Orientation and information provision is the act of providing patients and others information about their disease, treatment, and services to be provided. This often includes general information about the organization, staff members with whom the patient may interact, physical structures and layout, and transportation or parking. The intervention differs from psychoeducational interventions in that it is not interactive with patients or families and does not include components such as support or counseling. Orientation and information provision may be done via print or electronic media. In addition to lymphedema, this type of intervention has been examined in oncology for effects in anxiety and depression.
Chan, R.J., Webster, J., & Marquart, L. (2011). Information interventions for orienting patients and their carers to cancer care facilities. Cochrane Database of Systematic Reviews, 12, CD008273.
To assess effects of interventions that orient patients and carers to a cancer care facility and to the services provided
Initial searching identified 14,319 records. Investigators assessed 21 full-text articles for eligibility, and the systemaic review included a sample of four. Two studies were included in meta-analysis. Study quality was assessed using guidelines in the Cochrane Handbook for Systematic Reviews of Interventions.
Effects of Interventions
This review shows that orientation programs may reduce distress in patients with cancer at the beginning of their involvement with a cancer care facility, but the quality of the evidence is low. Orientation programs may have some effect on general distress and symptoms of depression; however, findings do not show significant effects on anxiety.
These findings are limited by the small number of trials included, low quality of studies, and high heterogeneity found related to some outcomes.
Orientation of the patient, the patient's family, and those who care for the patient may help to reduce a patient's symptoms of depression and level of distress; however, this study does not reveal strong support for these outcomes. The most effective format and timing of orientation approaches are unclear.
Osborn, R.L., Demoncada, A.C., & Feuerstein, M. (2006). Psychosocial interventions for depression, anxiety, and quality of life in cancer survivors: Meta-analysis. International Journal of Psychiatry in Medicine, 36, 13–34.
To investigate the effects of cognitive behavioral therapy (CBT) and patient education (PE) on anxiety in adult cancer survivors
Databases searched were MEDLINE, PsycINFO, and the Cochrane Database (1993–2004).
Search keywords were cancer, anxiety, depression, quality of life (QOL), fatigue, stress, pain, physical function, social, self-management, evidence-based, interventions, and random/randomized.
Studies were included in the review if they
Studies were excluded if they were not randomized or controlled, had a score of less than four on checklist, did not report follow-up data, or did not report data on targeted outcomes.
Dissertations were excluded.
CBT is effective for short-term management (less than 8 months) of anxiety. Individually based interventions were more effective than those delivered in a group format. Various CBT approaches provided in an individual format can assist cancer survivors in reducing the emotional distress of anxiety.
Deshler, A.M., Fee-Schroeder, K.C., Dowdy, J.L., Mettler, T.A., Novotny, P., Zhao, X., et al. (2006). A patient orientation program at a comprehensive cancer center. Oncology Nursing Forum, 33, 569–578.
The intervention was a 12-minute cancer orientation program video and an orientation booklet. The video provided an overview of the cancer center, a welcome statement, an introduction to the clinic’s philosophy of care, locations of treatment centers, and identified staff members. The orientation booklet provided more detail and information about various resources and services:
Measurements done at baseline included questionnaires regarding awareness of cancer resources and services, demographic information, and state and trait anxiety. Postintervention questionnaires three weeks later measured awareness, use of and satisfaction with services and resources, and state and trait anxiety. Before their first MD appointment, patients were consented and randomized to one of four arms:
Medical oncology clinic
A randomized controlled trial design was used.
The study had a small sample size.
Hoff, A.C., & Haaga, D.A. (2005). Effects of an education program on radiation oncology patients and families. Journal of Psychosocial Oncology, 23, 61–75.
The intervention was a formal education/orientation program with oral and written information for patients and their significant others upon beginning radiation therapy. The control group of patients receiving radiation therapy and their significant others received information during their consultation visit via the physician, several pamphlets, and individual teaching by the nurse.
A randomized controlled trial design was used.
The information orientation session had no significant effect on anxiety, general distress, adherence to treatment, or knowledge about radiation. The program did increase satisfaction with care, use of psychological counseling, and outside support resources.
Pinar, G., Kurt, A., & Gungor, T. (2011). The efficacy of preopoerative instruction in reducing anxiety following gyneoncological surgery: A case control study. World Journal of Surgical Oncology, 9, 38–45.
To examine the effects of preoperative instruction on anxiety levels after gynecology oncology surgery
A random sample of patients scheduled for surgery was selected, and patients were assigned to intervention and control groups. Those in the control group received typical preoperative teaching. The intervention group was informed in detail with written information provided in an interactive situation to patients and caregivers. Instruction included anatomical information, routine preoperative preparation (e.g., removal of dentures, medications for the procedure), and postoperative care (e.g., management of pain, Kegel exercises). Instruction also included information on relaxation and imagery techniques. Study measures were obtained prior to surgery and after surgery immediately prior to hospital discharge.
Authors reported STAI-I results and STAI-II results, but it is not clear what STAI-II refers to. STAI postoperative results declined similarly in both groups. STAI-II postoperative results were higher in both groups and increased more in the intervention group than the control group. The difference between postoperative study groups showed overall lower anxiety scores in the intervention group (p = .004). Baseline anxiety was higher in the control group but not statistically different from the intervention group.
No firm conclusions regarding the effects of the preoperative teaching were given, and conclusions on postoperative anxiety cannot be drawn.
Study limitations preclude the ability to draw any firm conclusions from this research.
