Health Education Program For Women Research Articles

Study of Traditional Methods Utilized to Relieve Minor Discomfort During the third Trimester of Pregnancy

Background: pregnant women suffer from minor discomforts during their pregnancy period. wich are due to hormonal change. The common of minor discomforts are nausea and vomiting, fatigue, constipation ,heart burn, backache ,dyspnea, leg cramps varicose vein, insomnia even though changes are not dangerous, still bothersome. Women use number of traditional methods remedies to relieve minor discomforts. Aim to study of traditional methods utilized to relieve minor discomfort during third trimester of pregnancy. Design: A descriptive design was used. Setting: The study was conducted at Heker Altebeen center and Alwehda Alrefeua bal Massaken Al-marazeq center. Subjects: A purposive sample include (75) pregnant women were involved in the study from the previous mentioned setting. Tools: Data were collected through using two tools; I- An Interviewing questionnaire sheet. II- Assessment of traditional practices. Results: The study revealed that statistical significant relationship between age and residence of the studied pregnant women and their knowledge regarding the utilized traditional methods for relieving minor discomforts during third trimester and statistical significant relationship between gravidity history of the studied pregnant women and their knowledge regarding the utilized traditional methods for relieving minor discomforts during third trimester. Conclusion: more than half of the studied pregnant women reported that the utilized traditional methods for relieving minor discomfort were high effective, while more than one quarter of studied pregnant women reported moderate effectiveness and less than one quarter of studied pregnant women reported mild effectiveness. Recommendations: Health education program for women should be developed to raise their awareness about the physiology of pregnancy and useful traditional practices during pregnancy.

Participation in a Community-Based Women's Health Education Program and At-Risk Child Development in Rural Kenya: Developmental Screening Questionnaire Results Analysis.

Over 43% of children living in low- and middle-income countries are at risk for developmental delays; however, access to protective interventions in these settings is limited. We evaluated the effect of maternal participation in Chamas for Change (Chamas)-a community-based women's health education program during pregnancy and postpartum-and risk of developmental delay among their children in rural Kenya. We analyzed developmental screening questionnaire (DSQ) data from a cluster randomized controlled trial in Trans Nzoia County, Kenya (ClinicalTrials.gov, NCT03187873). Intervention clusters (Chamas) participated in community health volunteer-led, group-based health lessons twice a month during pregnancy and postpartum; controls had monthly home visits (standard of care). We screened all children born during the trial who were alive at 1-year follow-up. We labeled children with any positive item on the DSQ as "at-risk development." We analyzed data using descriptive statistics and multilevel regression models (α=.05); analyses were intention-to-treat using individual-level data. Between November 2017 and March 2018, we enrolled 1,920 pregnant women to participate in the parent trial. At 1-year follow-up, we screened 1,273 (689 intervention, 584 control) children born during the trial with the DSQ. Intervention mothers had lower education levels and higher poverty likelihood scores than controls (P<.001 and P=.007, respectively). The overall rate of at-risk development was 3.5%. Children in Chamas clusters demonstrated significantly lower rates of at-risk development than controls (2.5% vs. 4.8%, P=.025). Adjusted analyses revealed lower odds for at-risk development in the intervention arm (OR=0.50; 95% confidence interval=0.27, 0.94). Maternal participation in a community-based women's health education program was associated with lower rates of at-risk development compared to the standard of care. Overall, rates of at-risk development were lower than expected for this population, warranting further investigation. Chamas may help protect children from developmental delay in rural Kenya and other resource-limited settings.

Effectiveness of Education Program on Secondary School Teachers Psycho-Social Changes with Menopause in Baghdad City

Objective: To assess the effect of education program on psychological and social changes of secondary school teachers with menopause.&#x0D; Method: A quasi-experimental design is carried out with the application of a pre- post –test for menopause secondary school teacher's bio-psychosocial changes. Non-probability sample consists of (60 female teachers) (40) teachers from Al- Rusafa first Education Directorate secondary schools, and (20) teachers from Al- Karkh third Education Directorate secondary schools. The sample was exposed to pretest, educational program, and posttest. Data were collected through the utilization of the study instrument (the questionnaire) and application of bio-psychosocial education program on secondary school teachers with menopause from the period (2nd September 2018 through 24th February 2019). Content validity of the program obtained by panel of (14) experts. the reliability of the instruments is obtained through the (test &amp;retest ). Data are analyzed through the application of descriptive and inferential statistical data analysis approach.&#x0D; Results: Results shows that all of studied items regarding psychological and social changes has a moderate mean scores and relative sufficiency evaluation before applying the educational program, except in sharing with the family social sub domain's items , which were assigned a low mean scores and relative sufficiency responses initially. In the other hand, most of studied items has a good improvements and a proved high and moderate mean scores and relative sufficiency of evaluation after implementation of the educational program. As well as, comparisons significant related to pre- post periods , which registered a highly significant differences at P&lt;0.01.&#x0D; Recommendation: The study recommends an emphasis on health education program for women to increase their awareness about the importance of menopausal changes, and how to cope.

