Karadag Mevlude, Iseri Ozge, Etikan Ilker
Department of Nursing, Faculty of Health Sciences, Gazi University, Ankara, Turkey E-mail :
Asian Pac J Cancer Prev. 2014;15(9):3885-90. doi: 10.7314/apjcp.2014.15.9.3885.
This study aimed to determine nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with a traditional lecturing method (TLM) and the Six Thinking Hats method (STHM).
The population of the study included a total of 69 second year nursing students, 34 of whom received courses with traditional lecturing and 35 of whom received training with the STHM, an active learning approach. The data of the study were collected pre-training and 15 days and 3 months post-training. The data collection tools were a questionnaire form questioning socio-demographic features, and breast cancer and breast self-examination (BSE) knowledge and the Champion's Health Belief Model Scale. The tests used in data analysis were chi-square, independent samples t-test and paired t-test.
The mean knowledge score following traditional lecturing method increased from 9.32 ± 1.82 to 14.41 ± 1.94 (P<0.001) and it increased from 9.20 ± 2.33 to 14.73 ± 2.91 after training with the Six Thinking Hats Method (P<0.001). It was determined that there was a significant increase in pre and post-training perceptions of perceived confidence in both groups. There was a statistically significant difference between pre-training, and 15 days and 3 months post-training frequency of BSE in the students trained according to STHM (p<0.05). On the other hand, there was a statistically significant difference between pre-training and 3 months post-training frequency of BSE in the students trained according to TLM.
In both training groups, the knowledge of breast cancer and BSE, and the perception of confidence increased similarly. In order to raise nursing student awareness in breast cancer, either of the traditional lecturing method or the Six Thinking Hats Method can be chosen according to the suitability of the teaching material and resources.
本研究旨在确定护理专业学生在接受传统讲授法（TLM）和六顶思考帽法（STHM）课程后，对乳腺癌及乳房自我检查的知识、行为和信念。
本研究的总体包括69名二年级护理专业学生，其中34名接受传统讲授课程，35名接受STHM（一种主动学习方法）培训。研究数据在培训前、培训后15天和3个月收集。数据收集工具是一份询问社会人口学特征、乳腺癌及乳房自我检查（BSE）知识的问卷，以及冠军健康信念模型量表。数据分析中使用的检验方法有卡方检验、独立样本t检验和配对t检验。
传统讲授法后的平均知识得分从9.32±1.82提高到14.41±1.94（P<0.001），六顶思考帽法培训后从9.20±2.33提高到14.73±2.91（P<0.001）。确定两组培训前后的感知信心均有显著提高。接受STHM培训的学生在培训前以及培训后15天和3个月的BSE频率之间存在统计学显著差异（p<0.05）。另一方面，接受TLM培训的学生在培训前和培训后3个月的BSE频率之间存在统计学显著差异。
在两个培训组中，乳腺癌和BSE的知识以及信心感知的提高情况相似。为提高护理专业学生对乳腺癌的认识，可根据教材和资源的适用性选择传统讲授法或六顶思考帽法中的任何一种。
