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Record W2122858531 · doi:10.1136/ebn.11.2.61

Patients with advanced cancer used 4 self-action strategies to manage eating-related problemsCommentary

2008· letter· en· W2122858531 on OpenAlexaff
A. Fuchsia Howard

Bibliographic record

VenueEvidence-Based Nursing · 2008
Typeletter
Languageen
FieldMedicine
TopicNutrition and Health in Aging
Canadian institutionsUniversity of British Columbia
Fundersnot available
KeywordsAction (physics)CancerPsychologyMedicinePsychotherapistInternal medicinePhysics

Abstract

fetched live from OpenAlex

Evidence Based Nursingebn.bmj.com Evid Based Nurs 2008;11:61 doi:10.1136/ebn.11.2.61 * Qualitative Patients with advanced cancer used 4 self-action strategies to manage eating-related problems Next Section J B Hopkinson Dr J B Hopkinson, University of Southampton, Southampton, UK; jbh@soton.ac.uk Previous SectionNext Section QUESTION How do people with advanced cancer manage their changing eating habits? Previous SectionNext Section DESIGN Mixed-methods, exploratory case study. Previous SectionNext Section SETTING UK. Previous SectionNext Section PARTICIPANTS A purposeful sample of 30 patients >18 years of age (age range 43–85 y, 53% men) who had advanced cancer and were receiving palliative home care. None were receiving active treatment or artificial feeding at the time of the interview. Previous SectionNext Section METHODS In individual, audiotaped, semi-structured interviews (20–60 min), participants were asked to talk about their experiences with changing eating habits and what had helped them to live with those changes. Data collection and analysis were informed by hermeneutic phenomenology. Data were analysed using a mixed strategy for cross-case analysis, which included content and thematic approaches. Previous SectionNext Section MAIN FINDINGS Participants commonly experienced changes in eating habits. Eating became a chore, and changes in smell, taste, and texture of food affected the desire or ability to eat. The proposed theory of self-management of changing eating behaviours included self-actions (ie, those initiated by patients rather than others), which could be facilitated by changing individual and contextual factors. Most participants felt they had some influence over changing eating habits and could minimise negative outcomes through self-action (eg, explaining to others about their different needs) (individual factors). An example of contextual influences was the perception that other people and circumstances could promote (eg, having a variety of foods available as needed) or block (eg, providing too much food at a sitting) self-action. Participants described 141 self-actions, which were components of 4 self-action strategies used alone or in combination to self-manage changing eating habits and associated negative emotions such as anger and guilt. (1) Taking control. Patients generally experienced the loss of desire or ability to eat foods previously enjoyed as a loss of control or consequence of a lack of willpower. Some took action to retain or regain control (eg, having something nutritious available for when they felt hungry). (2) Promoting self-worth. Patients perceived foods as good (eg, fruit) or bad (eg, cakes) for health and survival; finding foods that were both good and tolerable could be difficult. Some patients overcame guilt or shame about the foods they could not eat by focusing on the value of foods they did eat (eg, eating well yesterday as compensation for inability to eat today) or the value of changes in eating habits that affected other family members (eg, resulting in desired weight loss for others). (3) Relationship work. Changing eating habits could lead to family tensions when patients could not eat meals prepared by family members. This often led to patients feeling guilty and eating just to please the carer. However, one patient described reinforcing her relationship with her husband by teaching him to cook and sharing her cooking experiences with him. (4) Distraction. Patients commonly reported using humour as a distraction, which allowed them to feel positive and avoid thinking about changing eating habits. Some recalled and celebrated past achievements that were positively related to eating (eg, effect of healthy eating on ability to perform physical activities). Previous SectionNext Section CONCLUSION Patients with cancer identified 4 self-action strategies to manage their changing eating habits: taking control, promoting self-worth, relationship work, and distraction.

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Commentary · Consensus signal: Commentary
Teacher disagreement score0.356
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0010.001
Science and technology studies0.0000.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.002
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.062
GPT teacher head0.360
Teacher spread0.297 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreCommentary

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".

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Citations0
Published2008
Admission routes1
Has abstractyes

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