Introduction
The female breast has been regarded as a symbol of beauty, sexuality and motherhood. Any actual (or) suspected disease (or) injury affecting breast tends to reflect the prevailing societal view of the breast. The threat of mutilation (or) loss of a breast may be devastating for the women because of psychosocial, sexual and body image implications significance associated with it.1 This may give a greater awareness of the condition of breasts. Breast exams may help identify potential breast problems. Breast exams, once thought essential for early breast cancer detection, are now considered optional. While other breast cancer screening tests have been proved to save lives, there's no evidence that breast exams can do this. What’s now stressed is breast awareness being familiar with the normal consistency of breasts and the underlying tissue, as well as inspecting the breasts for new changes.2
The best time to perform breast self examination is when the breasts are not tender or swollen. Because many women experience tenderness and lumpiness in their breasts prior to menstruation, breasts self examination should be performed after menses. Many health care providers advise women to perform a breast self examination regularly every month, on the day following their menstrual period.3
Breast self-examination (BSE) is a screening method used in an attempt to detect early breast cancer. The method involves the woman herself looking at and feeling each breast for possible lumps, distortions or swelling.bse was once promoted heavily as a means of finding cancer at a more curable stage, but large randomized controlled studies found that it was not effective in preventing death, and actually caused harm through needless biopsies and surgery.4
Need For The Study
Breast self examination is easily detected by adolescent girl so that the priority is given to teaching all girls how and when to examine their breast. It is estimated that only 25% - 30% of women perform breast self examination proficiently and regularly each month. Breast cancer is a common cause of cancer morbidity and mortality in women. breast self examination (examination of the breasts by the individual) or clinical breast examination (examination of the breasts by a doctor or a nurse) have been promoted for many years as screening methods to diagnose breast cancer at an early stage in order to decrease the risk of dying from breast cancer.5, 6, 7, 8
Many women feel that doing a breast self exam is an important part of their health care. It helps them learn how their breasts normally feel, so that if they find a lump they will know whether it is something to discuss with their health care provider. However, there is controversy about recommending breast self exams. .there is no evidence that doing breast self exams saves lives from breast cancer. Even getting a yearly exam is controversial, but many women and their health care providers feel that this is still an important part of breast cancer screening.9, 10, 11, 12
Objectives
To assess the knowledge of adolescent girls regarding breast self examination before and after the administration of structural teaching programme..
To find out the effectiveness of STP regarding Breast self examination on knowledge score.
To find out the correlation between knowledge score of adolescent girls regarding breast self examination
To determine the association between the demographic variables and knowledge of adolescent girls regarding breast self examination.
Hypothesis
H1: There will be significant difference between mean pre test and post test knowledge score on selected school of adolescent girls on BSE at the level of P<0.05
H2: There will be significant correlation between knowledge score of adolescent girls in selected schools of Indore.
H3: There will be significant association between the knowledge score and selected demographic variables of adolescent girls in selected schools of Indore.
Research Methodology
The methodology of research indicates the general pattern for organizing the procedure for gathering valid and reliable data for an investigation. This chapter deals with methodology adopted for development and evaluating of knowledge and attitude regardingbreast self-examination among adolescent girls in selected schools of Indore (M.P.)". It included the research approach, research design, sample size, sampling technique development of tool, pilot study data collection procedure, plan for data analysis for determining the effectiveness of intervention.
Research approach
The present study was aimed at developing the effectiveness of knowledge of adolescent girls regardingbreast self-examination. The research method adopted for the study was an evaluative approach.
Research design
For the present study a one group pretest posttest research design is used The design can be presented as:
Variable under study
Variables are an attribute of a person or object that varies, that is takes on different values.
Independent variables
Independent variables are the presumed cause for resulting effect on the dependent variables. In this study the independent variables is the structured teaching programme regarding breast self examination.
Setting of The Study
The study was conducted in Maharishi Vidhya Mandir, Indore (M.P.).
Population
The population of present study comprised of all adolescent girls who studying in Maharishi Vidhya Mandir, Indore (M.P.).
Sampling Technique
Purposive sampling technique
The written permission was taken from the Principal of Maharishi Vidhya Mandir, by the researcher to conduct the study. In this study adolescent girls who studying adolescent girls who studying in Maharishi Vidhya Mandir, Indore (M.P.).
Plan For Data Analysis
A master data sheet was prepared to complete the data by the investigator Demographic data containing selected sample characteristics was analyzed using frequency and percentage distribution. Mean and standard deviation of pre-test and posttest knowledge score. Chi square test for association would be to find out the significant association between the pre-test scores knowledge of adolescent girls and selected demographic variables. Paired t test to determine the significant difference between mean pretest score and mean post test score of knowledge and attitude regarding adolescent girls regarding breast self examination.
