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: Psychological distress impacts 35-40% of cancer patients, significantly affecting their quality of life, treatment adherence, and relationships with healthcare professionals. Given this, there is a critical need to enhance nursing competencies to effectively monitor and address psychological distress. Previous studies have highlighted discrepancies in capabilities based on nurses' training status, emphasizing trained nurses' critical role in providing appropriate psycho-social referrals. : To evaluate the impact that trained nurses have on the detection of distress and the timely referral of patients for a psycho-oncology consultation. : A blinded, random, descriptive, monocentric pilot study was conducted. The participants were adult patients in Day Hospital 1 of the National Cancer Institute Regina Elena, Rome, irrespective of illness stage. Tools used included a socio-demographic and clinical data form, distress thermometer (DT), and visual analogic scale (VAS). Patients were randomly divided into two groups: Group A, where questionnaires were administered by trained nurses, and Group B, where non-trained nurses administered questionnaires. Nurses indicated whether patients needed a psycho-oncology consultation. All patients were then seen by a psycho-oncology specialist to determine whether the nurse's referral was appropriate. Patients and psycho-oncologists were all unaware of the nurses' training status. The effectiveness of the training was measured by the degree of agreement between evaluators. : This study involved 20 patients and four nurses. The average DT score was 5, mainly related to physical and emotional problems. Agreement between evaluators was higher in the trained nurses' group. : Specific training on DT enabled nurses to acquire advanced skills to accurately refer patients for psychological consultations.
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http://dx.doi.org/10.3390/healthcare12242498 | DOI Listing |
J Behav Health Serv Res
September 2025
Department of Health Policy and Management, Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences, 4301 W. Markham St., Little Rock, AR, USA.
Telehealth is increasingly a standard and routine clinical option, indicating a changing outlook for SUD treatment from in-person to the more convenient option of telehealth. As populations across geographies increasingly prefer telehealth, more research is warranted that focuses on how where a person lives is associated with telehealth availability. The authors used the Mental Health and Addiction Treatment Tracking Repository (MATTR 2024) to identify telehealth availability among all known licensed SUD treatment facilities in the USA (N = 10,492 facilities).
View Article and Find Full Text PDFArch Cardiovasc Dis
September 2025
CIC INSERM 1410, 97410 Saint-Pierre, France; Department of Cardiology, La Réunion University Hospital, 97400 Saint-Denis, France. Electronic address:
Background: Artificial intelligence has emerged as a promising tool to optimize patient care in the field of cardiovascular medicine. However, data on its adoption and utilization by healthcare professionals are scarce.
Aim: To explore the factors that support or hinder the adoption of artificial intelligence in cardiology in France.
Am J Hosp Palliat Care
September 2025
Division of Geriatrics and Palliative Medicine, Weill Cornell Medicine/New York-Presbyterian Hospital, New York, NY, USA.
Palliative Care (PC) is a rapidly expanding field, with a more recent shift toward outpatient services to enhance patient care. Palliative Care educators can provide fulfilling outpatient PC experiences to trainees across various disciplines, including medical students, physician fellows, nurse practitioner students, and social work interns. We present five strategies for optimizing training in the outpatient PC setting.
View Article and Find Full Text PDFNurse Educ Pract
August 2025
University of Saskatchewan, 118 4400 - 4th Avenue, Regina, Saskatchewan S4T 0H8, Canada. Electronic address:
Aim: Vygotsky's social constructivist educational pedagogy as a way for registered nurses who teach to build psychologically safe and socially just learning environments for 'in practice' registered nurses with specific learning disorders.
Background: As a supportive educational brief, specific learning disorders, its occurrence in nursing, factors potentially having an impact on those with a specific learning disorder and what constitutes safe and just learning environments are outlined. Vygotsky's social constructivist educational pedagogy is an example of inclusive pedagogy whose integration can positively address specific learning needs.