Rainey L C
Cancer. 1985 Sep 1;56(5):1056-61. doi: 10.1002/1097-0142(19850901)56:5<1056::aid-cncr2820560516>3.0.co;2-z.
Sixty cancer patients undergoing their first course of radiotherapy were assigned to one of two patient education conditions as they entered treatment: patients in the high-information condition were shown an audiovisual program, presenting procedural and sensory information about radiotherapy; patients in the low-information condition received standard care without exposure to the patient education program. On the basis of psychologic testing, patients were also classified on "vigilant-avoidant" and "repression-sensitization" coping style dimensions. Outcome variables, assessed during the first and last weeks of treatment (T1 and T2, respectively) induced ratings of treatment-related knowledge, state anxiety, and total mood disturbance. Preparatory patient education produced positive results regardless of coping style. Patients in the high-information condition showed significantly greater treatment-related knowledge (at T1) and less emotional distress (at T2). There was no significant main effect for coping style, nor was there an interaction effect (coping style by intervention condition). Results are discussed in terms of the manifest need for preparatory information in radiation therapy settings, the role of coping style factors, and the clinical utility of patient education interventions.
60名正在接受首个放疗疗程的癌症患者在开始治疗时被分配到两种患者教育条件之一：高信息组的患者观看了一个视听节目，该节目展示了有关放疗的程序和感官信息；低信息组的患者接受标准护理，未接触患者教育项目。根据心理测试，患者还在“警惕-回避”和“压抑-敏感”应对方式维度上进行了分类。在治疗的第一周和最后一周（分别为T1和T2）评估结果变量，得出与治疗相关的知识、状态焦虑和总体情绪困扰的评分。无论应对方式如何，术前患者教育都产生了积极效果。高信息组的患者表现出明显更多的与治疗相关的知识（在T1时）和更少的情绪困扰（在T2时）。应对方式没有显著的主效应，也没有交互效应（应对方式×干预条件）。从放疗环境中对术前信息的明显需求、应对方式因素的作用以及患者教育干预的临床效用方面对结果进行了讨论。
