To provide an overview by systematically mapping the evidence on nurse-led health education interventions for women with primary breast cancer beginning oncological treatment. It explores their effectiveness and feasibility and relevant experiences. A comprehensive search was conducted of five databases (PubMed, CINAHL, PsyINFO, Cochrane Library, and Web of Science for published studies) and three repositories (Open AIRE EXPLORE, Trove, and ProQuest). This review was conducted in accordance with the theoretical framework proposed by JBI. The search strategy was implemented by applying the predefined filters: publication date (10 years), language (English and Spanish), age (adults), and sex (woman). The protocol was registered in the Open Science Framework. From 313 potential studies, 14 articles were included. Nurse-led health education interventions varied in terms of their focus, content, pedagogical methods and resources, and format and the number and duration of sessions. These interventions were effective for improving physical, psychological, and social health outcomes, as well as for improving knowledge, self-efficacy, self-care and quality of life. Acceptability and adherence were high, although few studies evaluated these parameters. Women valued receiving clear information and highlighted the importance of balancing information needs with emotional well-being. They reported an increased sense of control and safety. Nurse-led educational interventions for women with primary breast cancer most frequently focused on providing information and developing cognitive skills related to the side effects of chemotherapy and healthy lifestyles. Future interventions should prioritize holistic approaches to encompass the complex circumstances of this population. Holistic health education programs addressing the biological, psychological, social and spiritual spheres are essential for supporting women with breast cancer throughout their treatment journeys.
Sanchez-Castro et al. (Wed,) studied this question.