Akbari Mehran, Taheri Majid, Tabaeian Seidamir Pasha, Karimi Mahmood, Fayazi Homa, Fayazi Neda
Department of Nursing, Khomein University of Medical Sciences, Khomein, Iran.
Department of Medical Sociology, Medical Ethics and Law Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Curr Health Sci J. 2021 Oct-Dec;47(4):539-546. doi: 10.12865/CHSJ.47.04.09. Epub 2021 Dec 31.
Cancer is one of the most important chronic diseases which affects caregivers. Therefore, in this study, we decided to increase the self-efficacy and sense of coherence of caregivers by using virtual learning via mobile to increase the power of managing in such situations.
This study is a clinical trial performed on 60 caregivers of cancer patients. Questionnaires of demographic information, Bandura self-efficacy, and Antonovsky's sense of coherence were completed for both intervention and control groups. Then, for the intervention group, a virtual educational intervention was performed daily for 1 month using the mobile phones, and for the control group, no intervention was performed.
The mean score of self-efficacy in the intervention group was (18.09±93.21) before and (135.12±11.14) after the intervention, which was statistically significant (P=0.001). While in the control group, this means was (84.71±18.55) before and (84.75±17.13) after the study, but this difference was not statistically significant (P=0.2). Also, the mean score of sense of coherence in the intervention group was (73.25±7.28) before and (89.11±7.11) after the intervention, which was statistically significant (P=0.001). While in the control group, this means was (76.42±7.45) before and (76.89±7.27) after the study, but this difference was not statistically significant (P=0.31).
Educational interventions, even virtually, can lead to improved self-efficacy and a sense of coherence in caregivers of cancer patients and can be used as one of the low-cost and effective methods in managing and controlling the disease.
癌症是影响照护者的最重要的慢性病之一。因此，在本研究中，我们决定通过移动设备进行虚拟学习来提高照护者的自我效能感和连贯感，以增强在这种情况下的管理能力。
本研究是一项针对60名癌症患者照护者的临床试验。干预组和对照组均完成了人口统计学信息问卷、班杜拉自我效能感问卷和安东诺夫斯基连贯感问卷。然后，干预组使用手机进行为期1个月的每日虚拟教育干预，而对照组不进行干预。
干预组自我效能感的平均得分干预前为（18.09±93.21），干预后为（135.12±11.14），差异有统计学意义（P=0.001）。而对照组，该平均值研究前为（84.71±18.55），研究后为（84.75±17.13），但差异无统计学意义（P=0.2）。此外，干预组连贯感的平均得分干预前为（73.25±7.28），干预后为（89.11±7.11），差异有统计学意义（P=0.001）。而对照组，该平均值研究前为（76.42±7.45），研究后为（76.89±7.27），但差异无统计学意义（P=0.31）。
教育干预，即使是虚拟干预，也可提高癌症患者照护者的自我效能感和连贯感，并可作为管理和控制该疾病的低成本有效方法之一。
