THE RELATIONSHIP OF SELF-DIRECTED LEARNING, SELF-EFFICACY, AND HEALTH VALUE IN YOUNG WOMEN WITH CANCER USING A COMPUTER HEALTH EDUCATION PROGRAM (BREAST CANCER).
Contributors: University of Wisconsin--Madison.
Published: 1996
Number of pages: 218
Subjects: Health Sciences, Nursing.; Education, Adult and Continuing.; Education, Educational Psychology.
Description: This study explores the relationship of self-directed learning, self-efficacy, and health value in young women recently diagnosed with breast cancer, and examines how these personal attributes interplay with a patient education computer program. The computer program used in this study included support group and Ask-The-Expert sections.

The theory and previous research on self-directed learning, self-efficacy, health value, and Computer Assisted Instruction (CAI) suggests that an interrelated and mutually reinforcing relationship may exist between these variables. This research studied the association of these variables from the belief that they are situation dependent and amenable to change. Since the period of time near the diagnosis of breast cancer is a time when many patient education activities occur, it is important to understand how these variables interact during the intensity of the health crisis in order to develop patient education programs which may enhance these attributes.

This research examines self-directed learning, self-efficacy and health value before and after the use of a breast cancer computer assisted instruction program, and tries to clarify the reciprocal effects between CAI and these attributes. In this quasi-experimental study, a convenience sample of 100 women under the age of 50 and recently diagnosed with breast cancer were randomly assigned to receive the breast cancer computer program or to a control group. All subjects received a pre-test and a two-month post-test measuring the aforementioned variables. Computer use was quantified. The results of this study suggest that there is a relationship between self-directed learning and self-efficacy. Self-directed learners tended to use the computer method of asking questions rather than participating in support group discussion. The level of self-directed learning, self-efficacy, and health value did not change significantly over a two month period of time when all subjects were analyzed together. However, the women with a high school education or less, or those with lower income, did demonstrate an increase in self-directed learning toward their health. The results of this study indicate that the subjects who used the computer breast cancer program did maintain their level of self-efficacy, while the control subjects' level of self-efficacy decreased.
Notes: Source: Dissertation Abstracts International, Volume: 57-04, Section: B, page: 2482.

Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MADISON, 1996.

School code: 0262.