RESUMO
In Spain, 34,331 new cases of colorectal cancer were diagnosed in 2018 and 15,923 individuals died from this disease in the same year. The highest incidence of colorectal cancer is among individuals aged 65-75 years and the physiological consequences of aging, alongside the effects of the disease and its treatment, can exacerbate their physical deterioration and cognitive impairment and reduce their social relationships. The learning of coping strategies may help to improve the quality of life of patients after cancer diagnosis. To test the hypothesis that the utilization of coping strategies can improve the quality of life of elderly patients with colorectal cancer, PubMed and EBSCO databases were searched, up to 2021, using the following terms: "coping strategies and colorectal cancer" with "anxiety", "quality of life", "depression", "unmet needs", "optimism", "intimacy", "distress", "self-efficacy" and "self-esteem" with Boolean operators "AND", "OR". The literature search retrieved 641 titles/abstracts written in English. After an exhaustive analysis, only 7 studies met the inclusion criteria. Randomized evidence was scant and was reported only in 3/7 of the studies analyzed. Data from available randomized evidence support that patients improved on their depression and quality of life and felt more prepared to deal with their cancer. Coping strategies in patients with colorectal cancer were effective in improving patient adaptation to their new situation. Healthcare professionals working with these patients should receive training in this complementary treatment, to be able to conduct comprehensive care in order to improve the quality of life of these patients.
RESUMO
Introducción: Numerosos estudios han tratado de verificar la eficacia de una intervención educativa en pacientes diabéticos tipo 1 (DM1). Objetivos: Analizar los conocimientos previos a la intervención educativa sobre hábitos alimentarios y ejercicio físico, comprobar una posible mejora del nivel de estos conocimientos tras la intervención y verificar la adquisición de destrezas relacionadas con el autoanálisis y la autoinyección. Metodología: Se incluyeron 32 pacientes con DM1 de entre 4 y 14 años de Melilla. Mediante un cuestionario se analizaron los conocimientos sobre alimentación y ejercicio físico, y los hábitos sobre los mismos, mediante cuestionario KrecePlus. Se realizó una intervención educativa y se analizaron nuevamente dichos conocimientos, así como las destrezas adquiridas sobre autoanálisis y autoinyección con un nuevo cuestionario. Resultados: En relación a los conocimientos sobre dieta y ejercicio físico, se alcanzó una mejora significativa (p<0,0001) tras la intervención. Igualmente, los resultados mostraron una mejora en los hábitos de alimentación y ejercicio físico. El estudio de destrezas sobre autoanálisis y autoinyección reveló que los sujetos eran independientes en los procesos de autoanálisis de glucemia y autoinyección de insulina tras la intervención. Conclusión: Una intervención educativa llevada a cabo por enfermeras especializadas constituye un procedimiento efectivo para mejorar y aumentar los conocimientos de pacientes con DM1 sobre alimentación, ejercicio físico y sobre la propia enfermedad, así como un incentivo para adquirir hábitos saludables respecto a alimentación y ejercicio físico (AU)
Introduction: Large researches have tried to verify the efficiency of the educational intervention in patients suffering from type 1 diabetes (T1D). Objectives: Analyzing the initial knowledge about diet habits and physical exercise, confirming a possible improvement of the level of this knowledge after the educational intervention and verifying the acquisition of skills related to self-analysis and self-injection. Methodology: 32 subjects with T1D, from 4 to 14 years old in Melilla were included. The knowledge about diet and physical exercise were analyzed using a questionnaire. Diet habits were evaluated using the KrecePlus questionnaire. An educational intervention was offered and that knowledge was analysed again, as well as the skills acquired about self-analysis and self-injection with a new questionnaire. Results: After the intervention, the knowledge about diet and physical exercise significantly improved (p <0,0001). The results also showed an improvement in diet habits and physical exercise. The study of self-analysis and self-injection skills evidenced that the subjects were independent in the processes of blood glucose self-analysis and insulin self-injection. Conclusion: An educational intervention developed by a nurse is an effective procedure to improve and increase the knowledge about diet, physical exercise and about the disease in diabetic type 1 diabetic, as well as an incentive to acquire healthy habits about diet and physical exercise (AU)