Effectiveness of online education in teaching breast self- examination.

BACKGROUND: This research evaluated the effectiveness of an online education model in teaching breast self- examination to university staff and students. MATERIALS AND METHODS: 1,679 women participated in a breast self-examination online training program. Breast self-examination knowledge evaluation forms developed by Maurer (1997) were used in the research and were evaluated on a 100 point scale. Paired t-test and McNemar's Test statistics were employed. RESULTS: The participants scored an average of 46.5 (14.0%) on knowledge on breast self-examination before training, but 77.4 (11.0%) one month after education and 76.7 (9.52%) after six months. There was a clear significant difference between these knowledge levels (p<0.05). Similarly, while the rate for systematic practice of breast self-examination among women was 30.8% before training it increased to 47.8% afterwards. Again the difference was significant (p<0.05). CONCLUSIONS: Online education is an effective method for teaching breast self-examination to women.

Do Turkish nursing and midwifery students teach breast self-examination to their relatives?

AIM: To describe health beliefs and breast self-examination (BSE) practice of Turkish female nursing and midwifery students and extent of teaching the screening method to their mothers, sisters and relatives. DESIGN: In this definition survey, data were obtained from 113 nursing and midwifery students (n = 113) in third and fourth class and their mothers, sisters and other relatives in Turkey. METHODS: Data were collected using a personal data form, a knowledge evaluation form for BSE (Maurer 1997) and the Champion's Health Belief Model Scale. Number percentage, Chi-square test were used in the evaluation of the data. RESULTS: Students learned breast cancer and BSE in their lessons one or two years previously. Knowledge level scores of the students were 52.3 ± 9.6 (min:25,max: 75). Rate of having regular BSE was 32.7%. When health belief scale assessed; the average of susceptibility was 7.52 ± 2.62, seriousness was 21.8 ± 5.30, benefit was 16.7±4.45, barrier was 22.3 ± 6.44, confidence was 40.3 ± 6.67 and medical motivation was 26.6 ± 4.22. The rate of having regular BSE and benefit, barrier scores were compared, they were statistically significant difference(p < 0.05). The majority (106, 91.3%) gave BSE training to their mother and sisters, and 42.6% (48) to relatives, 6.2% (7) to friends, and 5.4% (6) to patients. CONCLUSIONS: Knowledge about breast cancer and BSE repetition training programs should be planned for nursing/midwifery students, to increasae their sensitivity, beliefs and attitudes, and medical motivation for BSE.

Do Turkish nursing and midwifery students teach breast self-examination to their relatives?

AIM: To describe health beliefs and breast self-examination (BSE) practice of Turkish female nursing and midwifery students and assess teaching of BSE to their mothers, sisters, relatives. METHODS: The study was designed as a definition survey, withe data obtained from 113 participants, in third and fourth class and their mothers, sisters, relatives in Turkey. Data were collected by using a personal data form, knowledge evaluation form for BSE (Maurer 1997) and the Champion's Health Belief Model Scale. RESULTS: Students had learned about breast cancer and BSE in their lessons one or two years previous to the study. Knowledge level scores of the students were 52.3 ∓ 9.63 (min:25, max: 75). Rate of regular BSE was 32.7%. When health belief scale assessed, the average susceptibility was 7.52∓2.62, seriousness was 21.8∓5.30, benefit was 16.7∓4.45, barrier was 22.3∓6.44, confidence was 40.3∓6.67 and medical motivation was 26.6∓4.22. A statistically significant difference in the rate of having regular BSE and benefit, barrier scores was noted (p<0.05). Regarding BSE training, 91.3% (n = 106) gave assistance to their mother and sisters, 42.6% (n = 48) to relatives, 6.2% (n = 7) to friends, and 5.4% (n = 6) to patients. CONCLUSIONS: Knowledge about breast cancer and BSE repetition training programs should be planned for nursing/midwifery students. Their susceptibility, belief and attitudes, medical motivation with BSE should thereby increase.

Turkish university students' nutritional habits regarding cancer prevention and healthy lifestyles.

AIM: Chronic disorders have been increasing over the past century, and the relationship with nutrition has been widely discussed. The present study was carried out in order to determine health school students' nutrition styles, health lifestyle behavior, and their interactions. METHOD: With a cross-sectional design, data from 79 students in the Nursing School were collected via a socio-demographic data collection form, a nutrition form, and and a Health Promotion Life-Style Profile (HPLP) questionnaire. Percentages, McNemar data, Independent-sample t-test and paired-samples t-test were used in data assessment. RESULTS: No significant differences were observed between the number of students with healthy nutrition and mean healthy lifestyle scores, pre and post-training. There was also no influence of presence of a family member with cancer and weight perception. However, there was a significant difference between HPLP scores before the training and six months following training (p=0.049) and the mean healthy lifestyle scores increased. CONCLUSION: Students with poor nutrition who were trained in cancer prevention and healthy diets, demonstrated increase in their HPLP, yet this did not make a difference to their healthy nutrition behavior.