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Integration of Theory, Practitioner Standards, Literature Findings, and Baseline Data: A Case Study in Planning Breast Self-Examination Education

Division of Public Health, Arnold House, University of Massachusetts Amherst, MA 01003 and Faculty Associate, The Johns Hopkins University School of Hygiene and Public Health, Baltimore, Maryland

Joyce A. Mamon, Ph.D.

Division of Public Health, Arnold House, University of Massachusetts Amherst, MA 01003 and Faculty Associate, The Johns Hopkins University School of Hygiene and Public Health, Baltimore, Maryland

Delineation of the planning process necessary for design ing sound education programs aimed at changes in health behavior con tinues to be a primary concern of health educators. Careful planning will ultimately maximize the application of existing evidence and identify areas in need of further research and evaluation. This paper discusses the preliminary and refinement planning phases involved in the design of an educational program for a three-year breast self-examination demonstra tion/evaluation project. The initial phase involved review of empirical data of previous studies, and application of behavioral science theory and standards of professional practice. The refinement phase involved the ap plication of results from a community diagnostic baseline survey of the target population. Factors found to correlate with BSE practice were inte grated into the educational strategies: group sessions in classes and informal workshops, a breast exam clinic, and mass media activities.

Health Education & Behavior, Vol. 9, No. 4, 330-356 (1982)
DOI: 10.1177/109019818200900404


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