Effect of lifestyle modification education on knowledge, attitude, and quality of life on menopause among middle-aged teachers.

Abstract

All women go through menopause at some point in their lives, but because of the nature of their jobs, teachers have it harder than other female employees. This study aimed to assess middle-aged teachers' knowledge, attitudes, and quality of life-related to menopause after receiving education on health-promoting lifestyle modification. A quasi-experimental Time Series design with pre-intervention, immediate, post-intervention, and a three-month follow-up was employed in this study. Through a purposive sampling technique, 84 middle-aged teachers were selected. A pre-designed questionnaire was used to gather information on knowledge, attitude, and the Menopause Specific Quality of Life (MENQOL) on menopause. The health-promoting lifestyle modification education was given through lectures and group discussions. Using SPSS version 22, repeated measure ANOVA was used to assess the impact of educational instruction at the three time periods. The mean knowledge score was 3.6±1.2 at the pre-intervention, 21.3±1.6 at the immediate post-intervention, and 24.4±1.3 at the 3-month follow-up. With a statistical significance of (p 0.0001), it was found that the knowledge score at the 3-month follow-up was considerably higher than it was at the pre-intervention (p 0.0001). At each of the three time intervals, the mean scores for attitude were 14.8±2.7, 39.4±1.01, and 43.3±1.2. This shows, that the educational intervention had changed the mean attitude scores, with a statistical significance of (p 0.0001). Health education focused on health-promoting lifestyle modifications was effective in improving the knowledge, attitude, MENQOL, and overall QOL of middle-aged teachers.