Effectiveness of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapies

2.50
Hdl Handle:
http://hdl.handle.net/10755/152143
Type:
Presentation
Title:
Effectiveness of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapies
Abstract:
Effectiveness of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapies
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Myers, Michelle Leigh, MS, APRN, BC, OCN
P.I. Institution Name:American Health Network Hematology Oncology
Title:Hematology Oncology Nurse Practitioner
[Evidence-based Presentation] In order to determine what difference exist between Oncology nurses' attitudes toward, perceived knowledge of, and self-reported application of complementary therapies before and after an educational session five complementary therapies (humor, journaling, music, relaxation, and therapeutic touch) were taught to a select group of Oncology nurses in Central Indiana. Twelve voluntary study participants completed a questionnaire before and after the educational session. The identified problem addressed was lack of awareness and formal educational sessions among a select group of health care professionals in Oncology practice settings. The study also addressed what reasons Oncology nurses' give presently promoting or impeding the use of complementary therapies in their nursing practice. The educational session theoretical framework was King's Theory of Goal Attainment and Bloom's Taxonomy, which focused on communication, patient goal attainment, and implementation of low cost complementary therapies into practice. Data was analyzed utilizing Minitab 14 Statistical Software (2005).
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEffectiveness of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152143-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Effectiveness of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapies</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Myers, Michelle Leigh, MS, APRN, BC, OCN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">American Health Network Hematology Oncology</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Hematology Oncology Nurse Practitioner</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mmyersrn@yahoo.com</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Presentation] In order to determine what difference exist between Oncology nurses' attitudes toward, perceived knowledge of, and self-reported application of complementary therapies before and after an educational session five complementary therapies (humor, journaling, music, relaxation, and therapeutic touch) were taught to a select group of Oncology nurses in Central Indiana. Twelve voluntary study participants completed a questionnaire before and after the educational session. The identified problem addressed was lack of awareness and formal educational sessions among a select group of health care professionals in Oncology practice settings. The study also addressed what reasons Oncology nurses' give presently promoting or impeding the use of complementary therapies in their nursing practice. The educational session theoretical framework was King's Theory of Goal Attainment and Bloom's Taxonomy, which focused on communication, patient goal attainment, and implementation of low cost complementary therapies into practice. Data was analyzed utilizing Minitab 14 Statistical Software (2005).</td></tr></table>en_GB
dc.date.available2011-10-26T11:25:34Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:25:34Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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