Comparing skills-based and lecture-based education on female adolescents' knowledge, attitudes, and practices regarding menstrual health in puberty: A quasi-experimental study.

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Education and Health Promotion Pub Date : 2024-10-28 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_1875_23
M Yogesh, Nidhi Trivedi, Viral Shah, Matika Lakhtaria, Hemangi Ladani, Dhruvi Trivedi
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引用次数: 0

Abstract

Background: Improving the health knowledge, attitudes, and practices (KAP) of female adolescents during puberty is essential for their well-being, empowerment, and prospects. To compare the effects of skills-based versus lecture-based education on KAP regarding menstrual health among adolescent girls in Gujarat, India.

Materials and methods: A quasi-experimental study with 100 girls aged 12-16 years assigned to skills-based (n = 50) or lecture-based (n = 50) 8-week puberty education programs. KAP was assessed at baseline, post-intervention, and 2-month follow-up using validated questionnaires.

Results: The skills-based group showed significantly greater improvements in knowledge (P < 0.001), attitudes (P < 0.001), and practices (P = 0.006) from baseline to post-intervention compared to the lecture group. These improvements were sustained at 2-month follow-up (knowledge (P < 0.001), attitudes (P < 0.001), and practices (P = 0.04)). Qualitative feedback highlighted increased enjoyment, engagement, and confidence in applying skills in the skills-based group.

Conclusions: Skills-based menstrual health education was more effective than traditional lecturing for improving KAP among adolescent girls. Interactive learning equips girls with transferable skills for managing menstruation safely and with dignity. Schools should implement skills-focused curricula during puberty.

比较技能教育和讲座教育对女性青少年青春期月经健康的知识、态度和做法:一项准实验研究。
背景:改善青春期女性青少年的健康知识、态度和实践(KAP)对她们的福祉、赋权和前景至关重要。比较以技能为基础的教育与以讲座为基础的教育对印度古吉拉特邦少女月经健康的KAP的影响。材料和方法:一项准实验研究,100名12-16岁的女孩被分配到以技能为基础(n = 50)或以讲座为基础(n = 50)的8周青春期教育项目。KAP在基线、干预后和2个月的随访中使用有效的问卷进行评估。结果:与讲座组相比,技能组在知识(P < 0.001)、态度(P < 0.001)和实践(P = 0.006)方面从基线到干预后的改善显著更大。这些改善在2个月的随访中持续(知识(P < 0.001),态度(P < 0.001)和实践(P = 0.04))。定性反馈强调了在以技能为基础的小组中应用技能时增加的乐趣、参与度和信心。结论:以技能为基础的经期健康教育比传统教学更能有效地改善青春期少女的经期健康状况。互动式学习使女孩具备安全、有尊严地管理月经的可转移技能。学校应该在青春期实施以技能为重点的课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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