Improving Breast Cancer Prevention in Female Medical Staff via Education
Journal name: The Malaysian Journal of Medical Sciences
Original article title: Improving Breast Cancer Preventive Behavior among Female Medical Staff: The Use of Educational Intervention based on Health Belief Model
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Ameneh Eskandari- TORBAGHAN, Khadijah Kalan- FARMANFARMA, Alireza Ansari- MOGHADDAM, Zahra ZAREI
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The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: Improving Breast Cancer Preventive Behavior among Female Medical Staff: The Use of Educational Intervention based on Health Belief Model
Year: 2014
Copyright (license): CC BY 4.0
Summary of article contents:
Introduction
Breast cancer remains one of the most prevalent types of cancer affecting women globally, necessitating preventive measures such as early diagnosis through screening. This study focused on assessing the impact of an educational intervention designed according to the Health Belief Model (HBM) on breast cancer preventive behaviors among female employees of Zahedan University of Medical Sciences. The importance of preventive behaviors, such as regular breast self-examinations and mammograms, is underscored by the alarming statistics regarding breast cancer incidence and mortality, particularly in Iran, where many women are diagnosed at advanced stages of the disease.
The Impact of Perceived Barriers on Preventive Behaviors
The research revealed significant improvements in awareness and in constructs of the HBM, including perceived susceptibility, perceived benefits, and perceived barriers to breast cancer preventive behaviors within the intervention group, compared to the control group. One of the most noteworthy findings was that perceived barriers were the only predictors of positive behavioral changes; for each unit increase in perceived barriers, the participants’ behavior scores improved by 18%. This indicates that increasing awareness of the challenges related to screening can have a transformative effect on women’s willingness to engage in preventive health actions.
Conclusion
In conclusion, the study demonstrated that a structured educational intervention based on the Health Belief Model effectively enhanced knowledge and attitudes towards breast cancer preventive behaviors among female medical staff. The findings particularly highlight the significance of addressing perceived barriers to foster behavioral change. Implementing educational programs tailored to the needs and perceptions of women can significantly contribute to improved health outcomes in communities. Therefore, it is essential to continue utilizing the Health Belief Model in designing health education strategies aimed at promoting preventive behaviors in breast cancer.
FAQ section (important questions/answers):
What was the aim of the study described in the text?
The study aimed to determine the effects of an educational intervention using the Health Belief Model on breast cancer preventive behaviors among female employees.
What significant changes were observed after the educational intervention?
After the intervention, significant improvements were noted in awareness, perceived susceptibility, benefits, barriers, and behavior compared to the control group.
What methods were used to collect data in the study?
Data were collected using a validated questionnaire filled out before and one month after training; regression analysis and chi-square tests analyzed the data.
What was concluded about the Health Belief Model's effectiveness?
The study concluded that the Health Belief Model effectively increased knowledge and preventive behaviors related to breast cancer among participants, highlighting perceived barriers as key predictors of behavior change.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Improving Breast Cancer Prevention in Female Medical Staff via Education”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Cancer:
Cancer is a significant global health issue, characterized by uncontrolled cell growth. It poses serious challenges, including high mortality rates, particularly breast cancer among women. The prevalence of cancer necessitates the implementation of preventive measures, education, and regular screening, contributing to awareness and early detection strategies vital for improving patient outcomes.
2) Study (Studying):
The study mentioned played a crucial role in examining the effectiveness of educational interventions based on the Health Belief Model. By targeting female staff at a medical university, it aimed to enhance understanding and awareness regarding preventive behaviors for breast cancer, demonstrating the importance of evidence-based approaches in health education.
3) Table:
Tables are essential tools in research, enabling efficient data organization for comparison and analysis. In this context, tables present baseline characteristics, mean scores, and changes in constructs of the Health Belief Model before and after the intervention. This systematic representation enhances the clarity and interpretability of research findings.
4) Knowledge:
Knowledge plays a crucial role in health behaviors, particularly concerning breast cancer prevention. Effective educational programs aim to enhance participants' knowledge about breast cancer symptoms, risks, and preventive practices, fostering informed decision-making and encouraging proactive health-seeking behaviors, ultimately leading to better health outcomes and reduced mortality rates.
