The effect of peer support psychoeducation based on experiential learning on self-care demands among breast cancer patients with post-chemotherapy

Abstract

Background: Breast cancer patients with post-chemotherapy had self-care deficit problems. The patient is unable to perform activities of daily living which can decrease the quality of life. One of the factors that affected self-care deficit among breast cancer patients was inadequate information. This study aimed to determine the effects of peer support psychoeducation based on experiential learning on the self-care demand. Design and methods: This study used a quasi-experimental design with pretest and posttest. The independent variable of the study was the application of peer support psychoeducation based on experiential learning and the dependent variable was the self-care demand. The inclusion criteria in this study were breast cancer patients with post-chemotherapy. The exclusion criteria in this study were patients who were unconscious. We selected the experimental and control group randomly. The total sample in this study was 60 people, 30 respondents for the experiment group and 30 respondents for the control group. Peer support psychoeducation based on experiential learning was developed from Wauchope’s psychoeducational theory, Orem’s self-care, and David Kolb’s experiential learning. We used a self-report questionnaire to measure self-care demand. Data were analyzed using Wilcoxon signed rank and Mann–Whitney U tests. Results: Peer support psychoeducation based on experiential learning has a significant effect on self-care demand, namely ADL ( p = 0.002), pain management ( p = 0.002), nutritional management ( p = 0.000), and rest and sleep ( p = 0.000). Conclusion: Psychoeducation based on experiential learning was recommended for nursing care or physician to increase self-care demand.