Marco Abigail, Lorenzo Elizabeth, DeBerg Jennifer, Cortes Yamnia I
College of Nursing, University of Iowa, Iowa City, Iowa, USA.
School of Nursing, University of Texas Medical Branch, Galveston, Texas, USA.
BMJ Open. 2025 Jun 5;15(6):e096235. doi: 10.1136/bmjopen-2024-096235.
The menopause transition is a critical period of life for women associated with a variety of symptoms that may impact health status and quality of life. Menopause education can improve menopause knowledge and self-efficacy, leading to the adaptation of self-management strategies that may reduce menopause symptom burden and enhance quality of life. The purpose of this review is to systematically evaluate the research on the effect of menopause education interventions among midlife women (age 35-55 years) on menopause knowledge, self-efficacy, symptoms and quality of life.
This protocol is guided by the 2015 Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols. We will comprehensively search for articles published from all publication years through December 2024 in PubMed, Embase, CINAHL, PsycINFO, ProQuest Dissertation and Theses, and Scopus. The search strategy will include the following key terms and Medical Subject Headings terms: 'menopause', 'menopausal', 'menopause transition', 'climacteric', 'health promotion', 'health education' and 'patient education'. Eligible studies will be experimental or quasi-experimental and include midlife women (age 35-55 years) who have received a menopause education intervention. Studies must report on the impact of menopause education interventions on menopause knowledge, self-efficacy, symptoms or quality of life. Only peer-reviewed articles and dissertations in English and Spanish will be included. Behavioural interventions (diet, physical activity, yoga) and medical interventions will be excluded. Two reviewers will independently perform data extraction and assess study quality/risk of bias with the Cochrane Risk of Bias tool for randomised experimental studies (RoB2) and the Risk of Bias in Non-Randomized Studies of Interventions tool (ROBINS-I). A narrative approach will be used to synthesise findings.
Ethical approval is not required for this systematic review of published literature. Findings will be disseminated via peer-reviewed journal publications, presentations at professional scientific meetings and social media.
CRD42024599106.
绝经过渡是女性生命中的一个关键时期，会出现各种可能影响健康状况和生活质量的症状。绝经教育可以提高绝经知识和自我效能感，促使采取自我管理策略，从而减轻绝经症状负担并提高生活质量。本综述的目的是系统评价针对中年女性（35 - 55岁）的绝经教育干预措施对绝经知识、自我效能感、症状和生活质量影响的研究。
本方案遵循2015年系统评价与Meta分析方案的首选报告项目。我们将全面检索截至2024年12月在PubMed、Embase、CINAHL、PsycINFO、ProQuest学位论文数据库和Scopus中发表的所有年份的文章。检索策略将包括以下关键词和医学主题词：“绝经”、“绝经的”、“绝经过渡”、“更年期”、“健康促进”、“健康教育”和“患者教育”。符合条件的研究将是实验性或准实验性研究，纳入接受过绝经教育干预的中年女性（35 - 55岁）。研究必须报告绝经教育干预措施对绝经知识、自我效能感、症状或生活质量的影响。仅纳入英文和西班牙文的同行评审文章和学位论文。行为干预（饮食、体育活动、瑜伽）和医学干预将被排除。两名评审员将独立进行数据提取，并使用Cochrane随机实验研究偏倚风险工具（RoB2）和非随机干预研究偏倚风险工具（ROBINS - I）评估研究质量/偏倚风险。将采用叙述性方法综合研究结果。
对已发表文献进行的本系统评价无需伦理批准。研究结果将通过同行评审期刊发表、在专业科学会议上报告以及社交媒体进行传播。
PROSPERO注册号：CRD42024599106。
