ABSTRACT

Purpose:

The purpose of this study was to determine the eff ect of peer education on breast self-examination (BSE) knowledge and health beliefs.

Methods:

The sampling consisted of 180 female students. University students were trained in BSE by the School of Health students with group and individual training methods. Data was gathered in two-stages during a pre-training and one month after training.Questionnaire forms and Champion Health Belief Model scale were used to collect the data.

Results:

It was found that students’ BSE knowledge increased signifi cantly after the training. Students instructed in groups by their peers showed a much higher degree of BSE knowledge when compared with the BSE knowledge of those taught individually. It was also found that perceived confi dence of the students educated both individually and in groups increased afterward. Study results further revealed that the methods used for peer instruction do not aff ect students’ sub-dimensions of health beliefs diff erently after the education.

Conclusion:

Peer education eff ected the BSE knowledge and perceived confi dence of the participants. While individual and group education aff ected participants’ BSE knowledge diff erently, neither education method had the same eff ect on health beliefs.