The Role of an Oncology Nurse in USA - Research Paper Example

? THE ROLE OF AN ONCOLOGY NURSE IN USA (Your teacher’s due 1 Introduction Presently, most prominent cases prevailing in hospitals are patients suffering from cancer. Each patient in this phenomenon requires different application from nurses. The role of oncology nurse is shaped and evolved by conducting research and fulfilling patient’s needs and facilities. Oncology nurses works collaboratively with all the members of the team in order to provide optimal management to cancer patients. The role of oncology nurses involve assisting in the administration of chemotherapy and radiation, providing health care to patients suffering from cancer, assisting the cancer patients, continuous monitoring before, during and after the treatment, providing education to general public in relation to various risk associated with cancer and maintaining databases and medical records of the patient. 1.2 The Role of an Oncology Nurse in USA The role of oncology nurses differs in relation to intensive care which has more focus on bone marrow transplantation and on cancer detection, screening and prevention. Practice of oncology includes participating in nursing research studies, making educational curricula, serving the patients as consultants and performing functions of executive. The main emphasis in all these roles is to provide nursing care to patients, planning, evaluation and nursing diagnosis. This process helps nurses to take a systematic and organized approach in the treatment of cancer patients. The role of oncology nurses is related to professionalism rather than just an occupation for instance a person working whole day in front of computer and conducting analysis. It requires professional practice and detailed knowledge of psychosocial and biologic dimensions of cancer problems. So it requires thorough practice, learning and research, after this only a person can be professional. While occupation is linked to what one learns in his academic life and implement that in practice, this cannot be considered professionalism. Therefore this role is linked to the definition of professionalism rather than occupation. It is a broader concept then just an occupation (Brant JM & Wickham RS, 2004, p.1). So, the role of oncology nurses focuses on three core areas such as: Patient education Patient assessment Coordination of care Patient education Nurses have more opportunity to expand the knowledge of patients in relation to their disease and to educate them accordingly to have efficiency in treatment. They educate in order to assist patients to deal with their diagnosis, symptoms and long term adjustments, to gain information of prevention, to develop their knowledge and skills or to regain health status. Nurses teach patients through various tools and methods such as visual, printed and audiovisual materials are used by nurses to identify patient needs and abilities. Patient assessment Oncology nurses assess patient’s emotional and physical status, health practices, past history and heath, tries to achieve knowledge in relation to diagnoses from the patient as well as his family. Oncology nurses know the results and implications of pathology, laboratory and imaging studies. Coordination of care Oncology nurses plays imperative role in coordinating the complex and multiple technologies which are used in cancer treatment and diagnoses. This coordination involves taking care of patients, preparing all medical records, management of symptoms, participation of therapy, educating patients as well as family, counseling and follow-ups. Nurses should serve as patient’s first line of communication. Therefore, it is imperative for nurses to get sufficient information about the patient and his family (Johnson Mary, 2004, p. 80). 1.3 Oncology Nursing Education A whole educational curriculum is developed to create understanding and enhance their knowledge of epidemiology, cancer biology, treatment, nursing issues and practices and trends in cancer care. Specific journals which help to enhance their roles are Cancer Nursing, Oncology Nursing Forum and Seminars in Oncology Nursing. These journals support nurses in all the areas mentioned above. Oncology nursing programs leads to professionalism. Presently, in many job descriptions master level programs are specified for nurses. Such as there is a requirement of master’s degree for nurse practitioners and clinical nurse specialists. Presently, 26% of ONS students are doing graduate education and 10% are involved in doctorate learning (Institute of Medicine, 2003, p.1). 1.4 Certification Oncology nurses receives certification in this program which gives validity to skills and knowledge and make nurses committed and dedicated towards the carrier of oncology nurse. This certification examination is offered by Oncology Nursing Society. There is a whole process of certification. It enables candidates to achieve points through academic education, presentation, participation and publication in the test for examination certificate. Nurses who clear the examination are considered as Oncology Certified nurse. In accordance to a research there are around 18000 oncology nurses in 2009 that have been certified (Quinn A, 2008, p.3). 