The staggering rate of cervical cancer caused by the Human Papillomavirus (HPV) is chilling. Researchers are learning more about this disease and discovering successful prevention measures to fight it. Having the tools for disease prevention, health care providers are often challenged by real world obstacles. Tove Finch
Lack of public awareness regarding HPV transmission and at risk populations is limited, vaccine controversies surrounding adolescent girls becoming sexually active, and lack of routine screening increases the risk for cervical cancer each year. Targeting the at-risk population, educating HPV prevention, and advocating for cervical cancer screening are essential nursing strategies to reduce the burden of illness caused by HPV.
According to Cox and the CDC (2006), HPV is the most prevailing sexually transmitted infection responsible for cervical cancer. In the United States, 20 million people are currently infected with HPV, an additional six million people become newly diagnosed and nearly four thousand women die from cervical cancer each year (Cox, 2006). Many young women do not know that being sexually active puts them at risk for cervical cancer because HPV can develop undetected and become transmitted unknowingly (Cox, 2006). Fawcett (2007) supports this by stating, “young girls are particularly at risk because some start having sexual intercourse earlier, have higher number of partners, smoke and fail to use barrier methods of contraception” (p.2). Vaccinations to eradicate HPV are underway, but controversial issues continue over personal and religious beliefs. According to Ritchie (2006), there are varied levels of sex education because of religious and cultural beliefs. Therefore, greater preventative steps need to be taken to reduce the incidence of HPV in the younger population.
One nursing strategy on illness prevention is to target the adolescent at risk population. Providing a holistic approach to adolescent health care by including pediatric reproduction health services will benefit public health as a whole and assure access to the at risk population. Roye, Nelson, and Stanis (2003), support this by stating, “nurses should advocate for the provision of comprehensive reproduction health services in all clinical sites that provide primary care to adolescents” (p.4). This type of standardized quality health care will enable goals to eliminate health disparities among adolescents and permit early primary prevention. The national health promotion and disease prevention goals, Healthy People 2010, will also be promoted by strengthening community prevention and protecting the future health of the adolescent population from cervical cancer caused by the Human Papillomavirus, (Potter, 2005).
While targeting the adolescent at risk population, another key strategy must address educating HPV prevention and transmission. Fawcett (2007) states, “educating adolescents about protection against HPV is a vital part of adolescent health care” (p.5). Cox (2006) adds, “At present, HPV is widespread such that most sexually active individuals will be infected in their lifetime” (p.3). Society needs to change their attitude and eliminate political barriers by including an objective nursing focus on educating parents and adolescents about the prevention and transmission of HPV, thus empowering adolescents to participate in disease control. This education may include topics such as risky behaviors, the HPV vaccine, Pap screenings, condom use, and abstinence. Educating on adolescent behavior and giving informed sexual advice permits comprehensive decisions. According to Bartlett, Davis and Belyea, (2007), in any health-related interactions with an adolescent, failure to inquire about an adolescent's involvement in problem behaviors may result in lost opportunities to educate the adolescent, who may have nowhere else to gain such information. Fawcett (2007) supports this by stating, “sexual health education should be aimed at reducing the risk” (p.4). This strategy also supports Healthy People 2010 goals by promoting healthy behaviors and protecting adolescent sexual health, thereby increasing the quality and years to their life.
In addition to education and immunization, screening by Papanicolaou, (Pap) smear, is an essential strategy that contributes to early detection of cervical cancer (Fawcett, 2007). Nurses need to collect comprehensive patient history and advocate screening services in clinical sites that provide primary adolescent care. Cervical screenings have led to a notable decrease in cervical cancer deaths in the middle age population and adolescents alike (Roye, Nelson, and Stanis, 2003). If sexually active adolescents are not regularly screened for HPV they may develop cancer undetected. Fawcett supports this strategy by stating, “We believe that Pap smear screening of sexually active adolescents remains an important preventive health procedure that is clinically justifiable” (p.5).
Evidence exists showing the link between cervical cancer caused by the Human Papillomavirus and the prevalence of this disease on the adolescent population. HPV is like butter, it spreads, making HPV prevention imperative. Many parents are uncomfortable with the idea that the majority of young people are or have had sex by the time they reach early adulthood. Therefore, advocating for adolescent reproductive health services and promoting protective sexual behaviors like HPV prevention and awareness, is an essential step to lessen the burden of disease. It has only recently become a preventable infection. Every effort must be made to further eradicate cervical cancer and provide greater continuity of adolescent health care.
1. Target the At-Risk Population:
A. Failure to Address Adolescent Reproductive Health Issues:
Even though the number of sexual health clinics has increased, it remains difficult to persuade young women to use them. Many young women are sexually active, but very few visit a clinic for advice or treatment. This may be due to feelings of embarrassment or the lack of awareness of the services available. According to Fawcett, nearly half of American teenagers had engaged in sexual intercourse before graduation which suggests that many young people appear oblivious to health promotion messages (2007). Health care providers, such as pediatricians, are often uncomfortable addressing reproductive health issues with adolescent patients and many will fail to do so (Roye, Nelson, & Stanis 2003). Therefore, important adolescent reproductive health information is being overlooked and not getting through from family members or health professionals alike.
B. Lower Socioeconomic Barriers:
Cervical cancer disproportionately affects women of lower socioeconomic status, poor access to health care, and for those who are uninsured (CDC, 2006). Cultural and socioeconomic barriers to cervical cancer screenings have contributed to a distinct health disparity among African American women nation wide. African American women represent a medically underserved population, therefore more likely to be diagnosed with cancer at a later stage when the chance of survival is limited. Additionally, increased rates of cervical cancer have also been found in women in lower socioeconomic groups who may have limited access to basic health care needs. Moore and Seybold (2007) state, “The overall cervical cancer death rate among African American women is six times that among white women” (p.1). The HPV vaccine is new to the market and is not currently covered by most health care plans. While some insurance companies may cover the vaccine costs, others may not. Due to the lag-time after a vaccine is recommended and before it is covered by health plans many young females will miss the opportunity for prevention. The problem of establishing a safety net care for low-income uninsured and underinsured people is national in scope as the number of uninsured has risen past 43 million (Shapiro, Thompson, & Calhoun, 2006).
2. Educating HPV Prevention and Transmission
A. Personal and Cultural Beliefs:
As with any new immunization, controversy exists regarding the ethical use of the HPV vaccine. While it could be argued that routine vaccinations would decrease the numbers of cervical cancer deaths, many may believe that mandatory vaccine programs, currently being proposed in some states, infringe on parental rights to make wise health care decisions for their children. Additionally, some parents believe the HPV vaccine or seeking adolescent reproductive health services promotes sexual promiscuity. Parents are concerned that by consenting to the vaccine they are giving their child unspoken permission to become sexually active. Likewise, groups that promote abstinence until marriage worry that this vaccination will send a message to young women that sexual activity is safe and will undermine the abstinence message (Moore & Seybold, 2007).
B. Lack of Efficacy Data:
According to the CDC, the duration of protection from the HPV vaccine is unclear, however it is believed the vaccine is effective for at least five years (2006). Dawar, Deeks, & Dobson state that, “There are knowledge gaps, especially about the long-term efficacy, this is not unusual at the outset of any new vaccine” (p.7). In 2006 the HPV vaccine became available to the public and so far no adverse effects have been reported and a detailed post-licensure safety monitoring plan is currently in place. Nearly 100% of the study participants developed antibodies after given the HPV vaccination, but at this time there is no data available as to how long the effects of the drug will last or any long term adverse effects directly related to this drug might be.
References:
Bartlett, R., Holditch-Davis, D., & Belyea, M. (2007). Problem behaviors in adolescents. Pediatric Nursing 33(1), 13. Retrieved October 22, 2007 from Proquest database.
Cox, J. (2006). Epidemiology and natural history of HPV. Journal of Family Practice 15(11), 7. Retrieved April 14, 2007 from Expanded Academic ASAP database.
Dawar, M., Deeks, S., & Dobson, S. (2007). Human papillomavirus vaccines launch a new era in cervical cancer prevention. Canadian Medical Association Journal. 177(5), 456. Retrieved February 4, 2007 from Proquest database.
Fawcett, E. (2007). Cervical screening for under 25’s – evaluating the evidence. Journal of Community Nursing, 21(2), 4. Retrieved October 10, 2007 from Proquest database.
Giarratano, G., Carter, C., (2003). Partners in health: Changing cancer screening disparity among underserved african american women. Journal of Multicultural Nursing and Health. 9(1), 40. Retrieved October 22, 2007 from Proquest database.
Moore, S., Seybold, V. (2007). HPV vaccine. Clinician Reviews. 17(1), 35. Retrieved April 14, 2007 from Expanded Academic ASAP database.
Potter, P., Perry, A., (2005). Fundamentals of nursing, 6th edition. (pp.90-91). St. Louis, Missouri: Mosby.
Ritchie, G. (2006). Strategies to promote sexual health. Nursing Standard. 20(48), 35-40. Retrieved October 23, 2007 from PubMed Central database.
Roye, C., Nelson, J., & Stanis, P. (2003). Evidence of the need for cervical cancer screening in adolescents. Pediatric Nursing, 29(3), 224. Retrieved October 10, 2007 from Proquest database.
Shapiro, L., Thompson, D., & Calhoun, E., (2006). Sustaining a safety net breast and cervical cancer detection program. Journal of Health Care for the Poor and Underserved. 17(2), 20. Retrieved October 22, 2007 from Proquest database.
Monday, March 3, 2008
Adolescent: Cervical Cancer and Human Papillomavirus
Incidence of Tuberculosis and Multiple Drug Resistant TB are on the rise. The popular conception is that this disease, as old as humanity, is under control and being eradicated.
However, among certain disenfranchised and underserved populations, such as drug users, prison populations, HIV patients and refugees from high-risk countries, ripe conditions have led to a breeding ground for TB and MDR-TB. Therefore the nursing community must educate everyone they can, identify and be willing to intervene directly with underserved populations and utilize proper techniques and training.
