- Email: [email protected]
A27 Instructional Session: Breast cancer
Abstracts and learning outcomes / European Journal of Oncology Nursing 14S1 (2010) S1–S62
protocol”. Tijdschrift voor Gezondheidswetenschappen (2004)82: 364– 370 (Dutch). [6] Bleijenberg G, Gielissen M, Berends, T, Voskamp H, Bazelmans E, Verhagen S. “Cognitive behaviour therapy for postcancer fatigue: a treatment protocol”. 2008, PhD dissertation M. Gielissen; Fatigue in cancer survivors, from assessment to cognitive behaviour therapy, Chapter 3: http://webdoc.ubn.ru.nl/mono/g/gielissen_m/fatiincas.pdf.
Instructional Session: Breast cancer A27 Instructional Session: Breast cancer S. Grosfeld [Coordinator]1 , N. Harbeck [Expert]2 , D. Fenlon [Expert]3 . 1 Jeroen Bosch Hospital, Breast Cancer Care, ’s-Hertogenbosch, The Netherlands; 2 Klinik und Poliklinik f¨ ur Frauenheilkunde and Geburtshilfe, Uniklinik Cologne, Breast Centre, Cologne, Germany; 3 University of Southampton, School of Health Sciences, Southampton General Hospital, Southampton, United Kingdom The aims of this session are: • To give a brief overview of latest gold standard treatments for breast cancer, including surgery, radiotherapy, hormone therapy and chemotherapy. (do we want to do all treatment modalities or shall we focus on just one?) • To consider the needs of the person with breast cancer undergoing diagnosis and treatment • To consider the role of the nurse in relation to people with breast cancer. The role of the nurse working with people with breast cancer has been outlined by Hordern et al (2000) and an EONS curriculum developed based on these criteria. The dimensions of practice have been identified as: • To be aware of the physical and psychosocial status of people affected by breast cancer, in relation to diagnosis, treatment and follow up throughout the disease trajectory; to assess, refer or intervene as appropriate. • To provide education and information to people affected by breast cancer and their significant others. • To act as an integral part of the multidisciplinary team and take a key role in co-ordinating care. In this educational session we will summarise the latest treatments available for breast cancer and consider the implications for people affected by breast cancer. We will then consider the role of the nurse throughout Europe and how this can best be developed in order to enhance the lives of those affected by breast cancer.
S11
therapies that will emerge and new ways to determine risk for disease. As clinicians, we often wonder why patients that have similar characteristics in their cancer (e.g., stage, grade, and tissue type) can have such a different clinical course. Genome-based research is beginning to explain these mysteries and will enable medical researchers to develop more effective diagnostic tools, to better understand the health needs of people based on their individual genetic make-ups, and to design new treatments for disease. Thus, the role of genetics in health care is starting to change profoundly and the first examples of the era of personalized medicine are on the horizon. Understanding the biological basis of cancer is important for clinicians to fully appreciate the impact this knowledge will have on the management of cancer. Progress in the field of genetics is also illustrated by the possibility of gene testing allowing identifying cancer-predisposing genes in a certain number of families. Nurse involvement in obtaining a family history, constructing and interpreting a pedigree is relatively new, but mandatory. Nurse involvement in obtaining a family history and constructing and interpreting a pedigree is relatively new, but mandatory to evaluate the risk in a family and determine if a genetic analysis can be proposed and the implications and limits of this new tool. Where are the benefits, the problems, who is really at risk? This session will introduce nurses to the field of genetics, genomics and its impact of oncology nursing practice. Case studies will illustrate specific areas of cancer care. Learning Objectives: At the end of the workshop it is expected that participants will be able to: • Describe the molecular process of cancer development. • Relate the importance of understanding genetics and your clinical practice. • Predict one way that knowledge of genetics may be used in cancer care in the future. • Identify which patients are at risk of carrying a genetic predisposition. • Consider motivations and expectations towards genetic testing. Reference(s) [1] A.S. Tranin, A. Masny, and J. Jenkins (2003). Genetics in Oncology Practice: Cancer Risk Assessment. Pittsburgh, PA: Oncology Nursing Society. [2] Kirk, M., Lea, D., and Skirton, H. (2008). [3] Genomics health care: Is the future now? Nursing and Health Science, 10 (2), 85–92.
