Education Plan for Newly Diagnosed Leukemia Patient

Leukemia, a complex and multifaceted disease, presents a formidable challenge to patients, caregivers, and healthcare providers at large. In the United States, the diagnosis of this disease has increased over the years leading to a huge economic burden to populations. Acute Myeloid Leukemia (AML) is the most common type affecting many people and even with proper treatment the survival rate is questionable (Sekeres et al., 2020). A diagnosis of leukemia can be overwhelming, ushering in a whirlwind of emotions, uncertainties, and concerns about the future.

Amidst the shock and anxiety, understanding the disease, its implications, and the available treatment options becomes paramount for patients and their families (Huntington et al., 2022). This discussion focuses on the formulation of an educational plan designed to equip newly diagnosed leukemia patients with the knowledge, resources, and support needed to navigate their diagnosis confidently.

Preconference Evaluation: Individual Success Plan (ISP)

The epidemiology of leukemia has changed over time and despite the recent developments in novel treatment approaches the disease remains deadly. In 2019, there was an estimated 21450 individuals with newly diagnosed AML with about 10920 projected to die from the same disease (Sekeres et al., 2020). Data shows that the outcomes of individuals with this disease remain unsatisfactory and the overall survival rate is only 28% (Pandya et al., 2020). Various factors are observed to influence outcomes in individuals newly diagnosed with the disease including access to healthcare services and age of diagnosis.

In the United States, the median age of AML diagnosis is 68 years with over 75% of the cases observed in older adults aged 55 years and above. The prognosis of the disease has remained poor among these individuals with only a few surviving a decade after AML diagnosis. To address this challenge, effective utilization of technology can help newly diagnosed individuals to access unlimited information about the disease. The nurses can utilize available technologies to design education programs and teach patients how to leverage available information on the internet to their advantage.

Assessment

The development of an effective education plan for individuals with leukemia should begin with assessing multiple components of the disease. The nurse should keep in mind the clinical manifestation of the disease, the literacy level of the patients, the age of diagnosis, access to healthcare resources, and the availability of support systems. Most patients diagnosed with the disease will exhibit symptoms like recurrent infections, easy bruising, excessive bleeding, and anemia (Huntington et al., 2022). Depending on the degree of infection, others will exhibit fatigue, tightness of the chest, and generalized weakness which impairs normal functioning.

The disease becomes even more complicated when newly diagnosed in the elderly because the symptoms progress quickly. Research shows that the poor prognosis in the elderly is due to multifactorial factors that range from patient and disease biology to health system influences (Sekeres et al., 2020). For example, medical comorbidities and social factors associated with aging can have tremendous effects on the recovery of patients. Assessing such factors is important in guiding patient education regarding the most effective strategies to manage the disease.

Critical Research Appraisal Assignment

When providing health education to leukemia patients, it is crucial to consider various factors to ensure effective communication, understanding, and application of the information provided. The first factor that should be assessed is the health literacy of patients which deals with the ability of individuals to obtain, interpret, and understand basic health information and services to make informed decisions about their health (Association of Cancer Care Centers, 2019). Patients with limited health literacy may struggle to understand treatment approaches and how certain technologies can improve their health. It is important to assess the preference for learning styles when providing health education.

For example, some patients may learn best through visual aids like diagrams, charts, or videos, while others may prefer listening to explanations or engaging in hands-on activities. Another crucial factor that should be assessed in these patients is motivation to learn (Christiansen et al., 2023). Understanding the patient’s motivation for learning can help healthcare providers tailor their educational strategies to inspire and encourage patients to take an active role in managing their leukemia.

Diagnosis

A thorough assessment of a patient’s health condition and related factors leads to the formulation of a nursing diagnosis. The diagnoses are based on the clinical judgment of the nurse given the various presentations of the patient. Newly diagnosed patients with leukemia are likely to experience acute or chronic pain. The pain usually results from the accumulation of abnormal white blood cells in the bone marrow (Sekeres et al., 2020). A diagnosis of acute pain related to chemotherapy treatment can be evidenced by the expression of pain, guarding behavior, or diaphoresis.

