Tobi Esther Adeoye, Oyedunni Sola Arulogun, Isaac Oluwafemi Dipeolu and Kafayah Adeola Jidda
Background: The objective of the study was to investigate dysmenorrhoea experiences and self-care among female undergraduate students in two halls of residence at The Polytechnic, Ibadan, South West, Nigeria. Methodology: A descriptive cross-sectional survey was used, and 354 consenting female students aged 16-29 years who were residents in the halls participated in the study. A self-administered, semi-structured questionnaire was used for data collection. Knowledge was assessed on an 11-point scale, scores of 0-5 and 6-11 were categorised poor and good, respectively while perception was measured on a 13-point scale, scores of 0-6 and 7-13 were also categorised negative and positive, respectively. Data were word-processed using IBM SPSS software and analysed. Results presented in descriptive and inferential statistics at p<0.05. Results: Respondents’ age was 20.4 ± 2.4 years. Only 22.0% correctly stated the two types of dysmenorrhoea. Some (16.9%) correctly recognised family history, the age of menarche (8.5%), and excessive sugar intake (87.6%) as factors predisposing someone to dysmenorrhoea. Most respondents, 67.2%, believed dysmenorrhoea is normal. Nature of pain experienced by the respondents varied from mild (10.2%), moderate (44.4%) and severe (30.2%) with the majority (91.2%) experiencing pain in the lower abdomen. Most respondents (96.6%) had poor knowledge of dysmenorrhoea, the mean knowledge score was 1.5 ± 1.3. The reported effects of dysmenorrhoea include a strained relationship with friends (50.3%), missing school (50.6%), mood swing (59.0%) and lack of concentration in class (61.6%). Use of medication (35.1%) and physical exercise (21.2%) was reported ways of preventing dysmenorrhoea. The majority, (87%) used drugs which are often associated with side effects. Conclusion: Majority of the respondents had poor knowledge about the types and major cause of dysmenorrhoea. Varied measures were taken in the management of the health condition. Health education interventions such awareness, sensitisation and use of appropriate behaviour change communication strategy aimed at addressing these gaps is of import.
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