Instructional Session: Magnet hospitals Instructional Session: Cancer genetics A28 Instructional Session: Cancer genetics A. Margulies [Coordinator]1 , P. Trahan Rieger [Expert]2 , A. Murphy [Expert]3 . 1 University Hospital Zurich, Division of Oncology, Zurich, Switzerland; 2 Oncology Nursing Society (ONS), Pittsburgh, Pennsylvania, USA; 3 University Hospital of Geneva (HUG), Division of Oncology, Geneva, Switzerland The completion of the sequencing of the human genome in 2003 was a seminal event in modern times. The ultimate impact upon clinical practice is yet to be determined, but scientific discoveries coupled with this achievement are already making their way into clinical practice. How often do we hear from our medical colleagues, “Was there a chromosomal transformation”? “Was there a mutation present?” These questions and others demonstrate the importance of every nurse having a conceptual understanding of the basics of human genetics. This knowledge provides the foundation for new
A29 Instructional Session: Magnet hospitals E. Humer1 , A. Lindenburg2 , B. Nevidjon3 . 1 Diaconessenhuis, Man-Vrouw-Kind, Leiden, The Netherlands; 2 Vlietland Ziekenhuis, Schiedam, The Netherlands; 3 Duke University School of Nursing, Durham, North Carolina, USA “There is not a shortage of nurses, there is a shortage of hospitals, nurses want to work in”. After the session, participants will be able to: • Understand the essentials of Magnet Hospitals and apply or adapt the forces of magnetism in their hospitals • Implement ideas extracted from the Magnet model into their own practice • Identify how they are able to make a difference in their organisations First of all, Brenda Nevidjon will give an introduction to the whole Magnet history and current state. She brings in personal experience as all 3 hospitals at Duke are Magnet.
protocol”. Tijdschrift voor Gezondheidswetenschappen (2004)82: 364– 370 (Dutch). [6] Bleijenberg G, Gielissen M, Berends, T, Voskamp H, Bazelmans E, Verhagen S. “Cognitive behaviour therapy for postcancer fatigue: a treatment protocol”. 2008, PhD dissertation M. Gielissen; Fatigue in cancer survivors, from assessment to cognitive behaviour therapy, Chapter 3: http://webdoc.ubn.ru.nl/mono/g/gielissen_m/fatiincas.pdf.
Instructional Session: Breast cancer A27 Instructional Session: Breast cancer S. Grosfeld [Coordinator]1 , N. Harbeck [Expert]2 , D. Fenlon [Expert]3 . 1 Jeroen Bosch Hospital, Breast Cancer Care, ’s-Hertogenbosch, The Netherlands; 2 Klinik und Poliklinik f¨ ur Frauenheilkunde and Geburtshilfe, Uniklinik Cologne, Breast Centre, Cologne, Germany; 3 University of Southampton, School of Health Sciences, Southampton General Hospital, Southampton, United Kingdom The aims of this session are: • To give a brief overview of latest gold standard treatments for breast cancer, including surgery, radiotherapy, hormone therapy and chemotherapy. (do we want to do all treatment modalities or shall we focus on just one?) • To consider the needs of the person with breast cancer undergoing diagnosis and treatment • To consider the role of the nurse in relation to people with breast cancer. The role of the nurse working with people with breast cancer has been outlined by Hordern et al (2000) and an EONS curriculum developed based on these criteria. The dimensions of practice have been identified as: • To be aware of the physical and psychosocial status of people affected by breast cancer, in relation to diagnosis, treatment and follow up throughout the disease trajectory; to assess, refer or intervene as appropriate. • To provide education and information to people affected by breast cancer and their significant others. • To act as an integral part of the multidisciplinary team and take a key role in co-ordinating care. In this educational session we will summarise the latest treatments available for breast cancer and consider the implications for people affected by breast cancer. We will then consider the role of the nurse throughout Europe and how this can best be developed in order to enhance the lives of those affected by breast cancer.
