Cancer educational group intervention: impact on self-efficacy and anxiety among women recently diagnosed with breast cancer and undergoing surgery
Bibliographic record
Abstract
Aim: To investigate the impact of an educational group intervention on self-efficacy and anxiety among women recently diagnosed with breast cancer.Method: A quasi-experimental longitudinal design was used. Women diagnosed with breast cancer and undergoing surgery (n = 113) were recruited from a university teaching hospital in Montreal, Quebec, Canada. At pre-admission, the intervention group(n = 57) received a group 90-minute information session (paper documents, video and demonstration) led by a nurse and a physiotherapist, which included material handling and time for questions and discussion. The control group(n = 56) received the usual care. Self-reported questionnaires were filled out at the time of the announcement of surgery(T0), after the training(intervention or usual care, T1) and at the first post-operative follow-up(T2).Results: Quantitative analysis using a mixed model for repeated measures showed no significant differences between the experimental and control groups in terms of the training session (group vs. individual). A time effect was observed in both groups for self-care and anxiety. In addition, several positive changes weremade in the clinical settings to optimize oncology healthcare.Conclusions: Future research would explore whether these findings reflect actual clinical practices or are more dependent on the specific cancer diagnosis.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".