Schofield, P., Jefford, M., Carey, M., Thomson, K., Evans, M., Baravelli, C., & Aranda, S. (2008). Preparing patients for threatening medical treatments: Effects of a chemotherapy educational DVD on anxiety, unmet needs, and self-efficacy. Supportive Care in Cancer, 16, 37–45.
Primary aim: To evaluate effect of an educational DVD about chemotherapy on pretreatment anxiety, self-efficacy, unmet informational needs, and satisfaction with information received
Secondary aim: To determine if effects differ between those who perceived treatment to be curative rather than palliative
Control group patients received usual care and completed questionnaires before beginning their treatment. Experimental group patients were recruited at a later time. They were given a copy of the DVD to take home to watch, several days before their first treatment. They then completed questionnaires on the first day of chemotherapy treatment. The DVD focused on preparation for chemotherapy and self-management of side effects, including nausea and vomiting, constipation, diarrhea, mucositis, fever and infection, hair loss, infertility, and effects on sexuality and intimacy. Content was evidence-based, derived from a systematic review of the literature to support recommended self-care approaches. Most content was delivered by cancer survivors who also discussed their experiences and the self-care strategies they used to manage side effects. An oncologist and oncology nurse presented medical and nursing information. The DVD was 25 minutes long and had been previously pilot tested. Usual care education consisted of a brief description of the procedure and side effects provided by the patient’s oncologist and a 30-minute education session with a chemotherapy nurse. Analysis was done within curative and palliative care patient groupings.
Patients were undergoing the active treatment phase of care.
The study used a prospective quasi-experimental design with use of historical controls.
There were no differences in anxiety or depression scores between usual care and intervention groups. Those who watched the DVD rated themselves as more confident about seeking social support than the usual care group (p = 0.044). There were no differences between groups in any supportive care needs that were unmet. Both curative and palliative patients reported having more psychological needs than any other type of care, and reported sexuality as the least needed area. Those in the intervention group were more satisfied with information they had received (p = 0.026) compared to the control group. There were significant differences between self-perceived curative and palliative patients in confidence for maintaining activity (p = 0.028), stress management (p = 0.044), coping with side effects (p = 0.002), maintaining a positive attitude (p = 0.008), managing emotions (p = 0.005), and seeking social support (p = 0.012).
The intervention appeared to have an influence on aspects of self-efficacy and satisfaction with information received. There were no findings to support an effect on anxiety or depression prior to chemotherapy.
Prechemotherapy education is an important part of nursing management of these patients, but there is little evidence to guide the timing, content, format, and style of this type of education. Additional research in this area will be helpful to guide nursing practice. The use of adjuncts to direct face-to-face patient teaching and support by nurses may be helpful in the face of workforce shortages and increasing shifts of patient care to suggest that provision of basic information and orientation to the setting are not sufficient approaches to impact feelings of anxiety. Further study of such approaches can be helpful to determine how to best meet patient needs.
Siekkinen, M., Pyrhonen, S., Ryhanen, A., Vahlberg, T., & Leino-Kilpi, H. (2015). Psychosocial outcomes of e-feedback of radiotherapy for breast cancer patients: A randomized controlled trial. Psycho-Oncology, 24, 515–522.
To evaluate effects of an electronic-based educational program with knowledge feedback for patients undergoing radiation therapy
Patients scheduled to begin RT were randomized to receive either usual care and education (control group) or usual education and care along with the experimental program. Patients in the experimental group received a link to the program that delivered statements for patient response, demonstrating their knowledge of the general RT process, side effects, self-care, and lifestyle. Patients were given immediate feedback of their knowledge based on responses given to 28 statements. Usual care involved face-to-face education at the time of treatments. Study measures were obtained before beginning RT, after completion of RT, and three months later.
Anxiety declined over time in both groups, and showed significant decline between baseline and measures at the end of RT. Anxiety declined significantly in the experimental group from baseline to three months (p < 00001). The decline in the control group was not significant, and there was no significant difference between groups.
The education feedback program may help to reduce anxiety in patients receiving radiation therapy, but was not more effective than usual care and education.
The provision of patient feedback regarding knowledge of treatment and aspects of self-care was delivered in this study via a Web-based program. This might be an effective way to reinforce patient education.
Wysocki, W.M., Mitus, J., Komorowski, A.L., & Karolewski, K. (2012). Impact of preoperative information on anxiety and disease-related knowledge in women undergoing mastectomy for breast cancer: A randomized clinical trial. Acta Chirurgica Belgica, 112, 111–115.
To evaluate the impact of information, provided preoperatively, on the anxiety and knowledge of women undergoing mastectomy for breast cancer; to assess the specific impact of additional, structured preoperative information (delivered by means of educational/informational video) on perioperative anxiety and treatment- and disease-related knowledge in women undergoing mastectomy for breast cancer
Routine information was delivered to both arms of the study. Information was not standardized and included the typical conversation with the attending surgeon, surgical informed consent, and practical information from nurses. The treatment arm provided additional information delivered preoperatively via video; the information was recorded by a breast cancer survivor. Information in the video was obtained from the National Cancer Institute’s website. All patients were prospectively followed for one month (further follow-up was performed according to local treatment protocols) at 24–36 hours, 7 days, and 30 days postoperatively.
Open-labeled, randomized controlled trial
Patients who participated in the study showed no evident or significant improvement in perioperative anxiety or treatment- and disease-related knowledge, with the exception of knowledge concerning available primary treatment modalities.
Patient education, as well as emotional support, should always be important preoperatively and must continue postoperatively.