Khandehroo Mansooreh, Salary Maryam, Mahdizadeh Mehrsadat, Peyman Nooshin
Department of Health Education and Health Promotion, Social Determinants of Health Research Center, School of Health Mashhad University of Medical Sciences Mashhad Iran.
Department of Epidemiology, Social Determinants of Health Research Center, Faculty of Epidemiology Mashhad University of Medical Sciences Mashhad Iran.
Health Sci Rep. 2024 Dec 29;7(12):e70298. doi: 10.1002/hsr2.70298. eCollection 2024 Dec.
Menopause is a multifaceted condition with several problems. Educational interventions regarding self-care and limiting exposure to menopausal warning indicators can help to minimize problems. As a result, the study aimed to investigate the influence of educational intervention on variables influencing menopausal adaptation.
This study was a randomized controlled trial (RCT) intervention in which the researcher developed a standard questionnaire (kapa = o/99, CVR = 0/81, CVI = 0/96, ICC = 0/89) for 130 participants at four education sessions in Mashhad, Iran, in 2023. This questionnaire was completed before the intervention, shortly afterward, and 3 months later.
The average age was 52 ± 4 years, with no significant difference between the two groups. According to the regression model findings immediately following the intervention, the factors of education level, income level, and age had no significant influence on the overall score of the questionnaire. The linear regression model revealed that the intervention group had a higher average score of 13.89. The outcomes 3 months after the intervention were identical to those immediately following the intervention. Three months after the intervention, there was a substantial change in the score for encountering warning signals and seeking help and self-care compared to before (-value = 0.002, -value < 0.001, -value = 0.003).
According to the findings of this study, the educational intervention improved the adjusting variables to menopause. Designing proper education interventions can improve menopause adaption by increasing the element of seeking support and self-care, as well as coping with menopausal warning symptoms. Longer interventions, however, are required to influence menopausal appraisal and comprehension.
更年期是一种具有多种问题的复杂状况。关于自我护理以及限制接触更年期警示指标的教育干预有助于将问题最小化。因此，本研究旨在调查教育干预对影响更年期适应的变量的影响。
本研究是一项随机对照试验（RCT）干预，研究人员为2023年在伊朗马什哈德参加四次教育课程的130名参与者编制了一份标准问卷（Kappa值 = 0.99，内容效度比率 = 0.81，内容效度指数 = 0.96，组内相关系数 = 0.89）。该问卷在干预前、干预后不久以及3个月后完成。
平均年龄为52 ± 4岁，两组之间无显著差异。根据干预后立即得出的回归模型结果，教育水平、收入水平和年龄因素对问卷总分无显著影响。线性回归模型显示，干预组的平均得分更高，为13.89分。干预3个月后的结果与干预后立即得出的结果相同。与干预前相比，干预3个月后，在遇到警示信号、寻求帮助和自我护理方面的得分有显著变化（P值 = 0.002，P值 < 0.001，P值 = 0.003）。
根据本研究结果，教育干预改善了对更年期的调节变量。设计适当的教育干预措施可以通过增加寻求支持和自我护理的因素以及应对更年期警示症状来改善更年期适应。然而，需要更长时间的干预来影响对更年期的评估和理解。