5) Education:
Education is a fundamental component of public health strategies aimed at promoting awareness and understanding of health issues. In the context of breast cancer, educational interventions utilize theories like the Health Belief Model to empower individuals, especially women, with information necessary for making informed health decisions and adopting preventive behaviors.
6) Training:
Training is pivotal in health education, providing individuals with the skills and knowledge to engage in preventive health behaviors. In this study, training focused on increasing awareness and knowledge about breast cancer, ultimately promoting practices like self-examination and screening, essential for early detection and reducing cancer-related mortality.
7) Disease:
Disease, specifically breast cancer in this context, poses a significant health challenge impacting women's lives worldwide. Understanding the nature of diseases and their risk factors is fundamental in health education, enabling individuals to recognize symptoms, seek timely medical consultation, and adopt healthy behaviors aimed at disease prevention.
8) Science (Scientific):
Science underpins medical research and health education strategies, providing evidence-based approaches to understanding diseases, their prevention, and treatment. In breast cancer research, scientific findings inform the development of effective educational interventions, enhancing knowledge and preventive behaviors among women, leading to improved outcomes and health practices.
9) Death:
Death, particularly from preventable diseases like cancer, underscores the importance of effective health education and interventions. Understanding the leading causes of death among populations informs public health strategies aimed at increasing screening and early detection, contributing to reduced mortality rates and improved overall health outcomes.
10) Muti (Mutri):
Moodi's role in the study contributes to understanding the psychological and social factors influencing health behaviors. Acknowledging and addressing emotional aspects can enhance educational interventions, making them more effective in promoting breast cancer awareness and preventive behaviors, ultimately leading to better health outcomes among participants.
11) Quality:
Quality of life greatly impacts individuals diagnosed with cancer. Education and awareness regarding preventive measures can enhance the quality of life by facilitating early detection and effective management of breast cancer, allowing women to experience better health outcomes and longevity through informed health behaviors.
12) Rules:
Rules in the context of health behavior refer to guidelines established based on research findings. These rules are essential for designing interventions that effectively educate individuals about breast cancer screening and preventive behaviors, ensuring participants understand the implications of their health-related choices.
13) Line:
Line signifies the critical path in health service delivery, particularly in preventive care. It highlights the importance of frontline workers, such as female medical staff, in disseminating knowledge about breast cancer and engaging the community in health promotion, ultimately strengthening the health care system.
14) Life:
Life is intrinsically linked to health education, particularly regarding disease prevention and management. Educational interventions aimed at increasing awareness about breast cancer can significantly influence the direction of individuals' lives by promoting proactive health behaviors and fostering informed health decisions that enhance longevity and quality of life.
15) Thalassemia:
Thalassemia, a genetic blood disorder, illustrates the significance of genetic factors in health. While not directly related to breast cancer, its mention highlights the broader context of genetic health issues. Understanding such conditions contributes to a holistic approach in health education, informing patients about cancer risks and encouraging regular screenings.
16) Reliability:
Reliability in research denotes the consistency and dependability of the study's instruments and data. The study's valid and reliable tools ensured data accuracy in assessing the effectiveness of educational interventions on breast cancer prevention behaviors, reinforcing the integrity and credibility of the research findings.
17) Perception:
Perception relates to how individuals view and understand health risks and preventive measures. In the study, addressing perceived susceptibility and barriers was crucial for motivating participants to engage in breast cancer preventive behaviors, ultimately impacting their health decisions and encouraging proactive attitudes toward health management.
18) Developing:
Developing effective educational interventions requires a thorough understanding of the target population's needs and behaviors. In this context, developing programs based on the Health Belief Model focused on enhancing awareness, knowledge, and practices related to breast cancer prevention among female medical staff, fostering a proactive health culture.
19) Attending:
Attending educational programs regarding breast cancer prevention is crucial for individuals, particularly healthcare providers. Engaging in such programs equips participants with essential knowledge and skills necessary to promote health awareness effectively within their communities, fostering a culture of prevention and care for breast cancer.
20) Mutation:
Mutation signifies genetic alterations linked to cancer development, including breast cancer. Although indirect in this study, understanding genetic mutations informs individuals about their risks for breast cancer, enhancing the focus on preventive measures and the importance of education in recognizing and managing such risks effectively.
