College Students’ Knowledge of Fetal Alcohol Spectrum Disorders (FASD) By Sara Wienke
Capstone Project Committee: Randi C. Stewart, MS, CGC (UNCG), Chair; Amy Hendricks, BS (Fullerton Genetics Center); Carolyn Wilson-Brackett, MS, CGC (Fullerton Genetics Center); and Scott Richter, PhD (UNCG), Statistical Consultant
The purpose of this study was to assess the knowledge base of college students regarding fetal alcohol spectrum disorders (FASD) and to measure how a brief educational presentation may increase that knowledge. This study also aimed to determine if this educational presentation could potentially impact students’ desire to change current behaviors regarding alcohol consumption and pregnancy or the risk of unplanned pregnancy. To accomplish these goals, a class of 64 undergraduate non-biology major college students was given a pre-presentation and post-presentation survey with a brief educational presentation in between. Survey responses were compared using a paired t-test to assess for an overall increase in knowledge. Individual survey questions were compared using McNemar’s chi-squared test to determine if there was a significant change in knowledge for individual questions. Qualitative data was collected on the post-presentation survey to assess the impact that this educational presentation could have on future behaviors. The results demonstrated an increase in knowledge from the pre-presentation to post-presentation survey. Participants’ open-ended responses revealed that the delivery and content of the presentation was helpful and increased their knowledge on FASD. Participants commented that this type of educational presentation would benefit other college students as well. While actual behavior change could not be measured, results demonstrated the potential for future behavior change regarding alcohol consumption and pregnancy among participants.