Effects of ileostomy and colostomy care training app versus video on caregiver anxiety and self-efficacy

Abstract A stoma is a surgically created opening in the abdomen that allows waste to exit the body. This procedure is often required for conditions like cancer or bowel disease. Living with a stoma brings significant physical, psychological, and social challenges for both patients and their caregivers. Caregivers often experience high levels of stress, leading to increased anxiety and reduced self-efficacy. This study aimed to compare the effectiveness of video- and application-based education in reducing anxiety and improving self-efficacy among primary caregivers of patients who have ileostomy and colostomy. This quasi-experimental study involved 126 primary caregivers of patients with stomas who were attending a stoma clinic in Kerman province, Iran. Participants were randomly assigned to one of three groups: an application group, a video group, or a control group. During one month, ostomy care training was provided to the intervention groups using stoma application or video. Research tools included a demographic information questionnaire, the Hamilton Anxiety Rating Scale (HAM-A), and the Generalized Self-Efficacy Scale (GSE-17). After receiving their respective interventions, participants’ anxiety and self-efficacy were reassessed. The results indicated a significant reduction in anxiety among participants in both the application (from 21.78 ± 7.02 to 21.10 ± 7.11) and video groups (from 18.15 ± 8.21 to 17.95 ± 8.25) after the intervention, while the control group experienced an increase in anxiety (from 25.95 ± 7.32 to 28.05 ± 6.07). There was significant difference between the control group and both the application and video groups ( P < 0.05). While, the application and video groups indicating that both methods were similarly effective ( P > 0.05, effect size = 0.374). Self-efficacy increased from 57.98 ± 5.45 to 66.68 ± 5.20 in the application group and from 58.45 ± 5.61 to 63.15 ± 5.92 in the video group, compared to 51.50 ± 5.66 to 53.28 ± 5.52 in the control group, with the most significant increase in the application group. The self-efficacy score was significantly higher in the video group compared to the control group ( P < 0.05, effect size = 0.453). This study demonstrated that application and video-based educational interventions effectively reduced caregivers’ anxiety and enhanced their self-efficacy. Caregivers who receive structured education are better prepared to manage caregiving tasks. The interactive and accessible nature of digital education tools, such as application, may provide more flexible and repeated access to important information, further supporting caregivers. The integration of technology into caregiver education can significantly improve the quality of care for patients and enhance the well-being of caregivers.