Insights into the Knowledge and Barriers of Oncofertility Among Oncology Nurses in Saudi Arabia.

IF 1.3 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Isamme AlFayyad, Muawiyah Yaqub, Mohamad AlTannir
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Abstract

This study aimed to assess the knowledge level and identify barriers related to counseling patients with newly diagnosed cancer regarding fertility preservation (FP) issues among oncology nurses. A cross-sectional study was conducted using a convenience sample of nurses caring for patients with cancer at a tertiary hospital in Saudi Arabia. Validated questionnaires were used to assess nurses' knowledge and to determine barriers to counseling patients about FP issues. A total of 157 nurses completed the questionnaire with a mean age of 35.34 ± 6.77 years and the majority were females 138 (87.9%). Approximately 92.4% of the nurses did not attend educational sessions on FP. The mean knowledge was 12.86 ± 5.88, and the highest level of knowledge was in the domain of the causes of fertility impairment. Moreover, nurses reported higher mean scores in the barrier domain (45.44 ± 6.32) of confidence (12.96 ± 1.76) and self-awareness (15.03 ± 2.69). Female and non-Muslim nurses were more likely to have better knowledge. Oncology nurses reported having unsatisfactory knowledge of FP and experiencing several barriers to providing fertility information. We recommend that oncology nurses receive training regarding FP to adequately and confidently counsel these patients.

沙特阿拉伯肿瘤护士对肿瘤生育知识和障碍的了解。
本研究旨在评估肿瘤科护士在咨询新诊断癌症患者生育能力保护(FP)问题方面的知识水平,并确定相关障碍。一项横断面研究是在沙特阿拉伯的一家三级医院使用护士护理癌症患者的方便样本进行的。使用有效的问卷来评估护士的知识,并确定咨询患者关于计划生育问题的障碍。共157名护士完成问卷,平均年龄为35.34±6.77岁,其中以女性138人(87.9%)为主。约92.4%的护士没有参加计划生育教育课程。平均知识水平为12.86±5.88,其中生育障碍原因知识水平最高。此外,护士在信心(12.96±1.76)和自我意识(15.03±2.69)障碍域的平均得分(45.44±6.32)较高。女性和非穆斯林护士更有可能拥有更好的知识。肿瘤科护士报告说,他们对计划生育的了解并不令人满意,并且在提供生育信息方面遇到了一些障碍。我们建议肿瘤科护士接受有关计划生育的培训,以充分和自信地为这些患者提供咨询。
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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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