Assess the Effectiveness of Self Instructional Module on Knowledge of Premenstrual Syndrome among Adolescent Girls in Selected Area, Erode.

 

 

Ms. P. Padmavathi, Dr. Rajasankar, Dr. N. Kokilavani

1Vice Principal, Dhanvantri College of Nursing, Ganapathypuram, NO – 1, Ranganoor Road, Muniyappan Kovil, Pallakkapalyam, Namakkal District – 637 303

2Associate Professor, Melmaruvathur Adhiparasakthi Institute of Medical Sciences (MAPIMS), Melmaruvathur.

3Principal, Adhiparasakthi Collège of Nursing, Melmaruvathur.

*Corresponding Author Email: padmasekar20009@gmail.com

 

ABSTRACT:

Background: Premenstrual syndrome (PMS) is used to describe physical, cognitive, affective and behavioural symptoms that occur cyclically during the luteal phase of the menstrual cycle and resolve quickly at or within a few days of the onset of menstruation. It affects half of all female adolescents today and represents the leading cause of periodic college/school absenteeism among that population.

Objectives: To assess the effectiveness of SIM on premenstrual syndrome among adolescents.

Design:  A one group pre test and post test Pre experimental design was adopted for the study.

Setting: Selected area, Erode.

Participants: 40 adolescent girls with fulfilling the inclusion criteria were selected by purposive sampling.

Methods: A pre test was conducted by using knowledge questionnaire related to premenstrual syndrome. Immediately after pre test self instructional module was given to the adolescent girls to read about the premenstrual syndrome for 7 days and 8th day  post test was conducted to assess the effectiveness of SIM. Collected data was analysed by using descriptive and inferential statistics.

Results : In pre test , the mean score of the sample was 6.73 and the post test mean score was 23.54 with Paired‘t’ value of 21.82. This showed that the SIM was effective in enhancing the knowledge of the adolescent girls regarding premenstrual syndrome. There was a statistically no significant association found between the post test scores of the sample with their demographic variables.

Conclusion: The findings imply the need for educating adolescent girls on effective management of premenstrual syndrome. Education should be extended to parents and school peer leaders to address the reproductive health needs of adolescents.

 

KEY WORDS: Effectiveness, Premenstrual syndrome, Adolescents girls.

 

 

 

INTRODUCTION:

Menstruation is a landmark in every woman's life. It is a major physical event that transmits the female from girlhood to womanhood. Its onset may occur as early as 9 years or as late as 17 years, but age 12 is the average.

Menstrual cycles are not always regular or stable; they may be disturbed by many disorders which commonly occur at the extremes of reproductive age.

 

Globally adolescents account for 1/5th of the population that is more than 1 billion. 4 out of 5 adolescents live in developing countries. According to Population Bureau in 1996, 30% of the total population was that of adolescents (284.02 million). Duse to gradual decrease in the growth rate of the overall population, there is little increase in the


number of adolescents in population projections till the year 2016 (Population projection 1996-2016) census of India.

 

Premenstrual syndrome (PMS) is a common disorder of young and middle aged women characterized by cyclic occurrence in the luteal phase of the menstrual cycle of a combination of distressing physical, psychological and behavioral changes of sufficient severity to result in deterioration of interpersonal relationships and/or interference with normal activities, which remit upon onset or immediately after menstruation.

 

A cross sectional study was conducted among 350 each adolescent school going girls from urban and rural school in Ambajogai, Maharashtra. The age of girls ranged from 10-18 years with maximum girls of 13 years of age were randomly selected.  Data was collected through pretested Proforma.  Fullness in breast and abdomen, headache and irritability were the common premenstrual symptoms. Significantly more rural girls (28.57%) were free from premenstrual symptoms than urban girls (6.82%) (z=3.60 P<0.05).  Average premenstrual symptoms per girl was higher in urban than in rural girls. 

 

STATEMENT OF THE PROBLEM:

Assess the effectiveness of self instructional module on knowledge of premenstrual syndrome among adolescent girls in selected area, Erode.

 

OBJECTIVES:

·         To assess the knowledge of the adolescent girls on premenstrual syndrome

·         Implementation of self instructional module.

·         To assess the effectiveness of self instructional module.

·         To compare the effectiveness of self instructional module with selected demographic variables.

