Shalchi Oghli Somayyeh, Sadeghi Roya, Omranipour Ramesh, Rahimi Foroushani Abbas, Ashoorkhani Mahnaz, Tedadi Yaser
Department of Health Education and Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
Breast Cancer Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2024 Feb 14;38:16. doi: 10.47176/mjiri.38.16. eCollection 2024.
Stress is an overwhelming feeling in patients with breast cancer (BC). However, The effect of virtual education has not been fully regulated. Hence, this study intends to compare the impact of 2 virtual education methods on perceived stress and stress coping in women with BC.
A 3-armed randomized clinical trial was conducted among 315 women with BC who were referred to the Cancer Institute in Tehran. They were randomly assigned to 3 groups: (a) Family-based, receiving family-based training package; (b) peer-support, receiving peer-support educational package; and (c) control, receiving routine hospital care. Data were collected through demographic and disease characteristics, the Perceived Stress Scale (PSS-14), and Coping Inventory for Stressful Situations (CISS-21) questionnaires before and 3 months after the intervention.
The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were < 0.0001, = 0.015, < 0.0001, and = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was = 0.527, = 0.275, = 0.358, and = 0.609, respectively. The effect size test showed that before the intervention, the mean scores of perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were 32.00 ± 7.03, 19.36 ± 4.68, 25.10 ± 5.90, and 17.65 ± 6.64 respectively, but after the intervention showed a decrease in mean scores of perceived stress, emotion-oriented, and avoidance strategies.
What is vibrant in virtual family-based education is far more effective than peer support when problem-oriented coping increases. Conversely, reducing perceived stress in women with BC receiving enough information and family support should be considered.
压力是乳腺癌（BC）患者普遍存在的一种感受。然而，虚拟教育的效果尚未得到充分规范。因此，本研究旨在比较两种虚拟教育方法对BC女性患者感知压力和压力应对的影响。
对315名转诊至德黑兰癌症研究所的BC女性患者进行了一项三臂随机临床试验。她们被随机分为三组：（a）基于家庭的，接受基于家庭的培训套餐；（b）同伴支持，接受同伴支持教育套餐；（c）对照组，接受常规医院护理。在干预前和干预后3个月，通过人口统计学和疾病特征、感知压力量表（PSS-14）和应激情境应对量表（CISS-21）问卷收集数据。
在控制干预前感知压力得分后，组因素对问题导向、情绪导向和回避导向策略的影响分别为<0.0001、=0.015、<0.0001和=0.111。此外，BC疾病分期这一混杂因素对各因变量的影响分别为=0.527、=0.275、=0.358和=0.609。效应量检验表明，干预前，感知压力、问题导向、情绪导向和回避导向策略的平均得分分别为32.00±7.03、19.36±4.68、25.10±5.90和17.65±6.64，但干预后感知压力、情绪导向和回避策略的平均得分有所下降。
当问题导向应对增加时，基于虚拟家庭的教育比同伴支持更有效。相反，对于获得足够信息和家庭支持的BC女性患者，应考虑减轻其感知压力。
