Learning Objective #1: Link the practice problem (transitioning of childhood cancer survivors from pediatric to adult care) to the theoretical underpinnings of the Experiencing Transitions theory

Learning Objective #2: Identify nursing interventions that will facilitate the childhood cancer survivor's transition from pediatric to adult care

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The purpose of this poster presentation is to demonstrate how the emerging theory of Experiencing Transitions can be used to facilitate the childhood cancer survivors' transition from pediatric to adult care. Concepts central to the transition theory include: nature of transitions (types, patterns and properties of transition experiences), transition conditions (personal and environmental transitions that facilitate or inhibit transitions), and patterns of response (process indicators and outcome indicators). The significance of transitioning from pediatric to adult care for childhood cancer survivors is twofold. First, more than two thirds of children diagnosed with cancer will survive at least ten years post-diagnosis. With increased survival has come the need for life-long medical supervision to deal with the late effects of both the cancer and its treatment. Second, current long-term care of childhood cancer survivors is either an unplanned and abrupt transfer to adult care, long-term retention in pediatric clinics, or discharge from medical supervision altogether. Therefore, what is needed is a transition from pediatric to adult care that will bridge the gap between child/adolescent and adult health services. For this poster, nursing interventions geared at facilitating at the transition from pediatric to adult care are linked to the theory of Experiencing Transitions as a means of understanding and responding to the complexities of the transition experience. Strengths and weaknesses of applying the theory of Experiencing Transitions to this practice situation are delineated.