The Impact of Education on Knowledge Attitude and Practice of Breast Self-Examination Among Adolescents Girls at the Fiwasaye Girls Grammar School Akure, Nigeria

Ibitoye, Olabisi Fatimo; Thupayegale-Tshwenegae, Gloria

doi:10.1007/s13187-019-01595-2

Cited by 27 publications

(29 citation statements)

References 28 publications

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“…Upon intervention, their findings showed a significant increase in knowledge score from baseline to that which was obtained at postintervention (51%→95%, P <.001). This study also agrees with previous studies on the effect of both interventions in [22][23][24][25][26][27][28][29][30][31][32][33][34] increasing the students' perception.…”

Section: Discussionsupporting

confidence: 92%

Evaluating the Effect of Interventions on Breast Self-Examination Knowledge and Practice Among Adolescent Female Secondary School Students in Delta State, Nigeria

Amosu¹,

Mo²,

Do³

2021

CMJ

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Background: Adolescent females have reduced ability to self-detect breast abnormalities early. Improving their knowledge and practice of breast self-examination (BSE) will reverse this trend. Objective: This study evaluated the effect of two interventions on BSE knowledge and practice among in-school adolescent females in Delta State, Nigeria. Methods: A quasi-experimental research was conducted among ninety female secondary school students selected using a multistage sampling technique from three public secondary schools in the state. There were three groups: two experimental groups and a control. Experimental groups had BSE educational pamphlet alone (BPAM), and a combination of BSE pamphlet and BSE training (BPAME). The control group had a cervical cancer educational pamphlet. Participants were followed-up for eight weeks after the study implementation. Data analysis was done using SPSS version 23.0. Results: Mean age of respondents was 15.64 ± 1.33years. There was a significant difference in the respondents' level of BSE knowledge between baseline and 8 weeks follow-up (BPAM=5.20±2.28 to 21.56±1.85, t =29.44, 29 p<.05; BPAME=7.03±1.13 to 21.73±1.26, t =31.77, p<.05), and a significant difference in the level of BSE practice 29 between baseline and 8 weeks follow-up (BPAM 0.33±1.21 to 4.90± 1.56, t =13.25, p<.05; BPAME= 32.76±4.66 29 to 63.83±2.80, t =18.99, p<.05). Both interventions had same impact on BSE knowledge (Effect size ES=0.97, 29 p=0.000) but BPAME had a higher impact on BSE practice [(BPAM: ES=0.87, p=0.000) and (BPAME: ES=0.92, p=0.000)]. Conclusion: Both interventions had significant influence on the respondents' knowledge and practice of BSE but combined BSE pamphlet and training had more impact on BSE practice.

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Section: Discussionsupporting

confidence: 92%

Evaluating the Effect of Interventions on Breast Self-Examination Knowledge and Practice Among Adolescent Female Secondary School Students in Delta State, Nigeria

Amosu¹,

Mo²,

Do³

2021

CMJ

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“…A quasi-experimental research carried out among Nigerian adolescents used BSE pamphlets, and testing done 8 weeks later found an increase in BSE knowledge and perception [ 26 ]. Another publication from Nigeria demonstrated that a 45–60 minute educational session utilizing PowerPoint, video and demonstration of BSE resulted in a significant improvement in knowledge, attitude and the practice of BSE 8 weeks after intervention [ 27 ]. This study utilized students to act out a drama in order to make learning a collaborative experience.…”

