The Effect of Peer Education on University Students' Breast Self-Examination and Health Beliefs: Quasi-Experimental Study

Abstract

Aim: To assess the impact of peer education on university students' self-breast examination (BSE) practices and their health beliefs. Materials and Method: A single-group pretest-posttest quasi-experimental study was conducted. The study population comprised 560 first and second-year nursing students enrolled at Dokuz Eylül University Faculty of Nursing. Data collection instruments included a "Descriptive Information Form," Champion's Health Belief Model Scale (HBM), and a breast HBMulation model. Peer educators received five weeks of theoretical and practical training facilitated by the Peer educators have had their peers fill out data collection forms, explained self-breast examination using a breast HBMulation model, and sent reminder videos and brochures online twice a week. Post-tests were administered to students six weeks after the training. Dependent groups t-test and McNemar tests were used in the data analysis. Results: Upon comparing students' BSE performance before and after training, a statistically significant difference was observed (p<0.001). However, there was no statistically significant difference in participants' perceptions of the sensitivity and seriousness of HBM before and after BSE training (p > 0.05). In contrast, there was a statistically significant difference in university students' perceptions of HBM related to motivation, perceived benefits, obstacles, and self-efficacy before and after the training (p < 0.005). Conclusion: Peer education had a positive effect on students' ability to conduct breast self-examinations. Moreover, students' health beliefs regarding motivation, perceived benefits, obstacles, and self-efficacy related to breast self-examination improved following the training and peer education to enhance both BSE practices and health beliefs among university nursing students.

Keywords

• Self breast examination
• Peer education
• Health Belief Model.

Akran Eğitiminin Üniversite Öğrencilerinin Kendi Kendine Meme Muayenesi Yapma Durumları ve Sağlık İnançlarına Etkisi: Yarı-Deneysel Araştırma

Abstract

Amaç: Akran eğitiminin üniversite öğrencilerinin kendi kendine meme muayenesi yapma durumlarına ve sağlık inançlarına etkisinin belirlenmesidir. Yöntem ve Gereçler: Tek gruplu ön test-son test yarı deneysel bir araştırmadır. Dokuz Eylül Üniversitesi Hemşirelik Fakültesinde birinci ve ikinci sınıfta öğrenim gören hemşirelik öğrencileri (560) çalışmanın evrenini oluşturmaktadır. Verilerin toplanmasında, “Tanımlayıcı Bilgi Formu”, “Champion’un Sağlık İnanç Modeli Ölçeği (SİM) ve meme HBMülasyon maketi kullanılmıştır. Araştırmacı tarafından akran eğitimcilere beş hafta süren teorik ve pratik eğitim verilmiştir. Verilerin değerlendirilmesine bağımlı gruplarda t test ve Mc nemar testi kullanılmıştır. Bulgular: Öğrencilerin eğitimden önce ve sonra KKMM yapma durumları karşılaştırıldığında istatistiksel olarak anlamlı bulunmuştur (Mc nemar: 74.112, p>0.000). Katılımcıların KKMM eğitimden önce ve sonra SİM duyarlılık, ciddiyet algılarında istatistiksel olarak anlamlı bir fark bulunmamıştır (p>0.05). Fakat üniversite öğrencilerinin eğitimden önce ve sonra SİM motivasyon, yarar, engel ve öz-etkililik algılarında istatistiksel olarak anlamlı bir fark saptanmıştır (p<.005). Sonuç: Öğrencilerin akran eğitimi ile kendi kendine meme muayenesi yapma durumları eğitim öncesine göre artmıştır ve kendi kendine meme muayenesine yönelik sağlık inançlarından motivasyon, yarar, engel ve özetkililik algısında da da eğitim öncesine göre artış saptanmıştır.

Keywords

• Kendi kendine meme muayenesi
• Akran eğitimi
• Sağlık inanç modeli.

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