| Literature DB >> 31963773 |
Mayte Serrat1,2,3, Juan P Sanabria-Mazo2,4,5, Elna García-Troiteiro2, Anna Fontcuberta2, Corel Mateo-Canedo2, Míriam Almirall1, Albert Feliu-Soler2,4,5, Jorge Luis Méndez-Ulrich2, Antoni Sanz2, Juan V Luciano4,5.
Abstract
The study protocol of a prospective and randomized controlled trial for the assessment of the efficacy of nature activity therapy for people with Fibromyalgia (NAT-FM) is described. The primary outcome is the mean change from baseline in the Revised Fibromyalgia Impact Questionnaire (FIQR) score at post-treatment (12 weeks) and at 9 months of follow-up, and secondary outcomes are changes in the positive affect, negative affect, pain, fatigue, self-efficacy, catastrophising, and emotional regulation. A total of 160 patients with fibromyalgia will be divided into two arms: treatment-as-usual (TAU) and NAT-FM+TAU. Pre, during, post, +6, and +9 months assessments will be carried out, as well as an ecological momentary assessment (EMA) of intrasession and intersessions. Results will be subjected to a mixed group (NAT-FM+TAU vs. TAU) × phase (pre, post, +6 months, +9 months) general linear model. EMA intrasession measurements will be subjected to a 2 (pre vs. post) × 5 (type of activity) mixed-effects ANOVA. EMA between-session measurements obtained from both arms of the study will be analysed on both a time-domain and frequency-domain basis. Effect sizes and number needed to treat (NNT) will be computed. A mediation/moderation analysis will be conducted.Entities:
Keywords: cognitive behavioural therapy; ecological momentary assessment; exercise therapy; fibromyalgia; multicomponent treatment; nature exposure; pain neuroscience education; randomized controlled trial; study protocol
Year: 2020 PMID: 31963773 PMCID: PMC7013723 DOI: 10.3390/ijerph17020634
Source DB: PubMed Journal: Int J Environ Res Public Health ISSN: 1660-4601 Impact factor: 3.390
Figure 1Flow chart of the randomized controlled trial (RCT).
Structure of the Nature Activity Therapy for people with Fibromyalgia (NAT-FM), indicating the activities to be performed and the psychological targets to be addressed in each of the sessions.
| Session | Activities | Targets | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| NW | YO | HK * | PH | SY ** | Negative Affect | Positive Affect | Pain/Fatigue | Emotional Regulation | Self-Efficacy | Catastrophising | |
| 1 | X | 1–16 | |||||||||
| 2 | X | X | 1–6 | 1–2 | |||||||
| 3 | X | X | X | 3–4 | 1–6 | ||||||
| 4 | X | X | 5–6 | 7–10 | |||||||
| 5 | X | X | X | 7–8 | |||||||
| 6 | X | X | X | 1–6 | 9–10 | ||||||
| 7 | X | X | X | 11–12 | 1–6 | ||||||
| 8 | X | X | X | 13–14 | 1–5 | ||||||
| 9 | X | X | 15–16 | 6–8 | |||||||
| 10 | X | X | Family session | ||||||||
| 11 | X | X | X | 1–6 | 1–8 | 1–6 | |||||
| 12 | X | X | 1–6 | 1–10 | |||||||
Note. The “X” expresses the sessions in which each activity is planned. The numbers of the targets’ columns are referred to the steps described on Table 2. Cognitive behavioural intervention on primary and secondary outcomes is distributed along the sessions. * Hiking is a homework assignment to do as a therapeutic exercise with cognitive targets. ** Shinrin Yoku is understood as mindfulness in a natural context. Nordic walking (NW); yoga (YO); hiking (HK); photography (PH); Shinrin Yoku (SY).
Steps in pain neuroscience education and in the cognitive-behavioural treatment for each outcome.
