There is not an evidence-based education that reinforces use of scientific research in the context of self- management in primary dysmenorrhea. This study was conducted to determine the effect of evidence-based education on dysmenorrheic girl’s self-care behaviors and the severity of primary dysmenorrhea at dormitories of Ferdowsi University in Mashhad, Iran. The method of this study involves the following steps: A) Formulation of answerable questions to address self-care methods in primary dysmenorrhea. B) Systematic searching for the research evidence that could be used to answer the questions. C) Appraisal of the validity, relevance and applicability of the research evidence. D) Designing of the protocol of evidence-based education based on the best acquired evidence. E) Evaluation the effect of evidence-based education on dysmenorrheic girl’s self-care behaviors and the severity of primary dysmenorrhea. There was a significant reduction in pain score at the first (-0.6±1.7 VS 1.1±2.1 P=0.000) and second (-1.9±1.5 VS 0.1±1.6 P=0.000) menstrual period after intervention in the evidence- based education group compared with the girls in the control group. Also, the difference in self-care behaviors between evidence-based education versus control group at the second menstrual period after intervention (105.8±8.9 VS 80.4±11.3 P=0.021) was significant. Evidence-based care leads to remarkable advances in the management of primary dysmenorrhea. Health education systems can use evidence-based education in order to promote self- management behaviours among primary dysmenorrheic girls.

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