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Cardio-oncology nursing
Published in Susan F. Dent, Practical Cardio-Oncology, 2019
Cardio-oncology nursing is an emerging field of nursing practice that spans the cancer care continuum. The role of cardio-oncology nurses is essential in the multidisciplinary approach to manage the complex healthcare issues of patients with cancer and after antineoplastic treatment. This is necessary in order to reduced morbidity and mortality in cancer patients and survivors. To prepare the next generation of nurses, cardio-oncology topics should be integrated within the undergraduate nursing curriculums and for all members of the interdisciplinary healthcare team. Cardio-oncology nurses must not only be aware of the potential side effects of cancer treatment on the cardiovascular system, but they must also be adept at conducting careful serial symptom review, and consider risk reduction and cancer rehabilitation strategies. Teamwork is essential for optimal management of patients with cancer and cardiovascular disease.
Fatigue
Published in Margaret O’Connor, Sanchia Aranda, Susie Wilkinson, Palliative Care Nursing, 2018
The problem of fatigue is prevalent in all chronic and life-limiting illness, and this symptom and the way it affects people’s wellbeing is therefore an important focus of palliative care. In particular, in people suffering from cancer, fatigue is the most prevalent symptom throughout the trajectory of the illness, and has been prominent in oncology nursing research and practice for many years (Mooney et al. 1991; Ropka et al. 2002; Stetz et al. 1995). To patients and their families, fatigue in the advanced stages of chronic illness can be an overwhelming symptom impairing quality of life through its impact on: ‘In palliative care, fatigue is the most prevalent symptom.’sense of wellbeing;daily performance;activities of daily living;relationships with family and friends;mood; andadherence to treatment.
Career Stories
Published in John D Engel, Lura L Pethtel, Joseph Zarconi, Mark Savickas, Developing Clinicians’ Career Pathways in Narrative and Relationship-Centered Care, 2018
John D Engel, Lura L Pethtel, Joseph Zarconi, Mark Savickas
My first nursing mentor, Mary Kreider, was the oncology nurse educator at Columbia. The most important thing Mary taught me was how to focus on the patient . . . She taught me how to always find out what was most important to the patient when setting goals and creating the plan of care. Of course, the patient-centered focus is fundamental to all of nursing practice, not just oncology nursing, but Mary always demonstrated this and ensured that all patients with cancer received this level of care from the nursing staff. Subsequently, I learned the importance of psychosocial care of the patient with cancer and of symptom management.
Anti-Cancer Therapy Privileging for Oncology Nurse Practitioners and Physician Assistants
Published in Oncology Issues, 2022
APP must have knowledge and ability to demonstrate clear understanding of relevant regimens in their practice.APP must have a valid California Furnishing License. (Note: NPs who want to prescribe in California must apply for a furnishing number. The California Board of Registered Nursing issues the furnishing number that allows the NP to “order” or furnish drugs and devices to patients using approved standardized procedures.6)APP must have a minimum of three years of oncology experience.APP with less than three years of oncology experience must complete the Oncology Nursing Society (ONS)/Oncology Nursing Certification Corporation (ONCC) Chemotherapy Immunotherapy Certification Course. Then UCSD Moores Cancer Center nursing leadership and their attending/supervising oncologist must perform final sign off for APP eligibility for this credentialing.
Investigation of occupational safety in oncology nurses
Published in International Journal of Occupational Safety and Ergonomics, 2022
Derya Çınar, Ayfer Karadakovan
According to the findings of the study, half of the oncology nurses stated that routine health checks were not carried out and the majority of them did not regularly take swab samples from their work environments to determine cytotoxic drug contamination. In addition, two of the three nurses who experienced pregnancy/breastfeeding stated that they used cytotoxic drug treatment during pregnancy/breastfeeding and that there was no assignment outside the unit due to the institution’s policy. In systematic review and meta-analysis studies, it has been proven that oncology nurses are adversely affected by the risks of teratogenicity and reproductive toxicity due to occupational exposure [10,13,24]. In this direction, alternative duties should be assigned to nurses planning pregnancy and during pregnancy/breastfeeding by the institution’s management in order to protect them from exposure risk [9,13,15]. Half of the nurses included in the study stated that they received current oncology education, and the vast majority stated that they do not have to obtain an oncology nursing certificate in their institutions. More than half of the participants stated that they did not find occupational safety practices sufficient, and most of them were not given additional rights and psychological support given the risks of exposure.
An outcome-based educational intervention to improve nursing students’ knowledge and competencies in oncology nursing: a randomized controlled Trial
Published in Contemporary Nurse, 2019
Li-Ling Hsu, Ruey-Shiuan Ueng, Suh-Ing Hsieh
At the undergraduate level, the focus of oncology nursing education should be on rehabilitation nursing and geriatric nursing care. Specific oncology nursing subjects would better prepare nursing students for cancer care (Yi, 2016). Lockhart et al. (2013) show that oncology related concepts including clinical review of major cancers, prevention and detection, infection and sepsis, national alterations, diagnosis, and goal of cancer treatment are important in prelicensure BSN (Bachelor of Science in Nursing) programs. Undergraduate students need to be taught the basic principles and concept of oncology care to recognize the clinical signs of oncology patients, to manage patient problems, and to cooperate with other professionals. Teaching using a conceptual organizing framework helps students develop cognitive pattern. The best way of teaching cancer care content is through concept and examples to help learners understand the concept and how to relate nursing material to the concept. Examples assist with bringing the whole picture together (Bristol & Rosati, 2013). It is important that after undergraduate training, nurses are competent enough to deliver proper care to patients with cancer (Edwards, Anstey, Kelly, & Hopkinson, 2016).