21) Activity:
Activity, particularly physical activity, is associated with reduced cancer risk. The study emphasized educating participants about lifestyle factors, including exercise, that contribute to breast cancer prevention. Promoting active lifestyles plays a critical role in overall health and well-being, enhancing prevention strategies.
22) Teaching:
Teaching is a fundamental component of health education, aiming to convey critical knowledge about health risks and preventive behaviors. In this context, effective teaching methods were employed to educate participants about breast cancer symptoms and screening practices, empowering them to make informed health decisions and engage in preventive care.
23) Pregnant:
Pregnant women may require targeted educational interventions addressing unique health concerns, including cancer risks. While not explicitly covered in this study, understanding pregnancy-related health poses opportunities for tailored education focused on disease prevention, contributing to the well-being of both mothers and their children through informed health practices.
24) Family:
Family history is a significant factor in assessing breast cancer risk. Understanding familial genetic predispositions informs educational content and strategies aimed at increasing awareness among individuals about their risks, thereby enhancing the motivation for regular screenings and proactive health management.
25) Cula:
Chula signifies the Chulalongkorn University context, linking various health programs to broader community initiatives. Educational strategies developed within such frameworks promote awareness about breast cancer and empower healthcare providers to engage communities effectively in preventive health behaviors.
26) Diet:
Diet is a crucial aspect of overall health, with certain dietary habits linked to cancer risk. The study highlighted the importance of educating participants about healthy eating practices as a preventive measure against breast cancer, reinforcing the significance of nutrition in supporting health and well-being.
27) Hand:
Hand serves as a metaphor for proactive engagement in health practices, such as breast self-examination. Encouraging individuals to take their health into their own hands through regular screenings and self-exams is vital for early detection and effective management of breast cancer, emphasizing personal responsibility in health care.
28) Mud:
Mood and mental health directly influence individuals' engagement in health-promoting behaviors. Acknowledging emotional aspects is essential for effective health education, as improved emotional well-being can enhance motivation to participate in preventive measures, including breast cancer screenings and education about health risks.
29) Mental health:
Mental health is closely tied to physical health outcomes, including cancer. Addressing mental health concerns in educational interventions promotes a holistic approach, ensuring that individuals are equipped not only with knowledge about breast cancer prevention but also with strategies to manage emotional well-being effectively.
30) Discussion:
Discussion sections in research are critical for interpreting findings and reflecting on their implications. In this study, discussions emphasize the effectiveness of educational interventions based on the Health Belief Model in enhancing awareness and preventive behaviors for breast cancer, contributing to knowledge advancement and public health initiatives.
31) Account:
Accountability in health education fosters a sense of responsibility among individuals regarding their health. Encouraging participants to take ownership of their health decisions is vital in promoting preventive behaviors for breast cancer, integrating knowledge sharing with personal responsibility for informed health practices.
32) Reason:
Reasoning influences decision-making in health behaviors. In the context of breast cancer prevention, understanding the reasons behind an individual's health-seeking behaviors and engagement in screening programs is necessary for developing effective educational strategies, ensuring alignment with participants' motivations and needs.
33) Field:
Field represents the broader context of public health and medical education. Engaging professionals within this field aims to enhance understanding and skills related to disease prevention, particularly breast cancer, through research-backed strategies and community outreach, ultimately improving health literacy and patient outcomes.
34) Beta:
Beta coefficients in regression analysis quantify the strength of a relationship between predictors and outcomes. In this study, determining the beta values related to perceived barriers indicates their predictive power over preventive behaviors, guiding health educators to prioritize interventions addressing these barriers effectively.
35) Fear:
Fear often serves as a motivating factor for health-seeking behavior, particularly in the context of cancer awareness. However, excessive fear can also inhibit individuals from engaging in preventive measures. Understanding the role of fear in health education helps balance motivation with actionable strategies for preventive health behaviors.
36) Post:
Post refers to the period following the educational intervention, an essential phase for assessing outcomes and behavior changes. Evaluating the post-intervention measures illuminates the effectiveness of educational strategies in promoting breast cancer awareness and prevention, guiding future initiatives in public health education.
Other Health Sciences Concepts:
Discover the significance of concepts within the article: ‘Improving Breast Cancer Prevention in Female Medical Staff via Education’. Further sources in the context of Health Sciences might help you critically compare this page with similair documents:
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