 

RESEARCH HYPOTHESIS:

·         There is significant difference between pre and post test knowledge scores of the adolescent girls regarding premenstrual syndrome

·         There is significant association between post test scores and selected demographic variables

 

THEORETICAL FRAMEWORK:

Modified Wiedenbach’s prescriptive Theory – “A Helping Art of Clinical Nursing”

 

METHODOLOGY:

Research Approach:  Evaluative Approach

Design   : Pre Experimental Design (One Group Pre and Post test Only design)

Setting: Giri Private Limited, Karungalpalayam, Erode

Population: Adolescent girls in the age group of 13-19 years

Sample Size: 40 Adolescent girls

Sampling Technique: Purposive Sampling Technique

Sample Inclusion criteria:

·         Adolescent girls in the age group of 13-19 years

·         Attained menarche.

 

Method of data collection:

·         Structured Interview Schedule to assess the knowledge

·         Self Instructional Module on Premenstrual syndrome for teaching.

 

Data collection Procedure:

·         Pretest was conducted by using structured Interview Schedule to assess the knowledge.

·         Immediately after pretest , Self instructional module was given to the adolescent girls to read about the premenstrual syndrome.

·         After 7 days, post test was conducted by using same structured Interview Schedule to assess the knowledge.

 

Validity and Reliability

·         Split –half method was used to find the reliability of the Interview Schedule

·         Test – Retest method was used to find out the reliability of the Self instructional module

 

Plan for data analysis:

Descriptive Statistics: Percentage , Mean and Standard deviation

Inferential Statistics : Paried ‘t’ test and Chi - Square test

 

FINDINGS:

Section A:

Most (72%) of the adolescents girls were in the age group of 13 -15 years. However 82 % of the adolescents girls attained menarche at the age of above 13years, 45% of them had primary education, 80% of adolescents girls were in > 28 days cycle, Most (75%) of adolescents girls were 5-7 days flow, 70 % of them had family history of premenstrual syndrome, 75% of them had premenstrual symptoms during their cycle, 58 % of adolescents girls had irregular to the job, 55% of them had source of information from peers and 85% of the taking self treatment.

 

Section B:

Area -wise mean post test knowledge score of adolescent girls found significantly higher ( 23.54) than their mean pre test knowledge score ( 6.73) as evident from ‘t’ value (39) = 21.82 p < 0.05 level. This suggested that the Self Instructional Module was effective and it increased the knowledge of adolescent girls on premenstrual syndrome.

 

 

Area wise comparison of Mean, SD and Mean percentage of Pre and Post test knowledge scores

Areas

Max. Score

Pre test score

Post test score

Difference in Mean %

Mean

SD

Mean %

Mean

SD

Mean %

Definition and Importance

2

0.87

0.44

44

1. 72

1.01

86

42

Causes

2

1

0.32

50

2

0

100

50

Signs and Symptoms

6

0.45

0.74

8

5.3

0.46

88

80

Management

15

2.54

0.92

17

13.73

0.53

92

75

Total

25

6.73

2.43

27

23. 54

2.79

94

67

 

CONCLUSION:

·         Prior to implementation of Self Instructional Module, adolescent girls had poor knowledge on premenstrual syndrome; the effectiveness was evaluated by post test scores; the mean knowledge score had improved from 6.73 to 23.54 after implementation of Self Instructional Module. It shoes that SIM was effective.

·         Highly significant association was found between pre and post test knowledge scores

·         No significant association was found between post test knowledge scores and demographic variables.

 

REFERENCES:

1.        Parker M A, et al. “The menstrual disorder of teenagers: determining typical menstrual patterns and menstrual disturbance in a large population based study of Australian teenagers, BJOG; 2010Jan; 117(2):p185-92

2.        Anil.K agarawal  and Anju Agarwal. A study of dysmenorrehea during menstruation in adolescent girls. Indian Journal Community Medicine.2010 January.35 (1).159-164.

3.        Braverman PK. Premenstrual syndrome and premenstrual dysphoric disorder. J Pediatr Adolesc Gynecol. 2007 ;20(1):3-12

4.        Anandha Lakshmi et. al., Prevalence of Premenstrual Syndrome and Dysmenorrhoea among Female Medical Students and its Association with College Absenteeism. Int J Biol Med Res. 2011; 2(4): 1011 -1016

5.        Mahin Delara.et.al., Health related quality of life among adolescents with premenstrual disorders: a cross sectional study. Health and Quality of Life Outcomes 2012, 10:1 doi:10.1186/1477-7525-10-1

 

 

 

 

Received on 13.03.2013          Modified on 22.04.2013

Accepted on 01.05.2013          © A&V Publication all right reserved

Asian J. Nur. Edu. and Research 3(3): July-Sept., 2013; Page 164-166