BackgroundBreast cancer and cervical cancer are the most common cancers among women in the world. Many studies on the early detection of cancer have been conducted among women worldwide, but few studies have been performed in the world on female teachers regarding breast self-examination (BSE), mammography (MMG) and Pap smear test (PST). As teachers interact with students, this could play an important role in health education and in developing healthy behavior such as cancer screening. The main objective of this study was to evaluate the effect of a structured teaching program on breast and cervical cancer screening on the knowledge and practice of teachers. The other objective was to encourage teachers to transfer this knowledge to the women who attended their courses.MethodsSemi –experimental designs with pre-intervention, post-intervention and six month follow-up tests were used in this study. The data were collected from 37 volunteer teachers and their 64 volunteer students with a sociodemographic form, a questionnaire form for breast and cervical cancer, and a Transtheoretical Model of behavior change for BSE, MMG and PST. Behavior of the teachers related to BSE, MMG, PST was evaluated in pre-training and in the first, third and sixth months post-training, and the behavior of the students was evaluated with point follow-up in the sixth month.ResultsIn post-training, it was determined that the teachers’ knowledge of breast cancer increased from 11.70 ± 2.80 to 14.81 ± 3.22 and their knowledge of cervical cancer increased from 7.75 ± 5.60 to 17.68 ± 3.79. For BSE behavior, 47.8% of teachers were in the action and maintenance stage in pre-training, but this ratio was 81.1% in the sixth month post-training. For MMG behavior, all of the teachers were in the precontemplation stage in pre-training, and 38.9% of them were in the action and maintenance stage in the sixth month post-training. For PST, while 24.3% were in the action and maintenance stage in pre-training, this ratio was 45.9% in the sixth month post-training.ConclusionIt was determined that the behavior change for BSE, MMG, PST was positive. Similarly, knowledge transfer from teachers to students was also effective.Electronic supplementary materialThe online version of this article (10.1186/s12905-017-0478-8) contains supplementary material, which is available to authorized users.

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ÖzSavaşlar insanların ve toplumların çok fazla kayıplar vermesine neden olan olaylardandır. Geçmiş dönemlerde askerler, askeri mücadelenin yanı sıra bulaşıcı hastalıklarla da savaşmak zorunda kalmışlardır. Özellikle Birinci Dünya Savaşı döneminde askerler çiçek, tifo, tifüs, kolera, dizanteri gibi bulaşıcı hastalıklarla da savaşmışlardır. Bulaşıcı hastalıklardan korunmak için hijyen ve sanitasyon önlemlerinin yanında, o dönemin şartları doğrultusunda üretilmiş aşılama uygulamalarından da yararlanılmıştır. Aşılama uygulamaları ve askerlerin ön eğitimleri için tahaffuzhane kurulmuştur. Askerlerin yanı sıra, aşılama uygulamaları o dönemlerde yaralı askerlere primer bakım verici hekim, hemşire ve hasta bakıcılara da uygulanmıştır. Halka da bulaşıcı hastalıklardan korumak için aşılama uygulamaları yapılmaya çalışılmıştır. O dönem, aşı uygulamasına karşı ön yargılar oluşmuş ve aşı üretiminde de çok fazla aşı üretimi yapılamamıştır ve aşılama uygulamaları istenilen oranlara ulaşamamıştır. Anahtar Kelimeler: Savaş; aşı; hemşirelik AbstractWars are events that cause people and societies to lose too much. In the past, soldiers had to fight against infectious diseases as well as militants. Especially during the First World War, soldiers also fought against infectious diseases such as flowers, typhoid, typhus, cholera, dysentery. In addition to hygiene and sanitation measures to protect against infectious diseases, it was also used in vaccination applications produced in accordance with the conditions of that period. The vaccination station was established for vaccination and military training. In addition to the soldiers, vaccination applications were also applied to

ÖzSosyal, kültürel ve fiziksel olarak toplumu ve bireyleri etkileyen göç, sağlık ve sağlık değişkenleri üzerinde de çok önemli etkilere sahiptir. Göç süreci bedensel ve zihinsel sağlığı etkiler. Özellikle riskli gruplar içinde kadınlar bu süreçten daha fazla etkilenmektedir. Kadınların sağlık hizmetlerinden tam, eşit ve en yüksek standartlarda faydalanmalarını sağlamak, kadının insan haklarının tam olarak sağlanmasının temel koşullarından biri olmakla beraber göçmen annelerde yeni yaşama uyum, kültürel çevredeki değişimler ve sosyal destek eksikliği nedeniyle sağlık risklerinde artış olmaktadır. Sonuç olarak göç sonrasında kadınlar dil, beslenme, davranışlar yönünden yeni kültüre uyum sağlaması için desteklenmelidir.Anahtar Kelimeler: Göç, göçmenler, kadın, göçmen kadın, kadın sağlığı.* 06-09 Aralık 2012 1. Kıbrıs Uluslararası Eğitim Araştırmaları Kongresi'nde sözel bildiri olarak sunulmuştur.

Background Ageist and helping attitudes among undergraduate homecare students are a concern for educators, healthcare professionals and home care workers due to their potential to increase the marginalisation of older people and negatively impact quality of care. Objectives The current study evaluated the effect of extended contact with community‐dwelling older adults on the ageist and helping attitudes of home care students. Methods Fifty‐five students attending a public university in Turkey were randomly assigned to the intervention group (n = 27) or control group (n = 28). The intervention group received positive theoretical education and had extended contact with community‐dwelling older adults, while the control group only received positive theoretical education. Before and after the intervention, the students’ ageist attitudes were evaluated with Kogan's Attitudes towards Old People scale (KAOP) and helping attitudes were evaluated with the Helping Attitude Scale (HAS). Results There were statistically significant differences between pre‐ and post‐test mean KAOP total, positive ageism and negative ageism subscale scores in the intervention group (p < 0.05) and in KAOP negative ageism score in the control group (p < 0.05). HAS scores showed no significant post‐intervention change in helping attitudes in either group. Conclusion Extended contact with community‐dwelling older adults had a favourable influence on undergraduate health students’ ageism attitudes. These results suggest that contact with older adults may be an effective strategy to reduce ageism but may not increase helping behaviours. Implications for practice Positive contact experiences with community‐dwelling older adults can be used to reduce ageism in home care students.