Document Type : Original Article
Authors
Department of Community and Family Medicine, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract
BACKGROUND: Breast cancer is the most common type of cancer among women and it is the
second leading cause of mortality among cancers in women and a major health issue in developed
countries. Although there are simple and effective screening methods, just minority of women use
them. Given the high prevalence of breast cancer in Isfahan women and the low prevalence of
screening behavior, the present study aimed to determine the impact of theory‑based educational
intervention on breast self‑examination (BSE) behavior and mammography.
MATERIALS AND METHODS: The present experimental study was conducted on 93 women referred
to comprehensive health centers in Isfahan through convenience sampling, and by this way 46 women
were included in the control group and 47 in the intervention group. Data collection was done by
a valid and reliable questionnaire. Furthermore, educational interventions were performed for the
intervention group in three sessions. Furthermore, the data were completed in the intervention group
before, immediately after, and 3 months after intervention and before and 3 months after intervention
in the control group. The data were analyzed by SPSS (16); and paired t‑test and repeated measure
test were used for analysis in the intervention group and also independent t‑test and paired t‑test
were employed to analyze data of the control group.
RESULTS: The results showed significant changes in perceived benefit constructs (P = 0.023),
knowledge (P < 0.001), self‑efficacy (P < 0.001), and behavioral intention regarding BSE (P = 0.035)
in the intervention group over time, but changes were not significant in both perceived susceptibility
and severity in the intervention group. As far as mammography behavior is concerned, only the
perceived benefit construct in the intervention group had significant changes. In terms of the screening
behavior, only BSE behavior significantly changed before and after intervention.
CONCLUSION: The study showed that theory‑based education by applying of constructs such
as perceived benefits and self‑efficacy and intention for BSE model could promote breast cancer
screening behavior such as BSE. Therefore, it is suggested that health educators utilize educational
texts based on these constructs to increase their influence on individuals via screening behavior
for breast cancer.
Keywords
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