Effect of educational guidelines based on health belief model regarding testicular cancer knowledge, practice and beliefs among male nursing students

Abstract

Background: Testicular cancer is considered one of the most important health threats in a young men’s life. However, it is easily detected at an early stage by periodic testicular self-examination (TSE). Awareness of testicular cancer and TSE among university students is very important to aid in early detection and improve health belief. Aim: This study was conducted to evaluate the effect of educational guidelines based on health belief model regarding testicular cancer knowledge, practice and beliefs among male nursing students.Methods: Design: A quasi experimental study design was used and data were collected from Faculty of Nursing, Tanta University. Sample: Proportion stratified random sample of 160 from 500 undergraduate male nursing students were selected as following: about one third of male students from total number of them in different years in the faculty (first, second, third and fourth year). Tools: Three tools were used for data collection. Tool (I): Structure questionnaire sheet to assess students knowledge regarding testicular cancer; Tool (II): Self-reported practices regarding TSE; and Tool (III): Beliefs of students regarding testicular cancer and TSE by Using Health Belief Model (HBM).Results: The results of this study showed that there were significant improvements among students ’knowledge and selfreported practice about testicular cancer & TSE post 3-month and 6-month from educational guidelines, Furthermore, there was improvement in the positive health beliefs about behavioral changes regarding prevention of testicular cancer was observed post 6-month from implementing educational guidelines.Conclusion and Recommendation: These results indicated that educational guidelines about testicular cancer and TSE training are effective in improving knowledge, practice and health belief of young men, but TSE training should be repeated periodically for better efficacy. University faculties should create knowledge and organize workshops about TSE for students and encourage them to perform it regularly.