Abstract

The efficacy of breast self-examination (BSE) behavior cannot be adequately evaluated until BSE proficiency is considered. Previous research supports the role of attitudinal and teaching interventions in increasing skills and frequency for BSE behavior, but more research using age-appropriate women and adequate outcome measures is needed. A preliminary analysis of data from 301 randomly selected women who were followed for 1 year after an initial teaching and/or attitudinal intervention is reported. Significant differences were obtained for attitudes toward breast cancer screening between scores before and after intervention using paired t test. Significant changes in proficiency and frequency also occurred after intervention, as well as percentage increases in nine individual BSE steps. Return demonstration scores and nodule detection are reported. Perceived barriers and confidence were significantly related to both frequency and proficiency 1 year postintervention using regression analysis. Knowledge was related to proficiency measures. Preliminary data suggest that BSE practice can be significantly improved through individually tailored attitudinal and teaching interventions.