Volume 28, Issue 3 (7-2020)
Avicenna J Nurs Midwifery Care 2020, 28(3): 205-215 |
Back to browse issues page
1- MSc in Counseling in Midwifery, Student Research Committee, Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
2- Associate Professor, Department of Reproductive Health and Midwifery, Nasibe Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran , hamzehgardeshi@yahoo.com
3- Instructor, Department of Midwifery, Mazandaran University of Medical Sciences, Faculty of Nursing and Midwifery, Sari, Iran
4- Assistant Professor, Health Sciences Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran
2- Associate Professor, Department of Reproductive Health and Midwifery, Nasibe Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran , hamzehgardeshi@yahoo.com
3- Instructor, Department of Midwifery, Mazandaran University of Medical Sciences, Faculty of Nursing and Midwifery, Sari, Iran
4- Assistant Professor, Health Sciences Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran
Abstract: (3230 Views)
Background & Aim: Despite that hysterectomy is the second gynecological surgery and providing the necessary information about this surgery will help women's positive perceptions of health care experiences, there is no comprehensive tool for examining the educational needs of women with hysterectomy. Therefore, the present study was conducted with the aim of designing and psychometric evaluation of the women's educational needs questionnaire after hysterectomy.
Methods: The initial version of the questionnaire of this methodological study was compiled by deductive and comprehensive overview of related resources considering the point of view of a group of specialists and women with hysterectomy history. The face and content validity of both qualitative and quantitative data and reliability of the questionnaire in the dimension of internal consistency and then the repeatability were examined.
Results: Developing the questionnaire for women's educational needs after hysterectomy and psychometrics led to the formation of a questionnaire for women's educational needs after hysterectomy with 44 questions and in 5 dimensions: physical, mental, sexual, care and other needs. The CVR index for all items in the questionnaire except for one item was above the Lawshe table criterion, which indicated the importance and necessity of each item. The CVI for each item was above 0.79 and was therefore considered appropriate. Also, the reliability of the instrument in terms of internal coherence by examining the Cronbach's alpha coefficient for the whole instrument was 0.90. Measurement of the repeatability index at two-week intervals showed that the instrument was stable (ICC= 0.97, P<0.001).
Conclusion: The Hysterectomy Women's Educational Needs Questionnaire is valid and reliable. It can be used by public health researchers and health system policy makers to provide patient-centered health services based on the needs and priorities of patients.
Methods: The initial version of the questionnaire of this methodological study was compiled by deductive and comprehensive overview of related resources considering the point of view of a group of specialists and women with hysterectomy history. The face and content validity of both qualitative and quantitative data and reliability of the questionnaire in the dimension of internal consistency and then the repeatability were examined.
Results: Developing the questionnaire for women's educational needs after hysterectomy and psychometrics led to the formation of a questionnaire for women's educational needs after hysterectomy with 44 questions and in 5 dimensions: physical, mental, sexual, care and other needs. The CVR index for all items in the questionnaire except for one item was above the Lawshe table criterion, which indicated the importance and necessity of each item. The CVI for each item was above 0.79 and was therefore considered appropriate. Also, the reliability of the instrument in terms of internal coherence by examining the Cronbach's alpha coefficient for the whole instrument was 0.90. Measurement of the repeatability index at two-week intervals showed that the instrument was stable (ICC= 0.97, P<0.001).
Conclusion: The Hysterectomy Women's Educational Needs Questionnaire is valid and reliable. It can be used by public health researchers and health system policy makers to provide patient-centered health services based on the needs and priorities of patients.
Type of Study: Original Research |
Subject:
Midwifery
Received: 2020/01/23 | Accepted: 2020/04/29 | Published: 2020/05/30
Received: 2020/01/23 | Accepted: 2020/04/29 | Published: 2020/05/30
References
1. Alipour Pour A. Effect of cognitive behavioral therapy in hastening recovery of women after hysterectomy surgery. J Behav Sci. 2010; 4(2):91- 5.
2. Stang A, Kluttig A, Moebus S, Völzke H, Berger K, Greiser KH, et al. Educational level, prevalence of hysterectomy, and age at amenorrhoea: a cross-sectional analysis of 9536 women from six population-based cohort studies in Germany. BMC Women's Health. 2014; 14(1):1 -9. [DOI:10.1186/1472-6874-14-10] [PMID] [PMCID]
3. Wade J, Pletsch PK, Morgan SW, Menting SA. Hysterectomy: what do women need and want to know? J Obst, Gynecol, Neonat Nurs. 2000; 29(1):33-42. [DOI:10.1111/j.1552-6909.2000.tb02754.x] [PMID]
4. Stewart EA, Shuster LT, Rocca WA. Reassessing hysterectomy. Minnesota Med. 2012; 95(3):36-9.
5. Gibson CJ, Thurston RC, El Khoudary SR, Sutton-Tyrrell K, Matthews KA. Body mass index following natural menopause and hysterectomy with and without bilateral oophorectomy. Int J Obes. 2012; 37(6):809-13. [DOI:10.1038/ijo.2012.164] [PMID] [PMCID]
6. Cohen S, Hollingsworth A, Rubin M, Graff B, Thomas J, Wehry L. Psychosocial adaptation during recovery from hysterectomy. Webmed Cent Obst Gynaecol. 2011; 2(3):1-8.
