Maria Nikoloudi, Evangelos Chatzigeorgiou, Petros Galanis, Ioanna Tsatsou, Kyriaki Mystakidou
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引用次数: 0
Abstract
Demoralization is a syndrome of existential distress characterized by helplessness, hopelessness, loss of meaning, personal failure, and difficulty coping. This study explored the correlation between demoralization, social support, and attachment to health care providers in cancer patients. We conducted an observational, cross-sectional study with 150 inpatients and outpatients (≥ 18 years) from two hospitals. Personal and medical data were collected; patients completed psychometric instruments: Demoralization Scale II (DS-II), Experiences in Close Relationship Scale-Modified Short Form (ECR-M16), and Medical Outcomes Study (MOS) Social Support Survey. Participants' mean age was 62 years (range 20-85); 59.3% were women. Diagnoses included breast (33%), gastrointestinal (24%), and lung cancer (15%). Women had significantly higher DS-II factor 2 scores (p = 0.058). DS-II factor 2 correlated positively with age (p = 0.016). Multiple linear regression indicated that ECR-Discomfort significantly impacted DS-II factor 1 (p = 0.011, R2 = 9.3%) and factor 2 (p < 0.001, R2 = 12.1%). ECR-Anxiety also influenced DS-II factor 1 (p = 0.055, R2 = 2.7%) and factor 2 (p = 0.054, R2 = 2.4%). No significant correlation was found between demoralization and social support. Anxious and discomfort attachment patterns to health care providers exacerbate demoralization in cancer patients. Early identification of attachment styles may help reduce existential distress. These findings underscore the importance of incorporating psychological training into oncology education to better equip professionals in recognizing and addressing emotional vulnerability.
期刊介绍:
The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues.
Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care.
We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts.
Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited.
Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants.
Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.