Seminars in oncology nursing
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To identify the unique needs of lesbian, gay, bisexual, and transgender (LGBT) cancer patients and caregivers, and review recommendations supporting more effective and inclusive palliative and end-of-life care. ⋯ LGBT patients and their caregivers need competent nurses to support them, especially during transitions. Implementing LGBT-inclusive education, training, and practice will improve outcomes for LGBT cancer patients and their caregivers - and potentially all patients.
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To describe the development, launch, implementation, and outcomes of a unique multisite collaborative (ie, IMPACT-ICU [Integrating Multidisciplinary Palliative Care into the ICU]) to teach ICU nurses communication skills specific to palliative care. To identify options for collaboration between oncology and critical care nurses when integrating palliation into nursing care planning. ⋯ Communication education is a vital yet missing element of undergraduate nursing education. Programs should be offered in the work setting to address this gap in needed nurse competency, particularly within the context of onco-critical-palliative care.
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To review disease-related symptoms and side effects of treatment in patients with multiple myeloma (MM). ⋯ Disease- and treatment-related adverse events are prevalent in patients with MM. Patient, family, and health care professional education is essential to monitor and manage these side effects.
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To generate ideas and explore the future possibilities of patient-centered, transdisciplinary care delivery for individuals with cancer. ⋯ Oncology nurse clinicians (at all levels), educators, researchers, and administrators involved in inpatient and outpatient settings should lead and participate in changes that will drive a more robust approach to transdisciplinary cancer care delivery.
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To describe palliative care as part of comprehensive oncology nursing care. ⋯ Oncology nurses must obtain knowledge and skills in primary palliative care to provide comprehensive cancer care.