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Study aim
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Determining the Effect of Learning by Learning Method on Problem Solving on Quality of Life in Patients with Breast Cancer
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Design
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The sampling method was available in this way. By referring to the Oncology Department of Tohid Hospital in Sanandaj, the number of patients admitted to the diagnosis of breast cancer was determined and completed until a sample size (50 patients) was completed, then the sample They were randomly assigned to case and control groups based on random numbers.
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Settings and conduct
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First, the quality of life and healthy lifestyle questionnaires were assessed in both groups. Then, participants in the case group were trained for five sessions of one to one and a half hours based on a planned program based on problem-solving learning in groups of 4 to 5. During this period, no training was given to the control group. Finally, after completing the intervention, the samples again completed the questionnaires in two groups.
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Participants/Inclusion and exclusion criteria
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Criteria for inclusion in the study included age range of 20-60 years, patient collaboration, compliance with the informed consent form, participation in the training program by the participants, lack of history of chronic disease, drug use, mental illness and having appropriate physical conditions. Exclusion criteria included the lack of cooperation and dissatisfaction with the company in the study, as well as severe physical conditions and the history of chronic disease, drug use and mental illness.
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Intervention groups
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The case group participants were trained for five sessions of one to one and a half hours at the time of admission based on a program designed based on problem-solving learning in groups of 4 to 5. During this period, no training was given to the control group. The educational content of this study in the general aspect of cancer include: fatigue, nausea and vomiting, pain, painful breathing, sleep disturbances, anorexia, diarrhea and constipation, and economic problems, in the specific aspect of the cancer including symptom scales, sexual function, imagination of the future And self-concept in the field of lifestyle, including dimensions of health accountability, physical activity, nutrition, spiritual growth, interpersonal relationships, and stress management. The intervention method was also carried out in 8 steps: First, the basic information about the problem to be taught was explained by the trainer, then the patient was asked to make the hypotheses based on his previous knowledge and experience 2. The instructor provided the information in response to the patient's questions. 3. The educator wanted the patient to address his major problems with regard to the studies and information collected. 4- The educator asked the patient to plan and say what he was saying. 5. The educator wanted the patient to have scientific defects. Which in his ability to understand the issue was raised.6 The educator gave the patient the opportunity to work on the problem on the basis of the method he chose and guided the patient, After review, he expects the patient to discuss the issue by choosing his own and provide solutions and how to implement the remedies. 7 The patient will explain any changes that have been made to the problem, and according to priorities, an issue. In detail, the controversy was discussed. The patient at this stage did what he did during the independent study and provided the new information specifically The specific question, explained why this information is particularly useful.
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Main outcome variables
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The quality of life of breast cancer in functional dimensions, quality of life, breast cancer in symptomatic dimensions, lifestyle in breast cancer