Menstrual Health Education for Visually Impaired Adolescent

NCT ID: NCT06490016

Last Updated: 2024-07-08

Basic Information

• Recruitment Status: NOT_YET_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 35 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-10-20
• Study Completion Date: 2026-02-15

Brief Summary

This study was planned as a two-group randomized controlled interventional study to determine the effect of face-to-face and web-based menstrual health education given to visually impaired adolescent girls on menstrual attitude, menstrual symptoms and anxiety.

Detailed Description

Menstruation is a physiological and natural process of the reproductive system. It is reported that more than 300 million individuals menstruate every day worldwide. On average, a woman menstruates for approximately 3,000 days, or 8 years, between the ages of 11 and 49. Therefore, menstruation is an important issue that requires physical, spiritual and social adaptation for women. It is known that the majority of menstruating individuals have serious problems in managing their monthly menstrual cycles healthily and effectively. However, the menstrual needs of girls and women with different types of disabilities vary compared to individuals without disabilities.

Since the sense of sight has an important place in performing daily activities, visually impaired girls and women are one of the disabled groups that experience various difficulties during the menstrual process. In the literature, it is seen that visually impaired individuals have negative myths and beliefs about the menstrual period, have difficulties with self-care, do not comply with hygiene rules during the menstrual period, and talk about menstrual hygiene management with their mothers, sisters, friends, etc. It is emphasized that there are deficiencies in their knowledge and practices regarding menstrual hygiene, that they see the menstrual period as a shame, and that they experience difficulties such as social isolation and forced sterilization. In this context, the menstrual period emerges as an important global public health problem for visually impaired girls and women.

Menstrual health/hygiene management is important in order to cope with the problems experienced during menstruation. United Nations International Children's Emergency Fund underlines that menstrual health and hygiene management should be addressed within a broader framework, reconciling health, well-being, gender equality, education, social equality, individual empowerment policies and human rights. The only point that distinguishes visually impaired women from sighted women regarding menstruation is menstrual hygiene management. Menstrual management in visually impaired women; It varies depending on the use of materials such as pads and tampons, hygiene training, degree of social support, disability status of the person and symptoms related to menstruation. Different methods and tools can be used in training for visually impaired individuals. When providing education to visually impaired individuals, changes should be made in the tools used rather than the content of the education. Because lack of vision does not constitute an obstacle to their education. Training can be provided using models, printed brochures containing the Braille alphabet, voice recordings and assistive technologies.

The comprehensive menstrual hygiene management training to be prepared will guide health professionals, special education teachers and institutions. Studies have reported that nurses have difficulty and experience communication problems while providing care to disabled individuals. It is believed that it will guide nurses regarding the educational methods and needs of visually impaired individuals. In addition, it is a study that can support healthcare personnel who may be inadequate in consultancy and training roles due to the insufficient number of healthcare personnel in our country and their high workload. In particular, the widespread use of web-based training in the education of disabled individuals can be an opportunity for many disabled individuals who have economic, transportation and material problems, regardless of time and place.

Hypotheses of the research:

Ho: Between groups; Ho1: There is no difference between menstrual attitude scale scores in web-based and face-to-face menstrual health education.

Ho2: There is no difference between menstrual symptom scale scores in web-based and face-to-face menstrual health education.

Ho3: There is no difference between anxiety scores in web-based and face-to-face menstrual health education.

H1: Between groups:

H11: There is a difference between menstrual attitude scale scores in web-based and face-to-face menstrual health education.

H12: There is a difference between menstrual symptom scale scores in web-based and face-to-face menstrual health education.

H13: There is a difference between anxiety scores in web-based and face-to-face menstrual health education.

Conditions

Visual Impairment; Menstrual Problem

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: SUPPORTIVE_CARE
• Blinding Strategy: NONE

Study Groups

Intervention group that given face to face education

6 face-to-face meetings will be held with adolescent disabled girls. Training will be held collectively at school or in an association. The training modules will last 3 weeks and 5 modules will be used in the training. (1st Meeting and Survey collection, 2nd week: 1st and 2nd module, 3rd week: 3 modules and 4th week: 5 modules, 6th interview: after training). Training modules will be given every week at a determined place and time. Following the training, the effect of the training will be investigated by repeating the data collection forms twice at 1-month intervals during the menstrual periods of the participants.

Group Type: EXPERIMENTAL

Face to face

Intervention Type: BEHAVIORAL

In face-to-face training, "female internal reproductive organ models", "female external reproductive organ models", "training content prepared with Braille alphabet", "menstrual hygiene management kit (underwear, pads, napkins, calendar)" materials will be used. Pictures and audio descriptions will be used in web-based training.

1. st interview: "Informed Consent" . After the meeting, the Personal Information Form, Menstrual Attitude Scale, Menstrual Symptom Scale, State and Trait Anxiety Scale will be filled out.

2. nd meeting: Module 1-2

3. rd meeting: Module 3- 4

4. th meeting: Module 5.