Another common diagnosis in newly diagnosed leukemia is fatigue related to anemia or increased physical exertion as evidenced by expression of weakness and lack of energy. This diagnosis can help the provider to tailor health education on strategies like adequate rest and sleep to minimize energy expenditure (Huntington et al., 2022). Apart from these actual diagnoses, patients with leukemia are at risk for decreased cardiac output, risk for imbalanced fluid volume, and risk for infection. These nurse’s diagnoses should be taken into consideration when providing health education to minimize complications and improve short-term outcomes.

The identification of nursing diagnoses is a key step that guides the nurse practitioner in setting goals and using appropriate plans to address underlying problems. For example, one of the goals of managing newly diagnosed leukemia patients is to reduce the risk of infection (Pandya et al., 2020). The plan should always incorporate strategies that deal with hygiene and access to resources that can improve the individual’s immunity. Another key goal is to ensure the client demonstrates techniques and lifestyle changes that promote a safe healing environment. For example, plans that reduce risks like smoking and alcohol intake should be included during health education.

Planning

The formulation of an educational plan for managing newly diagnosed cases of leukemia begins with looking for information from credible sources. It is essential to consult reputable and evidence-based sources to ensure the accuracy, reliability, and relevance of the information provided. The first place to look for relevant information is medical journals and publications. Peer-reviewed sources like the Journal of Clinical Oncology can be used to locate the latest publications and guidelines for managing leukemia. National and international cancer organizations like the American Cancer Society (ACS), and Leukemia & Lymphoma Society (LLS) are another source of clinical information. Trusted online portals and websites like the Mayo Clinic and Cleveland Clinic can also be used to locate important information for educating patients about leukemia.

Determining the validity and reliability of data before presenting it to patients is crucial to ensure that the information is accurate, trustworthy, and evidence-based. The first way of determining the validity and reliability of data is through evaluation of the source. This will involve checking the credentials of the authors, the credibility of the publication source, and the date of publication. For example, it is important to ensure all information is up-to-date and follows the current guidelines. The second approach will involve appraising the research methods and designs used to generate data. Evaluating aspects like the sample size and characteristics of the study population can ensure the used information is reliable. Lastly, it is important to look for transparency and disclosure, especially in data reporting and methodology aspects of research. Transparent sources provide financial relationships, affiliations, and any biases observed during the presentation of information.

Once the validity and reliability of data are established, it is important to establish approaches to disseminate health education. Digital health technologies are among the current methods that can be used to organize education programs for leukemia patients. Patient education apps are one way that health education can be disseminated to cancer patients. The apps provide interactive and personalized educational content tailored to the patient’s diagnosis, treatment plan, and specific needs. These apps often include videos, articles, tutorials, medication reminders, symptom trackers, and interactive quizzes to enhance understanding and engagement (Briggs et al., 2022). The second technology that can be used to enhance patient education is the use of chatbots. These artificial intelligence devices function by providing patients with a platform to ask queries and express their interests and wishes. When used in cancer patients, chatbots have demonstrated high user satisfaction and efficacy in presenting patients with cancer-related information (Wang et al., 2023). Video conferencing is another technological approach that has been used to fill the gap in health education and social support for cancer patients (. Patients struggling with emotional processes and coping with their new diagnosis can benefit from the use of this technology.

Implementation

The chosen technology to guide patient education for newly diagnosed leukemia patients is videoconferencing. The initial plan will begin with setting up the technology by ensuring the patient and the family have access to a reliable internet connection. The availability of computers and smartphones will also facilitate the process by allowing easy communication. The utilization of videoconferencing has shown significance in providing teaching and social support for those with cancer living at home (Nordtug et al., 2021). Upon ensuring that connections are working, the next plan will include an introduction and overview of the education agenda. The education session will focus on key components of the disease, especially self-management and access to essential online data from credible sources. The session will discuss symptom management and provide information on supportive care strategies including nutrition, exercise, and pain management. The last part of the session will discuss access to educational materials and supportive resources. The conference will introduce the patient and family to support organizations, helplines, and links to reliable educational materials.

Evaluation

Assessing and evaluating patient learning beyond the teach-back method when using videoconferencing technology requires a multifaceted approach to ensure comprehension, retention, and application of the information provided. The first approach of evaluation will involve using interactive polls and quizzes during the session. For example, I will create multiple-choice questions on pain management and credible online sources of information about leukemia. The second method of evaluation will involve using self-assessment tools and surveys after the education session. These tools will discuss parameters of education like the perceived relevance of data and areas that may need further education. During the videoconferencing, I will encourage patients to demonstrate understanding and application of specific skills like symptom monitoring and medication administration.