During the first half of the 20th Century, TB was called " white plague " or "consumption" because it seemed to consume and waste a person from within, having traveled from the lungs to other parts of the body. It is a hardy organism spread in aerosol form by coughing, laughing or sneezing. A person can be a carrier, test positive but be non-contagious. They are not be considered to have TB the disease (Selekman 2006). A combination of at least four “front line” anti-TB drugs is used to prevent resistance to the organism (Kidder, 2003). Failing that, subsequent MDR-TB is treated with other more expensive drugs. Just as important as treatment are some nursing strategies that can be very effective at interrupting the spread of the disease.
Nurses must work hard to educate and dispel the many myths that surround TB. The majority of people believe it has been eradicated, at least in the developed countries. People are often shocked when they hear the diagnosis because they believe it leaves them stigmatized and unclean. They believe that only the down & out get TB, yet people from all social strata get TB. Some believe smoking causes it, or that it is hereditary. Effective education by nurses could overcome barriers such as fear and language and cultural differences. One commonly held belief that is true, is that high-risk groups including inmates, homeless, drug users and certain groups of immigrants are more at risk of contracting TB (Boutotte, 2000).
The second nursing strategy is to identify underserved populations and not only go to the source but be prepared to be flexible in implementing nursing interventions. Prisons and jails are a breeding ground for TB due to overcrowding. In addition there are other circumstances that a nurse should know about that contribute to the non-compliance of therapy. In the US, prisons in California and New York have had epidemics of resistant TB. In some prisons, it was discovered that prisoners would sell their medication or deliberately swap sputum samples. Some actually wanted to be sick to stay in the much nicer conditions that the infirmary afforded with no work duty assigned. Conversely, some inmates, believing it would hinder their release dates, bought clean sputum samples, or bribed poorly paid prison medical staff (MacNeil, 2005). In the prisons of Siberia, which are lacking in proper nutrition and appallingly overcrowded, there is a caste system, with Mafia-like bosses, middlemen and abused under castes, who may be beaten if they don’t hand up the valuable drugs to the bosses (Schwalbe, 2002). Of course Mycobacterium tuberculosis does not differentiate between murderers or petty thieves; nor prison guards and their families. It is equally important for the health of the general population that nurses seek out other disenfranchised groups such as the homeless, drug users and immigrants from certain high risk countries.
Fear of immigration authorities, language and cultural barriers, financial restraints, lack of health insurance and inadequate housing are factors that are often compounded by co-infection with other disease processes such as HIV. The only way to obtain compliance is to actually observe each dose administered (known as DOTS-Directly Observed Treatment Short-Course (Kidder, 2003). Compliance in following the drug regimen to its completion is even more difficult when the patient is transient, literally, such as drug users and the homeless population. Further, there is little incentive to continue the therapy when symptoms disperse and more immediate daily needs take prescedence. Dr. Paul Farmer showed that it was necessary to provide assistance with food and shelter to get better results while he worked With TB patients in Haiti (Kidder, 2003). While it requires extra work to bridge cultural, societal and physical barriers, studies also show a direct correlation to the amount of the care provider’s training and the success of implementing prevention and curative strategies (Khan, et.al, 2006).
What training and special protective measures are required by nurses to implement the third nursing strategy? First there are the basics; nurses should be actively on the lookout for patients with signs and symptoms of TB, particularly in high incidence settings. “Nurses should consider a patient to be highly infectious if he has a productive cough, pulmonary cavitation on a chest X-ray, hoarseness, laryngitis, and acid-fast bacillis (AFB) on a sputum smear, and he is not on an anti-tuberculosis drug regimen” (ICN TB Guidelines, 2004). In most cases, it is reportable to a state agency if there is a strong suspicion of infection. The suspected patient should be isolated and started on anti tuberculin drugs before confirmation of lab work. Instruct the patient to cover coughs and sneezes with a tissue or even to wear a mask. It is important that the tuberculosis (Mantoux / PPD) skin test be used as opposed to the older “Tine” test (four pin pricks), which has been deemed unreliable. Chest x-rays are often ordered as a follow-up. This illustrates the need for specialized training and indeed it is possible to become a TB specialist nurse. The work includes contact tracing to find the original carrier and screening close contacts. Being sensitive is also important as the patient may feel responsible for infecting others. The most important aspect of care is ensuring completion of the prescribed therapy. This may require the nursing support to be individualized and flexible.
It is not too hard to see how TB has spread beyond the breeding pools and into the general population and thus this emphasizes the importance of the nurse’s role in treatment and continuous monitoring. Underserved populations present unique challenges outside the classic nurse-patient model. However with diligence toward public education and one’s own education and training, and a little tenacity and flexibility, a nurse can make a difference with overlooked populations.
Bibliography
Boutotte, J., (2000), AFB isolation rounds: What your nurses need to know,
Nursing Management. 31(9), p 49(3), Retrieved October 11, 2007, from ProQuest database.
International Council of Nurses, (2004), TB guidelines for nurses in the care and control of tuberculosis and multi-drug resistant tuberculosis, Retrieved October 10, 2007, from http://www.icn.ch/tb/guide_chap2.htm.
Khan, K., Campbell, A., Wallington, T., Gardam, M., (2006), The impact of physician training and experience on the survival of patients with active tuberculosis, Canadian Medical Association. Journal, 175(7), p 749-753, Retrieved October 09, 2007, from ProQuest database.
Kidder, T. (2003), Mountains beyond mountains: The quest of Dr. Paul Farmer, a man who would cure the world. New York: Random House.
MacNeil, J., Lobato, M., Moore, M., (2005), An unanswered health disparity: tuberculosis among correctional inmates, 1993 through 2003, American Journal of Public Health. 95(10), p 1800-5 (6), Retrieved October 11, 2007, from ProQuest database.
Schwalbe, N., Harrington, P., (2002), HIV and tuberculosis in the former Soviet Union, The Lance, 360, p 19-20, Retrieved October 09, 2007, from ProQuest database.
Selekman, J., (2006), Changes in the screening for tuberculosis in children, Pediatric Nursing, 32(1), p. 73 (3)
New Verbiage
There are often barriers to any educational nursing intervention but specifically in the realm of teaching about Tuberculosis, several disadvantages are the misinformation that exists and the discrimination experienced. Effective education by nurses must over come myths such as the belief that TB has been eradicated, at least in the developed countries. People are often shocked when they hear the diagnosis because they believe it leaves them stigmatized and unclean. They believe that only the down & out get TB, yet people from all social strata get TB. Some believe smoking causes it, or that it is hereditary. The second disadvantage to education is the fear of immigration authorities, language and cultural barriers, financial restraints, lack of health insurance and inadequate housing are factors that are often compounded by co-infection with other disease processes such as HIV. Dr. Paul Farmer found that education about compliance was highly affected whether you had adequate shelter and food, or to put it another way when you are starving you aren’t so concerned about a missed dose even if it’s free (Kidder, 2003).
In Africa TB rates are high and effectiveness of treatment low. A lot has to do with the linking of TB to AIDS and inherit problems with teaching about that disease process. “Limited funding, governmental indifference or opposition, AIDS stigma, and social discomfort discussing sex were often cited as barriers.
It is not just enough to identify at risk populationsas a nursing invervention. The factors that make them hard to find, diagnose & treat are also factors that make them non-complainant with their treatments. Patients with or at risk for TB face discrimination, often because of its association with AIDS. Also, prison inmates homeless, drug users and immigrants from certain high risk countries are not often policy makers first priorities, if indeed, they are on the radar at all.
In Africa, the stigma of AIDS prevents people from readily seeking help until other disease processes including TB are well entrenched. Additionally wars and famine make a shambles of health care systems the populations become transient.
Prisoners face several of these problems. Often there is little staffing and little sympathy for the care of inmates. With limited resources it is hard to convince policy makers that $ and drugs should be used on this lowest caste of society. There are additional compliance/containment problems that typical nursing interventions are not geared toward. In some prisons, it was discovered that prisoners would sell their medication or deliberately swap sputum samples. Some actually wanted to be sick to stay in the much nicer conditions that the infirmary afforded with no work duty assigned. Conversely, some inmates, believing it would hinder their release dates, bought clean sputum samples, or bribed poorly paid prison medical staff (MacNeil, 2005).
Another problem is that government officials may not wish to acknowledge problems with treatment programs. Conversely government officials may have their own idea of what their own treatment program should look like and be dismissive of foreign intervention or non-profits whom they may feel are “irrelevant or even a nuisance.” (Naidoo, 2001)
Bibliography – New Research
Kelly, C., (2006) Psychological and socio - medical aspects of AIDS/HIV (Programs, resources, and needs of HIV-prevention nongovernmental organizations (NGOs) in Africa, Central/Eastern Europe and Central Asia, Latin America and the Caribbean. AIDS Care, 18(1), p. 12- 21, Retrieved from Proquest database January 30, 2008
Naidoo, K. (2001), The role of the nonprofit sector. In C. E. Koop, C. Pearson & M. Schwarz (Eds.), Critical issues in global health (pp. 406-415). San Francisco: Jossey-Bass.
Reducing Medication Errors With Technology
Providing patient safety is one of the primary responsibilities within the nursing profession. Medication errors not only threaten the patient, they threaten the nursing profession. Roy Simpson (2005) brings to light that nurses are associated with more patient deaths and injuries than any other healthcare profession. This is related to the total time spent with the patient, a shortage in the workforce and weaknesses in operational practices and protocols (Simpson, 2005). Today’s nurse needs to be able to navigate through these obstacles and rely on other resources beyond the “five rights”. Bar code and point-of-care technologies contribute to verification of the five rights, improve workflow and allow for communication between different disciplines. Studies, such as those by Paoletti, Suess, Lesko, Feroli, Kennel, Mahler and Saunders (2007), show a substantial reduction in medication errors in clinical settings that have employed such technology. Information technology provides the means by which a nurse can reduce medication errors, insure patient safety and safeguard the nursing profession in today’s clinical setting.
