I. Curricular Framework

Concept:

Women’s Healthcare

Essential Question:

How can performing routine breast self-examinations improve the quality of your health care?

Bridge:

The process

Content:

Breast Self-Examination

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create an experience which will connect participants to a personal need to conduct regular, personal breast self-examination.

Activity: Post on chart paper for all to see: "Current statistics indicate the following: 1 out of every 10 women in the United States will develop breast cancer; this incidence rate has been increasing in the last 10 years. 90% of breast cancer cases can be cured with early detection and treatment; the earlier the stage of development at detection and treatment, the better are the odds for full recovery. The earlier the stage of development at detection, the less radical is the treatment. For every 5 women with breast cancer symptoms, one will actually have breast cancer." Based on the above posted statistics, the teacher puts the participants in groups of 10. Each participant receives a "lottery" card. Five participants draw a card which identifies them as having a symptom of breast cancer. Five draw a card which has a relative or close friend identified as having a breast cancer symptom.

Assessment: Reaction and involvement of participants to their lottery card identification.

2. Attend: Attending to the Connection

Objective: To analyze the experiences of the participants based on their lottery card identification.

Activity: Teacher conducts group discussion focusing on reactions of participants to their lottery draw. Participants are encouraged to share their emotional reactions in a brief role play with each other. Using a flip chart, the teacher records specific questions about breast cancer and its treatment which are raised by participants during their discussion.

Assessment: Emotional involvement of participants and contributions to large group discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To connect participants to the need for further information.

Activity: Have participants relax and close their eyes. Teacher conducts very brief guided imagery which takes participants through the process of finding a symptom of breast cancer to the appropriate diagnostic treatment. As a conclusion, participants view a 6 minute film on breast self-exam and the technique involved in a successful exam.

Assessment: Reaction to imagery experience and attention to film information.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To review facts, techniques of self-examination, and risk factors of breast cancer.

Activity: Teacher distributes literature from the American Cancer Society on cancer. In a lecture/discussion format, the information is overviewed with participants.

Assessment: Participant interest in the information presented.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To practice proper breast self-examination techniques.

Activity: Working in groups of three or four, participants are given breast models with simulated cancer lumps. The teacher first demonstrates proper breast self-examination using the prosthesis model. The teacher then demonstrates improper BSE techniques. Participants practice proper BSE techniques using the distributed breast models.

Assessment: Participant ability to conduct breast exam using proper technique.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To improve BSE techniques.

Activity: Participants continue to work in small groups. They demonstrate proper breast examination techniques to each other, choosing a prosthesis which is about the same size and shape of their own breast. The participants are encouraged to observe and critique each other's technique; the teacher emphasizes the importance of helping each other. After they become adept at examining their own prosthesis, each participant should practice using the other 2 or 3 as well.

Assessment: Quality of group interaction; ability of participants to demonstrate proper technique.

7. Refine: Refining the Extension

Objective: To analyze what has been learned and to clarify any remaining questions.

Activity: In whole group format, the teacher leads participants in a critique of the program. Using chart paper, the teacher collates responses from participants in the following areas: What information was new; What information was most interesting; What questions now need clarification.

Assessment: Quality of participantsí contributions to the discussion.

8. Perform: Creative Manifestation of Material Learned

Objective: To extend what has been learned to each participantís personal life.

Activity: Participants are each asked to make a commitment to the group by:

1. Declaring they will practice BSE skills this month.
2. Identifying when will be the best time for them to personally practice BSE and write it on their personal calendar.
3. Naming a significant other with whom they will share what they have learned about BSE.

Assessment: Participant involvement in final commitment activity.

Assessment, Phase Five,Performance, Creative Use of Material Learned: