Entertainment-Education Narrative versus Nonnarrative Interventions to Educate and Motivate Latinas to Engage in Mammography Screening

Autor/inn/en	Borrayo, Evelinn A.; Rosales, Monica; Gonzalez, Patricia
Titel	Entertainment-Education Narrative versus Nonnarrative Interventions to Educate and Motivate Latinas to Engage in Mammography Screening
Quelle	In: Health Education & Behavior, 44 (2017) 3, S.394-402 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198116665624
Schlagwörter	Cancer; Screening Tests; Pretests Posttests; Video Technology; Intervention; Hispanic Americans; Females; Spanish Speaking; Self Efficacy; Comparative Analysis; Printed Materials; Identification (Psychology); Health Behavior; Behavior Change; Health Education; Literacy; Statistical Analysis; Personal Narratives; Colorado (Denver) + Suchen Sie Ihr Suchwort? Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Screening-Verfahren; Hispanic; Hispanoamerikaner; Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Health behaviour; Gesundheitsverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Statistische Analyse; Erlebniserzählung
Abstract	Background: The evidence is limited comparing the effects of entertainment-education (E-E) narrative versus nonnarrative interventions to educate and motivate Latinas to engage in mammography screening. Aims: This study compared an E-E narrative intervention to two nonnarrative interventions' effects among Latinas on breast cancer knowledge and motivation, as measured by changes in self-efficacy, behavioral norms, and behavioral intentions to engage in mammography screening. Method: A sample of 141 Spanish-speaking Latinas was randomly assigned to one of three arms: an E-E narrative video, a nonnarrative educational video, and printed educational materials. Using a repeated measures design, the influence of the E-E narrative on pretest to posttest measures was assessed and compared to the influence of the other two interventions. Results: The E-E narrative and nonnarrative interventions significantly increased Latinas' breast cancer knowledge, mammography self-efficacy, and behavioral norms from pretest to posttest. However, the E-E narrative participants' pretest to posttest difference in mammography self-efficacy was significantly higher when compared to the difference of the other two interventions. The effect of the E-E narrative intervention on self-efficacy and behavioral norms was moderated by the participants' absorption in the story and identification with the story characters. Conclusion: E-E narrative and nonnarrative interventions significantly educated and motivated Latinas to engage in mammography screening. The effects on mammography self-efficacy, an important precursor to behavior change, can be more strongly influenced by E-E narratives. Discussion: Although E-E narrative and nonnarrative interventions were effective, the need still exists to assess if they can ultimately influence lifesaving breast cancer screening behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01