References

Association of Cancer Care Centers. (2019). Incorporating health literacy in all patient education. https://www.accc-cancer.org/acccbuzz/blog-post-template/accc-buzz/2019/02/14/incorporating-health-literacy-in-all-patient-education

Briggs, L. G., Labban, M., Alkhatib, K., Nguyen, D. D., Cole, A. P., & Trinh, Q. D. (2022). Digital technologies in cancer care: A review from the clinician’s perspective. Journal of Comparative Effectiveness Research, 11(7), 533-544. https://doi.org/10.2217/cer-2021-0263

Christiansen, K., Buswell, L., & Fadelu, T. (2023). A systematic review of patient education strategies for oncology patients in low-and middle-income countries. The Oncologist, 28(1), 2-11. https://doi.org/10.1093/oncolo/oyac206

Huntington, S. F., Ingham, M. P., Okonkwo, L., Singh, A., Wang, R., & Ammann, E. M. (2022). Treatment patterns, economic burden, and overall survival in US Medicare Advantage beneficiaries newly diagnosed with acute myeloid leukemia (AML) in 2015-2020. Leukemia & Lymphoma, 63(5), 1180–1190. https://doi.org/10.1080/10428194.2021.2012666

Nordtug, B., Brataas, H. V., & Rygg, L. O. (2021). Patient experiences with videoconferencing as social contact and in follow-up from oncology nurses in primary health care. Health Psychology Open, 8(1), 20551029211012208. https://doi.org/10.1177/20551029211012208

Pandya, B. J., Chen, C. C., Medeiros, B. C., McGuiness, C. B., Wilson, S. D., Walsh, E. H., & Wade, R. L. (2020). Economic and clinical burden of acute myeloid leukemia episodes of care in the United States: a retrospective analysis of a commercial payer database. Journal of Managed Care & Specialty Pharmacy, 26(7), 849-859. https://doi.org/10.18553/jmcp.2020.19220

Sekeres, M. A., Guyatt, G., Abel, G., Alibhai, S., Altman, J. K., Buckstein, R., … & Brignardello-Petersen, R. (2020). American Society of Hematology 2020 guidelines for treating newly diagnosed acute myeloid leukemia in older adults. Blood Advances, 4(15), 3528-3549. https://doi.org/10.1182/bloodadvances.2020001920

Wang, A., Qian, Z., Briggs, L., Cole, A. P., Reis, L. O., & Trinh, Q. D. (2023). The use of Chatbots in oncological care: A narrative review. International Journal of General Medicine, 16, 1591–1602. https://doi.org/10.2147/IJGM.S408208

 

 

Table 1

Sample Educational Plan for Newly Diagnosed Leukemia Patient

 

Diagnosis	Resources	Validity Check	Objective/Planning	Implementation/Intervention	Evaluation
Deficient Knowledge	National Institute of Health MedlinePlus https://medlineplus.gov/webeval/EvaluatingInternetHealthInformationTutorial.pdf	Federal government website; recommended by healthcare organizations	Patient will be able to decipher between credible and non-credible health information	Complete tutorial	The patient will be able to provide two examples of credible sources to use during the treatment journey for leukemia.
Deficient Knowledge	American Cancer Society https://www.cancer.org/cancer/types/leukemia.html	A nationwide voluntary health organization dedicated to eliminating cancer as a major health problem.	Patient will report basic knowledge of leukemia including treatments and side effects.	Read and review leukemia, “understanding your diagnosis”, and “Treatments & side effects”	The patient verbalizes understanding of his condition. The patient understands treatment options and asks questions about medication.
Risk for ineffective coping	Leukemia Research Foundation https://leukemiarf.org/	A nonprofit organization dedicated to funding research and providing support to people affected by leukemia, lymphoma, multiple myeloma, and other blood cancers.	Patient will participate in information acquisition from recommended website list	Create a profile on the patient and family support page to connect with opnline support and mentorship communities.	Patient creating a profile on the website. Patient and family will be assigned a support group after becoming members.