Knowledge, attitudes, and behaviors of nursing and midwifery students regarding breast self-examination in Turkey.

PURPOSE/OBJECTIVES: To investigate knowledge, attitudes, and behaviors of nursing and midwifery students regarding breast self-examination (BSE). DESIGN: Descriptive, cross-sectional. SETTING: Aydin School of Health at Adnan Menderes University in Aydin, Turkey. SAMPLE: 244 female students of nursing and midwifery. METHODS: Data were collected with a questionnaire. MAIN RESEARCH VARIABLES: BSE-related knowledge, attitudes, and behaviors. FINDINGS: More than half of the study participants stated they had sufficient information about BSE from varied sources, primarily from school curricula. The students were knowledgeable about who should perform BSE and its recommended frequency; however, their knowledge of BSE techniques was limited. First-year students had negative attitudes about BSE but became more positive as they progressed in their education. Half of the study sample stated they performed BSE at recommended times and intervals, but only one-fifth used recommended BSE positions and techniques. The main reasons for not performing BSE included not knowing how to perform it (57%), not having any history of problems in the breast (39%), and forgetfulness (18%). CONCLUSIONS: The results demonstrate that nursing and midwifery education has a positive effect on students' knowledge, attitudes, and behaviors regarding BSE. IMPLICATIONS FOR NURSING: The findings suggest that nursing and midwifery students should be thoroughly prepared to perform BSE on themselves so they can educate other women about this important preventive procedure.

The effects of breast self-exam education on the performance of nursing and midwifery students: a 6-month follow-up study.

BACKGROUND: Late detection of breast cancer is still a leading cause of morbidity among patients. We aimed to evaluate the efficacy of preplanned breast self-examination (BSE) training on nursing and midwifery students. METHODS: A total of 74 first-year nursing and midwifery students were trained on BSE. Data were collected before and after BSE education by a modified questionnaire. RESULTS: The BSE accuracy of the students was increased after education. Furthermore, positive attitude and behavior of the students toward BSE were improved. The students started to practice BSE with the right techniques and positions at the right time. The main reasons not to perform BSE were the lack of knowledge and motivation prior the education. CONCLUSIONS: BSE training is effective in nursing and midwifery students but should be repeated periodically for better efficacy.

How do nurses and teachers perform breast self-examination: are they reliable sources of information?

BACKGROUND: Breast cancer is the most common cause of cancer-related deaths among women worldwide. The aim of the present study was to determine and compare knowledge, behavior and attitudes among female nurses and teachers concerning breast self-examination (BSE). METHODS: Two-hundred and eighty nine women working in Aydin, Turkey (125 nurses and 164 teachers) were included in the study. The data were collected using a questionnaire designed to measure the knowledge, attitudes and behavior of the groups. Analysis involved percentiles, chi2 tests, t tests and factor analysis. RESULTS: The knowledge of nurses about BSE was higher than that of teachers (81.5% versus 45.1%; p < 0.001). BSE practice parameters (i.e. age groups, indications, frequency) were similar (p > 0.05), whereas skills in performing self-examination were higher in nurses (p < 0.001). Fear of having breast cancer is the most frequent reason for performing BSE. Among nurses, the reasons for failure to perform BSE were the absence of prominent breast problems (82%) and forgetting (56.4%). The teachers who did not perform BSE said that the reasons were lack of knowledge on how to perform self-examination (68.9%) and absence of problems (54%). Both groups had unacceptable technical errors in the performance of BSE. CONCLUSION: We conclude that nurses and teachers should be supported with information enabling them to accomplish their roles in the community. To improve BSE practice, it is crucial to coordinate continuous and planned education.