The effect of an audio-recorded intervention program on the knowledge and self-reported practices of menstruation and hygiene among visually impaired young girls in Rwanda: a mixed method study
Notice bibliographique
Résumé
BACKGROUND: Menstrual hygiene practices among visually impaired young girls are a significant public health concern in Rwanda. Limited knowledge about menstruation leads to inadequate hygiene practices, increasing the risk of cervical cancer, urinary tract infections, and reduced quality of life. The menstrual hygiene needs of visually impaired girls who depend on daily assistance for personal hygiene have not been adequately addressed in previous studies. OBJECTIVES: To assess the effect of an audio-recorded program on the knowledge and self-reported practices of menstruation hygiene among visually impaired young girls in Rwanda. METHODOLOGY: A pre-post mixed intervention study was conducted involving 93 visually impaired young girls from four specialized educational institutions. After obtaining consent and assent, baseline data were collected following an audio-recorded intervention. A pretested tool was used to measure participants' knowledge and practices about menstruation and menstrual hygiene. Post-interventional data was collected, and paired t-tests were used to analyze changes in knowledge and practice scores. Qualitatively, focus group discussions were used to evaluate the perceived effect of the audio-recorded program. Qualitative data were organized by Dodoose software and analyzed using thematic analysis. RESULTS: The majority of participants (67.7%) were enrolled in secondary education level and lived in rural areas (76.3%), with the largest proportion (43%) being between the ages of 16 and 20 years. There was a significant increase in the knowledge of young visually impaired girls (p < 0.001) after the audio-recorded intervention program. There was a significant increase in the overall menstrual hygiene practice after the implementation of the audio-recorded program (p < 0.001). Qualitatively, four themes emerged from the study, including improved knowledge and abilities, boosted confidence, the convenience of audio, and the perceived need to increase audio effectiveness. CONCLUSION: The study revealed a significant association between the audio-recorded interventions and improved menstrual hygiene knowledge and practices among visually impaired young girls. However, since the study utilized a pretest-posttest design, a randomized controlled trial is recommended for robust evidence.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».