Background:One of the most critical stages of women's lives is menopause and one of the aims of health for all in the 21st century is the improvement of the quality of life.Aim and Objective:The aim of this study was to determine the effect of exercise on quality of life in postmenopausal women.Materials and Methods:This study was designed by a randomized-controlled trial. Eighty volunteer postmenopausal women who experienced the menopause period naturally and have been taking hormone replacement treatment (HRT) were divided into two groups randomly (exercise group n = 40, control group n = 40). The Nottingham Health Profile (NHP) was used to assess quality of life in both groups before and after 8 weeks. The exercise group participated in an exercise program, which was composed of sub-maximal aerobic exercises for an 8-week period 5 times a week. Quality of life in two groups was compared at the end of 8 weeks.Results:The results showed that there was a statistically significant difference in the exercise group for the NHP indicating an improvement in the quality of life (P < 0.05).Conclusion:We concluded that quality of life on postmenopausal women could be improved with a regular and controlled exercise program of 8 weeks. Thus, implementing appropriate educational programs to promote the quality of life in postmenopausal women is recommended.
Urinary tract infection (UTI) is one of the most common bacterial infections affecting about 40% of women in some points in their lives. UTI can cause serious potential consequences such as life-threatening sepsis, if it is not treated by primary health care providers. Health behaviours play an important role in causing UTI. Self-efficacy, as an important moderator of the relationship between knowledge and behaviour, is an important prerequisite for behaviour change. The aim of this study is to investigate the effect of health education on knowledge, self-efficacy and health behaviours of women with UTI. This is a quasi-experimental study of the intervention and comparison groups, with pre-test and post-test design, conducted with 170 married women with UTI; referred to selected hospital laboratories in Tehran. The data collection tool was a self-made questionnaire which was answered by both groups, prior to the intervention and 12 weeks thereafter. The intervention was performed on the intervention group samples. On the basis of the study results, after the intervention the average score of the knowledge (p = 0·002), self-efficacy (p < 0·001) and health behaviours (p < 0·001) of the intervention group had significantly increased compared to the comparison group. The findings showed that health education was effective in promotion of the knowledge, self-efficacy and health behaviours of women with UTI.
Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.
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