Congruence between Teaching and Learning Self-Care: A Pilot Study

Abstract

The purpose of this pilot study was to test Orem's conceptualization of the relationship between nursing system and self-care behavior. The proposition that a supportive-educative nursing system influences self- care behavior was tested. Investigation of the relationship of congruence of teaching strategy and learning style to the accuracy and frequency of the performance of breast self-examination was the essence of this study. Congruence of teaching strategy and learning style was operationalized using instructional activities congruent with the learning styles of con- verger and accomodator. Kolb's learning style inventory scores were used to group the women into congruent and incongruent learners. Accuracy of performance of breast self-examination was measured using a four step criteria checklist. Frequency of performance of breast self- examination was measured by a 60-day postteaching questionnaire. Thirty-seven women volunteered to participate in this pilot study based on age, literacy, interest in learning the examination, and returning a mailed questionnaire. The Wilcoxon matched pairs signed rank test was used to evaluate the differences between congruent and incongruent groups in relation to accuracy of performance of breast self-examination on a silicone model. A Fisher probability test was used to evaluate the responses on the 60-day postteaching questionnaire in relation to frequency of breast self-examination practice. The hypotheses relat ing congruence of teaching strategy and learning style to accuracy and frequency of performance of breast self-examination were not sup ported. The findings revealed that 96% of the women practiced breast self-examination two or more times within a 60-day interval and 100% of the women indicated they could perform the examination correctly. Learning style had no influence on accuracy or frequency of breast self- examination performance. The teaching strategy most probably affected these variables.