Education Program to Promote Skin Integrity and Reduce Pain for Patients Receiving External Beam Radiotherapy | ||
| Assiut Scientific Nursing Journal | ||
| Article 17, Volume 10, Issue 28 - Serial Number 1, January 2022, Pages 191-199 PDF (594.99 K) | ||
| Document Type: Original Research | ||
| Authors | ||
| Mona Gamal Mohamed1; Shaimaa Abdelrahim Khalaf* 2; Fatma Ragab Khalaf3; Shimaa Hussien Mohamed4 | ||
| 1Lecturer of Medical-Surgical Nursing, Faculty of Nursing, Sohage University, Egypt. | ||
| 2Assistant Professor of Community Health Nursing, Faculty of Nursing, Assiut University, Egypt | ||
| 3Assistant Professor of Community Health Nursing, Faculty of Nursing, Assiut University, Egypt. | ||
| 4Lecturer of Medical-Surgical Nursing, Faculty of Nursing, Assiut University, Egypt. | ||
| Abstract | ||
| Back ground: Radiation dermatitis is one of the most common side effects for the majority of breast cancer patients receiving external beam radiation therapy. Aim: To evaluate the effect of education program to promote skin integrity and reduce pain for patients receiving external beam radiotherapy. Subjects and Methods: Quasi experimental research design. Setting: Oncology department and radiotherapy outpatient clinic at Sohag University Hospital. Sample: Non-probability purposeful sample of (80) female patients (40 cases and 40 control) that has breast cancer and will receive external beam radiotherapy. Tools: Tool (I): Part (1): Patients'' personal data, Part (2): Patient’s medical history, Tool (II): Educational program to promote skin integrity before and after receiving radiation therapy. Tool (III): Part (I): Radiation Therapy Oncology Group assessment tool and Part (2): Patientreported symptoms post radiotherapy tool. Results: Highly statistical significance difference between study and control group as regarding to Radiation Therapy Oncology Group, patient-reported symptoms after treatment | ||
| Keywords | ||
| Educational program; Promote Skin integrity; Breast Cancer; External beam & Radiotherapy | ||
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