S11
therapies that will emerge and new ways to determine risk for disease. As clinicians, we often wonder why patients that have similar characteristics in their cancer (e.g., stage, grade, and tissue type) can have such a different clinical course. Genome-based research is beginning to explain these mysteries and will enable medical researchers to develop more effective diagnostic tools, to better understand the health needs of people based on their individual genetic make-ups, and to design new treatments for disease. Thus, the role of genetics in health care is starting to change profoundly and the first examples of the era of personalized medicine are on the horizon. Understanding the biological basis of cancer is important for clinicians to fully appreciate the impact this knowledge will have on the management of cancer. Progress in the field of genetics is also illustrated by the possibility of gene testing allowing identifying cancer-predisposing genes in a certain number of families. Nurse involvement in obtaining a family history, constructing and interpreting a pedigree is relatively new, but mandatory. Nurse involvement in obtaining a family history and constructing and interpreting a pedigree is relatively new, but mandatory to evaluate the risk in a family and determine if a genetic analysis can be proposed and the implications and limits of this new tool. Where are the benefits, the problems, who is really at risk? This session will introduce nurses to the field of genetics, genomics and its impact of oncology nursing practice. Case studies will illustrate specific areas of cancer care. Learning Objectives: At the end of the workshop it is expected that participants will be able to: • Describe the molecular process of cancer development. • Relate the importance of understanding genetics and your clinical practice. • Predict one way that knowledge of genetics may be used in cancer care in the future. • Identify which patients are at risk of carrying a genetic predisposition. • Consider motivations and expectations towards genetic testing. Reference(s) [1] A.S. Tranin, A. Masny, and J. Jenkins (2003). Genetics in Oncology Practice: Cancer Risk Assessment. Pittsburgh, PA: Oncology Nursing Society. [2] Kirk, M., Lea, D., and Skirton, H. (2008). [3] Genomics health care: Is the future now? Nursing and Health Science, 10 (2), 85–92.
Instructional Session: Magnet hospitals Instructional Session: Cancer genetics A28 Instructional Session: Cancer genetics A. Margulies [Coordinator]1 , P. Trahan Rieger [Expert]2 , A. Murphy [Expert]3 . 1 University Hospital Zurich, Division of Oncology, Zurich, Switzerland; 2 Oncology Nursing Society (ONS), Pittsburgh, Pennsylvania, USA; 3 University Hospital of Geneva (HUG), Division of Oncology, Geneva, Switzerland The completion of the sequencing of the human genome in 2003 was a seminal event in modern times. The ultimate impact upon clinical practice is yet to be determined, but scientific discoveries coupled with this achievement are already making their way into clinical practice. How often do we hear from our medical colleagues, “Was there a chromosomal transformation”? “Was there a mutation present?” These questions and others demonstrate the importance of every nurse having a conceptual understanding of the basics of human genetics. This knowledge provides the foundation for new
A29 Instructional Session: Magnet hospitals E. Humer1 , A. Lindenburg2 , B. Nevidjon3 . 1 Diaconessenhuis, Man-Vrouw-Kind, Leiden, The Netherlands; 2 Vlietland Ziekenhuis, Schiedam, The Netherlands; 3 Duke University School of Nursing, Durham, North Carolina, USA “There is not a shortage of nurses, there is a shortage of hospitals, nurses want to work in”. After the session, participants will be able to: • Understand the essentials of Magnet Hospitals and apply or adapt the forces of magnetism in their hospitals • Implement ideas extracted from the Magnet model into their own practice • Identify how they are able to make a difference in their organisations First of all, Brenda Nevidjon will give an introduction to the whole Magnet history and current state. She brings in personal experience as all 3 hospitals at Duke are Magnet.