Result
Distribution of adolescent girlsaccording to demographic variables
Table 1
Distribution of adolescent girls according to demographic variables (N=60)
The above table shows the distribution of Adolescent Girls according to demographic variables.
Table 2
Section 4.2: Distribution of adolescent girls according to pretest and posttest knowledge score (N=60)
|
S. No. |
Knowledge Score |
Pretest |
Posttest |
|||
|
Number |
Percentage |
Number |
Percentage |
|||
|
1. |
Poor |
(0-09) |
13 |
21.7 |
0 |
0.0 |
|
2. |
Fair |
(10-18) |
47 |
78.3 |
4 |
6.7 |
|
3. |
Good |
(19-28) |
0 |
0.0 |
56 |
93.3 |
|
|
Total |
|
60 |
100.0 |
60 |
100.0 |
The above table shows the distribution of Adolescent girls according to pretest and posttest knowledge grading.
The knowledge questionnaire had 28 questions. Only option was correct. For each correct answer 1 mark was given and for each wrong answer 0 mark was given. Thus, a adolescent girls can obtain a minimum of 0 marks and a maximum of 28 marks. These 28 marks were further graded as Poor (0-09 marks); Fair (10-18 marks) and Good (19-28 marks). In the pretest, 13 (21.7%) adolescent girls obtained poor knowledge grade, 47 (78.3%) obtained fair knowledge grade.
Then the adolescent girls were given intervention and then the same set of knowledge questionnaire was re-administered. In the post test, none of the adolescent girls obtained poor knowledge grade, 4 (6.7%) obtained fair knowledge grade and majority of them 56 (93.3%) adolescent girlsobtained good grade. Thus, the intervention was very helpful in improving the knowledge grade of the adolescent girls.,
In Figure 2 the pre test post test knowledge score before intervention, there were 21.7 % adolescent girlswho had obtained poor knowledge grade, 78.3 % adolescent girlswho had obtained fair knowledge grade , and after intervention post test grade of adolescent girls (6.7%) had obtained fair knowledge and (93.3%) had obtained good knowledge grade and thus, the intervention was very helpful in upgrading the knowledge score of these adolescent girls.
Section 4.3: Comparison of pretest and posttest knowledge score
Table 3
Comparison of pretest and posttest mean knowledge score (N=60)
|
Knowledge Score |
Mean |
SD |
‘t’ Value |
P value |
|
Pretest |
12.50 |
3.26 |
18.634, df=57 |
0.000* |
|
Posttest |
23.20 |
2.49 |
Table 4
Association ofpretest knowledge score with age of menstrual cycle (N=60)
Table 5
Association of pretest knowledge score with previous knowledge (N=60)
The above table shows the comparison of mean pretest and posttest knowledge score. The mean pretest knowledge score was 12.50 ± 3.26, while in the posttest it was 23.20 ± 2.49. The difference was found to be statistically significant (p<0.05), showing a higher mean knowledge score in the posttest. Thus, the intervention was very helpful in improving the mean posttest knowledge score.
In Table 3 the mean knowledge score before intervention was 12.5 and after intervention 23.2 paired ’ t’ test was applied to find out the statistical difference in the mean knowledge scores. The ‘t’ value obtained was -18.634 with a degree of freedom of 57. P value obtained was <0.000 which is statistically significant.
Association between demographic variables and knowledge score
There was no statistically significant association seen between pretest knowledge grade and Family Income per month (c2 = 1.936, df=3, p value = 0.586, Not significant) showing that the pretest knowledge score is independent of the Family Income per month.
The above table shows the association between pretest knowledge score and Age of Menstrual Cycle.
There was no statistically significant association seen between pretest knowledge score and Age of Menstrual Cycle (c2 = 1.42, df=1, p value = 0.04, significant) showing that the pretest knowledge grade is independent of Age of Menstrual Cycle of the Adolescent girls.
The above table shows the association between pretest knowledge score and previous knowledge about breast self -examination.
There was o statistically significant association seen between pretest knowledge score and previous knowledge about breast self- examination (c2 = 5.863, df=1, p value = 0.015, Significant) showing that the pretest knowledge grade is dependent on the previous knowledge about the breast self- examinationof the Adolescent girls.
Conclusion
On the whole, carrying out the present study was really an enriching experience to the investigator. It also helped a great deal to explore and improve the knowledge of the researcher and respondents. the constant encouragement and guidance by the guide ,personnel cooperation ,support and respondent interest in participating in the study contributed to the fruitful completion of the study.