Evaluation of the use of vaginal tampons and vaginal douche practices among women&lt;p&gt;Kadınların vajinal tampon ve vajinal duş uygulama durumlarının değerlendirmesi

Aim: The aim of this study was to evaluate the use of vaginal tampons and vaginal douche practices among women.Method: The sample of the study was consisted of 200 women who participated the Women's Health Education Program (WHEP) conducted by the Turkish Family Health and Planning Foundation in Diyarbakir, Istanbul, Kilis and İzmir. Data were collected with face-to-face interviews using a 33-item questionnaire between November 2014 and January 2016. Ethical approval was obtained from the ethics committee of Bezmialem Foundation University and written consent was obtained from the women who voluntarily participated in the study. The data were evaluated using SPSS 16.0 package program using percentage, chi-square and logistic regression analysis.Results: More than half of the participating women were using vaginal douche (56.0%), while those receiving vaginal tampons (24.5%) were fewer. Vaginal douching was most needed after sexual intercourse (39.5%) and mostly practiced with water (58.9%). It was determined that as the level of education increased, there was a decrease in the rate of vaginal douche and tampon use, even if it did not reach a significant level. Most of the women who married under the age of 18 were doing these practices more often. Of the women, 69.6% stated that vaginal douche was beneficial for health. The rate of women who had counseling from a health professional about vaginal douche was 15%, and 28.5% of women reported that they recommended this practice to others.Conclusion: A significant proportion of women were practicing vaginal douche and even more striking is that they have no awareness that this practice may be harmful. It will be important for the health professionals to give importance on this issue in their education and counseling programs for women. ÖzetAmaç: Bu araştırma kadınların vajinal tampon ve duş uygulama durumlarını belirlemek amacıyla gerçekleştirilmiştir.Yöntem: Araştırmamızın örneklemini, Türkiye Aile Sağlığı ve Planlaması tarafından yürütülen Kadın Sağlığı Eğitim Programına (KSEP) Diyarbakır, İstanbul, Kilis ve İzmir illerinden katılan toplam 200 kadın oluşturmuştur. Veriler, 33 soruluk anket formu ile Kasım 2014 Ocak 2016 tarihleri arasında birebir görüşme yöntemi ile elde edilmiştir. Çalışmanın etik kurul onayı, T.C.Bezmialem Vakıf Üniversitesi etik kurulundan ve yine çalışmaya gönüllü olarak katılan kadınlardan yazılı onam alınmıştır.Veriler SPSS 16,0 paket programı ile yüzdelik,Ki-kare ve lojistik regresyon analizleri kullanılarak değerlendirilmiştir.Bulgular: Katılımcı kadınların yarısından fazlası vajinal duş yapmaktaydı (%56,0), vajinal tampon uygulayanlar ise(%24,5) daha az sayıdaydı. Vajinal duşa en çok cinsel ilişki sonrası ihtiyaç duyulduğu ( %39,5)ve en fazla uygulamanın su ile yapıldığı (%58,9) belirlendi. Eğitim düzeyi yükseldikçe vajinal duş ve tampon uygulama oranında, anlamlı düzeye ulaşmasa da, azalma olduğu saptandı. 18 yaş ve altında evlenen kadınların büyük bölümü bu uygulamaları daha sık yapmaktaydı. Kadınların %69,6’sı, vajinal duşun sağlık açısından yararlı olduğunu belirtti. Vajinal duş ile ilgili sağlık personelinden danışmanlık alanlar %15 oranındaydı ve %28,5’i başkalarına da bu uygulamayı önerdiğini bildirdi. Sonuç: Kadınların önemli bir bölümü vajinal duş uygulamakta ve daha da çarpıcı olanı bu uygulamanın zararlı olabileceği konusunda farkındalıklarının olmamasıydı. Sağlık personelinin kadınlara yönelik eğitim/danışmanlık programlarında bu konuya özel göstermesi önemli olacaktır.

