EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING DYSFUNCTIONAL UTERINE BLEEDING (DUB) AMONG WOMEN IN THE REPRODUCTIVE AGE GROUP: AN INTERVENTIONAL STUDY

Abstract

Background: Dysfunctional Uterine Bleeding (DUB) is a common gynecological condition affecting women in the reproductive age group. Despite its prevalence, awareness and knowledge about DUB remain inadequate among women, often leading to delayed diagnosis and management.

Objective: To assess the effectiveness of a structured teaching program on knowledge regarding DUB among women in the reproductive age group.

Methods: A quasi-experimental one-group pretest-posttest design was used. The study was conducted among 100 women aged 15–45 years selected through purposive sampling from a community health center. A structured questionnaire was used to assess baseline knowledge followed by administration of a structured teaching program. A posttest was conducted after 7 days to assess knowledge improvement. Descriptive and inferential statistics, including paired t-tests, were used for analysis.

Results: The mean pretest knowledge score was 8.2 ± 3.9, which increased significantly to 16.8 ± 2.1 in the posttest. The mean difference of 7.4 was statistically significant (p < 0.001). The study found no significant association between knowledge improvement and demographic variables like age, education, or marital status.

Conclusion: The structured teaching program was effective in significantly improving knowledge about DUB among women in the reproductive age group. Structured educational interventions should be integrated into reproductive health education initiatives to promote early identification and management of DUB.