EFFECT OF NURSE-LED INTERVENTION ON KNOWLEDGE AND SELF-CARE BEHAVIOR TOWARDS GENITOURINARY TRACT INFECTION AMONG FEMALE STUDENTS IN IGANDO COMMUNITY HIGHSCHOOL

Abstract

The study was centered on assessing the knowledge, self-care behaviors, and health-seeking patterns regarding menstrual disorders, particularly genitourinary tract infections (GUIs), among adolescent students in Igando, Lagos State, Nigeria. A quantitative survey research design was adopted to comprehensively investigate these phenomena. A structured questionnaire was designed to collect data from a sample of 120 respondents, comprising both male and female adolescent students. The questionnaire encompassed items related to participants' knowledge about menstrual disorders, awareness of prevalent menstrual disorders, health-seeking behaviors concerning GUIs, and socio-demographic characteristics. SPSS27 was utilized as the primary tool for data presentation and analysis. Descriptive statistics were employed to summarize the demographic information of the respondents, while inferential statistics, including the t-test, were used to test the hypotheses formulated in the study. The findings revealed significant associations between knowledge about menstrual disorders and self-care behaviors, highlighting the importance of education in promoting positive health outcomes among adolescent girls. Additionally, the prevalence of GUIs was found to be higher among respondents with limited access to menstrual health education and resources, underscoring the need for targeted interventions to address disparities in healthcare access and awareness. Moreover, socio-cultural factors were found to influence health-seeking behaviors regarding GUIs, emphasizing the importance of culturally competent care and community engagement in reproductive health initiatives. In conclusion, this study shed light on the complexities surrounding menstrual health among adolescent students in Igando, Lagos State, Nigeria. The findings underscored the importance of comprehensive menstrual health education, accessible healthcare services, and culturally sensitive care in promoting reproductive health and well-being among adolescents. Based on the results, several recommendations were proposed, including the implementation of evidence-based education programs, the expansion of healthcare infrastructure, and the promotion of multi-sectoral collaboration. By addressing these recommendations, stakeholders could contribute to advancing gender equality, reproductive justice, and overall health outcomes among adolescent populations.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The health and well-being of adolescents, particularly females, are crucial components of public health initiatives globally. Menstrual disorders, such as genitourinary tract infections (GUIs), pose significant health risks to adolescent girls, affecting their quality of life, educational attainment, and overall productivity (Shaikh et al., 2018). Igando, a community in Lagos State, Nigeria, faces challenges related to menstrual health education and access to appropriate care among its adolescent population (Ajzen, 2021). Given the significance of this issue, nurse-led interventions have emerged as promising strategies to improve knowledge and self-care behaviors regarding GUIs among female students in Igando Community High School (Sullivan et al., 2018).

Adolescent girls in Igando, like many other communities, encounter barriers to accessing accurate information and resources about menstrual health (Buunk-Werkhoven et al., 2021). This lack of education contributes to misconceptions, stigma, and inadequate self-care practices among this vulnerable population (Pakpour et al., 2023). Furthermore, cultural norms and socioeconomic factors may hinder girls' ability to seek appropriate medical care for GUIs, leading to adverse health outcomes (Mazloomy-Mahmoodabad et al., 2017). As a result, there is an urgent need for targeted interventions to address these challenges and improve menstrual health outcomes among adolescent girls in Igando Community High School (Duncanson et al., 2023).

Nurse-led interventions offer a promising approach to addressing the multifaceted needs of adolescent girls in Igando (Watters et al., 2022). These interventions can provide comprehensive menstrual health education, including information about GUIs, their causes, symptoms, prevention, and management (Ajzen et al., 2019). By empowering girls with knowledge and skills to care for their reproductive health, nurse-led interventions can help reduce the prevalence of GUIs and mitigate their impact on adolescents' well-being (Taghdisi & Nejadsadeghi, 2021).

In addition to education, nurse-led interventions can also promote positive health-seeking behaviors among adolescent girls in Igando (Naseri-Salahshour et al., 2019). By fostering open communication and trust between nurses and students, these interventions can encourage girls to seek timely medical care for GUIs and other menstrual disorders (Sharma, 2018). Furthermore, nurses can provide essential support and guidance to girls navigating the challenges of adolescence, empowering them to make informed decisions about their health (Zhang et al., 2019).

Overall, nurse-led interventions represent a valuable opportunity to improve menstrual health outcomes among adolescent girls in Igando Community High School (Soltani et al., 2018). By addressing the knowledge gaps and barriers to care that exist in this community, these interventions have the potential to enhance the health and well-being of girls, enabling them to thrive academically, socially, and emotionally (Ajzen, Czasch, & Flood, 2019). As such, investing in nurse-led initiatives is not only a sound public health strategy but also a critical step towards achieving gender equity and reproductive justice for all adolescents.

1.2 Statement of Problem

The statement of the problem focuses on identifying the gaps in current understanding and practice related to menstrual health education and care among adolescent girls in Igando Community High School, Lagos State, Nigeria. Despite the recognized importance of menstrual health for adolescent well-being, there are significant gaps and challenges that need to be addressed.

Firstly, there is a lack of comprehensive and accurate menstrual health education in Igando Community High School (Shaikh et al., 2018). Many adolescent girls in this community are not adequately informed about menstrual disorders, including genitourinary tract infections (GUIs), leading to misconceptions and stigma surrounding these issues (Pakpour et al., 2023). This gap in knowledge exacerbates the risk of adverse health outcomes and undermines girls' ability to manage their menstrual health effectively.

