Effectiveness of educational intervention programs in ostomized patients with colorectal cancer: A systematic review with meta-analysis

Abstract

Introduction: Colorectal cancer, which often requires ostomy construction, is increasingly prevalent. This highlights the need for ostomy self-care educational programs. This review assesses the effectiveness of these programs in improving self-care values and examines their key components. Methods: We conducted a systematic review following the PRISMA statement using MEDLINE, Scopus, and Web of Science (September 2025). The risk of bias was assessed using the Cochrane tool and Downs and Blacks checklists. We included randomized controlled trials that tested the effect of educational intervention programs on ostomized colorectal patients compared to no intervention, control, or placebo intervention. Data were pooled, and a meta-analysis was performed. Results: We included 11 studies with 1011 patients. Meta-analysis results demonstrated significant differences favoring educational programs (SMD = 1,44; 95 % CI = 0,86;2,02; p < 0.001). The programs were highly heterogeneous in terms of timing, length, session duration, frequency, and number of sessions. Conclusion: The results of this systematic review with meta-analysis suggest that educational intervention programs improve self-care values in ostomized colorectal patients. The intervention components are highly heterogeneous and challenging to standardize. Multimedia educational intervention programs achieved superior results compared to traditional educational programs. Practice implications: Educational programs enhance self-care, with multimedia-based interventions proving more effective. Standardized, multidisciplinary programs with long-term follow-up are needed to sustain benefits and improve adherence.