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ObjectivesTo study the application of adult learning theory in chemotherapy education intervention and its influence on cancer patients’quality of life, knowledge, attitude and behavior.Methods1.Based on the framework of adult learning theory, chemotherapy education handwork was produced by the methods of searching literature, expert intervie-ws and patient interviews.2.To develop the questionnaire on knowledge, attitude and behavior about chemotherapy and evaluate its content validity by experts assessment, its reliability by homogeneity reliability and test-retest reliability.3.The chemotherapy patients who met the inclusion criteria at oncology department in Shandong University Qilu Hospital during May 2009 to January 2010 were divided into study group and control group by randomized blocks.There were 100 subjects,50 cases were assigned into study group and 50 cases into control group by the unit number of wards using the Chinese Version of Life Quality Core Questionnaire(QLQ-C30) which was developed by European Organization for Research and Treatment of Cancer and the questionnaire on knowledge, attitude and behavior as mesearing indicator for intervention effect. Patients in study group received chemotherapy education by the researcher based adult learning theory, while patients in control group only received traditional health education by oncology nurse.ResuIts1. The questionnaire on knowledge, attitude and behavior was produced. It consisted of 23 items and 3 domains, the domains were knowledge, attitude and behavior. Its Cronbach’s coefficient was 0.71 and its test-retest reliability was 0.93. 2.Compared with the results before intervention, the patients’scores of knowledge, attitude, behavior about chemotherapy in study group elevated, significant difference was observed(p<0.05). The patients’scores of knowledge in control group elevated, significant difference was observed(p<0.05), other scores of items were no significant difference. Compared with the control group, the scores of knowledge, attitude and behavior in the study group elevated obviously, significant differences were observed (p<0.01).3.Compared with the results before intervention, the patients’scores of emotional function and the global quality of life in study group after intervention elevated, significant difference was observed(p<0.05), the scores of fatigue, nausea and vomiting, sleep disorder, constipation and appetite loss reduced, significant difference was observed(p<0.05). In control group, patients’ scores of nausea and vomiting reduced and the scores of the global quality of life elevated, significant difference was observed (p<0.05). Compared with the control group, the scores of emotional function and the global quality of life in the study group elevated obviously, the scores of fatigue, nausea and vomiting, sleep disorder, constipation and appetite loss reduced significantly, significant difference was observed(p<0.05).Conclusions1. Chemotherapy education intervention was carried out by adult learning theory in this study. It could improve cancer patients’quality of life during chemotherapy, increase their knowledge about chemotherapy, change their attitude and improve their behavior. This could illustrate that applying adult learning theory to chemotherapy education intervention is effective and feasible,it could be further used in clinical practice.2. Chemotherapy education handwork produced in this study has strong practical quality and could be further promoted in clinical practice.3. The questionnaire on knowledge, attitude and behavior about chemotherapy in this study has fine reliability and validity through preliminary verification, so it could provide approach for future research and should further validate its performance.
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