To help learners learn how to do breast self-exams. To increase learners' knowledge of clinical breast exams and mammograms. To address questions and concerns learners have about early detection and treatment of breast cancer.
This lesson is designed for women only. Ask the health educator if someone else could come at the same time to do a cancer screening presentation for men.
1. You will want to meet with the visiting health educator before class to provide her with information about the learners and talk with her about how she plans to work with the class. You might also include some learners in this preparatory discussion. At the very least, you can share learners' questions to help her prepare for the presentation and practice session. Give the health educator a copy of the Passport to Health. Explain that it is a resource that all the learners have. Ask her if she can integrate the information in this booklet, such as "Breast Cancer Screening" pages 14-15 and "Do A Breast Self-Exam Once a Month" pages 24-25, into her presentation.
2. Ask the health educator to begin by sharing some introductory information about herself and by asking learners to introduce themselves before she starts the actual presentation. Learners can also ask some of their key questions after the introductions.
3. The lesson itself will be facilitated by the health educator, will focus on breast self-exams, and will probably include small group and individual practice with breast models. Within each small group, individual learners can practice on the breast model while others critique.
4. When the groups have had ample time to practice, ask them to share their reactions, difficulties, and successes with the class as a whole. Ask learners to discuss if they will now do breast self-exams. If not, why?
5. Also ask the health educator to discuss with learners what they would do if they saw significant changes in their breasts or found a lump. Ask her to stress that most changes and lumps are not cancerous and review the differences between tumors and cysts and their treatments. Make sure the health educator answers any remaining questions learners have. Ask her to cover information on clinical breast exams and mammograms also, so that learners are not left with the impression that breast self-exam is enough.
6. Encourage students to call their health care provider, the visiting health educator, or the department of public health for a list of local screening sites to make an appointment for a checkup that will include a clinical breast exam, and mammogram if appropriate.
The health educator can encourage learners to do a breast self-exam at home.
Write a thank you letter to the health educator. Students can include several examples of important information that they learned from the presentation. Each student can use the Letter Journal Page for their first draft. This can also be done as a class letter with you as scribe. Ask one of the students to word-process the final draft, if possible.
Ask students to review the Passport to Health "For Women - Do a Breast Self-Exam Once a Month" (pages 24-25).
| The writing of letters is an important life skill. Students will benefit from reviewing the format and content of formal letters as opposed to personal letters. Many times employers appreciate thank you letters after interviews. There are also times when students need to write letters of inquiry or complaint. |
Explain to the health educator that all your students are learning English. Therefore, it would be helpful if she could do a presentation with a lot of visuals and hands-on opportunities. Suggest that she check in with students as the presentation progresses. You can also act as a "translator" at times by asking the health educator clarifying questions. If all your students have the same first language, try and get a bilingual health educator to present.