Thesis (Master of Health Policy and Administration)--Washington State University, May 2009. / Title from PDF title page (viewed on July 13, 2009). "Department of Health Policy and Administration." Includes bibliographical references (p. 60-73).

Thesis supervisor: Yang Xie. Includes bibliographic references (p. 56-62).

Background Breast cancer is a great health concern globally. According to the cancer registry of South Africa, it is the leading cause of death amongst females. The World Health Organisation (WHO) focuses on early detection of breast cancer to decrease the mortality rate and to improve the prognosis. Breast self-examination (BSE) is recommended by the WHO as one of the screening methods for early detection of breast cancer. However, it has been found that BSE is still neglected by women all over the world including those who are assumed to have adequate knowledge of BSE and breast cancer screening tests. In some cultures, women are not encouraged to do BSE while some individuals cannot access mammograms or breast ultrasound on a regular basis. In higher education institutions in South Africa the staff complement is culturally diverse due to implementation of transformation within the Higher education sector. It is therefore important to investigate the healthcare educators’ awareness, attitudes, and practises of breast health. Healthcare educators are role models to their students and therefore should set an example in their practising of breast health. Aim This research aims to describe and explain the awareness, attitude and practises of healthcare educators related to breast health at a selected University in South Africa. Methods An explanatory sequential mixed methods research design was used to describe and explain the awareness, attitudes, and practises of breast health among health care educators. For the quantitative aspect of the study participants completed an online questionnaire about breast health and after analysing the results, the qualitative aspect of the study followed with one on one semi-structured interviews that were conducted by the researcher. Results Quantitative aspect: The results obtained from the quantitative aspect of the study indicated that many participants practice BSE and gained their knowledge of BSE from medical practitioners. The most noteworthy reason for delaying issues regarding breast health was lack of time. Participants who were married or in a relationship had higher awareness scores. Family history of breast and of any other type of cancer had a significant association with participants’ attitude toward breast health. Some of the results from the quantitative aspect of the study were further elaborated on in the qualitative aspect of the study. Qualitative aspect: From the qualitative section of this study, it became evident that although participants indicated that breast health is important to them, they do not prioritise performing any of the screening tests available to them. The participants indicated that they do not have a proper or dedicated platform to speak to students about breast health, as it is usually not relevant to the subject that they are teaching. Conclusion Despite the positive attitude and awareness of breast health among healthcare educators, the practises of breast health are somewhat alarming. The main contributors to this being participants’ unwillingness to prioritise breast health, healthcare educators’ reluctance to discuss the importance of breast health with students and participants’ personal beliefs of breast health, which leads them to be shy, fearful and embarrassed to practice breast health. Keywords: Breast cancer, breast health practises, awareness, healthcare educators, attitudes / Dissertation (MRad) -- University of Pretoria, 2020. / Radiography / MRad (Diagnostic) / Unrestricted

Taiwanese lesbians have been found to utilize screening tests for breast cancer at lower rates when compared to women in general in Taiwan. However, there is a lack of evidence regarding the factors which influence Taiwanese lesbians' breast healthcare behaviour and intentions. A two-phase sequential exploratory mixed-methods study was employed to explore the factors influencing Taiwanese lesbians' breast healthcare behaviour and intentions, including semi-structured interviews and an online survey. Taiwanese women aged 20 years or above and who self-identified themselves as lesbians or as partnered with the same gender were targeted and recruited, using purposive and snowball sampling. Thirty-seven semi-structured interviews were conducted initially. According to the interview findings and two existing health psychology models (the health belief model and the theory of reasoned action), a questionnaire was developed and an online questionnaire survey was undertaken with a larger population. A total of 284 women completed the online survey. The findings showed that the lesbians' breast healthcare behaviour and intentions were directly or indirectly affected by their gender identity, gender role expression, patient-provider interaction and partners' support. In addition, it was also found that the lesbians may share similar views about breast cancer and breast cancer screenings, self-efficacy and cues to action with women in general in Taiwan. Some of these factors had an important effect on the lesbians' breast healthcare behaviour and/or intentions, in particular the perceived barriers to performing and/or having breast cancer screenings, the perceived susceptibility to breast cancer, self-efficacy and cues to action. Based on the PhD findings and social-ecological model, four levels of recommendations were proposed in order to encourage Taiwanese lesbians' utilization of breast cancer screenings and to promote their breast health.

No description available.

Surveillance Epidemiology and End Results (SEER) data estimates that 207,090 women will be diagnosed with and 39,840 women will die of cancer of the breast in 2011. Cancer can be a very intimidating illness and cause a great deal of anxiety. This anxiety can sometimes progress into a very serious medical problem. Interpersonal relationships, such as that between a patient and provider can influence health behavior. Communication functions of patient-provider communication such as, information exchange, uncertainty management, can improve health outcomes both directly and indirectly. For example, cancer education can help ease anxiety by familiarizing the patient with their particular condition. Additionally, cancer education classes facilitate support networks for both the diagnosed and those close to them. Increasing the patient’s knowledge and showing them they are not alone are both examples of proximal outcomes that lead to immediate outcomes to improve patient satisfaction. The breast health education class at Winship Cancer Institute came about in an effort to coordinate breast cancer care for all patients. The class prides itself on not telling patients ‘what’ to do but rather providing them with the basic facts regarding breast cancer care so that they can be more educated on their treatment options. The goal and/or overall mission of The Breast Cancer Education (BCE) Class for the Diagnosed Patient and her Significant Others is to reduce anxiety by providing breast cancer education and promoting advocacy for breast cancer patients, while providing a network of support and increasing enrollment in clinical trials. The purpose of this capstone project is to provide the tools to perform an impact evaluation on the breast cancer education class and its effectiveness in improving breast cancer patient health outcomes while examining the benefits of patient-provider communication in cancer education.

Title from title page of PDF (University of Missouri--St. Louis, viewed April 5, 2010). Includes bibliographical references (p. 119-141).

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.S.)--University of Michigan, 1980.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Title from PDF t.p. (viewed May 25, 2010). Directed by Craig Cashwell; submitted to the Dept. of Counseling and Educational Development. Includes bibliographical references (p. 138-163, 228-230).