Effects of Teaching Program on the Knowledge and the Beliefs of Cancer Related Pain Management among Student Nurses

• Main Authors: Cheng, Yu-Chu, 鄭玉珠
• Other Authors: Yang, Chi-Hsuan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/09648246732702608484

碩士 === 中臺科技大學 === 護理研究所 === 101 === The purpose of this study is to understand the “cancer pain knowledge” and “cancer pain beliefs” of nursing students in the five-year junior college program at a certain technological university, further exploring how the intervention of pain management instruction influences the nursing students’ “cancer pain knowledge” and “cancer pain beliefs.” Quasi-experiment method was used for data collection. The research subjects were 52 nursing students in a technological university in central Taiwan, with 26 subjects in the experiment group and control group, respectively. The research tool was the “scale of cancer pain knowledge” compiled by the researcher, and the “scale of cancer pain beliefs” modified from Chang’s (2007) revision of Lai’s (2000) “scale of beliefs about pain and anesthesia pain medication – cancer pain edition” and “scale of nursing personnel pain knowledge”. Research findings are as follows: 1) nursing students who have religious beliefs have greater “cancer pain knowledge” and “cancer pain beliefs” than those without religious beliefs; 2) nursing students who have interned for more months have greater “cancer pain knowledge” and “cancer pain beliefs” than those who have interned for fewer months; 3) nursing students who have experience taking care of cancer patients have greater “cancer pain knowledge” and “cancer pain beliefs” than those without experience taking care of cancer patients; 4) Nursing students who have taken courses relating to cancer pain have greater “cancer pain knowledge” and “cancer pain beliefs” than those who have not taken courses relating to cancer pain; 5) nursing students who have friends or relatives with cancer have greater “cancer pain knowledge” and “cancer pain beliefs” than those who do not have friends or relatives with cancer; 6) nursing students who have experience taking care of cancer patients have greater “cancer pain beliefs” and “cancer pain beliefs” than those without experience taking care of cancer patients; 7) after pain management instructional intervention, the experiment group had higher posttest scores in “cancer pain knowledge” and “cancer pain beliefs” than pretest scores in “cancer pain knowledge” and “cancer pain beliefs,” which shows that instructional intervention can indeed elevate the “cancer pain knowledge” and “cancer pain beliefs” of nursing students; 8) experiment group and control group do not show differences in pretests for “cancer pain knowledge” and “cancer pain beliefs,” but after intervention of pain management instruction, experiment group has significantly higher posttest scores than has the control group in “cancer pain knowledge” and “cancer pain beliefs,” which shows that cancer pain management instruction produced better “cancer pain knowledge” and “pain beliefs” for nursing students in the experiment group than for control group nursing students who did not undergo instructional intervention. This study found that the intervention of cancer pain management instruction can indeed elevate the “cancer pain knowledge” and “cancer pain beliefs” of nursing students. Thus, based on research findings, suggestions are provided for the development of nursing education in the future, research limitations, and relevant studies.