Inside-Out Health: An Integrative Health Education Program for Women in Substance Abuse Treatment

Background: Women in treatment for substance use disorders have been identified as at risk for developing co-occurring addictions (e.g., eating disorders) during and following treatment [1] as well as health-related concerns (e.g., inadequate nutrition, weight gain) [2]. Methods: Two evidence-based programs, Full of Ourselves [3] and Healthy Steps to Freedom [4], inspired the development of an integrative health education program (i.e., Inside-Out Health) designed to promote physical activity, healthy nutrition and positive body image. Forty-nine participants aged 18-59 (M=30.61, SD=6.90) came to the weekly program with 74% of participants attending 4 or more sessions out of 6 and 22% having perfect attendance. Nutrition, physical activity and body image were evaluated at pre- and post- and exploratory questions were included to assess program satisfaction. Results: While statistical analyses did not reveal significant changes in body esteem and physical activity, the Food Choice Questionnaire responses on two subscales (i.e., FCQ-weight control, FCQ-nutrition) approached significance. FCQ-weight control scores increased from pretest (M=.2.24, SD=1.0) to posttest (M=2.55, SD=.74) and FCQ-nutrition scores increased from pretest (M=2.70, SD=.67) to posttest (M=2.82, SD=.68). Discussion: This integrative health education program is an initial attempt to incorporate health education and eating disorder prevention efforts into an existing substance abuse treatment program. This study confirms the feasibility of promoting physical activity, nutrition and positive body image among female substance abuse clients.

Women Together for Health: Empowering Women for a Healthier Tomorrow

Describe the components of a comprehensive public health education program for women of childbearing age, discuss results obtained, and apply lessons learned in the Women Together for Health program to future community health initiatives.

Promoting Heart Health in Women

The purpose of this study was to evaluate the effectiveness of a 5-week, 1 hour per week heart disease prevention program for sedentary female municipal workers with known heart disease risk factors. The program was designed to improve participants' knowledge and perceptions of their personal susceptibility to heart disease. In targeting an ethnically diverse, lower income working population, the researchers also sought to contribute to one of the goals of Healthy People 2010, the elimination of health disparities, specifically the reduction of health disparities in heart disease by 25% by the year 2010. A one-group, repeated measures, quasi-experimental design was employed. Forty-eight women 25 to 66 years old responded to the solicitation and participated in the program. Seventy-five percent were African American, 23% were White, and 2% were Latino. Participants completed a 33-item heart disease knowledge questionnaire, demographic questions, and a single visual analog scale statement to assess perceived susceptibility. Fifty-eight percent of the participants improved their knowledge of heart disease and 50% of the participants increased their perception of susceptibility to heart disease from pre- to post-intervention. The greatest improvement in knowledge and awareness of susceptibility occurred for those with limited knowledge and low perceptions of susceptibility. The gains from this workplace health education project for largely minority female municipal workers were modest, but notable. A workplace health education program for women targeted at increasing their knowledge of heart disease may also increase their perceptions of susceptibility to heart disease.

Assessment of the effects of a community pharmacy women's health education program on management of menopause survey scores.

This study examined the effect of a community pharmacy-based menopause education program on scores of the Management of Menopause (MoM) survey. The MoM survey is a tool administered to managed care organization members by the National Committee for Quality Assurance to determine the level of menopause-related education offered by their health care providers. The primary outcome was comparison of the median MoM survey scores of participants at baseline, 3 months, and 1 year posteducation. Women aged 47 to 55 years who were able to provide informed consent were enrolled. Subjects completed a baseline MoM survey. Trained pharmacists working in 7 pharmacies conducted one-on-one education sessions regarding the consequences of menopause, treatment options, and the known risks and benefits of each option. Follow-up MoM surveys were administered by mail at 3 months and 1 year posteducation. The survey is scored on a 100-point scale for an overall composite score and includes 3 subsections: exposure, breadth, and personalization of counseling. A total of 31 subjects were enrolled, with 24 and 16 completing both baseline and 3-month or 1-year MoM follow-up surveys, respectively. Median 3-month composite MoM survey scores (86.1; 95% CI, 61.1-93.1) were significantly improved from baseline (54.2; 95% CI, 36.1-62.5; P<0.001). Scores on each subsection of the MoM survey also improved at 3 months, and median 1-year composite scores were significantly improved from baseline. (54.2 to 89, P = 0.001). Patient satisfaction with the education session was high, with a median satisfaction rating of 5 (a range of 4 to 5) on a 5-point satisfaction rating scale. A community pharmacy-based menopause education program significantly increased scores on the MoM survey, and subjects were satisfied with this program.

Barriers and solutions to implementing a new curriculum: lessons from the women's health education program at MCP Hahnemann School of Medicine.

The integration of new knowledge into the medical school curriculum is a difficult process. This article proposes effective strategies for overcoming obstacles to curricular integration of women's health and sex and gender topics. Some techniques developed to overcome barriers to the integration of new material into an existing curriculum include faculty development, faculty rewards, development of competencies and assessment tools, interdisciplinary team teaching, standardized patients, and reference resources. An interdisciplinary approach to implementing women's health education, as with most new curricular material, is endorsed for integration of the new field into the medical school curriculum. This proposed model results in general institutional participation and support, especially from senior level leadership. The outlined process enables students and faculty to learn techniques for incorporating emerging information in all disciplines, helping them to become "life-long learners."