The nursing shortage has a direct impact on medication errors in the clinical setting. The shortage has led to longer hours and frequent shifts resulting in additional stress and fatigue. As a result, nurses have been associated with an increase in medication errors within the clinical setting (Simpson, 2005). The five rights of right dose, route, drug, time and patient are dependent on the nurse’s ability to identify inaccuracies at the patient bedside. This system becomes compromised when the user is drained and unfocused. Bar code and point of care technology addresses the human error factor by automating the five rights (Wolf, 2007). The process involves scanning the identifying bar codes of the nurse, patient and the medication to be administered. Information is processed through various software systems accessing the patient’s medical profile and comparing it to physician orders and pharmacy protocol. A contradiction of any of the five rights results in an alert, prompting the nurse to further investigate before administering the medication and preventing a possible error.
As technology grows so has the capability of the nurse to go beyond the five rights. Enhancements are capable of alerting nurses to medications that are contraindicated due to vital signs, allergies and/or lab values. This is especially beneficial when giving cardio glycosides and electrolyte supplements. Indicators can caution nurses when using high-risk drugs, such as insulin and heparin, preventing lethal dosing. Errors associated with look-alike/sound-alike drugs can be avoided with customized comments and warnings (Grissinger & Globus, 2004). Information technology allows healthcare providers to customize systems to address the specific needs and barriers of the clinical setting.
In addition to notifying the nurse of potential problems, point of care technology broadens a nurse’s knowledge base by allowing access to the most up to date information at the patient’s bedside (Simpson, 2005). Medicine is constantly advancing and medications are constantly being introduced, updated or, in some cases, taken off the market. Systems can access data regarding new medications, medication/herbal supplement reactions, and signs and symptoms of adverse reactions. This allows nurses to make more informed decisions, faster, resulting in better patient care (Simpson, 2005).
Errors in charting have contributed to the rise medication errors and patient injuries. Patient care and medication administration is dependant on the accuracy, detail and up to date documentation by all team members. Staffing shortages and unpredictable workflow often require nurses to chart at the end of their shift increasing the potential for error (Simpson, 2005). Bar code, point of care technology allows for the nurses to electronically chart patient care and medication administration in real time at the patients bedside. This reduces the risk of errors associated with handwriting, omission and transcription (Paoletti, et al., 2007). Additionally, the time that is spent charting during a shift (which is projected to consume 13%-28% of a nurses total shift) can be focused back toward direct patient care (Braswell & Duggar, 2006).
Data collected from bar code, point of care technology allows nursing managers and pharmacist to generate reports identifying factors that can lead to medication errors. Nurse managers are able to track compliance and address training or other issues as necessary (Braswell & Duggar, 2006, p.14). Pharmacist can use the data to identify opportunities for improvement in storage strategies for medications in nursing-unit decentralized cabinets, separation of look-alike products and formulation differences within the pharmacy department (Paoletti et al., 2007, p 540). The ability to identify the origin of error is the first step and a proactive resource in bringing about positive change. This results in opening lines of communications between the disciplines in the effort to resolve obstacles that might result in error.
The need to incorporate information technology in the clinical setting can be observed in the Paoletti et al. (2007) study at Lancaster General Hospital. Medical observers reported 188 errors related to medication administration prior to the implementation of electronic medical administration records and bar-code medication administration. The errors included wrong time, wrong technique, wrong dose, extra dose, wrong medication and wrong formulation. It was found that errors were more likely to occur at the point of medication administration because safety nets relied on nurses to remember, identify and resolve discrepancies at bedside (Paoletti et al., 2007, p.538). Moreover, of the 188 errors observed, none of them were reported or identified by staff members. Paoletti et al. (2007) assert that the reporting of errors is dependant on the willingness of the provider to file a report. Many of theses errors may be unknowingly committed or go unnoticed by the provider. One can therefore conclude that the prevalence of medication errors is much higher and a greater threat than once understood.
Facilities that have implemented information technology into their medication administration protocol have seen positive results. Lancaster General Hospital had a 54% reduction in medication errors after implementation (Paoletti et al., 2007). Braswell and Duggar (2006) report that the Spartanburg Regional Health System had error rate reductions as high as 78% after implementing bar code, point of care technology systems. Paoletti et al. (2007) write that subsequent to implementation reports were generated identifying possible and prevented errors. Nursing managers were able to use the data to implement training programs to address areas of opportunity. Pharmacy and nursing communication and collaboration during the implementation phase resulted in improved interdepartmental relationships. The commitment to a safer environment has not only been appreciated by patients and nurses, but has served as a recruiting tool for new nurses.
In summary, information technology has a place at the patient’s bedside and within the nursing profession. As the number of qualified nurses begins to diminish, the reliance on technology becomes greater. Wolf (2007) declares that errors will be reduced with the assistance of technology. Technology complements the way a nurse works by supporting the five rights, improving workflow and enhancing communication. The end result is a safer environment for both the patient and the nursing profession.
a. Intervention #1 Bar-coded medication administration
i. Disadvantage 1. Automation of the five rights leads to a decline in nursing diligence.
In its efforts to make the process safer, the administration of medication with the use of bar code technology can lead to a reliance on the system alone (McDonald, 2006). A nurse must still rely on his or her knowledge base as the primary source for decision-making. Automation can lead to a knowledge deficits in different aspects of the nursing profession. With the demands put on today’s nurse (in terms of staffing issues, patient to nurse ratios and high patient demands), nurses are more tempted to look for shortcuts. Bar coding systems are set in place to support the current protocol of addressing the five rights before administrating medication to a patient. McDonald (2006) asserts that systems can create new kinds of errors if not accompanied by well-designed, well-implemented crosscheck processes and a culture of safety.
McDonald, C. (2006, April 4) Computerization can create safety hazards: a bar-coding near miss. Annals of Internal Medicine, 144(7), 510-516. Retrieved February 1, 2008 from Academic Search Premier database.
ii. Disadvantage 2. Hardware and software systems associated with bar coded medication administration are susceptible to technical issues.
Bar-coded medication administration and its users rely on a wireless apparatus capable of connecting to the main system. When hardware and software systems are unable to communicate, the system, as a whole, becomes ineffective. Elizabeth Mims, nurse consultant for the Veterans Health Administration National Bar Code Medication Administration Joint Program Office, noted that problems with wireless transmission can occur due to steel beams in older buildings, rooms with lead shielding, and closed doors (Traynor, 2004). Additional issues include slow response/download times, equipment problems, missing armbands, and illegible barcodes (Heinen, 2003). Technical issues, and the lack of experience and expertise to overcome them, can be costly, frustrate users, disturb workflow, and jeopardize patient safety.
Heinn, M., Coyle, G., & Hamilton, A. (2003, October). Barcoding makes its mark on daily practice. Nursing Management, 34(10), 18-20. Retrieved February 1, 2008 from Academic Search Premier database.
Traynor, K. (2004, October 1). Details matter in beside barcode scanning. American Journal of Health- System Pharmacy, 61(19), 1987-1988. Retrieved February 1, 2008 from Academic Search Premier database.
b. Intervention 2. Point of care technology and electronic patient charting
i. Disadvantage 1. Although point of care technologies and electronic patient charting can provide great benefits, it is also susceptible to infringement on ones medical condition and/or history. Leah Curtin (2005) stresses that the information contained in these databases offers enormous opportunities for prejudice and financial gain. A patient’s medical record, both past and present, is vulnerable to anyone with ability to bypass the safeguards put in place to protect those records (Curtin, 2005). A patients right to confidentiality, and the process put in place by HIPPA to protect that confidentiality, can all be threatened as information is more readily available to a larger number of people. As Curtin (2005, p 352) asserts, healthcare informatics involves healthcare, ethics and informatics – and its practioners must, for the public’s good, be bound by additional ethical, moral and legal responsibilities.
Curtin, L. (2005, October). Ethics in nursing administration. Ethics in informatics: the intersection of nursing, ethics, and information technology. Nursing Administration Quarterly, 29(4), 349-352. Retrieved February 1, 2008 from CINAHL database.
ii. Disadvantage 2. Access to patients’ charts and medical history is dependant on the compatibility of the systems being used.
It was thought that the information maintained on electronic patient charting and patient data would be easily accessible. Philip Darbyshire (2004) states that the basic function of systems being able to “talk to each other” has been one if its shortcomings. Clinicians get little benefit in a system that cannot communicate and/or integrate with other patient care data bases located in various clinics, hospitals, and labs (Darbyshire, 2004). Information entered in point of care systems and electronic patient charts can only be useful if obtainable. Access to a patient’s complete medical history leads to more informative decision making and better patient outcomes.
Darbyshire, P. (2004). ‘Rage against the machine?’: nurses’ and midwives experiences of using computerized patient information systems for clinical information. Journal of Clinical Nursing, 13(1), 17-25. . Retrieved February 1, 2008 from CINAHL database.
References
Braswell, A., & Duggar, S. (2006, October). The new look of beside technology. Nursing Management, 37, 14-32. Retrieved November 7, 2007, from Academic Search Premier database.
Curtin, L. (2005, October). Ethics in nursing administration. Ethics in informatics: the intersection of nursing, ethics, and information technology. Nursing Administration Quarterly, 29(4), 349-352. Retrieved February 1, 2008 from CINAHL database.
Darbyshire, P. (2004). ‘Rage against the machine?’: nurses’ and midwives experiences of using computerized patient information systems for clinical information. Journal of Clinical Nursing, 13(1), 17-25. . Retrieved February 1, 2008 from CINAHL database.
Grissinger, M., & Globus, N. (2004, January). How technology affects your risk of medication errors. Nursing, 34(1), 36-42. Retrieved October 31, 2007, from CINAHL database.
Heinn, M., Coyle, G., & Hamilton, A. (2003, October). Barcoding makes its mark on daily practice. Nursing Management, 34(10), 18-20. Retrieved February 1, 2008 from Academic Search Premier database.
McDonald, C. (2006, April 4) Computerization can create safety hazards: a bar-coding near miss. Annals of Internal Medicine, 144(7), 510-516. Retrieved February 1, 2008 from Academic Search Premier database.
Paoletti, R., Suess, T., Lesko, M., Feroli, A., Kennel, J., Mahler, M., et al., (2007, March 1). Using bar- code technology and medication observation methodology for a safer medication administration. American Journal of Health-System Pharmacy, 64(5), 536-543. Retrieved November 3, 2007, from CINAHL database.
Simpson, R. (2005, January). Patient and nurse safety. Nursing Administration Quarterly, 29(1), 97-101. Retrieved November 3, 2007, from CINAHL database.
