Evelinn A Borrayo1, Monica Rosales2, Patricia Gonzalez3. 1. 1 Colorado State University, Denver, CO, USA. 2. 2 Los Angeles County Department of Public Health, Los Angeles, CA, USA. 3. 3 San Diego State University, San Diego, CA, USA.
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.
RCT Entities:
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.
Entities:
Keywords:
Hispanic; cancer prevention and screening; health disparities; health education; literacy; media
Authors: Alejandra Hurtado-de-Mendoza; Kristi D Graves; Sara Gómez-Trillos; Minna Song; Lyndsay Anderson; Claudia Campos; Pilar Carrera; Nancy Ostrove; Beth N Peshkin; Marc D Schwartz; Nan Ficca; Ana-Paula Cupertino; Nathaly Gonzalez; Andrea Otero; Elmer Huerta; Vanessa B Sheppard Journal: J Community Genet Date: 2019-05-18
Authors: Shiyong Zheng; Jiarong Cui; Chaojing Sun; Jiaying Li; Biqing Li; Weili Guan Journal: Int J Environ Res Public Health Date: 2022-08-03 Impact factor: 4.614
Authors: Alejandra Hurtado-de-Mendoza; Kristi D Graves; Sara Gómez-Trillos; Pilar Carrera; Claudia Campos; Lyndsay Anderson; George Luta; Beth N Peshkin; Marc D Schwartz; Ana-Paula Cupertino; Nathaly Gonzalez; Vanessa B Sheppard Journal: Int J Environ Res Public Health Date: 2019-11-29 Impact factor: 3.390