The purpose of this study was to evaluate female nursing students' knowledge and attitudes regarding breast self-examination (BSE). The sample consisted of 175 nursing students from a university in Cyprus. We collected data via a questionnaire that included the Greek version of the Champion Health Belief Model scale and questions regarding the participants' demographic characteristics. More than half of the participants (58.3%) said that they were knowledgeable about BSE and 29.1% of them had been taught about it during their studies. Nevertheless, 59.9% reported never having performed BSE, while 40.1% had performed it at least once. Only 10.9% of the students performed BSE every month for more than a year. Self-confidence had a positive and significant correlation (0.86) with BSE frequency. Also, we found quite a low level of BSE knowledge and practice levels, and this highlights the need for establishing breast cancer prevention programs.

Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.Objectives: The overall purpose of this meta-analysis is to examine the impact of e-book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment.Methods: This meta-analysis includes experimental studies published between 2008 and 2021 with a target population of 3-8 year-olds (n = 2.317).Results and conclusions: Analyses indicated a small positive effect for e-books when compared with print books on language and literacy development [g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e-books and the development of code-related skills. However, no significant differences were found between e-book and print book reading in relation to story comprehension.Implications: Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e-books.

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