Learning Objective #1: Learn about the cognition-oriented BSE intervention including husbands as well as women as a program to prevent breast cancer

Learning Objective #2: Understand the effects of the cognition-oriented BSE intervention on continuous and regular BSE practice for Korean women

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<>Purpose: To test effectiveness of a cognition-oriented BSE program reflecting factors derived from previous interviews with women who have never practiced BSE and their spouses. <>Hypothesis: The experimental group will show higher scores in knowledge, benefit, confidence, stage of change and encouragement from husband to practice BSE, and lower scores in barrier compared to the control group. <>Method: Design: Time series nonequivalent control group. Sample and setting: Convenience sample of 28 women from two churches. Participants randomly assigned to experimental or control group in order of contact, matched to age and stage of BSE. Instrument: Questionnaire consisting of 4 scales measuring knowledge of breast cancer and BSE, benefits and confidence, barriers, and two simple questions to measure stage of change for BSE and intention of husband to recommend BSE. The cognition-oriented intervention for both the women and their husbands consisted of 4 sessions and included the following, 1) Lecture on anatomy and function of breasts and risk factors utilizing a multimedia presentation 2) BSE demonstration by the interventionist and rehearsals of participants with video-filming 3) checkup of video films, feedback, and correction of skills 4) questions and answers stressing benefits of continuous and regular BSE. Data analysis: Descriptive statistics and repeated measure ANOVA. Findings: There were significant differences between groups in knowledge of BSE and breast cancer, benefits, barriers, encouragement from husband, confidence and stage of change. In addition, there were significant differences between the experimental and control groups for change in confidence and stage of change over time. Conclusions and Implications: A cognition oriented intervention utilizing tailored micro-teaching is effective not only for adoption of regular BSE, but also to enhance confidence in BSE as time progresses. Education programs for breast cancer prevention should be developed and specified according to the stage of change in behavior of the participants.