Training female adolescent students with intellectual disabilities about genital hygiene skills using peer training

Kirbas Z. O., KAHRİMAN İ., Arici Y. K.

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, cilt.68, sa.3, ss.332-341, 2022 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 68 Sayı: 3
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/20473869.2020.1774224
  • Dergi Adı: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, CINAHL, EMBASE, ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.332-341
  • Anahtar Kelimeler: female adolescent students with intellectual disabilities, genital hygiene, pad replacement, TEACHING MENSTRUAL CARE, BREAST SELF-EXAMINATION, EDUCATION, KNOWLEDGE, MENARCHE, WOMEN
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

Purpose:The study aimed to evaluate the effects of peer training of female adolescent students diagnosed with intellectual disabilities and started menses, about genital hygiene and menstrual care skills on a baby doll. Methods:This study was planned as a non-control group research design including pre-test, post-test and follow-up stages. It was conducted in special educational institutions. The population consisted of 68 female students between 10-18 years old. Calculation of sample size was not performed, and 65 students were included in the study. The data were collected using Socio-Demographic Form, Genital Cleansing Skill Form (GCSF), Pad Replacement Skill Analysis Form (PRSAF), and Teacher/Parent Opinion and Feedback Form. The statistical analysis of the study data was performed using Mc-Nemar test, Mann-Whitney U test, Kruskal-Wallis test and Friedman test followed by Dunn-Bonferroni post-hoc test. Results:In all follow-up periods, GCSF and PRSAF scores compared by Mann-Whitney U and Kruskal-Wallis tests did not change based upon demographic characteristics (p > 0.05). Friedman test showed that GCSF and PRSAF scores showed significant differences between the follow-up periods (p < 0.001). According to Dunn-Bonferroni post-hoc test, there was no statistically significant difference between 2nd and 3rd follow-up scores with respect to both GCSF and PRSAF (p > 0.05). However, 2nd and 3rd follow-up scores were found to be significantly higher than 1st follow-up score (p < 0.05). Conclusion:The study demonstrated that menstrual care skills of female adolescent students with intellectual disabilities improved after training and peer training was found to be effective. Peer training can be useful when used as continuing training to help individuals achieving a higher criterion of mastery.