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APHA Scientific Session and Event Listing

Recorded presentation

Nancy T. Ellis, HSD, MPH and Dana M. Umscheid, MS, CHES. Department of Applied Health Science, Indiana University, HPER 116, 1025 E. 7th Street, Bloomington, IN 47405, (812) 855-9441, ellisn@indiana.edu

Approximately half the women in the United States do not have an annual routine gynecological examination to maintain reproductive health. Female college students typically delay childbearing and are in a sexually active age group, thereby increasing risks that later may impair fertility and overall gynecological health. This study encompassed an instructional unit on the gynecological exam and a survey of female students in a large mid-western university to identify variables related to their knowledge, attitudes, behaviors, behavioral intent, experiences and sources of health literacy regarding the gynecological exam. Based upon health care provider literature and the Theory of Reasoned Action/Planned Behavior, a pre/delay post structured and open-ended response instrument was developed, jury reviewed for construct and content validity, pilot tested, and administered to women's health classes (experimental group) and a control class. Data were analyzed using descriptive statistics, chi-square test and correlations. Demographic variables addressed year in college, school of major, citizenship, race and residential housing. A large majority of respondents' knowledge was derived from their mother, gynecologist and various literature sources. A prior lack of knowledge (appropriate timing, preparation for, and specifics of exam components/purposes) was improved after the educational intervention. The degree of influence of positive and negative consequences to getting the exam was identified as was behavioral intent. Recommendations relate to primary and secondary prevention via college health education curriculum and the role of campus residential programs and student health services.

Learning Objectives: At the conclusion of the session, the participant(learner) in this session will be able to

• List sources of gynecological health literacy of college women.
• Identify college women's behavioral intent and knowledge of the specific functions of the components of the gynecological exam.
• Recognize positive consequences and barriers for college women that influence their decision to participate in routine gynecological exams.
• Apply study findings to health education curriculum development and university health promotion.

Keywords: Women's Health, Curricula

Presenting author's disclosure statement:

Any relevant financial relationships? No

Recorded presentation