Social Learning Theory-Based Menstruation Education in Visually Impaired Women

Summary

The aim of this study is to evaluate the effect of face-to-face practical training based on social learning theory on developing and changing skills and behaviors in providing genital and menstrual hygiene and improving menstrual self-care skills of visually impaired young women.

Our hypotheses are:

H1: There is a difference between the mean Menstruation Symptom Questionnaire scores of the intervention group at the pre- and post-training follow-ups.

H2: There is a difference between the mean Genital Hygiene Behaviors Scale scores of the intervention group at the pre- and post-training follow-ups.

H3: There is a difference between the mean Menstruation Symptom Questionnaire scores of the intervention and control groups at the post-training follow-ups.

H4: There is a difference between the mean Genital Hygiene Behaviors Scale scores of the intervention and control groups at the post-training follow-ups.

H5: The mean Menstrual Self-Care Skill List scores of the intervention group after the training were higher than before the training. Researchers compared the knowledge and behavioral changes of the experimental and control groups after the training.

Participants did the following:They fully participated in the planned training, performed the skill applications, and answered the survey questions completely. They were expected to apply the knowledge and skills they learned in the training in their daily lives for 9 months. At the end of the 9th month, a follow-up interview was conducted, and an attitude assessment was performed.

Conditions

• Menstruation Hygiene
• Menstruation
• Health Education
• Self-care
• Visually Impaired Persons
• Nursing

Interventions

BEHAVIORAL

Theory-Based Menstrual and Hygiene Education Program

This is a structured, face-to-face menstrual and hygiene education program based on Bandura's Social Learning Theory, developed for visually impaired young women. The intervention aims to improve menstrual self-care skills, genital hygiene behaviors, and symptom management. The training includes verbal instruction, modeling, reinforcement techniques, tactile materials, and audio-described educational videos. Interactive games and small-group activities (max 4 participants) are used to support engagement and skill development. Each session lasts approximately half a day (3-4 hours). Educational content was reviewed by experts and piloted for accessibility. The program addresses cognitive, behavioral, and sensory learning needs to support independent menstrual hygiene management in visually impaired women.

Sponsors & Collaborators

• Aylin Olgun

  lead OTHER

Principal Investigators

• Özlem Demirel Bozkurt, Associate Professor, PhD, RN · Ege University Nursing Faculty

Study Design

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

15 Years

Max Age

30 Years

Sex

FEMALE

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2024-04-02

Primary Completion

2025-02-24

Completion

2025-05-29

Countries

• Turkey (Türkiye)

Study Locations