Promoting the menstrual health of adolescent girls in China

Su, Jing Jing; Lindell, Deborah

doi:10.1111/nhs.12295

Cited by 30 publications

(55 citation statements)

References 27 publications

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“…Girls who were more knowledgeable and felt prepared for menstruation felt less negative and secretive (Marván and Molina-Abolnik 2012 ). A software intervention in China reported a statistically significant decrease in attitudes that menstruation was “debilitating and bothersome” in the group that received an educational intervention (Su and Lindell 2016 ).…”

Section: Resultsmentioning

confidence: 99%

“…Studies evaluating interventions relating to MHM included both hardware (Phillips-Howard et al 2016 ; Shah et al 2013 ) and software interventions (Afsari et al 2017a ; Djalalinia et al 2012 ; Haque et al 2014 ; Kapadia-Kundu et al 2014 ; Kheirollahi et al 2017 ; Moodi et al 2013 ; Nagaraj and Konapur 2016 ; Sharma et al 2015 ; Su and Lindell 2016 ). Two linked studies combined hardware and software interventions (Hennegan et al 2016 ; Montgomery et al 2016 ), and assessed the association with school attendance; there was no association between reusable pads and puberty education and school attendance (Hennegan et al 2016 ).…”

Section: Resultsmentioning

confidence: 99%

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Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review

Coast

Lattof

Strong

2019

Int J Public Health

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Objectives This study presents a scoping review of evidence relating to knowledge and experiences of puberty and menstruation among females aged 10–14 years in low- and middle-income countries. Methods Forty-four items from 12 countries were identified from a systematic scoping review and screening of 8083 items. Included studies were quality assessed. Results A majority (40/44) of studies used school-based samples, and fifteen studies reported on interventions. Girls had inadequate knowledge about menstruation; menarche as a trigger for girls learning about menstruation was common. Adolescents struggled with menstrual hygiene. Negative emotions were associated with menarche and menstrual management. A minority of studies dealt explicitly with puberty. Most girls obtained information about menstruation and/or puberty from their mothers, although mothers were not necessarily girls’ preferred source for learning about these topics. Conclusions Young adolescent girls are under-prepared for puberty and menstruation. Predominantly school-based studies mean we know little about young out-of-school adolescents. The evidence base lags behind the rise in interest from practitioners as well as the development (and evaluation) of puberty and/or menstruation interventions. Electronic supplementary material The online version of this article (10.1007/s00038-019-01209-0) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review

Coast

Lattof

Strong

2019

Int J Public Health

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“…The nursing studentship is primarily female and of a childbearing age. In addition, primary dysmenorrhea and some other experiences or symptoms related with menstruation have already been shown to affect a large part of this collective of adolescents and young women [17,18].…”

Section: Introductionmentioning

confidence: 99%

Absenteeism during Menstruation among Nursing Students in Spain

Fernández‐Martínez

Onieva-Zafra

Abreu-Sánchez

et al. 2019

IJERPH

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Absenteeism can clearly have a negative impact on academic performance among university students. Certain experiences or symptoms such as menstrual pain are very common in women and can lead to absenteeism. The current study was aimed at examining the presence of menstrual experiences or symptoms and their impact upon absenteeism among healthy (illness-free) female university nursing students in Spain. A total of 299 students participated in this research, which was a descriptive cross-sectional, observational study. An ad hoc online questionnaire was used based on sociodemographic and gynecological data, together with the noted menstrual experiences; the most prevalent of which were bloating, which affected 87.3% of students; dysmenorrhea and irritability, which affected 76.3%; and fatigue, which affected 70.6%. Students with dysmenorrhea had a 6.95 higher (odds ratio (OR) 6.95; 95% confidence interval (CI) 3.39–14.25) odds of absenteeism; in those who reported dizziness, the odds of absenteeism was 4.82 times higher (OR 4.82; 1.76–13.23); in those who manifested nausea and vomiting, the percentage of absenteeism was 3.51 higher (OR 3.51; 95% CI 1.51–8.15); in those who presented sleep alterations, the odds were 2.95 higher (OR 2.95; 95% CI 1.39–6.25); and for those who felt depressed the odds were 2.18 times higher (OR 2.18; 95% CI 1.21–3.94) Absenteeism was found to be more likely in women with dysmenorrhea. However, in addition, higher odds of absenteeism were also found in women with nausea and vomiting, dizziness, sleep disorders, and those who feel depressed. These menstrual experiences can be considered a relevant problem among young women, leading to absenteeism, and a negative influence on academic performance. It is essential to raise awareness of the socioeconomic impact of absenteeism and establish new strategies for improving menstrual experiences.

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“…The panel’s first task will be to inform the development of the intervention by collecting their feedback on how the intervention can:Be mapped to the mandated Health & Physical Education curriculum for Grades 9 and 10 (ages 13–16 years) in Western Australia 27Incorporate the whole-person framework for the following dimensions of a human being: spiritual, physical, intellectual, social and emotional.Address the needs of:The primary target group (such as materials and the format, number and length of class sessions, which the literature for school-based menstrual health and well-being promotional interventions will have preliminarily indicated) 50–52The secondary target group (such as material guides and a professional support and development plan).…”

Section: Methods and Analysismentioning

confidence: 99%

“…Address the needs of:The primary target group (such as materials and the format, number and length of class sessions, which the literature for school-based menstrual health and well-being promotional interventions will have preliminarily indicated) 50–52The secondary target group (such as material guides and a professional support and development plan).…”

Section: Methods and Analysismentioning

confidence: 99%

Developing and trialling a school-based ovulatory-menstrual health literacy programme for adolescent girls: a quasi-experimental mixed-method protocol

et al. 2019

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IntroductionA review of international and Australian school-based resources suggests that teaching of the ovulatory-menstrual (OM) cycle is predominantly couched in biology. A whole-person framework that integrates spiritual, intellectual, social and emotional dimensions with the physical changes of the OM cycle is needed to facilitate adolescent OM health literacy. This paper describes the protocol for a study that aims to develop and trial an intervention for adolescent girls aged 13–16 years that enhances positive attitudes towards OM health coupled with developing skills to monitor and self-report OM health. These skills aim to foster acceptance of the OM cycle as a ‘vital sign’ and facilitate confident communication of common OM disturbances (namely, dysmenorrhoea, abnormal uterine bleeding and premenstrual syndrome), which are known to impact school and social activities.Methods and analysisPhase I will comprise a Delphi panel of women’s health specialists, public health professionals and curriculum consultants and focus groups with adolescent girls, teachers and school healthcare professionals. This will inform the development of an intervention to facilitate OM health literacy. The Delphi panel will also inform the development of a valid and reliable questionnaire to evaluate OM health literacy. Phase II will trial the intervention with a convenience sample of at least 175 adolescent girls from one single-sex school. The mixed-method evaluation of the intervention will include a pre-intervention and post-intervention questionnaire. One-on-one interviews with teachers and school healthcare professionals will expand the understanding of the barriers, enablers and suitability of implementation of the intervention in a school-based setting. Finally, focus groups with purposively selected trial participants will further refine the intervention.Ethics and disseminationThe study findings will be disseminated through local community seminars, conferences, peer-review articles and media channels where appropriate. The Curtin University of Human Research Ethics Committee has approved this study (approval HRE2018-0101). This project is registered with the ‘Australian and New Zealand Clinical Trials Registry’.Trial registration numberACTRN12619000031167; Pre-results.

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Promoting the menstrual health of adolescent girls in China

Cited by 30 publications

References 27 publications

Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review

Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review

Absenteeism during Menstruation among Nursing Students in Spain

Developing and trialling a school-based ovulatory-menstrual health literacy programme for adolescent girls: a quasi-experimental mixed-method protocol

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