Exploring Nursing Students’ Perceptions, Experiences, and Barriers Regarding Breast Self-Examination: A Descriptive Qualitative Study

Background: Breast self-examination (BSE) is an important breast-health practice that can help women become familiar with the normal appearance and feel of their breasts and recognize unusual changes. Nursing students are future healthcare educators; therefore, adequate knowledge and confidence regarding BSE are important for both personal and professional practice. Methods: A qualitative exploratory study was conducted among 15 undergraduate female nursing students. Participants represented different academic semesters and varying levels of exposure to breast-health education. Data collection continued until saturation was achieved. Participants’ ages ranged from 19 to 25 years. Data were explored thematically to identify common patterns related to BSE knowledge, information sources, practical confidence, barriers, and educational needs. Results: Most participants (86.7%) reported previous information about BSE, while 46.7% had ever performed BSE. Participants generally recognized the importance of BSE and understood its role in identifying unusual breast changes. However, several participants expressed uncertainty regarding the correct technique, sequence, timing, and interpretation of findings. Six major themes emerged: understanding and perceived importance of BSE; multiple sources of BSE information; knowledge without practical confidence; emotional and sociocultural barriers; awareness not consistently translating into practice; and the need for practical and structured breast-health education. Forgetfulness, busy schedules, lack of routine, embarrassment, privacy concerns, fear of discovering abnormalities, and perceived low personal risk were reported as barriers to regular practice. Conclusion: The findings indicate a gap between awareness and actual BSE practice among undergraduate female nursing students. Although most participants had previous exposure to BSE information, practical confidence and regular practice remained limited. Integrating structured demonstrations, practical learning, simulation, and repeated reinforcement into nursing education may help strengthen students’ knowledge, confidence, and breast-health practices.