earticle

영어

Purpose: The study was aimed to examine the effects of endocrine disrupting chemicals exposure reduction education program on the knowledge of endocrine disruptors and behavior, experience of dysmenorrhea in nursing students. Methods: The study design was nonequivalent control group pretest-posttest experimental design with repeated measurement. Participants included 26 female sophomore nursing students divided into an experimental group and a control group of 13 persons, respectively. The experimental group received an education program using a flipped learning aimed at reducing exposure to endocrine disrupting chemicals, provided twice a week for 85-minute-session each, totaling 4 sessions (340 minutes). The control group was required to remotely watch videos twice a week for 25-minute-session each, totaling 4 sessions (100 minutes). Results: The findings showed that the knowledge of endocrine disrupting chemicals in the experimental group improved before the education, after the education, and 2 weeks after the education, with significant differences between time points (F=2.17, p=.003). The endocrine disrupting chemicals reduction behaviors in the experimental group also improved before the education, after the education, and 2 weeks after the education, with significant differences between time points (F=4.28, p<.001). Experience of dysmenorrhea showed a decreasing trend before the education, after the education, and 2 weeks after the education, but there were no significant differences between time points (F=0.58, p=.452). Conclusion: As exposure to endocrine disrupting chemicals due to environmental pollution increases, it is necessary to implement education programs aimed at reducing exposure to these substances among nursing students through college-level curriculum, particularly to protect the reproductive health of female college students and enhance their wellness.