program intervention, the total score before the program was (34.72), while after the program it was (86.28). It's indicated that a significant difference between scores before and after the program was (P=0.000) (Abdalla & Gibreel, 2016).…”