Traynor, K. (2004, October 1). Details matter in beside barcode scanning. American Journal of Health- System Pharmacy, 61(19), 1987-1988. Retrieved February 1, 2008 from Academic Search Premier database.
Wolf, Z. (April, 2007). Pursuing safe medication use and the promise of technology. MEDSURG Nursing, 16(2), 92-100. Retrieved November 3, 2007, from CINAHL
Database.
Final Research Paper for Megan Dempsey
Measles, also known as rubeola, is a highly contagious, airborne disease transmitted by infected people. Most people live in parts of the world where vaccinations and immunity are a way of life. In six countries, including the United States, measles deaths are at near zero today (Otten, Okwo-Bele, Kezaala, & Brellick, 2003).
A Continuing Need
The Measles Initiative, A Continuing Need
Measles, also known as rubeola, is a highly contagious, airborne disease transmitted by infected people. Most people live in parts of the world where vaccinations and immunity are a way of life. In six countries, including the United States, measles deaths are at near zero today (Otten, Okwo-Bele, Kezaala, & Brellick, 2003). Still, many people around the world do not have access to these vaccinations, and are therefore susceptible to many diseases that have nearly been eradicated in first world countries, such as the United States. The World Health Organization recognized a need to create a new vaccination program to immunize African children and adults against the number one killer of preventable disease in their country, measles. As a united front, the World Health Organization, The American Red Cross, The United Nations Foundation, The Bill Gates Foundation, and The United States Center for Disease Control and Prevention created The Measles Initiative, as a solution for the measles epidemic in effected regions of the world. The Measles Initiative was put in motion to prevent unnecessary deaths of innocent children and adults by the simple use of a $1.00 vaccination. In addition to saving lives, this global vaccination program will help stop the spread of a highly contagious disease, in hopes of eradicating the measles virus for good.
The measles vaccine has been in use for forty years, but it was not until 1974 that global measles vaccination programs were put into effect (Wolfson, 2007). These programs have since been categorized into three phases. The first phase began in 1974, with high hopes of introducing routine measles vaccinations to almost every country in the world. UNICEF then led a universal childhood vaccination program that started the second phase. The second phase started in the 1990’s and continued to 1999 with the administration of one vaccination at 9 months old to children in 47 countries (Elliman & Bedford, 2007). The second phase found failure when school age children were found to contract the disease, due to not responding well to the vaccination at 9 months old. It was in 1999, when the WHO, UNICEF, The Bill Gates Foundation, and The American Red Cross united to create The Measles Initiative to vaccinate children age 9 months to 14 years old. The third phase would involve two vaccinations, at least three years apart, with scientific research showing that two vaccines are more effective than one (Elliman & Bedford, 2007).
The partnership of each group involved in The Measles Initiative is crucial because each group bears a different responsibility. The WHO designs the policies and health guidelines for each country to ensure proper, safe steps are taken during immunization campaigns. UNICEF is the only organization allowed to import the vaccine into most developing countries and has a sophisticated logistics capacity as well as great stature in the country. The CDC provides funding and the technical and scientific information to the campaign. The UN Foundation provides a substantial amount of funding as well as the financial mechanisms necessary to move funds between agencies and to countries. The American Red Cross provides funding and has the network of Red Cross volunteers to do the work, ensuring each child has a chance to be vaccinated. The Bill Gates Foundation provides funding (Measles Initiative, 2006).
With all of these groups coming together, the vaccination of over 80 million children started in Sub-Saharan Africa, an area of the world that was responsible for over half of the worlds measles deaths, causing 45% of vaccine preventable deaths (Otten, Okwo-Bele, Kezaala, & Brellik, 2003). The Measles Initiative would continue all over the world and wherever there was a need, there would be a vaccine against measles. The Measles Initiative set a goal to cut global measles deaths by 90% by 2010 (Measles Initiative, 2006).
In 2005 Otten, Kezaala, Fall, Maresha, Caimes, & Eggers (2005) found that between December, 2000- June of 2003, the average decline in the number of reported cases was 91%. The total estimated deaths averted in 2003 were 90,043. The initiative has been wildly successful and is still in progress. In 2005 the number of reported measles-related deaths around the world was at 345,000, which is a 60% decrease from 1999’s reported number of deaths of 873,000 (Irby, 2005). In continuing with this success, The Red Cross wants to ensure that The Measles Initiative steadily moves across the globe to vulnerable regions like Asia, where measles deaths are the highest outside of Sub-Saharan Africa and to smaller countries such as Pakistan, and Uzbekistan. With theses programs, health workers provide not only measles vaccines, but also insecticide-treated nets for malaria prevention, vitamin A, de-worming medication and polio vaccines (Irby, 2005).
The follow up campaigns have proven to be successful all over the world. And it has even been suggested that receiving the measles vaccine could act as a non-specific immune boost to give added protection against other diseases, but further research is needed to confirm this (Salama, Mcfarland, & Mulholland, 2003). There is still a need to continue with vaccination campaigns in Africa. Between 2003-2005, citizens of Mozambique were ravaged with a measles outbreak. There were 1,676 confirmed cases in just three years (Nshimirimana, et all, 2006). This was from failure to vaccinate enough of the population to prevent the endemic proving the absolute importance that even those in remote areas of the world must be vaccinated due to the virus’s airborne ability to infect. In 2004 and 2005, there were several large outbreaks in the European Region. The outbreaks in Romania and the Ukraine were the source of measles outbreaks in a number of EU countries, countries in which the government had reported that measles were under control (Spika, 2006). This exemplifies that measles can still effect vulnerable and non-vulnerable populations alike.
The necessity to eradicate vaccine-preventable diseases is overwhelming. Many of these diseases are highly contagious and there are no walls to protect us from the infected. Everyday people travel from region to region carrying unknown diseases. Diseases, such as measles, are capable of wiping out at-risk populations where treatment and medications are remote. We are fortunate to have access to vaccines that our bodies respond to with immunity. The measles vaccine, when given in two doses, is nearly 100% effective against the virus, but whether we can totally eradicate the virus with global vaccination is debatable. Eradication is possible due to the fact the virus in monotypic and unable to mutate (Spika, 2006). The lack of an animal reservoir and the fact that this is an acute, not chronic, illness makes eradication possible. The problem still remains that measles is a highly contagious disease, making it necessary to vaccinate every child, including those in remote areas of the world (Spika, 2006).
With continuing measles vaccination programs and with the united support of major health organizations such as UNICEF, the WHO, The American Red Cross, and the CDC, eradicating measles becomes more of a possibility every time a child is vaccinated. The measles vaccination has been shown to save tens of thousands of lives and the need to vaccinate against measles will continue until the final goal of measles eradication is met.
a. Intervention 1 Immunize every child in Africa against Measles
i. Disadvantage 1 It is extremely unlikely that every child in Sub-Saharan Africa will be found by members of the Measles Initiative due to the topography of the country
1. Sub-Saharan Africa’s climate and topography make it extremely difficult to account for its total population. “Despite colonialism, African remains powerfully itself, moulded by its hard environment” (Otten,2003). The problems of finding those in need of medical care are usually compounded by a collapse in basic infrastructure; broken roads and bridges, and continued insecurity (Otten, 2003).. It is difficult to maneuver through the terrain to find tribal groups that are “hidden” from society. The measles initiative would like to vaccinate every child in Africa, but this seems unlikely due to the fact that there are people unaccounted for in a country that is divided by desert, mountains, vast forest and war.
Otten, J. The suffering of millions. (2003, June). New African,(419), 59. Retrieved February 4, 2008, from Platinum Full Text Periodicals database.
ii. Disadvantage 2 There is knowledge deficit amongst some of Africa’s population that the immunization is necessary.
1. Many people In Africa are more concerned with short-term survival than minded to take risks for long-term development. Tribal people in the Congo region live in a warring county, their primary concern is to survive the day. These people have more eminent concerns such as what they are going to eat and drink for the day rather than the need for vaccinations. Knowledge deficit is a problem because they are surviving, but their children are dying from diseases like measles, that could have been prevented from a simple vaccine. It is important to teach the need of vaccinations, not only individually, but also globally, as measles cannot be eradicated unless every individual is immune (Culligan & Welsh, 2001).
Tim Cullinan, James Welsh. (2001). The problems of medical relief agencies. The Lancet, 357(9257), 713-4. Retrieved February 4, 2008, from Platinum Full Text Periodicals database
Intervention 2 Give a booster shot of the measles vaccine to the same children at least three years apart from the time it was first given,
i. Disadvantage 1 Record keeping if Africa is modest due to the socioeconomic status of certain rural parts of the country.
1. Immunization records have been lost or never documented due to the fact that there is little access to computers where most records are stored safely. Paper charting has been lost. especially in tribes where travel is a way of life. This problem has led to errors in documentation of school age children who have or have not received a second booster shot to discourage a measles outbreak during early education. The booster shot is necessary to prevent further outbreaks and spread of such a highly contagious disease. As the child gets older, vaccination records have become more and more obscure (Alan,Lifton,Thai,Kaying, & Hang, 2001), This potentiates the need to vaccinate school age children against measles and other threatening diseased where there are either no documents of incorrect document of the child’s past medical history. In Sub-Saharan Africa, there are few computers and even fewer dollars to provide accurate accounts of medical history (Alan et all, 2001).
.Alan R. Lifson, Dzung Thai, Kaying Hang. (2001). Lack of Immunization Documentation in Minnesota Refugees: Challenges for Refugee Preventive Health Care. Journal of Immigrant Health,3(1), 47-52. Retrieved February 4, 2008, from Research Library database..
ii. Disadvantage 2 African tribes travel due to political unrest, making it difficult to find the children who are in need of a booster shot.
1. Political unrest and a warring state have caused people to leave their homes and communities. . Some of these people go into hiding to escape the consequences of war. This makes it extremely difficult to find those children in need of a second measles shot as well as other vaccinations. The reality of this has shown that the measles epidemic is still a problem in Africa because school age children need a booster to keep them immune from the disease. Aid workers cannot find these displaced children to give them the immunization that are necessary
(Dowden,2005).
Richard Dowden (2005, March). To save Africa we must listen to it. New Statesman, 18 (850), 18-20. Retrieved February 4, 2008, from Platinum Full Text Periodicals database.
References
Alan R. Lifson, Dzung Thai, Kaying Hang. (2001). Lack of Immunization Documentation in Minnesota Refugees: Challenges for Refugee Preventive Health Care. Journal of Immigrant Health, 3(1), 47-52. Retrieved February 4, 2008, from Research Library database. (Document ID: 352546391)
Carlson, L. (2007, March). Immunization update: neonates to adolescents. Nurse Practitioner, 32(3), 49-57.
Fitzpatrick, M. (2007, May 24). An End to the MMR guilt trip for blameless parents. Community Care, Community Care 1674, 23.
Nshimirimana, D., Masresha, B.G., & Maumbe, T. . (2006, September 22). Effects of measles-control activities--African region, 1999-2005 MMWR: Morbidity & Mortality Weekly Reportt
55, 1017-1021.
Otten, M. W., Okwo-Bele, J. M., & Kazaala, R. (2003, May 15). Impact of Alternative Approaches to Accelerated Measles Control: Experience in the African Region. Journal of Infectious Diseases 187, 36-43.
.Richard Dowden (2005, March). To save Africa we must listen to it. New Statesman, 18(850), 18-20. Retrieved February 4, 2008, from Platinum Full Text Periodicals database. (Document ID: 810330381).
Tim Cullinan, James Welsh. (2001). The problems of medical relief agencies. The Lancet, 357(9257), 713-4. Retrieved February 4, 2008, from Platinum Full Text Periodicals database. (Document ID: 69559122).
The suffering of millions. (2003, June). New African,(419), 59. Retrieved February 4, 2008, from Platinum Full Text Periodicals database. (Document ID: 349264441).
The Cultural Diversity of Patients and the Importance of Providing Culturally Competent Care
The 21st century has been an era of multiculturalism and diversity. With this increase in our ethically diverse population, the nurses’ ability to deliver appropriate care for all people is extremely important. Jennifer McBride
There are a number of barriers that separate people of different backgrounds, but unless those barriers are discovered and overcome the people in this world will never receive the healthcare that they need and deserve. Cultural competence in the nursing field is imperative in providing successful care to clients of different ethnic or cultural backgrounds. Nurses can accomplish this by first evaluating their own personal beliefs, educating themselves and others on skills needed to do cultural assessment, and by collaborating with a multidisciplinary team.
Lacking cultural competence is a huge problem in the health care industry. Cultural competence is knowing how to communicate with people of different backgrounds. It is knowing what biologic variations can present. Cultural competence is knowing about the client’s world view and how they view life, illness, medicine, gender and health care. Without this knowledge it is virtually impossible to provide people with adequate care. Communication is key in providing the healthcare provider with vital information about the client. Cultural competence by no means calls for the nurse to be fluent in all languages, rather to know how to get around these barriers. By not knowing how a client feels about medicine or women, for example, the nurse could very easily offend the client, which could cause the client to have a negative experience. Lacking cultural competence is a problem because of our ever growing diverse country. It is a problem because without it, people will not receive the care nor education that they need.
Becoming culturally competent is an ongoing process and the nurse must bring the willingness and commitment to change. Every person is to an extent, ethnocentric. Dennis and Small (2003) recognized that clarifying one’s own values is one of the most important steps in being culturally competent. Learning how to reduce our ethnocentrism is enhanced by realizing that there are many other cultures out there. Some of these cultures are similar to our own and some are very different. Some have practices that we like or dislike, but having an awareness to this helps us to treat our clients as individuals.
In order to achieve cultural competence the nurse must yearn for the following characteristics: cultural desire, cultural awareness, cultural knowledge, cultural skill and cultural encounters. (Potter and Perry, 2005) Cultural awareness is the examination of one’s own cultural background. This process involves the recognition of one’s biases, prejudices, and assumptions about individuals who are different. Cultural knowledge is the process of seeking and obtaining educational information about diverse cultural and ethnic groups. (Purnell, 2005) Obtaining cultural knowledge about the patient’s health related beliefs and values involves understanding their world view. Understanding the patient’s world view will help the nurse to interpret how the patient views their illness. Nurses can obtain this knowledge by doing research on different cultures on the internet or at the library. Cultural skill involves being able to accurately perform a culturally based, physical assessment. The nurse needs to know about biologic differences in cultural groups, whether that is skin color or metabolic differences. The nurse also needs to be educated on cultural beliefs about medicine, illness and healthcare. This will refine or modify one’s existing beliefs about a cultural group and will prevent stereotyping. Although it may not be an actual skill, cultural desire is the pivotal and key construct of cultural competence, for it is the nurse’s desire that evokes the entire process of cultural competence. Cultural desire includes a genuine passion to be open and flexible with others, to accept differences and build on similarities, and to be willing to learn from others.
During the assessment phase it is very important to take into account things such as variations between groups. Skin color is one of the most easily observable. Many skin conditions manifest differently in light and dark skin; anemia, erythema and jaundice are just a few (Dennis and Small, 2003) Nurses need to take into account the different biologic variations of clients while performing their assessments and developing a plan of care. Because of African American’s dark skin tone it may be difficult to diagnose inflammation, jaundice and cyanosis. Clients of Asian background have a high incidence of lactose intolerance. Some variations are not biological, but are still extremely important to recognize. For instance, Native Americans sometimes wear a ceremonial patch that keeps evil spirits away; these patches should never be removed by a health care professional. Because of their religious beliefs, Muslim men may not want to be touched by a woman, even in a health care setting. Knowing these variations ensures that the nurse will be able to provide the appropriate care and treatment.
Using a formally trained medical interpreter is sometimes necessary to facilitate accurate communication during the nurse-client encounter. The use of untrained interpreters, friends or family members may pose a problem due to their lack of knowledge regarding medical terminology and disease entities. This situation is heightened when children are used as interpreters. (Campinha-Bacote, 2003) Nurses can learn just a few phrases in the most common languages and this will help with being able to communicate with clients. Usually when a health care professional attempts to communicate with a client in their own language it makes them feel more cared for and can lower the communication barriers. Nurses need to have at least a minimal amount of knowledge about the culture and background of the client they are dealing with. Collaborating with multiple health care team members is also sometimes helpful in receiving new ideas and, or receiving help in dealing with clients. Another person may have a different perspective than the nurse, and this can sometimes be a good thing.
According to Servonsky and Gibbons (2005) some assessment strategies that demonstrate how nurses can deliver culturally competent care include knowing what questions to ask and how to ask them in a nonjudgmental way, being able to empower the family and its members and acting as a mentor so that the family is more involved in the health care process. All of these things point to having a therapeutic nurse-client relationship. Working on and implementing these strategies will help the client and family to feel comfortable. Empowering the family will allow them to trust their nurse. Servonsky and Gibbons (2005) define cultural competence as:
An understanding not only of one’s own culture, values, and beliefs, but the awareness and acceptance of cultural differences among groups and the recognition that diverse groups have their own way of communicating, behaving, problem solving and interpreting health and illness. (2)
This country is growing and becoming more culturally diverse every day.
Providing successful care to clients is ensuring that the world not only survives, but advances. Nurses need to have the skills and competence to care for these clients. There will always be barriers that attempt to separate people of different backgrounds, but there are ways to overtake them. By evaluating their own personal beliefs, educating themselves and others on skills needed to do cultural assessment, and by developing collaborating with team members, the nurse can and will be able to provide culturally competent care to clients of different cultural and ethnic background.
A. Evaluating one’s own personal beliefs.
i. Viewing own personal beliefs as superior to all others.
1. Narrative: In order to provide culturally congruent care it is first necessary to examine one’s own personal beliefs. This step is essential in becoming culturally competent due to its ability to allow one to recognize that there are many different cultures with many different views on everything from life, gender, illness and medicine. Although it is a vital step, it can have a harmful outcome. In knowing and understanding one’s own cultural beliefs, it is possible to view only those as right, and all other beliefs as wrong. The attitude that one’s own ethnic group, world view or culture is superior to all others is termed ethnocentrism (Taylor, 1998). This has a harmful affiliation with viewing all other differences as negative.
1. Journal citation: Taylor, Rosemarie. (1998) Check Your Cultural Competence. Nursing Management. 29 (8) 30. Retrieved February 2, 2008 from Proquest Database.
ii. Assumed similarity or stereotyping.
2. Narrative: Another possible fallout of being in touch with one’s own cultural beliefs is believing that all other cultural groups are similar. The assumption that every culture has similar beliefs and values can lead to staff conflict as well as poor outcomes for patients. In the American culture for example, it is common courtesy to have direct eye contact with whomever one is speaking to. To believe that all cultures feel this way can lead to negative client experiences. Some Asian cultures believe direct eye contact with superiors is disrespectful. To become multicultural is to realize that one’s values and beliefs simply reflect a single set of options among many (Taylor, 1998). Stereotyping is another possible outcome. It is possible to make assumptions and perceptions about people based on their ethnicity and cultural background. For example, just because it is known that many Asian cultures use medical practices such as cupping, burning and pinching, it would be inappropriate to assume that your Asian-American client also uses these practices. It is critical to know and understand practices among different cultures, but is wrong to assume that because someone is from a certain ethnic background that these practices are used in everyday life.
3. Taylor, Rosemarie. (1998) Check Your Cultural Competence. Nursing Management. 29 (8) 30. Retrieved February 2, 2008 from Proquest Database.
B. Educating self and others on skills needed to do accurate cultural assessment.
i. Not dedicating self to the process of life-long learning and research for the purpose of assessment findings.
1. Narrative: Knowledge about cultures and its impact on interactions with health care is essential for nurses, whether one is practicing in a clinical setting, education, research or administration. Culturally congruent care can only be achieved through the process of learning cultural competence. Therefore, one must become an empowered, active learner. Cultural competence is an ongoing process in which one is always attempting to become more culturally competent. (Campinha-Bacote, 2003) The problem with this life-long learning process is that many nurses believe that there is not enough time in the day. Yes, one may be exhausted after a twelve hour shift at the hospital; however, this commitment will result in high quality, culturally congruent care.
2. Journal citation: Campinha-Bacote, J. (2003) Many Faces: Addressing Diversity in Health Care. Journal if Issues in Nursing. 8, 1. Retrieved Jan 19,2007 from Proquest Database.
ii. Not providing an assessment individualized to the clients race or culture.
1. Narrative: Providing individualized care to each and every client is dependent on having knowledge about different cultural practices, beliefs and world views. However, providing individualized care also means that every person is unique and that one must take into account their cultural background without assuming that because that client is Muslim, Indian or Asian, that they have certain religious or cultural practices. Nurses sometimes have a tendency to make generalizations about clients based on their background. This goes hand in hand with assuming similarities and stereotyping. There is always a fallout to every good intervention, but knowing that these problems exist is what allows us to acknowledge it and not make the mistake.
References:
Campinha-Bacote, J. (2003) Many Faces: Addressing Diversity in Health Care. Journal if Issues in Nursing. 8, 1. Retrieved Jan 19,2007 from Proquest Database.
Dennis, B.P. & Small, E.B. (2003). Incorporating cultural diversity in nursing care: An action plan. ABNF Journal, 14 (9), 17-26. Retrieved February 8, 2007, from Proquest Database.
Hernandez, C.G., Quinn, A.A., Vitale, S.D., Falkenstern, S.K., & Ellis, T.J. (2004). Making nursing care culturally competent. Journal of Holistic Nursing Practice. 18, 215-218. Retrieved January 19, 2007, from Proquest database.
Potter, P. & Perry, A. (2005). Culture and Ethnicity. In S. Epstein (Ed.), Fundamentals of Nursing (pp. 120-133). St. Louis, Missouri: Mosby
Purnell, L. (2005). The Purnell model for cultural competence. Journal of Multicultural Nursing and Health, 11 (2) 7-15. Retrieved February 4, 2007, from Proquest Database.
Servonsky, J.E. & Gibbons, M.E. (2005). Family nursing: Assessment strategies for implementing culturally competent care. Journal of Multicultural Nursing and Health, 11, 51-56. Retrieved January 19, 2007, from Proquest database.
Postpartum Depression
Postpartum depression (PPD) is feelings of failure, guilt, loneliness and low self esteem lasting longer than two weeks or beginning two weeks or more after delivery. 50-80% of women experience the “baby blues,” a period characterized by feelings of restlessness, anxiousness, fatigue and loneliness which usually subside by the 10th postpartum day. This condition is mild and transient (Wong, 2006). 10-15% of women experience postpartum depression, typically with the classic symptoms of depression, sadness, crying, withdrawal and sleep disorders.
The woman may fear harming her baby or have thoughts of suicide. PPD is one of the most commonly undiagnosed conditions after childbirth. Approximately 40% of cases go unnoticed. Generally this is due to the mother’s embarrassment, guilt or fear of the feelings she is having and more often than not, she will not voluntarily admit to this kind of emotional distress (Wong, 2006). Recently the public has become aware of this ailment due largely to celebrities coming forward about their experiences with PPD. This publicity is helping women suffering from PPD to understand it and seek treatment. The nurse’s role in educating patients to prevent PPD, recognizing signs and symptoms of PPD and successful care of women suffering from PPD is essential to the health of the mother and her baby.
Nurses can educate new mothers and their families to help prevent postpartum depression in a number of ways. The precise cause has not been identified but is a combination of biochemical, psychological, social and cultural factors. Changes in hormone levels, fatigue due to childbirth, demands of the newborn, feelings of loss when separated from the newborn and cultural norms regarding the mother’s behavior are just some of the contributing causes of PPD. Informing clients of the predisposing characteristics and circumstances that place them at risk is the first key step. Issues such as prenatal depression, maternal history of depression, lack of social support, life stress, child care stress, maternal blues, marital dissatisfaction and prenatal anxiety should all be considered during conversation with the mother during both prenatal and postnatal visits. Another significant aspect is that at childbirth, the focus of attention transfers from the pregnant mother to the newborn. Continuing to support and care for the mother would help to reduce depression as well as help family members recognize symptoms of PPD. Flexible, mother-focused support from community providers may decrease the prevalence of PPD (Watt, 2002). Educating the mother and family on signs and symptoms is an important tool. These include feelings of distress, not being able to identify the source of the distress, and expressing undue concern about the health of their infant or themselves. Signs and symptoms of PPD are similar to any depressive state and consist of feelings of disappointment or apathy, sadness, insomnia, headache and anger for no justifiable reason.
Postpartum depression can interfere with maternal role attainment and may result in delayed maternal infant bonding. Because of this, nurses should seek education to better recognize early signs and symptoms of PPD and should include knowledge on assessing patients who are at risk. Risk factors for PPD are increased anxiety during pregnancy, ambivalence about pregnancy, previous postpartum depression, previous mental health disorders, previous problems with premenstrual syndrome, marital discord, poor extended family support, low socioeconomic level and a history of abuse, neglect or alcoholism. Screening tools such as the Edinburgh Postnatal Depression Scale and Beck’s Postpartum Depression Checklist may be used (Creehan, 2007). A nurse who identifies and addresses these issues early on is able to assist the new mother with seeking treatment, supporting her and being empathetic to her feelings (Castine, 2007).
Nurses play a crucial role in providing interventions and treatment for postpartum depression, beginning with identification. Screening for risk factors is the first crucial step to discovering PPD. Next, assessing the mother’s mood and affect as well as the interactions between the mother and infant is critical. The mother is very vulnerable during this immediate postpartum period so the nurse must focus on showing support and caring. Informing the mother of strategies for feeling rested are napping when the baby does and letting someone else take care of the household chores. Discuss planning self care with the mother, such as taking a walk, reading a book, having a date with her significant other and spending time with friends. Encouraging the mother to share her feelings will also improve her well being. Encouraging breast feeding is an important role the nurse can play at this time. It can help the mother bond with her newborn and results in the mother feeling pleased. Crying is also beneficial to the postpartum woman. Psychologically, it is expressive, and physiologically, it rids the body of toxins and hormones (Fooladi, 2006). This can alleviate some of the depressive feelings the new mother has. The nurse can also promote support within the family by discussing the condition and ways they are able to help the new mother. The nurse can also help the mother get in touch with support groups and programs in the community that would be beneficial to her. When depressive symptoms continue beyond the “baby blues” period, it is important to assist women in seeking medical treatment. Medical management of PPD includes pharmacological intervention. Antidepressants such as Tegretol or Depakote are necessary in most cases. Psychotherapy is another important step in the treatment process and is focused on her fears and concerns regarding her new responsibilities and roles as well as monitoring for suicidal or homicidal thoughts (Wong). Possible alternative or complimentary therapies include acupuncture, acupressure, aromatherapy, herbs, healing or therapeutic touch, massage, relaxation techniques, reflexology and yoga.
Postpartum depression is a condition that is treatable, however it is commonly undiagnosed. Nurses are able to offer much support, guidance and knowledge to these mothers. Their role is essential in the education, recognition and successful care of women suffering from PPD.
A. Intervention 1: Focus on diagnosing postpartum depression
a. Disadvantage 1: It is difficult to assess for postpartum depression due to several factors.
The length of stay in the hospital after a vaginal delivery is forty eight hours and for a cesarean section it is ninety six hours. (Datar & Sood, 2006) This amount of time allows primary care providers to ensure the physical health of the mother and newborn as well as keeping the cost of childbirth reasonable. This amount of time does not, however, allow sufficient time to monitor mental health conditions. The first postpartum check-up takes place six weeks after birth during which the provider will perform a physical examination and discuss any concerns the new mother is having. Many women suffering from postpartum depression feel embarrassed and choose not to share their feelings. After the six-week check-up, the focus turns to the infant, without further follow up for the mother (Gjerdingen & Center, 2003). With so few opportunities to assess for PPD, it’s difficult to diagnose every case.
b. Disadvantage 2: Embarrassment may hold women back from sharing feelings.
Women are expecting a period of adjustment during the postpartum period and may not realize that what they are experiencing is abnormal. (Epperson, 1999) The period directly after giving birth is very new to first time mothers. There is a feeling of pressure to be a “good mother”. If and when depressive feelings come about, she doesn’t know how to handle it during a time that is supposed to be the happiest in her life. Because of this, it is less likely that she will seek professional assistance. Denial of the classic depressive symptoms of postpartum depression delays treatment and ultimately delays normal mother-child bonding as well. Due to the very few opportunities the primary care provider has to diagnose PPD, it is important that women be educated about PPD. This will likely help them understand their feelings and seek treatment.
B. Intervention 2: Continuing to support and care for the mother postpartum
a. Disadvantage 1: Taking the time to do self care
The demands of motherhood can be overwhelming, especially if there is also strain on the mother’s relationship with her significant other or their finances. Everything is new, and taking care of your own child is exciting and frightening at the same time. These women often have responsibilities they feel that they must do on their own including cooking, cleaning and caring for the infant while trying to recover from giving birth. In order to relieve everyday stresses incurred by the new mother, she must learn to perform self-care (Cheng, 2006). The new mother needs to take time for herself. Things such as resting and exercising will help with her physical health. But self-care is so much more than that. She must let her family and friends help her with household chores and remember that she doesn’t have to do everything by herself. The new mother also needs to take care of her emotional needs by having a date with her partner and spending time with friends. Getting out of the house to go for a walk can do wonders for stress. Talking about feelings with a significant other, family and friends will help the new mother identify any depressive symptoms she may be having as well as improve her emotional health overall (Cheng, 2006).
b. Disadvantage 2: Finding the time, energy, courage and resources to get involved in support groups.
New mothers are overwhelmed with their new duties and lifestyle. There are some strategies for coping with the stress that goes along with this such as asking for help, setting daily goals, and discovering new activities. There are support groups available for just about any condition and postpartum depression is no different. It is usually difficult for women to discuss their feelings, especially if they are embarrassed of those feelings. Talking about them with a group of strangers can be quite intimidating. There are many resources available on the internet, such as Postpartum Support International (http://www.postpartum.net/index.html) . Providing information about support groups during well child check-ups may help new mothers realize that support is out there and will hopefully seek it out if she is not comfortable discussing her feelings with her provider yet (Cheng, 2006).
Resources
Castine, J. & Walton, J. (2007, March 14-20). Postpartum depression negatively impacts child development. Michigan Chronicle, p. B8.
Cheng, C., Fowles, E., & Walker, L. (2006). Postpartum maternal health care in the United States: A critical review. Journal or Perinatal Education, 15(3). Retrieved February 4, 2008 from PubMedCentral database.
Creehan, P. & Simpson, K. (2007). Perinatal Nursing (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. pp. 492-512.
Epperson, C. (1999). Postpartum major depression: Detection and treatment. American Family Physician, 59(8). Retrieved February 4, 2008 from American Academy of Family Physicians News and Publications database.
Fooladi, M. (2006). Therapeutic tears and postpartum blues. Holistic Nursing Practice, 20(4), 204-. Retrieved January 3, 2007 from Expanded Academic ASAP database.
Gjerdingen, D., & Center, B. (2003). First-time prenatal to postpartum changes in health, and the relation of postpartum health to work and partner characteristics. Journal of the American Board of Family Medicine, 16. Retrieved February 4, 2008 from Journal of the American Board of Family Medicine database.
Hendrick, V. (2003). Treatment of postnatal depression: Effective interventions are available, but the condition remains underdiagnosed. British Medical Journal, 327(7422). Retrieved January 3, 2007 from PubMedCentral database.
Lieu, T., Braveman, P., Escobar, G., Fischer, A., Jensvold, N. & Capra, A. (2000). A randomized comparison of home and clinic follow-up visits after early postpartum hospital discharge. Pediatrics. 1058. Retrieved January 3, 2007 from Expanded Academic ASAP database.
Watt, S., Sword, W., Krueger, P., & Sheehan, D. (2002). A cross-sectional study of early identification of postpartum depression: Implications for primary care providers from The Ontario Mother & Infant Survey. Journal of BioMed Central Family Practice, 3. Retrieved February 20, 2007 from PubMedCentral database.
Wong, D., Perry, S., Hockenberry, M., Lowdermilk, D.L. & Wilson, D. (2006). Maternal child nursing care (3rd ed.). St.Louis: Mosby, Inc. pp. 619-621, 638-9, 674-9.
The Role of the Nurse in Postpartum Depression. (n.d.). Retrieved February 5, 2007, from http://www.awhonn.org/awhonn/?pg=873-6230-7000-4730-4770
Best Practices in the Prevention and Treatment of Pressure Ulcers
With health care reform, staff downsizing, and the lengths of hospital stays decreasing, it is inevitable that the incidence of wounds will increase. The Joint Commission of Accreditation of Hospital Organizations (JACHO) suggests the appearance of a pressure ulcer may indicate the quality of care provided by a hospital. Of course the patient’s complex condition must be viewed before it can be related to inferior quality-of-care (Hall, Schumann, 2001).
Best Practices in the Prevention and Treatment of Pressure Ulcers
With health care reform, staff downsizing, and the lengths of hospital stays decreasing, it is inevitable that the incidence of wounds will increase. The Joint Commission of Accreditation of Hospital Organizations (JACHO) suggests the appearance of a pressure ulcer may indicate the quality of care provided by a hospital. Of course the patient’s complex condition must be viewed before it can be related to inferior quality-of-care (Hall, Schumann, 2001).
Preventing the incidence of a wound is one of the most important responsibilities that nurses have. Recognizing the stages of a pressure ulcer is a basic competency for nurses, however the National Pressure Ulcer Advisory Panel (NPUAP) identified, based on research, that nurses did not have the skills to identify even stage 1 pressure ulcers (Ayello, Baronoski, Salati, 2006). Regulatory bodies set guidance for staging pressure ulcers, depending on the care setting, which may determine how the same pressure ulcer is staged. Providing the best possible nursing care means staying current with the development of better products and prevention techniques that support better healing (Ayello, et. al., 2006).
The quality of wound care education received in school affects the knowledge and competence of the clinician’s wound care management. The contents of many textbooks are either incomplete or inaccurate and only provide a brief description of wound care and prevention of pressure ulcers. The caregiver’s ability in providing wound care and their knowledge about the skills needed in preventing wounds may be shown to have greater importance even than assessing the patient’s risk factors. Medical and physical conditions, environmental sources and iatrogenic causes are the three major risk factors that contribute to the failure of wound healing. Pressure ulcer development may now be determined not by how sick the patient is, but by the clinician’s knowledge and abilities which can have direct impact on outcome of healing (Hall, et. al., 2001).
The Centers for Medicare and Medicaid Services (CMS) track pressure ulcers in acute care as medical errors through the Medicare Patient Safety Monitory System (MPSMS) (Ayello, et. al., 2006). In their sister publication, Nursing 2006, Ayello set out to examine if the latest nursing wound care practices reflected the current best practice standards. According to the results of the survey, older nurses with many years of experience knew a lot about wound care where as the newer, younger and less experienced nurses needed more wound care education.
Identifying patients at risk for pressure ulcers led to the development of The Braden risk assessment tool. Overemphasis on documenting risk based on The Braden scale is important upon admission and or when the patient’s condition begins to change no matter the location of the care setting. The implementation of prevention protocols at any of the six subscales must be done rather that relying to the total risk score (18 or below) (Ayello, et. al., 2006).
In providing guidance and clinical decision making, algorithms, guidelines and clinical pathways are tools that should be used along with clinical expertise in preventing delays and enhancing appropriate treatments. The United States Department of Health and Human Services (USDHHS) has provided a list of six areas that are used to develop pressure ulcer treatment plans such as 1) a complete history and physical, 2) identification of complications and comorbid conditions, 3) nutritional assessment, 4) pain assessment, 5) psychosocial assessment, and 6) evaluation of the individual’s risk for the development of additional pressure ulcers (Hall, et. al., 2001).
Lewis, Pearson, and Ward (2003) recognize the need for straightforward guidelines for treatment and prevention of pressure ulcers. It is believed that the duration and magnitude of pressure exertion on a particular body part or region can increase the variations of pressure ulcers making it difficult to be successful with treatment.
However, practices in staging of pressure ulcers may vary from care setting to care setting; wound prevention and treatment has evolved over the years. Benbow (2006) indicates that an ‘all-in-one’ guideline on pressure ulcer prevention and management was published by the National Institute for Health and Clinical Excellence (NICE) in 2005. It is published in two parts The Management of Pressure Ulcers in Primary and Secondary Care is the first part and the second part is on risk assessment and prevention which also includes the use of pressure-relieving devices. The guideline highlights what healthcare professionals should do to prevent and treat pressure ulcers using evidence-based best practice (Benbow, 2006).
a. Intervention 1 - Continuing education for nurses in the prevention of pressure ulcers
i. Disadvantage 1 – knowledge deficit
1. Although not all pressure ulcers are preventable. Patients
with multisystem failure are particularly at risk despite the aggressiveness of
interventions. Knowledge deficit amongst nurses is a key factor in the
prevalence of pressure ulcers.
2. Education and training of healthcare professionals must be an
interdisciplinary approach. With technological and therapeutic advances
systematic implementation and updates systematic implementation needs
to be adaptable. Ultimately this education should be easily accessible to
both nurses and patients in the form of resource manuals and brochures
and easily comprehended.
Source: Lewis, M., Pearson, A., & Ward, C. (2003, April). Pressure ulcer
prevention and treatment: transforming research findings into
consensus based clinical guidelines. International Journal of
Nursing Practice, 9(2), 92-102. Retrieved November 14, 2007,
from CINAHL database.
ii. Disadvantage 2 – Not keeping up with current standards and technology
1. Management of wound care is constantly evolving. As technology
advances keeping up with the changes plays a major role in wound
healing.
2. If clinicians do not keep current with the standards and
guidelines as they become updated even the most aggressive interventions
may not be useful in preventing pressure ulcers. Knowledgeable staff
performing the initial assessment and accurate staging is essential.
Source: Caliann, C. (2007, May). Pressure ulcers a quality issue. Nursing
Management, 38(5), 42-51. Retrieved February 6, 2008, from
Academic Search Premier database.
b. Intervention 2 – Treatment options for already existing pressure ulcers
i. Disadvantage 1 – Socioeconomic status
1. Socioeconomic status affects both healthcare institutions as well as the
patients. It is important to be aware of the costs involved in treatment of
pressure ulcers which should be a good motivator for reducing the
incidence.
2. Hall and Schumann state that only one half of 1% of the aggregate health
care dollar is spent on wound care in the United States. A total national
cost of treatment has been estimated to exceed $1.36 billion dollars per
year. The average cost to heal a single pressure ulcer ranges from $1,951
for a leg ulcer to $29,373 for a diabetic ulcer. An independent study of
Medicare claims data shows that more than $20,000 is spent per patient,
per ulcer episode.
Source: Hall, P., & Schumann, L. (2001, June). Wound care: Meeting the
challenge. Journal of the American Academy of Nurse
Practitioners, 13(6), 258-268. Retrieved November 4, 2007,
from CINAHL database.
References:
Ayello, E., Baranoski, S., & Salati, D. (2006, September). Best practices in wound care
prevention and treatment. Nursing Management, 37(9), 42-48. Retrieved November
4, 2007, from CINAHL database.
Benbow, M. (2006, September 6). Guidelines for the prevention and treatment
of pressure ulcers. Nursing Standard, 20(52), 42-44. Retrieved November 4, 2007,
from CINAHL database.
Hall, P., & Schumann, L. (2001, June). Wound care: Meeting the challenge. Journal of
the American Academy of Nurse Practitioners, 13(6), 258-268. Retrieved November
4, 2007, from CINAHL database.
Lewis, M., Pearson, A., & Ward, C. (2003, April). Pressure ulcer prevention and
treatment: transforming research findings into consensus based clinical guidelines.
International Journal of Nursing Practice, 9(2), 92-102. Retrieved November 14,
2007, from CINAHL database.
Pediatric Oncology Nursing: Support for an Uncertain Journey
Uncertainty—this is an every day occurrence for pediatric oncology patients and their families. The fear and anxiety experienced from the time a child is diagnosed throughout their long journey of treatments and tests needs to be eased by a familiar role: nurses. Jaime Giampapa
Since the very nature of cancer creates an atmosphere of unpredictability and unfamiliarity, pediatric oncology patients and their families need support from nurses who can provide care to meet not only their physical needs, but also their psychological and at times emotional needs. Nurses can make a difference to a family dealing with this illness by providing supportive care. This can be accomplished by nurses using creatively to care for these children, educating their parents, and developing therapeutic relationships along the way.
Cancer can tear a family apart. When a child is diagnosed with cancer, the family is “suddenly placed in the position of coping with a wide array of new situations, such as painful and frightening symptoms, uncertainty of prognoses, and changes in social relationships” (Suzuki& Kato, 2003, p 159). Not only does this foreboding situation put stress on the patient, but the whole family unit, which can be catastrophic. Parents describe the diagnosis and treatment of their child afflicted with cancer as one of the most stressful times of their lives (Kerr, et al., 2007), and this stress can cause a family to become ineffective. Through this tumultuous time, it is vital for the patient and his family to come together in support, and the nurse can aid in this effort.
Firstly, a nurse needs to creatively provide care to their pediatric oncology patients. By using creativity, the nurse may reduce the anxiety experienced by the patient during treatment and procedures, while also meeting physical needs. This is also a more efficient way of providing care. For example, many pediatric oncology patients have aichmophobia (fear of needles or pointed objects). A researched method of reducing this fear is utilizing simple stress reducing medical devices, defined as medical equipment, such as winged needles and syringes, with simple visual stimulation on its surface, such as stickers demonstrated by the picture(Kettwich, et al., 2007) . By using these stress reducing measures, it “has been demonstrated to markedly suppress anxiety, fear and aversion” (Kettwich, et al., 2007, p 21), which will allow the nurse to effectively and efficiently provide care to these patients.
Another creative method for treatment of pediatric oncology patients is beaded bracelets. The John Hunter Children’s Hospital introduced a Bravery Bead program in which patients receive beads spelling their name upon diagnosis and are awarded beads for completing treatments or procedures (Cotterell, 2005). This program provides children going through treatments to look forward to the fun reward of the beads after completion. Although research has not been conducted on how the beads have affected the children collecting them, one can conclude that the bracelets are symbolic of the journey they have traveled thus far. Nurses can play an integral role in implementing this program for their patients.
In addition to providing care to the patient, the nurse needs to be supportive of their parents. Parents are often overlooked when focusing on the patient’s needs, but the parents are dealing with feelings of anxiety and fear as well. Nurses need to recognize that parents “have to cope with the distress [of their child being diagnosed] along with their responsibilities as their child’s primary source of physical and psychosocial support” (Suzuki& Kato, 2003, p 160). If nurses help provide parents with the right tools to cope with their child’s illness, the child will most likely cope effectively as well. The most important tool, as identified by parents of pediatric oncology patients in a conducted study, was basic information about their child’s illness (Kerr, et al. 2007), which the nurse can address by answering questions parents may have about their child’s cancer. By locating some reliable resources (such as pamphlets, booklets and internet sites) for parents, as well as referring them to various support groups or information sessions, the nurse can attempt to fulfill the parent’s needs. In addition, 84% of the same “parent need” study revealed that emotional needs were also important for the nurse to address (Kerr, et al., 2007).
Finally, nurses need to develop a therapeutic relationship with the pediatric oncology patients and their families. The ideal therapeutic relationship is described as “the nurse combin[ing] the basics of everyday care with the human touch” (Hawes, 2005, p16), which allows the parents to feel their child is in the right hands. Trust is of utmost importance among the patient, his parents and his nurse. The relationship should be connected, but not to the point of over-involvement. This may be characterized as the nurse “tak[ing] on the role of ‘omnipotent rescuer’” (Hawes, 2005, p 15) in which the nurse has become controlling within the relationship overstepping necessary boundaries. Care should be shared between families, and the nursing staff in complete balance.
In conclusion, nurses can make the difference in pediatric oncology by providing complete supportive care for the patients and their parents. For years, nurses have been known as the “caring role” in our society, and nurses fill that role with pediatric oncology patients by establishing a care plan that involves a holistic approach to nursing. This can be accomplished by nurses creatively providing care to these children, educating their parents, and developing therapeutic relationships during their journey to recovery. The nurse develops a professional, but compassionate, relationship with the patient and the family to give complete care that will meet all their needs, physiological and psychological.
Disadvantages
A. Nurses develop therapeutic relationships with pediatric oncology patients and their families.
I. Nurses can become too involved with the patients and their families.
A nurse can become the “omnipotent rescuer” for a particular family, which can develop into an unhealthy relationship for the nurse and the family involved. This relationship usually occurs when the nurse is inexperienced and does not know how to set boundaries between themselves, the patients and their families, indicating over-involvement. Common behaviors for blurred boundaries include the nurse-patient relationship transforms into social context, also the nurse can become controlling in the patient’s care at the expense of the patient. Nurses who fall into this type of therapeutic relationship need to develop boundaries to care for the patient, but not escalate the situation to the point that it is unhealthy for the pediatric oncology patient and the nurse providing the care. By learning from mistakes and listening to experiences of mentor nurses, pediatric oncology nurses can learn to develop positive therapeutic relationships
Hawes, R. (2005). Therapeutic relationships with children and families. Paediatric Nursing, 17(6), p15-18. Retrieved October 12, 2007, from Expanded Academic at http://web.ebscohost.com.
II. Culture, ethnicity and race can reduce the effectiveness of a therapeutic relationship between the nurse and pediatric oncology patients and their family.
Some families of patients with cancer have different beliefs and practices due to their culture, ethnicity and race. This can prove to be a barrier in developing a positive therapeutic relationship with the nurses providing care. If the nurse is not thoroughly informed of the family’s individual culture, communication may be very difficult to achieve. This is especially true when the patient and their family speak a different language. In this situation, an interpreter may not always be available for the nurse to keep the family involved in their child’s care. It is often difficult to use children, family members and friends of the family to translate because this form of communication may not allow the patient’s family to speak openly about the care of their child. The barrier of communication continues if the nurse fails to incorporate traditional cultural beliefs of a family into treatment plans which can cause the family to not trust the nurse and staff to effectively care for their child. A nurse in this situation must learn to effectively communicate with the family in order to provide the optimum care for the pediatric oncology patient and develop the vital therapeutic relationship.
Wong, D.L., Perry, S.E, Hockenberry, M.J., Lowdermilk, D.L., Wilson, D. (2006) Maternal child nursing care: 3rd ed. St. Louis, Missouri: Mosby Elsevier. p 1219-1220
B. Nurses educate parents of pediatric oncology patients
I. Parents are stressed due to their child’s status and may not retain the information taught.
Parents of pediatric oncology patients are not retaining the essential information taught because of their stress at the time of education and minimal opportunity to have proper education. Due to the increase in ambulatory care and short hospital stays, the available time to properly educate parents has decreased, and therefore, so has the absorption of information. Important aspects to the patient’s care, such as “the signs that should cause alarm and long-term implications of a disease” can contribute to ignorance of how to adequately care for their child (Fox, Smith, 2003). Not only is short hospital time reason for poor digestion of information, but also their stress levels are not conducive to learning. According to Fox and Smith, most parents need additional information after their child has been discharged and cannot recall the information provided at the hospital. Therefore, because of the parent’s heightened stress level, they forget the instructions about their child’s care. Nurses must use different forms of providing information, such as pamphlets and resourceful internet sites, to enforce information learned in the hospital and prevent parent confusion.
Fox, A., Smith, P. (2003) Parents and the internet. Internet journal of pediatrics & neonatology. 3(1), p 110-116.
II. Parents that have lower socioeconomic status and education may not be able to comprehend the education regarding their child’s illness.
When parents of pediatric oncology patients have a lower socioeconomic status and have lower levels of education, the understanding of their child’s treatment may not be fully comprehended. These parents are not able to process and make sense of the information given by nurses, and may lead to misunderstandings and confusion. This is not conducive to an acceptable ability to provide knowledgeable care to their child. Parents in this group also cannot understand distressing aspects of their child’s illness because they do not understand the process behind the cancer. Although there is not sufficient data to fully support the correlation between lower education and uncertainty, one can conclude that these two topics are related. In order to combat confusion and uncertainty in these situations, the nurse must use understandable information for these parents to comprehend, and then check their knowledge after education.
Santacroce, S. (2002) Uncertainty, anxiety and symptoms of posttraumatic stress in parents of children recently diagnosed with cancer. Journal of pediatric oncology nursing. 19, p 104-111
Resources
Cotterell, D. (2005). Beads for a brave journey. Australian Nursing Journal, 13(3), p31-32. Retrieved October 12, 2007, from Expanded Academic at http://web.ebscohost.com.
Fox, A., Smith, P. (2003) Parents and the internet. Internet journal of pediatrics & neonatology. 3(1), p 110-116.
Hawes, R. (2005). Therapeutic relationships with children and families. Paediatric Nursing, 17(6), p15-18. Retrieved October 12, 2007, from Expanded Academic at http://web.ebscohost.com.
Kerr, L., Harrison, M., Medves, J., Tranmer, J., & Fitch, M. (2007) Understanding the supportive care needs of parents of children with cancer: An approach to local needs assessment. Journal of Pediatric Oncology Nursing, 24, 279-293.
Kettwich, S., Sibbitt, Jr., W., Brandt, J., Johnson, C., Wong, C., & Bankhurst, A. (2007) Needle phobia and stress-reducing medical devises in pediatric and adult chemotherapy patients. Journal of Pediatric Oncology Nursing, 24, p 20-28.
Santacroce, S. (2002) Uncertainty, anxiety and symptoms of posttraumatic stress in parents of children recently diagnosed with cancer. Journal of pediatric oncology nursing. 19, p 104-111
Suzuki, L. & Kato, P. (2003) Psychosocial support for patients in pediatric oncology: The influences of parents, schools, peers and technology. Journal of Pediatric Oncology Nursing, 20, p 159-174.
Wong, D.L., Perry, S.E, Hockenberry, M.J., Lowdermilk, D.L., Wilson, D. (2006) Maternal child nursing care: 3rd ed. St. Louis, Missouri: Mosby Elsevier. p 1219-1220