Department of Maternal and Child Health, Faculty of Nursing, Bowen University, Iwo, Nigeria.
Department of Nursing, Bowen University Teaching Hospital, Ogbomoso, Nigeria.
BMC Cancer. 2024 Sep 27;24(1):1183. doi: 10.1186/s12885-024-12949-5.
Teaching effective methods for breast self-examination (BSE) to adolescent females is essential for promoting early detection and improving outcomes in breast cancer management. This study therefore aimed to compare two pedagogical tools for teaching BSE among adolescent females.
A quasi-experimental design with a group for pre- and post-intervention tests was adopted. The sample included 970 female senior secondary school class I-III students. The Yamane formula was used to determine a sample size of 276. Pre- and post-intervention data were collected using an observation checklist for practice and a validated questionnaire with a Cronbach's alpha coefficient of 0.76 for knowledge of BSE. A proportionate stratified random sampling technique was used to determine the number of participants for each group. Among the 276 participants, 161 were taught the traditional method (TM), i.e., a lecture, and 115 were taught using the modern method (MM) by watching a podcast that contained BSE lessons. Post-intervention data were collected after six weeks. The data were analysed using descriptive and inferential statistics at a 5% level of significance to compare the effectiveness of the methods.
The findings of this study showed that the participants' mean ages across the two methods were 15.49 ± 1.65 and 15.43 ± 1.40 years for the traditional method (TM) and modern method (MM), respectively. Pre-intervention mean BSE knowledge scores in both the TM and MM groups were 8.19 ± 3.17 and 8.31 ± 2.39, respectively, and BSE practice scores were 7.17 ± 2.48 and 6.44 ± 2.75, respectively. Post-intervention knowledge mean scores in both the TM and MM groups increased to 13.75 ± 4.09 and 16.92 ± 2.91, respectively, and post-intervention practice scores increased to 13.06 ± 2.74 and 15.68 ± 3.12, respectively.
This study revealed that both teaching methods were effective at teaching breast self-examination among female adolescents; nevertheless, modern methods are more effective at teaching breast self-examination among female adolescents.
教授青少年女性有效的乳房自我检查（BSE）方法对于促进早期发现和改善乳腺癌管理的结果至关重要。因此，本研究旨在比较两种教授青少年女性 BSE 的教学工具。
采用预-后干预测试的准实验设计。样本包括 970 名高中一至三年级的女学生。采用 Yamane 公式确定 276 名样本量。使用练习观察检查表和经过验证的问卷收集预-后干预数据，BSE 知识的 Cronbach's alpha 系数为 0.76。采用比例分层随机抽样技术确定每组的参与者人数。在 276 名参与者中，161 名接受传统方法（TM）教学，即讲座，115 名通过观看包含 BSE 课程的播客接受现代方法（MM）教学。六周后收集干预后的数据。使用描述性和推断性统计分析，以 5%的显著性水平比较方法的有效性。
本研究发现，两种方法的参与者平均年龄分别为 15.49±1.65 岁和 15.43±1.40 岁，传统方法（TM）和现代方法（MM）。TM 和 MM 组的干预前 BSE 知识平均得分分别为 8.19±3.17 和 8.31±2.39，BSE 实践得分分别为 7.17±2.48 和 6.44±2.75。TM 和 MM 组的干预后知识平均得分分别增加到 13.75±4.09 和 16.92±2.91，干预后实践得分分别增加到 13.06±2.74 和 15.68±3.12。
本研究表明，两种教学方法都能有效教授青少年女性乳房自我检查；然而，现代方法在教授青少年女性乳房自我检查方面更为有效。
