| Learning Objective #1: determine what differences exist between Oncology nurses' attitude toward, perceived knowledge of, and self-reported application of complementary therapies before and after an educational intervention? | |||
| Learning Objective #2: verbalize what reasons do nurses'give presently promoting or impeding the use of complementary therapy in their practice? |
Abstract
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).