| Learning Objective #1: Recognize that a one-to-one teaching strategy, based on multiple learning styles, can result in a change in BSE behavior | |||
| Learning Objective #2: Describe changes in BSE behavior and ability following a specific, structured teaching intervention |
Objective: To test the efficacy of a single, comprehensive educational strategy on breast self exam (BSE) knowledge, frequency, technique, sensitivity and specificity in a low income, uninsured population.
Design: A prospective, randomized pretest-posttest experimental design was used. Data were collected prior to and at six months following intervention.
Population, Sample, Setting, Years: Four hundred twelve women at a Midwestern clinic for the uninsured between 1998-2000 comprised the sample. The mean age of participants was 37.9 years and 74% had an annual income of less than $12,000.
Intervention and Outcome Variables: The intervention variable was the educational strategy delivered to the experimental group. Outcome variables were BSE knowledge, technique, frequency, and observed proficiency, lump detection sensitivity and specificity.
Methods: A 92 item questionnaire, based on the Health Belief Model and Champion’s work, included knowledge, behaviors and demographic information. Teaching materials, at a sixth grade reading level, addressed a variety of learning styles. Information, demonstration, and practice on self and a silicone model were included in the strategy. Senior nursing students delivered the intervention under faculty supervision using standardized protocol. Home visits were done at six months on a sub-set of both groups to determine sensitivity, specificity and observed proficiency.
Findings: The experimental group had significantly higher knowledge, technique, and sensitivity scores than the control group at six months post-intervention. However, more false detections were observed in the experimental group. Further analysis is being completed on observed proficiency, sensitivity specific to lump depth and specificity.
Conclusions: A single educational intervention consisting of information, demonstration, and practice on self and a silicone model resulted in a significant increase in knowledge, technique and sensitivity scores. False detections remain a concern.
Implications: While this educational strategy may be effective, time and cost are important issues. In addition, false detections may result in increased diagnostic procedures.
Back to Women's Health Promotion
Back to 14th International Nursing Research Congress
Sigma Theta Tau International
10-12 July 2003