5. th interview: Menstrual Attitude Scale, Menstrual Symptom Scale, State Anxiety Scale will be completed.

6. th interview: Menstrual Attitude Scale, Menstrual Symptom Scale, State Anxiety Scale will be completed.

Intervention group that given web-based education

This group will not be met face to face and communication will be provided via the website. A username and password will be defined for each user before entering the web page. Visually impaired adolescent girls will be able to individually enter the relevant modules without assistance, read the module they want, and listen to the depicted pictures and graphics. From the admin section of the website, it will be tracked who attended the training, how many minutes they stayed, and how many times a week they attended. The training modules will last 3 weeks and 5 modules will be used in the training. (1st Meeting and Survey collection, 2nd week: 1st and 2nd module, 3rd week: 3 modules and 4th week: 5 modules, 6th interview: after training). A reminder notification will be sent to the contact section on the website every week for them to attend the training.

Group Type: EXPERIMENTAL

web based education

Intervention Type: DEVICE

The web page will be prepared with professional support in line with the guidelines of the Web Content Accessibility Guide (WCAG / WIEK 2.1) developed by W3C.

1. st meeting: online "Informed Consent" will be obtained. After the meeting, the Personal Information Form, Menstrual Attitude Scale, Menstrual Symptom Scale, State and Trait Anxiety Scale will be filled out online.

2. nd interview: Module 1-2.

3. rd interview: Module 3 -4.

4. th meeting: Module 5.They will be asked to fill out the System Usability Scale.

5. th interview: During the first menstrual period after the training, the Menstrual Attitude Scale, Menstrual Symptom Scale, and State Anxiety Scale will be completed online.

6. th interview: During the second menstrual period after the training, the Menstrual Attitude Scale, Menstrual Symptom Scale, and State Anxiety Scale will be completed online.

Interventions

web based education

The web page will be prepared with professional support in line with the guidelines of the Web Content Accessibility Guide (WCAG / WIEK 2.1) developed by W3C.

1. st meeting: online "Informed Consent" will be obtained. After the meeting, the Personal Information Form, Menstrual Attitude Scale, Menstrual Symptom Scale, State and Trait Anxiety Scale will be filled out online.

2. nd interview: Module 1-2.

3. rd interview: Module 3 -4.

4. th meeting: Module 5.They will be asked to fill out the System Usability Scale.

5. th interview: During the first menstrual period after the training, the Menstrual Attitude Scale, Menstrual Symptom Scale, and State Anxiety Scale will be completed online.

6. th interview: During the second menstrual period after the training, the Menstrual Attitude Scale, Menstrual Symptom Scale, and State Anxiety Scale will be completed online.

Intervention Type: DEVICE

Face to face

In face-to-face training, "female internal reproductive organ models", "female external reproductive organ models", "training content prepared with Braille alphabet", "menstrual hygiene management kit (underwear, pads, napkins, calendar)" materials will be used. Pictures and audio descriptions will be used in web-based training.

1. st interview: "Informed Consent" . After the meeting, the Personal Information Form, Menstrual Attitude Scale, Menstrual Symptom Scale, State and Trait Anxiety Scale will be filled out.

2. nd meeting: Module 1-2

3. rd meeting: Module 3- 4

4. th meeting: Module 5.

5. th interview: Menstrual Attitude Scale, Menstrual Symptom Scale, State Anxiety Scale will be completed.

6. th interview: Menstrual Attitude Scale, Menstrual Symptom Scale, State Anxiety Scale will be completed.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• For face-to-face education:

• Be between the ages of 11-19
• Ability to read and write
• Menstruation
• Having at least 60% vision loss (those with congenital or acquired vision loss)

For web-based training:

• Be between the ages of 11-19
• Ability to read and write
• Menstruation
• Having at least 60% vision loss (those with congenital or acquired vision loss)
• Having a computer or mobile phone compatible with a screen reader program and internet access.

Exclusion Criteria

• Not attending face-to-face or web-based training for at least 1 week.

• Minimum Eligible Age: 11 Years
• Maximum Eligible Age: 19 Years
• Eligible Sex: FEMALE
• Accepts Healthy Volunteers: Yes

Sponsors

Cukurova University

OTHER

Sponsor Role: lead

Responsible Party

hatice güdül öz

Research Assistant

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Evşen Nazik, PhD,RN

Role: STUDY_DIRECTOR

Cukurova University

Locations

Çukurova University

Adana, Sarıçam, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Central Contacts

Hatice GÜDÜL ÖZ, MSc, RN

Role: CONTACT

haticegudul@gmail.com

05075104883

Evşen NAZİK, PhD,RN

Role: CONTACT

eceevsen_61@hotmail.com

05054525263

Facility Contacts

Hatice Güdül Öz, MSc, RN

Role: primary

haticegudul@gmail.com

05075104883

Other Identifiers

223K208

Identifier Type: OTHER_GRANT

Identifier Source: secondary_id

04.02.2023/83

Identifier Type: -

Identifier Source: org_study_id