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| 1 | Disassembling beliefs. |
| 2 | Concept of central nervous system and centre sensitization. |
| 3 | Concept of pain, fatigue, and pain system. |
| 4 | Acute pain vs chronic pain: Purpose of acute pain and how it originates in the nervous system. |
| 5 | Pain and damage. |
| 6 | Pain neuromatrix theory and virtual body representation. |
| 7 | Nociception, nociceptors, action potential, peripheral sensitization, synapses. |
| 8 | Descending/ascending pain pathways, spinal cord. |
| 9 | Danger signs: modulation and modification. |
| 10 | Hyperalgesia and allodynia, hypersensitivity of nervous central system. |
| 11 | The role of the brain, pain memory, pain perception, autoimmune evaluation error. |
| 12 | Etiology. |
| 13 | Relationship with stress and emotions. |
| 14 | Relationship with attention, perceptions, pain cognitions, and pain behaviour. |
| 15 | Neuroplasticity and how pain becomes chronic. |
| 16 | Re-education, graded activity, and exercise therapy |
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| 1 | Understand the concept of self-efficacy. |
| 2 | Recognize the relationship between self-efficacy, pain, and fatigue. |
| 3 | Recognize the importance of adapting self-efficacy to real capacity. |
| 4 | Become aware of the process of self-efficacy elaboration. |
| 5 | Recognize the dynamics of self-efficacy. |
| 6 | Identify the sources of self-efficacy. |
| 7 | Identify the biases in the creation of self-efficacy. |
| 8 | Learn how to stop and replace the biases in the creation of self-efficacy. |
| 9 | Relationship between self-efficacy and self-esteem. |
| 10 | Transfer: How to work self-efficacy in day life. |
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| |
| 1 | Understand the concept of positive emotions. |
| 2 | Recognize the relationship between positive emotions, pain, and fatigue. |
| 3 | Recognize the importance of actively searching for sources of positive emotions. |
| 4 | Identify sources of positive emotions in the context of the sessions. |
| 5 | Learn to pay attention to stimuli/conditions that generate positive emotions. |
| 6 | Transfer: How to work positive affect in everyday life. |
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| 1 | Understand the concept of negative emotions. |
| 2 | Recognize the relationship between negative emotions, pain, and fatigue. |
| 3 | Recognize the adaptive function of negative emotions. |
| 4 | Assess the importance of emotional regulation to reduce negative emotions. |
| 5 | Learn to pay attention to the stimuli/conditions that generate negative emotions. |
| 6 | Transfer: How to reduce negative affect to everyday life. |
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| 1 | Understand the concept of emotional regulation. |
| 2 | Recognize the relationship between emotional regulation, pain, and fatigue. |
| 3 | Identify the 9 types of cognitive regulation of emotions. |
| 4 | Identify the relationship between emotional regulation, pain, and fatigue. |
| 5 | Learn to pay attention to emotional regulation. |
| 6 | Learn to identify the type of emotional regulation usually employed in everyday life. |
| 7 | Learn to stop and subtract inappropriate emotional regulation for a proper one. |
| 8 | Transfer: How to work emotional regulation in everyday life. |
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| 1 | Understand the concept of catastrophism. |
| 2 | Recognize the relationship between catastrophism, pain, and fatigue. |
| 3 | Learn to recognize the catastrophic thoughts. |
| 4 | Learn to pay attention to the catastrophic thoughts. |
| 5 | Learn to stop and replace the catastrophic thoughts. |
| 6 | Transfer: How to work catastrophising on an everyday basis. |
Note. To present in a most understandable way this information to patients, a power point has been used with pictures, examples, and metaphors, according to the recommendations [18]. All these aspects have been reinforced point by point in each session with the book Explain Pain in Spanish [27].
Measurement scheme and timings for the NAT-FM treatment protocol.
| Pre | During | Post | Follow-Up | Follow-Up | |
|---|---|---|---|---|---|
|
| |||||
| General information measures | |||||
| Sociodemographic information (age, education level, etc.) | X | ||||
| Clinical information (medical history, FM history, etc.) | X | ||||
| Measures of clinical features and screening | |||||
| SCID-I (depression module) | X | ||||
| Measures of primary outcome | |||||
| FIQR (functional status) | X | X | X | X | X |
| Measures of secondary outcomes | |||||
| PANAS (negative and positive affect) | X | X | X | X | X |
| CERQ (emotional regulation) | X | X | X | X | X |
| PPCS (perceived competence) | X | X | X | X | X |
| RSES (self-esteem) | X | X | X | X | X |
| PCS (catastrophising) | X | X | X | X | X |
| PSS-4 (stress) | X | X | X | X | X |
| Measures of additional secondary outcomes | |||||
| HADS (anxiety and depression) | X | X | X | X | X |
| PIPS (psychological inflexibility) | X | X | X | X | X |
| TSK-11 (kinesiophobia) | X | X | X | X | X |
| SF-36 (physical function) | X | X | X | X | X |
| UKK (functionality) | X | X | X | X | X |
| AEAC (adverse effects) * | X | ||||
| PGIC/PSIC (impression of change) * | X | ||||
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| |||||
| Measures of other secondary outcomes | |||||
| SAM (emotional state) | X | ||||
| VAS (fatigue, pain, and sleep quality) | X | ||||
| VAS (self-efficacy and stress) | X | ||||
Note: “X” expresses the moment when each assessment instrument is planned to be administered. Structured Clinical Interview for DSM Axis I Disorders (SCID-I); Revised Fibromyalgia Impact Questionnaire (FIQR); Positive and Negative Affect Schedule (PANAS); Cognitive Emotion Regulation Questionnaire (CERQ); Personal Perceived Competence Scale (PPCS); Rosenberg Self-Esteem Scale (RSES); Pain Catastrophizing Scale (PCS); Perceived Stress Scale (PSS); Hospital Anxiety and Depression Scale (HADS); Psychological Inflexibility in Pain Scale (PIPS); Tampa Scale for Kinesiophobia (TSK-11); 36-Item Short Form Survey (SF-36); UKK Walk Test (UKK); Adverse Effects Assessment Checklist (AEAC); Patient Global Impression of Change (PGIC); Pain Specific Impression of Change (PSIC); Self-Assessment Manikin (SAM); Visual Analog Scale (VAS). * Only for NAT-FM arm.