7. 7 .Maryami Z, Modarres M, Taavoni S, Foroushani AR. Effect of Foot Massage on Pre- and Post Hysterectomy Anxiety. Hayat: J School Nurs Midwifery. 2013; 19(1):65-75.
8. Badakhsh MH, Taftachi F, Mehrabi F, Derakhshan A. The Effect of Hysterectomy in Securing Sexual Desire and Satisfaction. Iran J Surg. 2009; 17(1):75-80.
9. Wang F, Li CB, Li S, Li Q. Integrated interventions for improving negative emotions and stress reactions of young women receiving total hysterectomy. Int J Clin Exp Med. 2014; 7(1):331-6.
10. Tutuncu B, Yildiz H. The Influence on Women's Sexual Functions of Education Given According to the PLISSIT Model after Hysterectomy. Procedia-Soc Behav Sci. 2012; 47(2012):2000-4. [DOI:10.1016/j.sbspro.2012.06.939]
11. Akani NA, Akani CI, Pepple DK. Hysterectomy in Adolescents, in Port Harcourt, Nigeria. Nigeria Health J. 2013; 8(1-2):20-3.
12. Nosrait M, Rahmani AR, Naghibi FS, Razavi A. A Study on The Effects of Education on Marital Life Satisfaction of Women Undergone Hysterectomy in Urmia Chosen Hospitals,1386. J Nurs Midwifery Urmia Uni Med Sci. 2007; 5(3):128-33.
13. Nilchian F, Skini M, Jabbarifar SE. Identification of educational needs to promote oral health from the standpoint of patients referring to Shariati dental clinic in Isfahan: a qualitative research. J Isfahan Dent School. 2012; 7(5):790-7.
14. Neefus MS, Taylor ME. Educational needs of hysterectomy patients. Patient Couns Health Edu. 1982; 3(4):150-5. [DOI:10.1016/S0738-3991(82)80006-2]
15. Dehghani A, Mohammadkhan-Kermanshahi S, Memarian R. Evaluation of the Needs of Patients with Multiple Sclerosis. Zahedan J Res Med Sci. 2012; 14(9):104 -6.
16. Graff BM. Expression of learning needs and teaching provided during post-abdominal hysterectomy convalescence (PhD Dissertation). Pennsylvania: University of Pennsylvania. 1995?.
17. Sahebozzamani M, Rashvand F. The study of training demands of MS patients, members of Iran's MS Society in 2007. Med Sci J. 2008; 18(3):195-9.
18. Azam Salehi, Marjan Ahmad Shirvani, Noraddin Mousavi Nasab, Shahhosseini Z. Development and Psychometry of An Instrument to Measure the Educational Needs of Health Care Providers in Prenatal Screening. J Mazandaran Univ Med Sci. 2018; 27(156):117-28.
19. Wukasch RN. The post-hysterectomy experience of women: a cross-sectional study. Indiana Uni; 1993?.
20. Musil CM. Self-coherence, coping, and mood in women following hysterectomy. Case West Reserve Uni; 1991.
21. Oetker-Black SL, Jones S, Estok P, Ryan M, Gale N, Parker C. Preoperative teaching and hysterectomy outcomes. AORN J. 2003; 77(6):1215-31. [DOI:10.1016/S0001-2092(06)60983-6]
22. Shirazi M, Manoochehri H, Zagheri Tafreshi M, Zayeri F. Development and psychometric evaluation of chronic pain acceptance instrument in the elderly. Anesth Pain. 2015; 5(2):33-47.
23. Lasch KE, Marquis P, Vigneux M, Abetz L, Arnould B, M B. PRO development: rigorous qualitative research as the crucial foundation. Qual Life Res. 2010; 19(8):1087-96. [DOI:10.1007/s11136-010-9677-6] [PMID] [PMCID]
24. Shahhosseini Z, Simbar M, Ramezankhani A, Alavi Majd H. Designing and psychometric properties of a questionnaire for assessing female adolescents' health needs. J School Pub Health Inst Publ Health Res. 2011; 9(1):11-22.
25. Ghasemi E, Janani L, Dehghan Nayeri N, Negarandeh R. Psychometric Properties of Persian Version of the Competency Inventory for Registered Nurse (CIRN). Iran J Nurs. 2014; 27(87):1-13. [DOI:10.29252/ijn.27.87.1]
26. Corson M A, Boyd T, Kind P, Allen P. Measuring oral health: does your treatment really make a difference. Br Dent J. 1999; 187:481-4. [DOI:10.1038/sj.bdj.4800310] [PMID]
27. Hosseinkhani Z, Nedjat S, Majdzadeh R, Mahram M, Aflatooni A. Design of the child abuse Questionnaire in Iran. J School Pub Health Inst Public Health Res. 2014; 11(3):29-38.
28. Mohseni M, Loripoor M, Nekui N. Educational needs of postpartum period in women referring to health care centers of Rafsanjan In 2008. Commun Health. 2013; 7(21):18-27.
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |