Dietmann Mary E
St. Vincent's College, 2800 Main Street, Bridgeport, CT, 06606, USA.
, 42 May Circle, Trumbull, CT, 06611, USA.
J Cancer Educ. 2017 Dec;32(4):764-770. doi: 10.1007/s13187-016-1074-6.
As the number of individuals surviving cancer continues to rise, short- and long-term effects of cancer and its treatment that result in physical, psychosocial, and spiritual needs unique to the care of the cancer survivor has not been addressed in nursing curricula. The Institute of Medicine (IOM, 2005) recommends that all health care providers are educated on the care of cancer survivors. This descriptive qualitative study explored faculty beliefs and practices regarding the inclusion of caring for the cancer survivor in undergraduate nursing curricula. Faculty knowledge of the term "cancer survivor" and their beliefs and practices regarding the placement of theory and clinical experiences on cancer survivorship were explored through face-to-face semi-structured interviews. Qualitative content analysis revealed themes and patterns related to the barriers and facilitators for disseminating information on the gap in content on care of the cancer survivor. Seven themes emerged from the content analysis of the interviews. These were as follows: (1) descriptions of cancer survivorship; (2) beliefs on inclusion of cancer survivorship care within undergraduate nursing curriculum; (3) established content on cancer survivorship care: teaching practices; (4) gaps in content on cancer survivorship care; (5) lack of supportive literature on cancer survivorship care; (6) clinical sites providing opportunities for cancer survivorship care: planned versus unplanned; and (7) barriers and facilitators to the inclusion of cancer survivorship in undergraduate nursing curricula. This study reveals the need for faculty education on the care of cancer survivors and a revision of undergraduate curriculum content.
随着癌症存活者的数量持续增加，癌症及其治疗所产生的短期和长期影响导致了癌症存活者护理中独特的身体、心理社会和精神需求，但护理课程中尚未涉及这些内容。医学研究所（IOM，2005年）建议对所有医疗保健提供者进行癌症存活者护理方面的教育。这项描述性定性研究探讨了教师对于在本科护理课程中纳入癌症存活者护理的信念和实践。通过面对面的半结构化访谈，探究了教师对“癌症存活者”一词的了解以及他们在癌症幸存者理论和临床经验安排方面的信念和实践。定性内容分析揭示了与传播癌症存活者护理内容差距信息的障碍和促进因素相关的主题和模式。访谈的内容分析产生了七个主题。具体如下：（1）癌症存活的描述；（2）关于在本科护理课程中纳入癌症存活者护理的信念；（3）已确立的癌症存活者护理内容：教学实践；（4）癌症存活者护理内容的差距；（5）缺乏关于癌症存活者护理的支持性文献；（6）提供癌症存活者护理机会的临床场所：计划内与计划外；（7）在本科护理课程中纳入癌症存活者护理的障碍和促进因素。本研究揭示了对教师进行癌症存活者护理教育以及修订本科课程内容的必要性。
