Educational Interventions to Promote Cervical Cancer Screening among Rural Populations: A Systematic Review

Abstract

The urban–rural gap in cervical cancer screening uptake is a significant public health consideration. Educational interventions are commonly adopted to promote cervical cancer screening among females in rural areas; however, the characteristics and effectiveness of these educational interventions remain unclear. In this review, we aimed to identify the characteristics of educational interventions used in rural populations and to evaluate the effects of these interventions on cervical cancer screening-related outcomes. Seven English databases were searched in January 2022. Randomized controlled trials (RCTs) and quasi-experimental studies were included. The Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Randomized Controlled Trials and the JBI Critical Appraisal Checklist for Quasi-Experimental Studies were used for quality appraisal. RevMan 5.4 software was used for the meta-analysis. A narrative synthesis was conducted in instances where a meta-analysis was inappropriate. Three RCTs and seven quasi-experimental studies conducted in three countries were included. A social cognitive theory-based framework, the community setting, group sessions, healthcare professional-led approaches, and culture-tailored materials were implemented in the educational interventions for cervical cancer screening. The educational content mainly included basic information on cervical cancer screening, psychological issues, barriers and strategies to overcome them, and locally available resources. Educational interventions increased the knowledge and uptake of cervical cancer screening in the rural population. However, the studies only evaluated the short-term effects of these educational interventions, with the cervical screening behavior only being assessed in one instance for each participant. Educational interventions promote cervical cancer screening among females in rural areas. Theory-driven, community-involved, group-based, and healthcare professional-led approaches should be prioritized in the application of educational interventions in rural populations. Both the short- and long-term, influences of educational interventions on the cervical cancer screening behavior of females in rural areas need to be recognized.

Knowledge and acceptability of cervical cancer screening among female undergraduates in Babcock University Ilishan-Remo, Ogun State, Nigeria

“…We found a significant relationship between knowledge of CC screening and acceptability among female undergraduates of Babcock University. A systematic review of educational interventions to promote CC screening reported that educational interventions improved the knowledge and uptake of CC screening [26]. Furthermore, we found a significant relationship between the age of the respondents and their acceptance of CC screening.…”

Interventions to increase the uptake of cervical cancer screening in low- and middle-income countries: a systematic review and meta-analysis

“…However, the pooled effects of health education was not estimated and reported as the effectiveness are different based on the study setting, populations and the way of delivery [ 53 ]. Recently published systematic review reported that the effect of educational interventions among rural women increased the uptake of CCS (RR, 1.26, 95% CI 1.10 to 1.45; 2 studies, 663 women,; I 2 = 9%) [ 54 ]. A narrative review conducted among lower socioeconomic group in HICs reported that HPV self-testing can improve uptake of cervical cancer screening among lower socioeconomic groups.…”

A global perspective on cervical cancer screening: a literature review

“…19 While higher education and income levels were associated with higher uptake in different studies, a recommendation from a friend or healthcare professional was the most reported facilitator. 20 The uptake of cervical cancer screening can vary depending on several factors, such as access to screening services, awareness of the importance of screening, and individual beliefs and attitudes about the test. Universal emotional reasons include embarrassment, fear of the test and the results or poor previous experiences.…”