Experiences and coping strategies of oncology patients undergoing oral chemotherapy: First steps of a grounded theory study.

PURPOSE: Chemotherapies are increasingly available for oral application. Previous studies have focussed on differences between orally and intravenously administered chemotherapies, mostly following quantitative designs surveying patients' preferences and adherence. The lived experience of patients undergoing oral chemotherapy has been rarely explored. Therefore, this study investigates how patients experience oral chemotherapy. METHOD: We conducted open interviews with six patients and two spouses. Recruitment took place in the outpatient clinic of an urban Swiss hospital. Data collection and analysis followed the principles of Straussian grounded theory. RESULTS: The participants reported physical and emotional reluctance towards oral chemotherapy as well as toxic side effects. Feeling responsible emerged as a core phenomenon. All participants intended to adhere to the therapy although this was challenging because of the complex medication regimen. Belief in the effectiveness of the therapy was a strengthening factor. CONCLUSIONS: All participants reported to be highly adherent to oral chemotherapy. Although they experienced some toxic side effects, they did not react. Monitoring toxicities and support in everyday life should be a core feature of care.

Defining clinical assessment standards for bachelor's-prepared nurses in Switzerland.

PURPOSE: A rigorous process of collaboration among multilingual and multicultural nursing faculties throughout Switzerland to define optimized learning goals for clinical assessment education at the bachelor's level is described in the context of wider European academic harmonization. Formation of a consensus-seeking panel proved a useful strategy for disseminating knowledge among academic nursing faculties in the early years of tertiary nursing education. The process enabled representatives of competing institutions to share scarce resources and articulate the added value of a bachelor's degree in nursing. CONCLUSIONS: A consensus-building strategy has applicability for nursing faculties wishing to increase collaboration, efficiency, and effectiveness early in the process of academic nursing development. Lack of availability of learning materials written in the languages of the local clinical setting is a barrier to teaching advanced assessment skills. CLINICAL RELEVANCE: Clinical assessment education that teaches a systematic approach to data collection, analysis, and reporting is central to producing excellent clinical professionals.