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Biomedical subjects

E A Coleman

Publications and source records attributed to E A Coleman.

12 recordsLinked to original sources
PubMed1992

Breast cancer screening among women from 65 to 74 years of age in 1987-88 and 1991. NCI Breast Cancer Screening Consortium.

OBJECTIVE: To compare breast cancer screening rates from the 1991 survey with data from 1987-88 for women aged 65 to 74. DESIGN: Surveys of women from five communities. SETTINGS: Five control communities of the National Cancer Institute's Breast Cancer Screening Consortium. PARTICIPANTS: White, non-Hispanic women, ages 65 to 74; 499 in 1987-88 and 2156 in 1991. Response rates for the first survey wave ranged by area from 65% to 77% and for the second survey wave, from 62% to 85%. MAIN OUTCOME MEASURE: Mammogram and clinical breast examination during the past year and performance of monthly breast self examination, with the screening rates in wave 2 directly standardized to the income and education distribution of wave 1 in each area. RESULTS: Mammography use between waves increased significantly (P < 0.05 after adjusting for education, income, and age) in all but one area (from 19% to 33% in wave 1 to 35% to 59% in wave 2). Among women who had a mammogram, the percent who also had a clinical breast examination decreased between waves from 95% to 85% (P = 0.001). CONCLUSIONS: Mammography in older women increased dramatically over 3 years, although the use of clinical breast examination may be decreasing.

Aged↗
PubMed1991

Practice and effectiveness of breast self examination: a selective review of the literature (1977-1989).

From a review of the literature on studies on breast self examination (BSE), it is evident that BSE functions as an effective preventive health behavior. Only 19% to 40% of women practice BSE on a monthly basis, and there is no strong evidence that women who practice monthly BSE perform the procedure correctly. Confidence in BSE performance, prior BSE instruction, and finding some way to remember to do BSE were the factors most positively associated with frequent BSE practice. Women need to be given the facts about breast cancer and information about early detection methods and also need to be taught BSE in such a way that they feel confident in their BSE skills. The most effective way to teach BSE is to teach the woman on her own breasts. Since BSE is a skill, an accurate assessment of the learners' BSE techniques is necessary to adequately evaluate BSE teaching methods.

Breast Self-Examination↗
PubMed1991

Chemotherapy for glioblastoma multiforme.

Treatment for the patient with a glioblastoma multiforme often includes chemotherapy with many specific nursing implications directly associated with this form of treatment. While the four agents described share some common adverse effects such as nausea and vomiting, even with this relatively common adverse effect, the onset, duration and severity varies. Multiple other adverse effects like nephrotoxicity, ototoxicity, thrombocytopenia and leukocytopenia vary greatly from agent to agent in occurrence and severity. Knowing the mode of action for each agent, which adverse effects to expect, when to expect them and appropriate treatment measures will help the nurse, patient and family to better manage these effects and improve quality of life.

Antineoplastic Agents↗
PubMed1991

Measuring breast self-examination proficiency. A scoring system developed from a paired comparison study.

A continuous scoring strategy yielding a proficiency score on breast self-examination (BSE) performance was developed and validated. The method of paired comparisons was used to provide a rank ordering on an interval scale of the eight components of the evaluation tool. Twenty-one experts in teaching the MammaCare method of breast self-examination participated in the survey to help in developing the composite measure of proficiency in BSE performance. Data on each component of BSE were collected quantitatively, and performance scores were computed using a formula incorporating the weighting schema derived from the paired comparisons procedure. A comparison of preteaching versus postteaching mean performance scores on BSE indicated that the scoring system worked even when the teaching method varied. The scoring system presented here is a start on the development of a tool that can be useful to researchers using relative performance as a measure in BSE studies. The components of the scoring system can be used by nurses in the practice setting as a checklist for evaluating BSE performance.

Breast Self-Examination↗
PubMed1991

Graded versus pass/fail evaluation for clinical courses.

Grades vs. pass/fail for clinical courses-Thompson et. at. look at an old problem. Neither a literature review nor a survey were adequate to favor one approach over the other, but both systems' pitfalls are made clear here.

Clinical Competence↗
PubMed1991

Efficacy of breast self-examination teaching methods among older women.

Existing breast self-examination (BSE) educational approaches have not been successful in gaining older women's compliance in proficient BSE. The experimental study detailed in this article was designed to determine whether there is a difference in BSE performance between women taught BSE individually using self-modeling in addition to a breast model (experimental group) and women taught BSE in a group using only a breast model (control group). Seventy-nine women, age 50 and older, randomly were assigned to the experimental and the control group. A pretest, a post-test immediately after the instruction, and a second post-test three months later involved BSE specialists observing each woman performing examinations on her own breast and on a breast model. A paired comparisons study yielded a set of weights that was used in calculating performance scores. Repeated measures analysis indicated that women in the experimental group performed BSE significantly more proficiently than women in the control group (F = 3.27, df = 2, 140, p = 0.041).

Age Factors↗
PubMed1990

Hospitalization rates in nursing home residents with dementia. A pilot study of the impact of a special care unit.

Although Special Care Units (SCUs) have recently gained attention as appropriate places for caring for institutionalized patients with dementia, few studies have evaluated their effectiveness. This pilot study focused primarily on one aspect of patient care, the possible prevention of acute hospitalization. Because transfer from nursing home to the acute hospital can be a traumatic experience for patients with dementia, important services that SCUs might provide include those preventive strategies aimed at reducing the need for transfer to the acute hospital. Medical record abstraction revealed that over one year, the rate of acute hospitalization was 21% among 47 patients with dementia in SCUs, compared with 14% among 36 patients with dementia and 14% among 22 patients with no listed diagnosis of dementia residing in non-SCU settings within the same facility. Thus, no statistically significant difference in hospitalization rates was found, although the trend was for increased hospitalization for SCU patients. There was a trend toward deterioration in functional status among SCU patients following first hospitalization (P less than .10). Since the majority of these patients were hospitalized for hip fractures, this finding was not unexpected. There was a trend toward cognitive decline after hospitalization among patients with dementia who were not residing in an SCU (P less than .10). In order to investigate whether acute hospitalizations among SCU patients were preventable, an expert panel was convened to review each episode of illness leading to acute hospitalization. Of the 15 hospitalizations, none were judged "preventable," four were believed to be "possibly preventable," and 11 were considered to have been "not preventable."(ABSTRACT TRUNCATED AT 250 WORDS)

Activities of Daily Living↗
PubMed1986

Community health practicum with an oncology nursing focus.

A Community Health Practicum in Oncology Nursing for senior nursing students in a baccalaureate program is described. The practicum was designed to meet two objectives in the undergraduate curriculum: (1) to give students experience in the care of patients and families in the community by using cancer as a model of a life-threatening disease requiring acute and chronic care, rehabilitation, etc. and (2) to provide knowledge about cancer care and prevention and give an opportunity for students to participate in a small-scale cancer prevention project. Patient and family reactions to care provided by students were evaluated with a semi-structured telephone interview. Evaluations of the students' clinical performances and cancer prevention projects were made by instructor observation. Pre/post-tests given to those being taught during the projects provided additional evaluations of the students' projects. Evaluation of the students' reactions to the learning experience was made by their responses to items on an evaluation tool.

Arkansas↗