Nursing students’ opinions and knowledge about complementary and alternative medicine therapies

A Survey of Complementary and Alternative Medicine Knowledge among Health Educators in the United States

“…(False=4) 26 These fi ndings are similar to those of other studies that assessed the self-reported knowledge levels of various CAM therapies among different health professionals. [6][7][8][9][10][11][12][13][14] The small proportion of participants who reported that they did not know the six basic CAM concept items indicates that most participating health educators were confi dent about their knowledge of those basic CAM concepts. The relatively small differences between mean scores and correct scores (i.e., knowledge gaps) for items assessing whether acupuncture is benefi cial in treating a variety of health conditions, the general defi nition of CAM, and whether there is suffi cient scientifi c evidence regarding CAM safety and effectiveness indicate that the participating health educators do possess an adequate level of knowledge regarding those basic CAM concepts.…”

“…[6][7][8][9] Other studies asked participants to state whether they had knowledge of a series of CAM therapies. [10][11][12][13][14] An extensive review of the extant literature identifi ed only one study that objectively measured the actual knowledge of several CAM therapies among health professionals. 15 That study, however, included items primarily assessing knowledge of herbal medicine and two CAM therapies among pharmacists and did not assess general knowledge of basic CAM concepts and common CAM therapies across a wider audience of health professionals.…”

“…The limited number of studies examining the self-reported level of CAM knowledge among various health professionals revealed that most such individuals do not believe that they possess an adequate level of CAM knowledge. [6][7][8][9][10][11][12][13][14] According to the areas of responsibilities for professional health educators, a health educator should be able to select valid and reliable sources of information about health needs and interests, to investigate various factors that infl uence health, to act as a resource person, and to foster effective communication between health care providers and consumers. 16 Although Patterson and Graf 17 proposed a CAM education course for health education professional preparation programs in 2000, there is no research available addressing the number, context, or outcomes (e.g., CAM knowledge) associated with professional health education preparation programs that offer a CAM course.…”

Therapeutic Massage for Management of Cancer Related Symptoms: The Role of Oncology Nurses

“…As with other nursing care, practical training is the best way to train nursing students about TM. In a project with geriatric patients in United States, nursing students learnt and practiced TM with clinical instructors and applied their skills on willing patients [25]. The student nurses reported that the training improved their assessment skills and confidence [25].…”

“…In a project with geriatric patients in United States, nursing students learnt and practiced TM with clinical instructors and applied their skills on willing patients [25]. The student nurses reported that the training improved their assessment skills and confidence [25]. In addition to alleviating suffering among oncology patient, TM could enhance therapeutic communication between patients and health care providers [21], and improve the nurses' job satisfaction.…”