The Effect of a Education regarding Women's Breast Self-Examination Teaching Methods.
- Author:
Hee Young KANG
1
Author Information
1. Kwang Ju Christian Hospital College of Nursing.
- Publication Type:Original Article
- Keywords:
breast self-examination
- MeSH:
Breast Self-Examination*;
Breast*;
Education*;
Female;
Gwangju;
Humans;
Menstruation;
Nurse Practitioners;
Nursing;
Surveys and Questionnaires;
Teaching*;
Videotape Recording
- From:Journal of Korean Academy of Fundamental Nursing
1996;3(1):81-95
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
The purpose of this study was to investigate the effects of breast self-examination teaching methods which are printed material, videotape, demonstration used BSE model on women. The subjects for this study were nonmedical professional 88 women in Kwangju. The data was collected from October 16 to November 24, 1995 by means of a structured questionnaire. For measuring BSE knowledge, Kim's(1994) instrument was used ard modified by researcher. For measuring BSE attitude based on health belief, Lee's(1982) & Kim's(1994) instrument was used and modified by researcher. Printed material from literature were reviewed by researcher, "A woman's guide to breast self-examination" videotape by Nurse Practitioner Creation and BSE simulator by Narco were used 21 attitude scale and 13 knowledge scale were checked before and after teaching methods. The data was analyzed by frequency, paired t-test, ANOVA using the SAS program. The results were as follows : 1. The BSE total knowledge score after having teaching was higher than before, different significantly(t=-14.05, p=0.000). The most effective teaching method on BSE knowledge change was demonstration used BSE model in three teaching methods and was different significantly(F=8.44, p=0.000). 2. The BSE total attitude score after having teaching was changed to more positively, different significantly(t=4.59, p=0.000). The most effective teaching method on positive BSE attitude change was demonstration used BSE model in three teaching methods and was different significantly(F=3.21, p=0.045). 3. The HB score after having teaching was higher than before, and benefits, barriers and health concerns were different significantly(t=-2.51, p=0.014 ; t=-4.53, p=0.000 ; t=-3.71, p=0.000). Susceptibility and seriousness were not different significantly. 4. There were different significantly among knowledge, religion(F=3.92, p=0.013) and child(F=3.08, p=0.08). There were different significantly among attitude, age(F=4.65, p=0.05), menstruation state(F=4.39, p=0.016), and artificial abortion experience(F=5.18, p=0.026). There were different significantly among health concern, age (F=2.50, p=0.068), delivery experience(F=3.22, p=0.076), artificial abortion experience(F=5.46, p=0.023), and feeding(F=6.24, p=0.003). Printed material, videotape, and demonstration used BSE model may be valuable for changing positively knowledge and attitude related to BSE. Demonstration used BSE model was most effective teaching method in this study. Therefore, this study revealed that BSE teaching methods were a useful nursing intervention for promoting practice regularly and exactly on women.
