Educational Intervention and Menopausal Adapting: A Randomized Controlled Trial

Abstract

ABSTRACT Background and Aims Menopause is a multifaceted condition with several problems. Educational interventions regarding self‐care and limiting exposure to menopausal warning indicators can help to minimize problems. As a result, the study aimed to investigate the influence of educational intervention on variables influencing menopausal adaptation. Methods This study was a randomized controlled trial (RCT) intervention in which the researcher developed a standard questionnaire (kapa = o/99, CVR = 0/81, CVI = 0/96, ICC = 0/89) for 130 participants at four education sessions in Mashhad, Iran, in 2023. This questionnaire was completed before the intervention, shortly afterward, and 3 months later. Results The average age was 52 ± 4 years, with no significant difference between the two groups. According to the regression model findings immediately following the intervention, the factors of education level, income level, and age had no significant influence on the overall score of the questionnaire. The linear regression model revealed that the intervention group had a higher average score of 13.89. The outcomes 3 months after the intervention were identical to those immediately following the intervention. Three months after the intervention, there was a substantial change in the score for encountering warning signals and seeking help and self‐care compared to before (p‐value = 0.002, p‐value < 0.001, p‐value = 0.003). Conclusion According to the findings of this study, the educational intervention improved the adjusting variables to menopause. Designing proper education interventions can improve menopause adaption by increasing the element of seeking support and self‐care, as well as coping with menopausal warning symptoms. Longer interventions, however, are required to influence menopausal appraisal and comprehension.

Keywords

• adaptation
• educational intervention
• menopause