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An Evaluation of Comparative Strategies for Teaching Breast Self- Examination Edith Cowan University Research Online Theses: Doctorates and Masters Theses 1-1-1991 An evaluation of comparative strategies for teaching breast self- examination Julia Agars Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Other Nursing Commons Recommended Citation Agars, J. (1991). An evaluation of comparative strategies for teaching breast self-examination. https://ro.ecu.edu.au/theses/1126 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/1126 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. USE OF THESIS The Use of Thesis statement is not included in this version of the thesis. AN EVALUATION OF COMPARATIVE STRATEGIES FOR TEACHING BREAST SELF-EXAMINATION BY Julia Agars Dip.H.Sci(Nurs), B.H.Sci(Nurs)Hons. A Thesis Submitted in Total Fulfilment of the Requirements for the Award of Master of Health Science (Nursing) at the School of Nursing, Edith Cowan University Westero Australia Date of Submission 18.11.91 i) ii. ABSTRACT This study addresses the issue of breast self-examination (BSE) in female nurses, as nurses who perfonn BSE are more li!<ely to promote BSE to their clients. The purpose of the study is twofold: frrst, to assess the effects of three alternative methods of BSE instruction on nurses' BSE practice; and second, to detennine the influence of nurses' health beliefs on their practice of BSE. Previous studies have indicated that various te,aching strategies have improved BSE practice. However, the three methods of BSE instruction to be assessed in this study which includes booklet with written instruction, fUm and group discussion, and one~to-one discussion, modeling and rehearsal have not been previously researched collectively in a single study. The study is guided by the Health Belief Model (HBM) which attempts to explain preventative health behaviour in tenns of attitudes, values and beliefs. The following hypotheses have been fonnulated for investigation: (a) there will be a significant difference in the effectiveness of BSE practice in the experimental groups at follow-up twelve weeks post iotervention; and (b) the health belief scores of nurses who do practise BSE will be higher than the health belief scores of nurses who do r.ot practise BSE. Usiog a quasi-experimental design the study drew a non-random convenience sample of 166 nurses from four hospitals in W.A. The effect of alternative methods of BSE instruction were evaluated to identify the optimum method for increasiog the effectiveness of BSE practice in the study sample. A self­ administered pretest and follow-up questionnaire was employed to measure the practice of BSE, the nurses' health beliefs and other modifying variables. To iii. detennine if any of the methods of instruction increase nurses' health beliefs, a posttest subset of questions was administered one week following each of the designated interventions. The findings of the research lend support to both hypotheses. Although the results demonstrated that each method of BSB instruction produced a significant improvement in the technique of BSB (n < .0001), the nurses involved in the fJim and discussion had the greatest improvement in proficiency. At follow-up, the health belief scores of nurses who practised BSB were significantly higher than the nurses who did not practise BSB (n < .0001). Significant predictors for the prnctice of BSB were the HBM variableo 'perceived barriers' (n < .0005) at pretest and 'perceived susceptibility' (n < .05) at follow-up. The incidence of BSB prnctice was found to be significantly higher in the older nurses (n < .05). Using a reminder to prnctise BSB was sigoificantly associated with effective BSE practice <n < .0001). The implications for nursing prnctice are that nurses may be successfully encoumged to practise effective BSB through implementation of a film and group discussion, a strategy which has potential for reaching a large number of women. The study fmdings also suggest that nurses may he •.ble to develop a variety of effective strategies to promote and reinforce breast health in their clients. iv. DECLARATION ''"I certify that this thesis does not incorporate, without acknowledgement, any material previously submitted for a degree or diploma in any institution of higher education aud that, to the best of my know ledge and belief, it does not contain any material previously published or written by another person except where due reference is made in the text". v. ACKNOWLEDGEMENTS The author wishes to gratefully acknowledge the following people who assisted in the com!Jletion of this thesis; ,. Dr Anne McMurray for her guidance and support as principal supervisor. Claudette Kelly for her supervision and Arnaud< Blackmore for assistance with data analysis and revision of the results discussion. · all of the nurses who participated in the study. - Miriam Cullen, Curalie Hill, Nola Hingston, Helen Noble, Paul Rowell, Robyn Symonds, and Sharon Veness for their support at the various study hospitals. - Cameron and Patricia Agars, my parents, for their continued love and support. - my husband, John Arbuckle, whose patience and understanding was much appreciated. vi. TABI.E OF CONTENTS Page No. Abstract iv. Acknowledgements v. List of Appendices xi. List of Tables xii. List of Fignres xiii. Chapter I. INTRODUCTION 1. 1.1 Background 2. 1.2 Purpose of Study 3. 1.3 Hypotheses 3. 1.4 Research Questions 3. 1.5 Definitions of Major Variables 4. 1.6 Organisation of Study 6. II. LITERATURE REVIEW 7. 2.1 Introduction to chapter 7. 2.2 Breast Cancer '7. 2.2.1 Epidemiology 7. 2.2.2 Aetiology and Risk Factors 8. 2.2.3 Pathology II. 2.2.4 Prognostic Factors 12. 2.2.5 Staging 14. 2.2.6 Diagnosis 15. 2.2.7 Summary of Breast Cancer Literature 16. ·y 2.3 Breast Cancer Screening 17. vii. Chapter Page No. 2.4 Types of Screening Available 17. 2.4.1 mtrasound 17. 2.4.2 Thennograpby 18. 2.4.3 Transillumination Light Scanning 19. 2.4.4 Magoetic Resonance Imaging 19. 2.4.5 Computerised Tomography 20. 2.4.6 Immunological Technique 20. 2.5 Manunography 21. 2.5.1 Mammographic Research Trials 22. 2.5.2 Benefits of Mammography 26. 2.5.3 Disadvantages of Mammography 27. 2.5.4 Mammography Costs and Recommended Intervals of Screening 28. 2.5.5 Side Effects 29. 2.5.6 Availability of Mammograms .30. 2.6 Summary of Breast Cancer Screening Literature 31. 2.7 Clinical Breast Examinations 32. 2.8 Breast Self-Examination 33. 2.8.1 Advantages of BSE 33. 2.8.2 Disadvantages of BSE 34. 2.8.3 The Value of BSE as a Screening Method 35. 2.8.4 Summary of BSE Literature 37. 2.9 Evaluation of BSE Modeling and Teaching Methods 38. 2.9.1 BSE Pamphlet I Booklet 38. 2.9.2 Breast Models 39. 2.9.3 Film and Discussion 41. 2.9.4 Group and One-to-one Instruction 42. 2.9.5 Prompting Stratr,gies 44. 2.9.6 Mass Education Campaigos 45. viii. Chapter Page No. 2.9.7 Combination of Teaching Strategies 46. 2.9.8 Limitations of Studies 46. 2.10 Nurses Personal and Professional BSB Practice 47. 2.11 Nurses Role in BSE Education 49. 2.12 Chapter Summary 51. m. THEORETICAL FRAMEWORK 52. 3.1 Introduction to Chapter 52. 3.2 Health Belief Model (HBM) . 52. 3.3 Social Learning Theory (SLT) 55. 3.4 Comparison of the HBM and SLT 59. 3.5 Chapter Summary 60. IV. METHODS AND PROCEDURES 62. 4.1 Design 62. 4.2 Subjects 62. 4.3 Setting 64. 4.4 Ethical Considerations 64. 4.5 Instrumentation 65. 4.6 Validity and Reliability 67. 4. 7 Data Collection 69. 4. 8 Assumptions 71. 4.9 Limitations 71. v. RESULTS 73. 5.1 Introduction 73. 5.2 BSB instruction and BSB Practice 73. 5.3 Health Belief Scores and BSB Practice 76. 5.3.1 Health Beliefs and BSB Instruction 76. ix . Chapter Page No. 5.3.2 The effect of type of BSE instruction ;:, on nurses' health beliefs 78. .,, 5.3.3 The effect of type ofBSE instruction i! ':\ on individual health belief model variables 79. 5.4 Cues for BSE Practice 80. 5.5 Confidence aod BSE Effectiveness 82. 5.6 Age aod BSE Practice 82. 5. 7 History of Breast Disease aod BSE Practice 83. 5.8 BSE aod Nursing Designation 83. 5.9 First Awareness of BSE 84. 5.10 Reasons for Non-Practise ofBSE 84. VI. DISCUSSION 87. 6.1 Summary of Study 87. 6.2 Major Findings 88. 6.2.1 BSE Practice 88. 6.2.2 The Influence of Teaching Strategies on BSE Practice 89.
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