THEORETICAL KNOWLEDGE DIFFERENCE BETWEEN INTERNET-BASED AND DIGITAL STORYTELLING EDUCATION ABOUT BREAST CANCER

Abstract

Background: Previous research has identified the theoretical knowledge about breast cancer early diagnosis of nursing students and stated that new methods are needed in education. To evaluate the effect of education on the theoretical knowledge of students through internet-based or digital storytelling. Method: Quasi-experimental study with comparison groups and pre- and post-measurements. In the internet-based education group, 68 and digital storytelling video 66 undergraduate nursing students have included the study. Data for the study were gathered, before education and after eight weeks. The percentages were calculated for every measurement, and the Wilcoxon test was used to detect the statistical significance of changes between measurements. Results: The increase of knowledge scores was more often statistically significant in internet-based education than in the digital storytelling video. Conclusion: It is seen that both digital stories and internet-based education are effective in teaching breast cancer early diagnosis methods.