Introduction: Breast self-examination recommend as a breast screening method in developing countries where there are limited access to other screening methods. Therefore promoting breast self-examination required to identify effective interventions and relevant factors.
Methods: This study was a quasi-experimental design which carried out on 314 women 20-69 years. Sampling was conducted from April to 10 August, 2016. A structured questionnaire was used for data collection in before and after the educational intervention. Then participants were followed by phone call after one month for breast self-examination performance.
We used descriptive statistical analysis (mean, standard division, frequency distribution), and also other statistical methods (Paired t-test, Pearson’s correlation and logistic regression).The data were analyzed using SPSS version 18 with considering a signiﬁcant level less than 0.05.
Results: There was significant difference between mean scores of information, motivation and behavior skill before and after intervention (P<0/001). After one month following 205 of women (72.2%) reported to perform breast self-examination. Pearson’s correlation showed that breast self-examination significantly correlated with information (r=.305, p=.000), motivation (r=.128, p=.031) and behavior skills (r=.161, p=.006). Also the logistic regression results demonstrated that information (p<.001, OR=1.071), motivation (p=.045, OR=.978) and behavior skills (p=.001, OR=1.033) predicted breast self- examination.
Conclusions: Considering the results of this study, it appears that the use of educational interventions based on three constructs of information, motivation and behavior skills can be used to promote breast self-examination. Moreover these results can apply to improve breast self-examination among women by health care providers.