Female Students’ Experiences of Abdominal Stretching for Dysmenorrhea: A Qualitative Phenomenological Study

Abstract

Background: Dysmenorrhea is a highly prevalent menstrual health problem among female university students and often interferes with academic performance, daily activities, and emotional well-being. Although abdominal stretching exercises have been reported as effective non-pharmacological interventions for menstrual pain, little is known about students’ lived experiences, perceived benefits, and challenges in maintaining these exercises.
Objective: To explore female university students’ lived experiences in practicing abdominal stretching exercises as a non-pharmacological approach to managing dysmenorrhea.
Methods: A qualitative study with a descriptive phenomenological design was conducted involving two female university students experiencing moderate dysmenorrhea who had consistently practiced abdominal stretching exercises for at least two consecutive menstrual cycles. Participants were selected using purposive sampling. Data were collected through in-depth, semi-structured interviews and analyzed thematically to identify essential meanings and patterns in participants’ experiences. Credibility was enhanced through member checking.
Results: Two main themes emerged: (1) perceived physical and emotional benefits of abdominal stretching, including reduced menstrual pain, increased physical relaxation, improved sleep quality, and greater emotional stability; and (2) barriers to maintaining consistent practice, encompassing menstrual fatigue, academic workload, and lack of social support. Participants consistently described abdominal stretching as providing both bodily comfort and emotional relief during menstruation.
Conclusion: Abdominal stretching exercises were perceived as a beneficial and acceptable non-pharmacological strategy for managing dysmenorrhea among female university students. However, sustained practice may require supportive environments, peer encouragement, and flexible integration into students’ academic routines.