Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.

Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.

Purpose: This study aimed to analyze the risk factors influencing intraoperative hypothermia in patients undergoing breast cancer surgery. Methods: Data were collected from 129 patients who underwent breast cancer surgery at a general hospital in City B from May 7 to November 14, 2024. The collected data were analyzed using SPSS/WIN 27 with an independent t-test, a χ 2 test ( χ 2 -test), and logistic regression analysis. Results: A total of 61 (47.3%) out of 129 patients experienced intraoperative hypothermia. According to the results of the logistic regression analysis, lower BMI (odds ratio [OR]=0.85, CI=0.74~0.98, p=.028), a total amount of IV fluid of ≥500 mL (odds ratio [OR]=4.47,CI=1.07~18.75, p=.041), a surgery duration of ≥120 minutes (odds ratio [OR]=4.10, CI=1.02~16.51, p=.047), and intraoperative hypotension (odds ratio [OR]=3.64, CI=1.22~10.86, p=.020) were associated with an increased risk of intraoperative hypothermia. Conclusion To prevent intraoperative hypothermia, continuous observation and nursing intervention are required for patients with low BMI or those expected to undergo prolonged surgery. The use of warm fluids during surgery and proper intraoperative blood pressure management is also recommended.

Purpose: The purpose of this study was to develop an approach to alleviate the discomfort caused by sandbag compression after a bone marrow examination. This research examined the effects of applying a pressure hemostasis band on bleeding, pain, and discomfort at the bone marrow examination site. Methods: This study was conducted with a nonequivalent control group non-synchronized design. For 74 patients under evaluation who underwent bone marrow examination, sandbag compression was applied to the examination site in the control group (n=37), and a pressure hemostasis band was applied to the intervention group (n=37). In both groups, absolute bed rest was performed for two hours, and bleeding, pain, and discomfort at the examination site were measured. Results: After two hours of the bone marrow examination, there was no difference in bleeding on the gauze between the two groups (F=0.59, p=.444). Bleeding occurred in three patients in the intervention group and six in the control group (χ 2 =1.14, p=.479), with no cases of hematoma detected in either group. One hour post-examination, the control group experienced significantly higher pain (F=5.45, p=.022) and discomfort (F=5.68, p=.020) than the intervention group. However, pain and discomfort levels were similar between groups after two hours. Conclusion Compared to the sandbag compression group, the band application group showed no difference in bleeding and experienced less pain and discomfort at the examination site. This confirms that the pressure hemostasis band is a suitable alternative to sandbag compression in post-examination care.

Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.

Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.

Purpose: This study aimed to analyze the risk factors influencing intraoperative hypothermia in patients undergoing breast cancer surgery. Methods: Data were collected from 129 patients who underwent breast cancer surgery at a general hospital in City B from May 7 to November 14, 2024. The collected data were analyzed using SPSS/WIN 27 with an independent t-test, a χ 2 test ( χ 2 -test), and logistic regression analysis. Results: A total of 61 (47.3%) out of 129 patients experienced intraoperative hypothermia. According to the results of the logistic regression analysis, lower BMI (odds ratio [OR]=0.85, CI=0.74~0.98, p=.028), a total amount of IV fluid of ≥500 mL (odds ratio [OR]=4.47,CI=1.07~18.75, p=.041), a surgery duration of ≥120 minutes (odds ratio [OR]=4.10, CI=1.02~16.51, p=.047), and intraoperative hypotension (odds ratio [OR]=3.64, CI=1.22~10.86, p=.020) were associated with an increased risk of intraoperative hypothermia. Conclusion To prevent intraoperative hypothermia, continuous observation and nursing intervention are required for patients with low BMI or those expected to undergo prolonged surgery. The use of warm fluids during surgery and proper intraoperative blood pressure management is also recommended.

Purpose: The purpose of this study was to develop an approach to alleviate the discomfort caused by sandbag compression after a bone marrow examination. This research examined the effects of applying a pressure hemostasis band on bleeding, pain, and discomfort at the bone marrow examination site. Methods: This study was conducted with a nonequivalent control group non-synchronized design. For 74 patients under evaluation who underwent bone marrow examination, sandbag compression was applied to the examination site in the control group (n=37), and a pressure hemostasis band was applied to the intervention group (n=37). In both groups, absolute bed rest was performed for two hours, and bleeding, pain, and discomfort at the examination site were measured. Results: After two hours of the bone marrow examination, there was no difference in bleeding on the gauze between the two groups (F=0.59, p=.444). Bleeding occurred in three patients in the intervention group and six in the control group (χ 2 =1.14, p=.479), with no cases of hematoma detected in either group. One hour post-examination, the control group experienced significantly higher pain (F=5.45, p=.022) and discomfort (F=5.68, p=.020) than the intervention group. However, pain and discomfort levels were similar between groups after two hours. Conclusion Compared to the sandbag compression group, the band application group showed no difference in bleeding and experienced less pain and discomfort at the examination site. This confirms that the pressure hemostasis band is a suitable alternative to sandbag compression in post-examination care.

Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.

Purpose: The purpose of this study was to analyze the educational content of breast cancer nursing literature and to identify the educational needs of nurses in caring for breast cancer patients. Methods: This descriptive study was employed using a mixed method that applied both deductive and inductive approaches to analyze the educational content of literature and to evaluate the educational needs of nurses. Results: Breast cancer nursing literature was organized into 4 categories, 16 subcategories, and 39 contents, with the categories consisting of “Concept of Breast Cancer,” “Diagnosing Breast Cancer,” “Treatment of Breast Cancer,” and “Management of Breast Cancer Patients.” In addition, educational needs for nursing breast cancer patients were categorized into 5 categories, with 13 subcategories based on 146 main statements. The categories consisted of “Need to Provide Structured Training Opportunities,” “Preference for Media-Based Educational Methods,” “Education Reflecting Clinical Practice,” “Education for Strengthening Competence in Emotional Care,” and “Difficulty and Stress in Performing Nursing Skills.” The analysis results of educational needs showed that nurses desire to systematically and sufficiently receive practical and educational content through preferred educational methods. However, analysis of breast cancer nursing literature revealed a gap between the educational content provided and educational needs due to the lack of practice-oriented breast cancer nursing information and the latest opinions. Conclusion This study suggests the need to develop a practical and effective breast cancer nursing education program to enhance the breast cancer nursing competency of clinical nurses.