The effect of supportive approach structured according to kolcaba comfort theory applied to parents of children with cerebral palsy on child's comfort, quality of life, and parent's self-efficiency

Objective: This study was conducted to evaluate the effect of the structured supportive approach given to the parents of children with cerebral palsy according to Kolcaba Comfort Theory on the child's comfort, quality of life and parent's self-efficacy. Materials and Methods: This research is a randomized controlled experimental, single-blind study. The study was conducted with the parents of children with CP aged 8-16 years, who came to rehabilitation centers in a randomized controlled manner between 11 October 2021 and 11 November 2022 to receive education-therapy. The sample consisted of 73 parents, the study group (n=35), and the control group (n=38). Parents in the study group were given education-support in accordance with the needs defined in the education topics specified in the Parent Education-Support Booklet with a Child with Cerebral Palsy. The practices included in the routines of the centers were applied to the control group. Research data were collected using the Child and Parent Information Form, the Needs Determination Form, the Comfort Behaviors Checklist (CBC), the Parent Form of the Quality of Life Scale for Children (QOLS) and the Self-Efficacy Scale. The comfort and quality of life of the children in the study group and the self-efficacy of the parents were evaluated before the education, the fourth week of the education and two months after the education. The control group's data were collected at the same time as the study group. Descriptive statistics, Pearson chi-square, Fisher exact chi-square, Student-t and ANOVA tests were used for data analysis. Results: The mean CBC scores of the children in the study group in the fourth week of education and two months later were significantly higher than the control group (p<0.05). The difference between the mean scores of the children in the study and control groups; According to the ANOVA test for repeated measurements, the effect of group (F=12.727; p≤0.001), time (F=8.051; p<0.001) and group time interaction (F=15.672; p<0.001) was found to be statistically significant. The mean QOLS scores of the children in the study group two months after the education were significantly higher than the control group (p<0.05). When the mean QOLS scores of the children were examined, it was found that the effects of group (F=3.079, p>0.001) and time (F=1.525; p>0.001) were not statistically significant according to the ANOVA test for repeated measurements. However, there was a significant difference in terms of the joint effect of group time interaction (F=10.48; p<0.001). The self-efficacy score averages of the parents in the study group at the fourth week of education and two months later were significantly higher than the control group (p<0.05). The difference between the parents' self-efficacy score averages; according to the ANOVA test for repeated measurements, the effect of group (F=10.608; p<0.05) and group time interaction (F=0.496; p<0.001) was found to be statistically significant. However, no significant difference was found in terms of time (F=0.496; p>0.001). Conclusion: It was observed that the structured supportive approach given to the parents of children with cerebral palsy according to Kolcaba Comfort Theory increased the comfort, quality of life of the children and self-efficacy of the parents. It can be suggested that the structured supportive approach given according to Kolcaba's Comfort Theory should be applied to the parents of children with CP who receive education-therapy in special education and rehabilitation centers. Key words: Nursing care, comfort, theory, self-efficacy, cerebral palsy, quality of life.