Volume 13, Issue 1 (2025)
Health Educ Health Promot 2025, 13(1): 1001-1012 |
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Veriza E, Abbasiah A, Nopindra A, Widdefrita W. Impact of Educational Interventions on Students Cognitive, Affective, and Psychomotor Abilities in Detecting Breast Cancer Risk in Jambi City High Schools. Health Educ Health Promot 2025; 13 (1) :1001-1012
URL: http://hehp.modares.ac.ir/article-5-79039-en.html
URL: http://hehp.modares.ac.ir/article-5-79039-en.html
1- Department of Health Promotion, Health Polytechnic of Jambi, Jambi, Indonesia , verizaervon8@gmail.com
2- Department of Health Promotion, Health Polytechnic of Jambi, Jambi, Indonesia
3- Department of Health Promotion, Health Polytechnic of Padang, Padang, Indonesia
2- Department of Health Promotion, Health Polytechnic of Jambi, Jambi, Indonesia
3- Department of Health Promotion, Health Polytechnic of Padang, Padang, Indonesia
Abstract: (31 Views)
Aims: This study aimed to examine the impact of individual factors, attitudes, skills, and school roles on students' ability to identify the risks associated with the signs and symptoms of breast cancer through the Breast Self-Examination Education Program (SADARI).
Methods: This study utilized an analytic observational design with a cross-sectional approach. A total of 70 students from two high schools in Jambi City were selected through proportional sampling and divided into an intervention group (n = 35) and a control group (n = 35). Data collection involved the use of structured questionnaires and direct observation through skill assessment sheets. Statistical analysis was conducted using paired t-tests and independent t-tests.
Findings: The intervention group exhibited significant enhancements across knowledge, attitudes, skills, and school role scores following the implementation of the program. Specifically, mean knowledge scores increased from 52.0 ± 4.7 to 69.7 ± 9.8 (p < 0.0001), attitudes improved from 52.2 ± 4.9 to 71.1 ± 11.0 (p < 0.0001), and skills rose from 56.0 ± 9.1 to 73.1 ± 11.1 (p < 0.0001). Comparative analysis of post-intervention outcomes between the intervention and control groups further demonstrated statistically significant differences (p < 0.0001), underscoring the efficacy of the SADARI educational program in strengthening students’ capabilities to identify the risks associated with breast cancer.
Conclusion: The SADARI education program proved effective in enhancing students' knowledge, attitudes, skills, and school role support. This intervention is a recommended strategy for promoting early detection of breast cancer among adolescent students.
Methods: This study utilized an analytic observational design with a cross-sectional approach. A total of 70 students from two high schools in Jambi City were selected through proportional sampling and divided into an intervention group (n = 35) and a control group (n = 35). Data collection involved the use of structured questionnaires and direct observation through skill assessment sheets. Statistical analysis was conducted using paired t-tests and independent t-tests.
Findings: The intervention group exhibited significant enhancements across knowledge, attitudes, skills, and school role scores following the implementation of the program. Specifically, mean knowledge scores increased from 52.0 ± 4.7 to 69.7 ± 9.8 (p < 0.0001), attitudes improved from 52.2 ± 4.9 to 71.1 ± 11.0 (p < 0.0001), and skills rose from 56.0 ± 9.1 to 73.1 ± 11.1 (p < 0.0001). Comparative analysis of post-intervention outcomes between the intervention and control groups further demonstrated statistically significant differences (p < 0.0001), underscoring the efficacy of the SADARI educational program in strengthening students’ capabilities to identify the risks associated with breast cancer.
Conclusion: The SADARI education program proved effective in enhancing students' knowledge, attitudes, skills, and school role support. This intervention is a recommended strategy for promoting early detection of breast cancer among adolescent students.
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2025/01/16 | Accepted: 2025/01/30 | Published: 2025/01/21
Received: 2025/01/16 | Accepted: 2025/01/30 | Published: 2025/01/21
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