MPH 515 Principles of Health Behavior Dr Kimberly Brodie October 22 2013 Test Your Breasts Learning Objectives Increase awareness of breast cancer All levels of society ie family friends general public medical professional community ID: 590961
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Slide1
Lindsay Abrigo
MPH 515 – Principles of Health Behavior
Dr. Kimberly Brodie
October 22, 2013Slide2
Test Your Breasts Learning Objectives
Increase awareness of breast cancer
All levels of society (i.e. family, friends, general public, medical professional community)
Emphasize importance of early detection
Education and implementation
Provide necessary information and basic knowledge
Gain understanding of breast cancer
Educate proper technique for breast self-examsSlide3
Target Population
Teenage girls aged 17-18
years
High
school
seniors
Attend a private
, Catholic high
school
Approaching age for having annual exams with gynecologist including clinical breast exam
Become familiarized with their bodies
Know what is normal for them
Learn how to perform breast self-examsSlide4
Instructional Methods
“Test Your Breasts” Questionnaire
Distributed at the start of the program
Identifies participants who are related to/know of someone who has/has had and beat/died of breast cancer
Questions focused on knowledge of breast cancer/BSE, how/where knowledge was gained, individuals’ belief of risk, and susceptibility
Lecture Presentation
Delivers information about breast cancer: types/stages of
rbeast
cancer, early detection and screening, risk factors, and step-by-step guide to preform BSE (Instructional handout with steps provided)
Informational Brochure
Distributed during presentation and is supplemental to the BSE handout with step-by-step instructionsSlide5
Instructional Methods
“Test Your Breasts” Reminder
Cards
Step-by-step to perform BSE and reminds participants of its importance
Quick, easily accessible, efficient, convenient
Easily distributed to friends/families of participants
Door
Hanger
Displays statistics of breast cancer, can be displayed anywhere, and serves as another reminder
Place it wherever they choose and serves as another reminder tool
“
Breastology
Bag
”
Provided to eat participant at start of the program
Teaches participants how to feel for changes in their breasts and how to properly perform BSE
Mammary
Game
Designed similar to the game Jeopardy
Test participants’ learned knowledge gained through lecture/how well they retained information
“Test Your Breast Knowledge”
Assessment
Final to determine how much information was retained/understood
Reassesses each participants’ risk perception and readiness to make intended behavioral changes
Assesses each participants’ confidence in performing BSESlide6
Overview of Breast Cancer
Uncontrolled growth of breast cells that undergo a mutation or abnormal change
1 out of 8 women in the United States will develop breast cancer
In 2007, CDC states 202,964 women were diagnosed with breast cancer
40,598 of those women died
Women with a family history of breast cancer are two to three times more likely to develop breast cancerSlide7
Breast Self-Exams (BSE)
Option for females starting in their 20s
Checking breasts for lumps or changes
Looking and feeling
70% of all breast cancers found through self examsSlide8
How to Perform BSE
How to test your breasts
Apply different amounts of pressure
Three patterns to examine breast
What to look for when you Test Your Breasts
Lumps
or thickening
Puckering
Inflammation
Nipple discharge
When to Test Your Breasts
Standing
up
Laying downSlide9
Application of Health Belief Model
Perceived Susceptibility
Participant’s opinion of getting breast cancer
Questionnaire determines which participants have a family history or know of someone who has, has had, or died of breast cancer
Lecture discusses risk factors, symptoms, causes, and incidence
Perceived Severity
Participant’s opinion of the seriousness/consequences of breast cancer
L
ecture discusses consequences/risk of getting breast cancer
Perceived Benefits
Participant’s belief in efficacy of BSE to reduce risk/know how their breasts feel normally
Lecture explains how/when/where to perform BSE
Brochure/other materials emphasize importance of performing BSESlide10
Application of Health Belief Model
Perceived Barriers
Participant’s opinion of costs/barriers of performing BSE
Lecture allows participants to engage/share concerns/ask questions
Encourage others to get involved
Cues to Action
Strategies used to activate participant’s readiness to perform BSE
Brochure and handout provides step-by-step instructions on performing BSE
Reminder cards will remind participants and family/friends of the importance to perform BSE and promote awareness
Self-efficacy
Participant’s confidence in their ability to take action
Instructions train each participant on properly performing BSESlide11
Breast Self-Exams in Current Practice
Health Belief Model used as framework to guide formative research of risk perception for breast cancer
Silk et al. (2006)
Adolescent females/adult females in 4 Michigan counties
10 focus groups conducted/analyzed based on HBM
Adolescent and mother groups recognized gender and heredity as relevant risk factors related to susceptibility
D
etection as a strategy to decrease severity of breast cancer
Adolescent girls expressed more about efficacy issues
Mothers focused significantly more on role of government and industry in breast cancer prevention and treatmentSlide12
Breast Self-Exams in Current Practice
Descriptive, cross-section study
Karayurt
,
Özmen
, and
Çetinkaya
(2008
)
Target population: High school students at vocational high school for girls in Turkey, 2006-2007 academic year
718 female students
Investigate knowledge and practice of BSE
Determine knowledge of risk factors for breast cancer
Instruments used for data collection:
Sociodemographic
charactistics
data form
Knowledge of BSE and risk factors for breast cancer form
BSE practice formSlide13
Breast Self-Exams in Current Practice
6.7% performed BSE monthly; 20.3% irregularly
Female high school students had little knowledge of:
Risk factors for breast cancer
Appropriate time for BSE
Proper technique for performing BSE
Frequency of performing BSE
Most common reasons for not performing BSE:
“Not knowing how to perform BSE”
“Not expecting to get breast cancer”
“Not having a close relative with breast cancer”
Most widely known risk factors:
Personal history of breast cancer
Family history of breast cancerSlide14
Recommendations
Although breast cancer in teens in rare, it is important for teenage girls to start thinking about breast cancer
Symptoms, risks, causes, and incidence
Teens must take necessary steps and precautions
Become familiar with their bodies, particularly their breasts
Know what is normal for them
These young women will be the first to recognize a difference
BSE education should be taught to teenage girls and further encouraged by medical professionals
How to properly perform BSE and what to look forSlide15
Conclusion
Instructional methods selected specifically for target population and successfully delivered intended messages:
Informing females in high school about breast cancer symptoms, causes, and risk factors
Emphasizing importance of performing BSE
Encouraging and promoting good health behaviors
Carry into adulthood and pass on to others
Program participants were able to confidently perform BSE according to step-by-step instructions provided
Participants more knowledgeable about necessity of performing BSE
Involve other female family and friends by utilizing the materials provided during program