The Effect of Self-care Education Based on Self-efficacy Theory, Individual Empowerment Model, and Their Integration on Quality of Life among Menopausal Women.

There was no untreated control group, so the study cannot show that education caused improvement rather than attention, group contact, or change over time. All three groups received the same two basic self-care sessions, and only two sessions were theory-specific, so the extra empowerment or self-efficacy content may not have added much beyond basic education. Results were reported for women who completed the study; 4 empowerment, 3 self-efficacy, and 6 integration women did not complete. The groups were not identical at baseline for number of family members and education, which were adjusted but could still affect interpretation. Participants were mostly housewives and had low education, so the findings may not apply to more diverse populations. Illiterate participants completed questionnaires through face-to-face interview by the first author, which may have influenced responses. The study was conducted in Kashan health centres, so generalisability to other settings is limited.

The supplied metadata lists non-U.S. government research support; no conflict-of-interest declaration is included.

Do not conclude that empowerment or self-efficacy education caused the quality of life improvement. There was no untreated control group, all women received the same two basic self-care sessions, and the three groups did not differ from each other.