Effect of Structured Visual Educational Sessions on Knowledge and Practices Regarding Breast-Self Examination among Adolescents Girls with Hearing and Speech Challenges

Document Type : Original Article

Authors

1 Lecturer at Maternal and Neonatal Health Nursing Department, Faculty of Nursing, Beni-Suef University/Egypt.

2 Assistant Professor of Pediatric Nursing, Faculty of Nursing, Sohag University, Egypt

3 Lecturer of Pediatric Nursing, Faculty of Nursing, Mirs University for Science and Technology, Egypt

4 Lecturer of Psychology Department, Faculty of Arts Sohag University, Specialization in Psychology Special Categories (Hearing Impairment)

5 Lecturer at Medical Surgical and Critical Care Nursing Department, Faculty of Nursing, Beni-Suef University /Egypt.

Abstract

 Background: Hearing impairment has been a major disability challenge globally and is considered a threat to quality education. Adolescent school girls with hearing and speech challenges are a group of disabled girls who needs special care specifically during breast self-examination (BSE). Aim of the study: To determine the effect of structured visual educational sessions on knowledge and practices regarding breast self-examination among adolescent girls with hearing and speech challenges. The research design: Quasi-experimental design (pre and post-test) was utilized. Setting: It was conducted at a deaf and hearing impairment school, El-Hewatey, Sohag Governorate, Egypt. Sample: A purposive sampling technique of 39 adolescent girls with hearing and speech challenges. Tools of data collection: Five data collection tools were used: I: Structured interviewing questionnaire II: The structured interview questionnaire concerned with assessing knowledge of the studied subjects regarding BSE, III: Barriers to practice BSE, IV: BSE observational checklist (self-reported practices) & V: Rating scale on level of satisfaction. The results: There were a lack of knowledge and practices of the studied subjects regarding BSE before implementing the program, while, there was an improvement after implementation. Also, there was a highly significant positive correlation between studied subject knowledge and their practice (P=0.000). Conclusion: Adolescent girls with hearing and speech impairments saw improvements in their BSE knowledge and practices as a result of the visual educational program. Recommendation: Continued health education programs should be applied to raise the awareness of adolescent girls with hearing and speech challenges regarding BSE in a different setting. 

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