Schjolberg, T.K., Dodd, M., Henriksen, N., Asplund, K., Cvancarova Småstuen, M., & Rustoen, T. (2014). Effects of an educational intervention for managing fatigue in women with early stage breast cancer. European Journal of Oncology Nursing, 18, 286–294. 

DOI Link

Study Purpose

To evaluate the effectiveness of a three-week educational intervention on patients' levels of fatigue

Intervention Characteristics/Basic Study Process

The intervention was comprised of a printed educational package that contained basic information about fatigue with three face-to-face two-hour sessions once a week that were tailored to the specific needs of the patient groups. The control group received no educational sessions. They did receive standard face-to-face care provided by a healthcare provider in an outpatient clinic. Study measures were obtained at baseline, immediately after the intervention, and at three months.

Sample Characteristics

  • N = 160 (81 control group; 79 intervention group)  
  • MEAN AGE = 55.3 years (SD = 25–77 years)
  • FEMALES: 100%
  • KEY DISEASE CHARACTERISTIC: Early-stage breast cancer 
  • OTHER KEY SAMPLE CHARACTERISTICS: Fatigue score was > 2.5 on a 0–10 numeric rating scale. Most subjects were university/college-educated, married/partnered, lived with someone, and were employed.

Setting

  • SITE: Single-site    
  • SETTING TYPE: Outpatient    
  • LOCATION: Norway, university-based breast cancer clinic

Phase of Care and Clinical Applications

  • PHASE OF CARE: Active antitumor treatment
  • APPLICATIONS: Elder care  

Study Design

Randomized, controlled trial

Measurement Instruments/Methods

  • Demographic questionnaire
  • Clinical questionnaire
  • Numeric rating scale (Fatigue)
  • Fatigue Questionnaire (FQ)
  • Lee Fatigue Scale (LFS)

Results

This study demonstrated no statistically significant differences between groups or within groups for any fatigue measures.

Conclusions

More research is needed to identify important variables that might affect the experience of fatigue as well as the effectiveness of the type of psychoeducational interventions in women with breast cancer.

Nursing Implications

A standardized psychoeducational intervention alone may not be sufficient to affect the experience of fatigue among women with breast cancer. Nurses can use the critique of the methods and instruments used and learn about reasons for withdrawing/not completing interventions/evaluations by research subjects to apply to future studies.