Section: Discussionmentioning

confidence: 99%

The impact of a breast cancer educational intervention in Ghanaian high schools

et al. 2022

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Introduction Globally breast cancer is the leading cause of cancer with an estimated 2.3 million new cases and 685,000 deaths in 2020. Late presentation is the hallmark of breast cancer in Ghana for which ignorance and fear are the major reasons fuelled largely by myths and misconceptions. Breast cancer awareness and education needs to start early to bring about a change in knowledge, attitude and practices. However, Breast cancer awareness activities in Ghana have usually targeted adult women. This study assessed the impact of breast cancer education among adolescent high school girls in Ghana. Methodology A pre- post-test quasi experimental study was conducted at two senior high schools. A self-administered pre-educational questionnaire was followed by an educational intervention consisting of a drama, PowerPoint lecture, question and answer session and distribution of breast cancer information leaflets. After 3 months the same questionnaire was administered as a post-education test to assess the impact of the educational intervention. The total score for each domain was categorised into adequate knowledge > 50% and inadequate knowledge < 50%. Results The number of participants in the pre-test and post-test were 1043 and 1274; the median ages [IQR] were 16.0 [15.0–17.0] for both the pre and post-test students. General knowledge on breast cancer at pre-education (29.1%) improved to 72.5% (p < 0.001). Knowledge on signs and symptoms improved from 33.1 to 55% (p < 0.001); knowledge on risk factors improved from 55.3 to 79.2% (p < 0.001), and knowledge on breast self-examination and screening improved from 9.8 to 22.2% (p < 0.001). The overall performance of the students improved from 17.2 to 59.4% (p < 0.001). Conclusion There is inadequate knowledge about breast cancer and self-examination among senior high school girls in Ghana. Our breast cancer educational intervention was effective in improving general knowledge of breast cancer, risk factors, signs and symptoms and breast self-examination. The overall knowledge base improved from 17.2 to 59.4% 3 months post intervention, accompanied by an increase in the reported practice of breast self-examination and a greater belief that breast cancer is curable. This study has demonstrated the need for a school breast cancer educational program and that breast cancer education in high schools is effective.

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“…One such study did not use the peer education strategy. [23] In this study, our aim was to determine if peer education can improve the knowledge of in-school female adolescents with respect to BC and BSE respectively.…”

Section: Introductionmentioning

confidence: 99%

Improving knowledge about breast cancer and breast self examination in female Nigerian adolescents using peer education: a pre-post interventional study

et al. 2021

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Background Prevention of BC of which the cornerstone is creating awareness and early detection is important in adolescents and young women because of their worse outcomes. Early detection strategies such as mammography are currently beyond the reach of most women in sub-Saharan Africa.. Lack of awareness and late presentation contribute to the poor outcomes. Awareness creation among adolescents may result in modification of some risk factors for BC with adoption of healthy life styles including accessing early detection activities. This study determined the effect of peer education as a strategy to create awareness on BC and breast self examination (BSE) among in-school female adolescents in Benin City. Methods This was a pre-post interventional study carried out in October –December 2016 on female students of four secondary schools in Benin City. Pre-peer training, using a pre-tested self-administered questionnaire, knowledge about BC and BSE was assessed in about 30% of each school population. This was followed by training of 124 students selected from the schools (one student per class) as peer trainers. The peer trainers provided training on BC and BSE (the intervention) for their classmates. Within two weeks of peer training knowledge about BC and BSE was reassessed in 30% of each school population. Selection of students for assessment pre and post intervention was by systematic sampling. Correct knowledge was scored and presented as percentages. Chi square test, student t test and ANOVA were used to assess associations and test differences with level of significance set at p < 0.05. Results There were 1337 and 1201 students who responded to the pre and post-training questionnaires respectively. The mean BC knowledge score (20.61 ± 13.4) prior to training was low and it statistically significantly improved to 55.93 ± 10.86 following training p < 0.0001 Following peer training, statistically significant improvement (p 0.037- < 0.001) occurred in most knowledge domains apart from symptomatology. Pre-peer training 906(67.8%) students knew about BSE but only 67(4.8%). Significantly more students 1134(94.7%) knew about BSE following peer training. Conclusions Peer education strategy can be used to improve BC and BSE knowledge in adolescents. This strategy is low cost and could be very useful in low resource settings.

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The Impact of Education on Knowledge Attitude and Practice of Breast Self-Examination Among Adolescents Girls at the Fiwasaye Girls Grammar School Akure, Nigeria

Cited by 27 publications

References 28 publications

Evaluating the Effect of Interventions on Breast Self-Examination Knowledge and Practice Among Adolescent Female Secondary School Students in Delta State, Nigeria

Evaluating the Effect of Interventions on Breast Self-Examination Knowledge and Practice Among Adolescent Female Secondary School Students in Delta State, Nigeria

The impact of a breast cancer educational intervention in Ghanaian high schools

Improving knowledge about breast cancer and breast self examination in female Nigerian adolescents using peer education: a pre-post interventional study

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