Managing diabetes can be a daunting task for patients with cancer. Empowerment-based diabetes education and motivational interviewing are complementary approaches. Oncology nurses may feel unprepared to teach patients and their families about self-care for diabetes, but they provide individualized information on symptom management of cancer throughout hospitalization and at discharge. The essential self-care issues include food, exercise, medication, blood glucose monitoring, prevention, recognition and treatment of hypoglycemia and hyperglycemia, and when and how to get additional medical and educational support. This patient-centered model of diabetes education differs from the older "compliance" model that covers many universal rules for all patients, which are predetermined by the nurse. Informing nurses about their role in care of patients with cancer and diabetes is critical.The incidence of diabetes in the United States continues to rise, with 23.6 million Americans (8% of the population) affected (Centers for Disease Control and Prevention [CDC], 2007). Healthy People 2010 (2000a) has two major goals: increase quality and years of healthy life and eliminate health disparities. The priority focus regarding diabetes is reducing the economic burden and improving quality of life for all people who have or are at risk for diabetes (Healthy People 2010, 2000b. The treatment of diabetes and its accompanying complications are costly, $100 billion annually in the United States and continuing to rise (Garber et al., 2004). Diabetes affects 8%-18% of patients with cancer and can negatively influence the outcomes of treatment (Psarakis, 2006;Singer, 2007). The American Cancer Society ([ACS], 2008) estimates that 1.4 million new cases of cancer will be diagnosed in 2008, and 112,000-252,000 also will have or develop diabetes, making it a significant comorbid condition. Peripheral neuropathies in people with diabetes coupled with chemotherapeutic agents can result in increased toxicities, morbidities, and the potential for treatment discontinuation (Visovsky, Meyer, Roller, & Poppas, 2008).Many patients with cancer have diabetes, usually type 2 or pre-diabetes, at the time of diagnosis and require dual management of the two conditions (Psarakis, 2006). In addition, several chemotherapeutic regimens such as CHOP (cyclophosphamide, doxorubicin, vincristine, and prednisone) and combinations of steroids can lead to hyperglycemia (Oyer, Shah, & Bettenhausen, 2006 ) recommends an HgA1c less than 7%, which reflects an average blood glucose of less than 170 mg/dl. The closer a patient is to that goal, the less he or she is at risk of developing microvascular complications (ADA). The target goal of less than 170 mg/dl may have to be assessed based on clinical presentation of the patient and existing health problems.Oncology nurses care for patients with chronic diseases, cancer, and diabetes, and educating and supporting patients with diabetes are critical. Most patients with diabetes self-manage the condition through ...

March 5Y8. More than 350 clinical nurse specialists (CNSs), graduate faculty, nurse administrators, nurse researchers, and graduate students are registered. This year's theme, Clinical Nurse Specialists: Leaders in Clinical Excellence, demonstrated the essential leadership skills of the CNS as well as the CNS role in implementing evidence-based practice.One hundred three abstracts were submitted; 58 were selected for either podium or poster presentations. Again this year, there is a CNS student poster session. The abstracts addressed CNS practice in the 3 spheres emphasizing patient safety and quality care outcomes, leadership, evidence-based practice, and new ways to shape CNS practice. Topics include new research in diabetes care, designing CNS practice for specialty settings, strategies for maintaining clinical excellence, doctoral education choices for CNSs, building a healthy work environment through CNSYnurse manager partnerships, developing a CNS ladder for career advancement, and many new and thoughtful ideas for supporting CNS education and certification. Collectively, the abstracts represented the breadth, depth, and richness of the CNS's contribution to the well-being of the nursing profession, individuals, families, communities, and society.The conference abstracts are published so that we may share new knowledge with those who were unable to attend the conference. As you read each abstract, appreciate the intellectual talent and clinical scholarship of your CNS colleagues who are advancing the practice of nursing and contributing to the health of society through improved outcomes for patients and healthcare organizations. We Purpose: This presentation will discuss a methodological approach to ensuring that didactic and clinical expectations of clinical nurse specialist (CNS) students are truly reflective of current practice in complex organizations. Curricular review and enhancement using CNS stakeholders can help generate quality patient outcomes.Significance: The CNS works in an increasingly complex organizational culture and is responsible for patient safety and quality patient outcomes. Clinical nurse specialist curricula and clinical experiences must be complete and inclusive in the education and preparation of CNS students for practice environments.Design: Clinical nurse specialist educators must respond to many different factors in the designing curricula and must deliver an educational product which actually prepares CNS graduates for practice in complex organizational systems. The clarity of CNS practice is strongly enhanced by linking authentic practice elements to the CNS educational experience.Methods: The graduate faculty of the CNS program at Armstrong Atlantic State University initiated a curriculum revision project. The goal was to authenticate, through discussions with CNS key stakeholders, the inclusion of patient safety, organizational complexity, and quality patient outcomes while meeting the published criteria from the accrediting bodies. In addition to program faculty, 13 practi...