Day Surgery for Breast Cancer: Effects of a Psychoeducational Telephone Intervention on Functional Status and Emotional Distress
Bibliographic record
Abstract
PURPOSE/OBJECTIVES: To determine the efficacy of a nursing intervention based on self-regulation theory known as the Attentional Focus and Symptom Management Intervention (AFSMI) in enhancing physical and emotional well-being in women who underwent day surgery for breast cancer. DESIGN: Randomized clinical block trial; subjects were randomly allocated to the experimental group (n = 61) or the usual care (control) group (n = 56). Subjects in the experimental group received the AFSMI during two phone sessions, at 3-4 days and 10-11 days after surgery. SETTING: The convenience sample was drawn from five regional centers located in different geographic areas (urban and rural regions) in Quebec, Canada. SAMPLE: 117 patients with primary breast cancer who underwent day surgery as part of their initial treatment for cancer. METHODS: Data collection and nursing intervention via telephone interviews. MAIN RESEARCH VARIABLES: Functional status and emotional distress. FINDINGS: Significant differences between the experimental and control group were found at post-test on home management, total mood disturbance, confusion, and tension scores. CONCLUSIONS: The AFSMI was effective in reducing emotional distress and enhancing physical functioning. IMPLICATIONS FOR NURSING: Findings validate the use of the self-regulation model in designing individualized nursing interventions. Redirecting attention and focusing on concrete objective features hold potential in developing other innovative nursing interventions.
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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 | 0.000 | 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".