Popular education and child nutrition: experience with women in a rural area of Mexico

Community intervention was undertaken using the health promotion strategy, the objective being to develop a health education program for women. The popular education methodology was used with the purpose of generating organizational and social participation processes to improve hates of child nutrition and survival. The main results are linked with the generation of community self-care processes and the creation of a health promoters' group which has been working with women, focusing their work on improving child nutrition and family health. The health promoters have taken charge of the epidemiological surveillance program for child nutrition and, together with the mothers, have undertaken a series of actions which have helped to decrease the rate of malnutrition among the children participating in this programs. There would be greater possibility of success if the general population were involved in the solution of this problem. This would be possible by the use of an adequate methodology which brought about greater community participation in such a way as to leave room for its own improvement. Popular education provides such a tool. It is necessary to continue to increase experience in health education with this type of methodology.

A model for integrating women's health issues into a problem-based curriculum.

The process of incorporating new material into an existing medical curriculum frequently produces lengthy debate, political maneuvering, and competition for curricular time. The faculty of the Women's Health Education Program at MCP-Hahnemann School of Medicine, developed a stepwise process, or framework, for including women's health teaching for students in the problem-based curriculum. This process can be applied to the integration of any body of information. The key elements of the process are to define the full scope of what needs to be taught, develop teaching objectives, identify opportunities to introduce the information into the curriculum, develop strategies that capitalize on existing curricula, enlist the collaboration of a broad range of key faculty, develop evaluation tools, and assess whether students have achieved the expected competencies.

A Lesson from Our Elders

To investigate whether the incorporation of women's health into problem-based learning (PBL) cases affects students' tendency to identify learning issues related to women's health as they encounter patients in an ambulatory care setting. Students in the PBL curriculum at the Allegheny University of the Health Sciences, MCP-Hahnemann School of Medicine, participate in a nine-week primary care practicum at the end of their first year, during which they spend three half-days per week in an ambulatory setting examining patients and completing patient logs that include any learning issues identified. Patient logs from 23 first-year PBL students who had not been exposed to a new women's health education program prior to their practicum in 1993 and from 22 first-year PBL students who had been exposed to the program prior to their practicum in 1994 were reviewed. For each women's health learning issue identified, the sex of the student and the sex, specialty, and practice setting of the student's preceptor were recorded. Data were analyzed with several statistical methods. There was no statistically significant difference in the numbers of men and women students or preceptors between the two years. In 1993 an average of 59% of the patients seen per student were women; in 1994 the average was 61%. The mean numbers of total learning issues identified (including women's health learning issues) were similar in the two years, but the mean percentage of clinical women's health learning issues identified increased significantly between 1993 and 1994, as did the mean percentage of community/preventive health women's health learning issues identified. There was a significant student-sex-by-preceptor-sex interaction for the total number of women's health learning issues identified (p = .024): for both years, the students paired with a preceptor of the same sex identified a higher number of women's health learning issues than did the students paired with a preceptor of the opposite sex. The results suggest that PBL is an effective way to increase students' awareness of women's health issues in a primary care clinical setting. More studies are needed to define the effect of PBL on the kind of reading and learning students will do when they get to the clinical setting.

Designing evaluations for a women's health education program.

Explicitly incorporating women's health into the medical school curriculum is a relatively new process for educators. Moreover, until recently, no standard definition of women's health had been developed. Because there are no specific evaluation designs for women's health programs, evaluators must adapt existing evaluation concepts to fit the needs of the program. Evaluation is a broad concept that includes assessments of knowledge, skills, and attitudes to reach decisions about program improvements. The purpose of this article is to describe methods of evaluating women's health programs, including how to tailor basic evaluation concepts to the program. Several areas of women's health programming are discussed as background to creating the innovative design for this new program evaluation. An example of an evaluation design for a totally integrated women's health curriculum is presented, including some preliminary data and a discussion of strategies for overcoming obstacles to initiating women's health evaluations.

Women's health education in rural Bangladesh

Each year in Bangladesh scores of women and children suffer and die from diseases that are largely preventable or curable. In an effort to address this problem, CARE-Bangladesh establish its Women's Health Education (WHE) program. The WHE program, which targets poor women in rural areas, was designed to teach women how to prevent and treat health problems which routinely afflict them and their families. The health education sessions emphasize preventive measures and cover topics concerning health and hygiene of women and children. Surveys are conducted immediately following course completion and again six months later to assess the short and long-term impact of the program. Surveys conducted at the end of the 12 week course period indicate that, on average, participants retain 97% of the material covered. Measurement of knowledge retention 6 months after course completion revealed only a 5% decline from the post-course survey results. These findings illustrate the program's success in increasing knowledge and awareness of health interventions. Since imparting knowledge is a first step toward changing behavior, WHE's success in this regard suggests a significant role for health education in preventing and treating common health hazards, and thus in improving the health status of women and children in developing countries.