Effects of dependent care theory-based post-surgical home care intervention on self-care, symptoms, and caregiver burden in patients with primary brain tumor and their caregivers: a randomized controlled trial.

PURPOSE: This study aimed to examine the effect of dependent care theory-based post-surgical home care intervention on self-care, symptoms, and caregiver burden in primary brain tumor patients and their caregivers. METHODS: A parallel-group randomized controlled trial was conducted with patients who underwent surgery for a primary brain tumor between March 2019 and January 2020 in a tertiary hospital and with caregivers who cared for them at home. Eligible patients and caregivers were determined by block randomization. Outcome measures included validated measures of self-care agency (Self-Care Agency Scale), symptoms and interference by symptoms (MD Anderson Symptom Inventory Brain Tumor-Turkish Form), and caregiver burden (Caregiver Burden Scale). Two-way analysis of variance was used in repeated measurements from general linear models compared to scale scores. RESULTS: Self-care agency was significantly higher in the intervention group than in the control group in the first and sixth months after surgery (p < 0.05). The severity of the patients' emotional, focal neurologic, and cognitive symptoms and interference by symptoms were significantly lower in the intervention group than in the control group (p < 0.05). Caregiver burden was significantly lower in the intervention group in the first, third, and sixth months after surgery (p < 0.05). CONCLUSION: Dependent care theory-based post-surgical home care intervention increased patients' self-care and reduced symptoms and their effects. It also reduced the caregiver burden. Dependent care theory can guide the nursing practices of nurses who provide institutional and/or home care services to patients with chronic diseases and their caregivers. TRIAL REGISTRATION: NCT05328739 on April 14, 2022 (retrospectively registered).

Development and Validation of an Artificial Intelligence-Assisted Patient Education Material for Ostomy Patients: A Methodological Study.

AIM: To develop and test the validity of an artificial intelligence-assisted patient education material for ostomy patients. DESIGN: A methodological study. METHODS: The study was carried out in two main stages and five steps: (1) determining the information needs of ostomy patients, (2) creating educational content, (3) converting the educational content into patient education material, (4) validation of patient education material based on expert review and (5) measuring the readability of the patient education material. We used ChatGPT 4.0 to determine the information needs and create patient education material content, and Publuu Online Flipbook Maker was used to convert the educational content into patient education material. Understandability and applicability scores were assessed using the Patient Education Materials Assessment Tool submitted to 10 expert reviews. The tool inter-rater reliability was determined via the intraclass correlation coefficient. Readability was analysed using the Flesch-Kincaid Grade Level, Gunning Fog Index and Simple Measure of Gobbledygook formula. RESULTS: The mean Patient Education Materials Assessment Tool understandability score of the patient education material was 81.91%, and the mean Patient Education Materials Assessment Tool actionability score was 85.33%. The scores for the readability indicators were calculated to be Flesch-Kincaid Grade Level: 8.53, Gunning Fog: 10.9 and Simple Measure of Gobbledygook: 7.99. CONCLUSIONS: The AI-assisted patient education material for ostomy patients provided accurate information with understandable and actionable responses to patients, but is at a high reading level for patients. IMPLICATIONS FOR THE PROFESSION AND PATIENT CARE: Artificial intelligence-assisted patient education materials can significantly increase patient information rates in the health system regarding ease of practice. Artificial intelligence is currently not an option for creating patient education material, and their impact on the patient is not fully known. REPORTING METHOD: The study followed the STROBE checklist guidelines. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contributions.

The effect of sexual self-schemas and sexual embarrassment of nursing students on the attitudes and beliefs of students related to sexual health.

AIM: Sexual health needs are one of the holistic care needs. Nurses need to help individuals identify and meet these needs. However, sometimes their perception of sexuality can affect their attitudes towards care. The aim of this study determine the effect of sexual self-schema and sexual embarrassment on attitudes and beliefs related to sexual health in nursing students. BACKGROUND: The sexual self-schema, which emphasizes the cognitive aspect of sexuality, is defined as cognitive generalizations that a person does for her/his own sexuality. Sexual self-schemas are known to affect individuals' feelings, beliefs and attitudes towards sexuality. Those with a positive sexual self-schema experience less embarrassment and more positive attitudes towards sexuality. Those with a negative sexual self-schema experience more sexual embarrassment. Those who experience sexual embarrassment have an avoidance of sexual interaction and talking about sexual issues. Nurses and student nurses have embarrassed to talk about sexuality with their patients. It is thought that sexual attitudes and beliefs are effective on this situation. DESIGN: This study was conducted in a cross-sectional descriptive type. Structural equality model was established to test the hypotheses of the research. In the model, the direct effects of the sexual self-schema and the sexual embarrassment on sexual attitudes and beliefs were examined. In addition, the mediating effect of sexual embarrassment between sexual schemas and sexual attitudes and beliefs is also included in the model. METHODS: The study population was the students who attended to and conducted clinical practice at the second, third and fourth study year at a Faculty of Health Sciences. For data collection, the Introductory Information Form which questioned socio-demographic characteristics of individuals, Sexual Self-Schema Scale (SSS), Sexual Embarrassment Scale (SES), and Sexual Attitudes and Beliefs Survey for Sexual Health (SABS) were used. The data were collected online with voluntary participation. RESULTS: Students' average scale scores were: SSS: 121.57 ± 21.23, SES: 12.16 ± 5.74 and SABS: 35.62 ± 7.53. It was also found that sexual self-schemas and sexual embarrassment effected sexual attitudes and beliefs. CONCLUSION: It could be recommended that these results be tested with different studies, that the course content on sexual issues be reviewed be addressed in a broader context.