This study was carried out in order to develop and to test effects of health behavior education program for cancer prevention in nursing student. The program in this study considered perceived benefits, perceived barriers, perceived self-efficacy, activity related affect, situational influences as the factors influencing on the health behavior for cancer prevention based on the Health Promotion Model of Pender(1996). Health behavior education program for cancer prevention was composed no-smoking, proper dietary habit, moderation in drinking, physical activity, normal weight, prevention of infection, self-examination with various educational methods and devices.
The research design is the quasi-experimental research by the nonequivalent control group pretest-posttest design. Participants were 53 nursing students from two colleges in an experimental group(26 students) and control group(27 students). Data collection and execution of study, which was composed of pretest, experimental treatment and posttest 1 and 2, were carried out from May 20 to June 28, 2015. The instruments utilized in this study were the perceived benefits(5-point Likert scale, 11 items), perceived barriers(5-point Likert scale, 9 items), perceived self-efficacy(5-point Likert scale, 17 items), activity related affect(5-point Likert scale, 11 items), situational influences(5-point Likert scale, 8 items), health behavior for cancer prevention(5-point Likert scale, 30 items). Pretest was carried out prior to the beginning in the first class of the program. For experimental treatment, total of 3 sessions of the program for health behavior for cancer prevention was carried out once a week over 3-week period by researcher. Posttest was carried out immediately following conclusion of the program and 3 weeks later.
Collected data was analyzed using SPSS-WIN 21.0, and the frequency and percentages, mean and standard deviation, χ2-test, t-test, Shapiro-Wilk, Repeated measures ANOVA, Cronbach''s α.
Summary of the results of this study is as follows:
Hypothesis 1 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have higher perceived benefits score on health behavior for cancer prevention than control group that was not subjected to education program.'' the interaction between the group and time(F=6.984, p=.001) was significant, thereby the hypothesis 1 was supported.
Hypothesis 2 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have decreased perceived barriers score on health behavior for cancer prevention than control group that was not subjected to education program.'' the perceived barriers in accordance with the group(F=5.418, p=.024) and the interaction between the group and time(F=4.657, p=.012) was significant, thereby the hypothesis 2 was supported.
Hypothesis 3 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have higher perceived self-efficacy score on health behavior for cancer prevention than control group that was not subjected to education program.'' the perceived self-efficacy in accordance with the time(F=7.862, p=.001) and the interaction between the group and time(F=15.999, p<.001) was significant, thereby the hypothesis 3 was supported.
Hypothesis 4 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have higher activity related affect score on health behavior for cancer prevention than control group that was not subjected to education program.'' the activity related affect in accordance with the time(F=10.511, p<001) and the interaction between the group and time(F=14.008, p<.001) was significant, thereby the hypothesis 4 was supported.
Hypothesis 5 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have decreased situational influences score on health behavior for cancer prevention than control group that was not subjected to education program.'' the interaction between the group and time(F=.689, p=.505) was insignificant, thereby the hypothesis 5 was dismissed.
Hypothesis 6 : As to the result of effect of the hypothesis that ''The experimental group that received health behavior education program for cancer prevention will have higher health behavior for cancer prevention score than control group that was not subjected to education program.'' the health behavior for cancer prevention in accordance with the time(F=27.806, p<001) and the interaction between the group and time(F=16.593, p<.001) was significant, thereby the hypothesis 6 was supported.
In conclusion, it was found that the health behavior education program for cancer prevention in nursing student was an effective intervention for increasing of perceived benefits, perceived self-efficacy, activity related affect and decreasing perceived barriers. Therefore, it is considered that the health behavior education program for cancer prevention can be used assertively as a strategy to enhance the health behavior for cancer prevention of nursing student.