{"title":"比较两种虚拟教育方法的效果:家庭教育与同伴互助对乳腺癌妇女感知压力和压力应对的影响比较两种虚拟教育方法:家庭支持与同伴支持对乳腺癌妇女感知压力和压力应对的影响:随机对照试验","authors":"Somayyeh Shalchi Oghli, Roya Sadeghi, Ramesh Omranipour, Abbas Rahimi Foroushani, Mahnaz Ashoorkhani, Yaser Tedadi","doi":"10.47176/mjiri.38.16","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were <i>P</i> < 0.0001, <i>P</i> = 0.015, <i>P</i> < 0.0001, and <i>P</i> = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was <i>P</i> = 0.527, <i>P</i> = 0.275, <i>P</i> = 0.358, and <i>P</i> = 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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":18361,"journal":{"name":"Medical Journal of the Islamic Republic of Iran","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10999010/pdf/","citationCount":"0","resultStr":"{\"title\":\"Comparison of the Effect of 2 Virtual Education Methods: Family-based Versus Peer-Support on Perceived Stress and Stress Coping in Women with Breast Cancer: A Randomized Controlled Trial.\",\"authors\":\"Somayyeh Shalchi Oghli, Roya Sadeghi, Ramesh Omranipour, Abbas Rahimi Foroushani, Mahnaz Ashoorkhani, Yaser Tedadi\",\"doi\":\"10.47176/mjiri.38.16\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were <i>P</i> < 0.0001, <i>P</i> = 0.015, <i>P</i> < 0.0001, and <i>P</i> = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was <i>P</i> = 0.527, <i>P</i> = 0.275, <i>P</i> = 0.358, and <i>P</i> = 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.</p><p><strong>Conclusion: </strong>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.</p>\",\"PeriodicalId\":18361,\"journal\":{\"name\":\"Medical Journal of the Islamic Republic of Iran\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10999010/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Journal of the Islamic Republic of Iran\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.47176/mjiri.38.16\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Journal of the Islamic Republic of Iran","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.47176/mjiri.38.16","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"Medicine","Score":null,"Total":0}
引用次数: 0
摘要
背景:压力是乳腺癌(BC)患者的一种难以承受的感觉。然而,虚拟教育的效果尚未得到充分的规范。因此,本研究旨在比较两种虚拟教育方法对乳腺癌女性患者感知压力和压力应对的影响:方法:在德黑兰癌症研究所转诊的 315 名 BC 女性患者中开展了一项三臂随机临床试验。她们被随机分配到三组:(a) 基于家庭的组,接受基于家庭的培训包;(b) 同伴支持组,接受同伴支持教育包;(c) 对照组,接受常规医院护理。通过干预前和干预后三个月的人口统计学和疾病特征、感知压力量表(PSS-14)和压力情境应对量表(CISS-21)问卷收集数据:在控制了干预前在感知压力、问题导向、情绪导向和回避导向策略方面的得分后,小组因素的影响分别为 P < 0.0001、P = 0.015、P < 0.0001 和 P = 0.111。此外,BC疾病阶段这一混杂因素对因变量的影响分别为P = 0.527、P = 0.275、P = 0.358和P = 0.609。效应大小检验显示,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)分、(19.36±4.68)分、(25.10±5.90)分和(17.65±6.64)分,但干预后,感知压力、情绪导向和回避策略的平均得分均有所下降:结论:当以问题为导向的应对方式增多时,虚拟家庭教育中的活力远比同伴支持更有效。相反,应考虑减少接受足够信息和家庭支持的 BC 妇女的压力感。
Comparison of the Effect of 2 Virtual Education Methods: Family-based Versus Peer-Support on Perceived Stress and Stress Coping in Women with Breast Cancer: A Randomized Controlled Trial.
Background: 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.
Methods: 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.
Results: The effect of the group factor after controlling the before-intervention scores in perceived stress, problem-oriented, emotion-oriented, and avoidance-oriented strategies were P < 0.0001, P = 0.015, P < 0.0001, and P = 0.111, respectively. Also, the effect of the confounding factor of BC disease stage in the dependent variables was P = 0.527, P = 0.275, P = 0.358, and P = 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.
Conclusion: 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.