Background: Adolescents with visual impairments face greater challenges in understanding
puberty changes like menstruation and premenstrual syndrome. Using integrated audio drama
offers an effective, accessible way to support their learning and adaptation. Aim: The purpose
of this research was to investigate the effects of audio-drama integrated peer-education
regarding premenstrual syndrome on knowledge, practices and satisfaction of visually
challenged adolescents. Design: A pre-post quasi-experimental design (one group, time series).
Research Setting: The research was carried out at Benha, Qalubia Governorate, Egypt's Al
Noor School for Blind Students, which serves as a primary, preparatory, and secondary school.
Sample: 42 blind adolescent females, 14 in preparatory school and 28 in secondary school,
were included in the purposive sample. Tools of data collection: Four tools were employed:
A structured interviewing tool. Adolescents’ reported practices questionnaire, questionnaires
on Menstrual Distress and Adolescents’ Satisfaction. Results: The outcomes of the post
intervention and follow-up phases differed from the pre-intervention phase in a highly
statistically significant way, favoring follow-up in terms of knowledge, premenstrual syndrome
severity, reported practices, and satisfaction. Conclusion: The use of audio-drama integrated
peer-education about premenstrual syndrome improved the knowledge, severity perception,
reported practices, and satisfaction levels of adolescents with visual impairments.
Recommendations: Implementing audio drama educational sessions could help raise
awareness and improve menstrual health practices among blind adolescent girls in various
contexts and incorporating information about premenstrual syndrome and its management into
the curricula of schools for visually impaired students is recommended. |