1.5 Nursing standards Nursing standards are essential for a self-regulating profession. It helps to guide, direct and regulate the practices of nurses. Some of the nursing standards are discussed below: Professional responsibility Nurses should ensure that all their practices and activities are aligned with the standard and legislative requirements. Nurses are themselves reliable for all action that they have undertaken. Therefore, nurses regularly assess their practices and take necessary steps for improvement. For example, American Radiological Association represents nurses practicing diagnosis and therapeutic environment. ARNA members support nurses to advance their skills through practical experiences and provide continuous improvement in the quality of patient care through the development of nurse’s knowledge and skills. It mainly focuses of making nurses aware of the standard rules and regulations of the company (Mitchell G J, 2001, p. 110). Knowledge-Based Practice Nurses should continuously try to get more skills and knowledge, in order to be more competent in their nursing practice. Nurses make decisions on the basis of evidences. They should always try to learn more resources and information in order to take care of patients and their achievement. They should keep on learning new things. For example, John A. Hartford, Inc always focuses to improve the quality of care provided to patients on the basis of promoting excellence in nursing education, practice, policies and research. Ethical practice Nurses should comply with the code ethics promoted by Canadian Nurses Association. Nurses report all unprofessional or unskilled practice in the organization to the head of the department. They promote and protect client’s right with respect, dignity, privacy and access to information For instance, Canadian Nurses Association code of ethics is mainly endorsed by Alberta Association of Registered Nurses Provincial Council in November. It believes that code of ethical services helps to protect the public and their interest (Burkhardt M A & Nathaniel A K, 1998, p.10). Provision of Service to the Public Nurses provide services in collaboration with clients, heads and other health professionals in the clinic or hospital in the activities of evaluation, implementation and care planning. They use team building and communication skills in order to enhance the care of cancer clients. This care is not only explained to clients but as well as the family members. For instance, Concept healthcare clinic provides training and educational material in psychological concepts by interacting with nurses, heads, doctors, patients and their families. This will lead to increase in the efficiency and quality of health care delivery to patients. Audio recordings, online courses, live teleconferences and mini courses are conducted to educate both the patients as well as the family. 1.6 Conclusion Today, every hospital and clinic is making an attempt to find oncology nurses, who can handle all cancer patients and can conduct treatment plans and diagnoses. Oncology nurses can deal patients effectively only if one has education and certification in this field, then only they can be considered as professional nurses. Oncology nurses mainly perform three roles i.e. patient education, patient assessment and coordination of care. All theses thing depends on the care of nurses in relation to radiation therapy, surgery, chemotherapy, supportive care and biotherapy. These nurses are registered and qualified from ONS, who mainly provide care to cancer patients. Oncology nurses work in various settings of health care where patients are provided education, counseling, screening, health care and detection in relation to cancer. They usually work in community care settings, hospitals, clinics and hospices. Cancer management is basically a multi-disciplinary endeavor. In order to have effective practice of oncologic subspecialties and cancer treatment knowledge and practice of oncology nursing is very essential. Oncology nurses mainly engage in collaborative practice with all members of the team in order to provide optimal management to the cancer patients. References Brant, JM & Wickham, RS. (2004). ONS Statement on the Scope and Standards of Oncology Nursing Practice. Pittsburgh, PA: Oncology Nursing Press: 1-2. Burkhardt, M. A. & Nathaniel, A.K. (1998). Ethics & issues in contemporary nursing. Toronto: Delmar Publishers: 1-20. Johnson, Mary. (2004). Chapter 7: Principles of Oncology Nursing. (6th eds.). Principles of onocology nursing: 61-100. Institute of Medicine. (2003). Health professions education: a bridge to quality. Washington, DC: National Academy Press: 1-2. Mitchell, G. J. (2001). Policy, procedure, and routine: Matters of moral influence. Nursing Science Quarterly, 14(2): 109-114. Quinn, A. (2008). Expanding the role of the oncology nurse. Biomedical Imaging and Intervention Journal. 34(3): 1-5 Read More