Effectiveness of an Educational Program on Physical and Psychological Quality of Life among Breast Cancer Patients in Erbil City, Iraq: A Quasi-Experimental Study

Background: Breast cancer is the most common malignancy among women worldwide and is associated with substantial impairment in physical and psychological quality of life (QoL). In Erbil City, Iraq, structured supportive interventions for breast cancer patients remain limited. This study evaluated the effect of a structured educational program on physical and psychological QoL using a quasi-experimental design. Methods: A quasi-experimental pre–post study with a control group was conducted among 120 female breast cancer patients recruited from Nanakaly and Rizgary Teaching Hospitals between November 2024 and May 2025. Participants were non-randomly allocated into intervention (n = 60) and control (n = 60) groups based on baseline stress levels for ethical considerations. The intervention group received three structured educational sessions addressing disease knowledge, symptom management, coping strategies, and treatment adherence, in addition to routine care, while the control group received standard care only. QoL was assessed before and 4–6 weeks after the intervention using a validated questionnaire. Data were analyzed using t-tests, ANCOVA, and multiple linear regression. Results: At baseline, no significant differences were observed between groups in physical or psychological QoL. After adjustment for baseline scores, ANCOVA demonstrated a significant improvement in physical QoL in the intervention group compared with controls (F(1,117) = 23.83, p < 0.001, partial η² = 0.169). No statistically significant improvement was observed in psychological QoL (p = 0.453). Regression analysis indicated that older age was associated with higher physical QoL but lower psychological QoL, while employment status was positively associated with psychological outcomes. Conclusion: Structured educational programs may contribute to improved physical quality of life among breast cancer patients; however, education alone appears insufficient to produce measurable improvements in psychological well-being. These findings suggest that educational interventions should be complemented by targeted psychosocial support to address the multidimensional needs of breast cancer patients in resource-limited settings.