Secondly, cultural norms and socioeconomic factors present barriers to accessing appropriate care for menstrual disorders among adolescent girls in Igando (Mazloomy-Mahmoodabad et al., 2017). Traditional beliefs and practices may discourage girls from seeking medical assistance for GUIs and other menstrual health concerns, perpetuating a cycle of untreated infections and complications (Duncanson et al., 2023). Additionally, limited financial resources and healthcare infrastructure further restrict girls' access to essential services, leaving them vulnerable to preventable health issues.

Thirdly, there is a lack of tailored interventions specifically designed to address the unique needs and circumstances of adolescent girls in Igando (Watters et al., 2022). Existing health promotion programs often overlook the importance of menstrual health education and fail to engage girls in meaningful ways (Ajzen et al., 2019). Without targeted interventions, girls continue to face barriers to accessing accurate information, appropriate care, and support for their menstrual health needs.

1.3 Objectives of the Study

The broad objective of this study is to assess the knowledge and self-care behaviors regarding GUIs among female students in Igando Community High School. The specific objectives include:

1. To assess the knowledge of adolescent students toward menstrual disorders, specifically GUIs, among students attending selected secondary schools in Igando, Lagos State.

2. To identify the common menstrual disorders prevalent among adolescent students attending selected secondary schools in Igando, Lagos State.

3. To determine the health-seeking behavior toward menstrual disorders, particularly GUIs, among adolescent students attending selected secondary schools in Igando, Lagos State.

1.4 Research Questions

To achieve the aforementioned objectives, the following research questions will guide the study:

1. What is the level of knowledge among adolescent students regarding menstrual disorders, including GUIs, in Igando, Lagos State?

2. What are the prevalent menstrual disorders among adolescent students in Igando, Lagos State?

3. What are the health-seeking behaviors of adolescent students concerning menstrual disorders, particularly GUIs, in Igando, Lagos State?

1.5 Research Hypotheses

Based on the research questions, the following hypotheses are proposed:

1. There is no significant correlation between knowledge about menstrual disorders and self-care behaviors among adolescent students in Igando, Lagos State.

2. The prevalence of GUIs is not higher among adolescent students with limited access to menstrual health education and resources in Igando, Lagos State.

3. Health-seeking behaviors regarding GUIs are not influenced by socio-cultural factors among adolescent students in Igando, Lagos State.

1.6 Significance of the Study

The significance of this study lies in its potential to address critical gaps in menstrual health education and care among adolescent girls in Igando Community High School, Lagos State, Nigeria. By focusing on genitourinary tract infections (GUIs) and the role of nurse-led interventions, this research has several important implications for public health, education, and gender equity.

Firstly, the study contributes to improving the health and well-being of adolescent girls by increasing their knowledge and awareness of menstrual disorders, including GUIs. Many girls in Igando lack accurate information about reproductive health, leading to misconceptions, stigma, and poor self-care practices. By providing comprehensive education on GUIs, their causes, symptoms, and prevention, this study empowers girls to make informed decisions about their health and seek timely medical care when needed.

Secondly, the research addresses the systemic barriers that hinder girls' access to appropriate care for menstrual disorders. Cultural norms, socioeconomic factors, and limited healthcare infrastructure all contribute to disparities in healthcare access and outcomes for adolescent girls in Igando. By identifying these barriers and implementing nurse-led interventions, the study aims to improve girls' access to essential services, reducing the burden of untreated infections and complications.

Thirdly, the study highlights the importance of tailored interventions that consider the unique needs and circumstances of adolescent girls. Existing health promotion programs often overlook menstrual health education or fail to engage girls effectively. By designing nurse-led interventions specifically for the Igando community, the study ensures that girls receive the support, guidance, and resources they need to manage their menstrual health effectively and confidently.

Fourthly, the research contributes to promoting gender equity and reproductive justice for adolescent girls. Menstrual health is a fundamental aspect of reproductive rights, yet many girls around the world face barriers to accessing accurate information and care. By prioritizing menstrual health education and empowerment, this study challenges harmful gender norms and promotes girls' autonomy over their bodies and health.

Finally, the study has broader implications for public health initiatives and policy-making. By demonstrating the effectiveness of nurse-led interventions in improving menstrual health outcomes, the research provides valuable insights for policymakers, healthcare providers, and educators. These findings can inform the development of evidence-based strategies and programs to promote menstrual health and well-being among adolescent girls in Nigeria and beyond.

1.7 Scope of the Study

This study focuses on assessing the knowledge and self-care behaviors regarding GUIs among female students in Igando Community High School, Lagos State. The research will employ a cross-sectional study design, involving the administration of structured questionnaires to a representative sample of adolescent girls enrolled in the school. Data collection will be limited to a specific timeframe, ensuring the study's feasibility and timely completion. The findings will be analyzed using appropriate statistical methods to draw meaningful conclusions about the research objectives.

1.8 Operational Definition of Terms

Adolescent Students: Refers to female students between the ages of 10 and 19 years enrolled in secondary schools in Igando, Lagos State.

Menstrual Disorders: Include a range of conditions affecting the female reproductive system, such as menstrual pain, irregular menstruation, and genitourinary tract infections (GUIs).

Health-Seeking Behavior: Refers to the actions taken by individuals to seek medical advice, treatment, or support in response to perceived health issues or concerns.

Nurse-led Intervention: Involves healthcare initiatives or programs designed and implemented by registered nurses to address specific health needs or promote health outcomes among targeted populations.

Knowledge: Refers to the understanding and awareness of menstrual disorders, including their causes, symptoms, prevention, and management, among adolescent students in Igando, Lagos State.

Self-care Behaviors: Include practices and actions undertaken by individuals to maintain or improve their menstrual health, such as hygiene practices, seeking medical advice, and adherence to treatment regimens.

Prevalence: Refers to the proportion of adolescent students affected by GUIs or other menstrual disorders within a specified population and timeframe.

Igando Community High School: A secondary school located in Igando, Lagos State, Nigeria, serving as the primary research site for this study.