UNJ Oct 2006

Bladder cancer is the second most common urologic cancer in the United States resulting in over 61,000 new cases in 2006 (American Cancer Society, 2006). Approximately 30% of all new cases present with muscle-invasive disease that requires a radical cystectomy and a urinary diversion for the best cure rate. Surgical options for a urinary diversion include an ileal conduit diversion or the formation of a continent urinary reservoir (CUR) (Kane, 2000a; Perimenis & Koliopanou, 2004). The teaching needs of persons with a surgically altered urinary tract system are significant. Patients undergoing this major abdominal surgery are at risk for multiple postoperative complications including pneumonia, ileus, infections, thrombophlebitis, and emboli. Further, the potential for altered body image, incontinence, and changes in sexual functioning exist (Perimenis & Koliopanou, 2004). As the length of hospitalization Patients diagnosed with bladder cancer may require a urinary diversion to maximize their health care outcomes. These patients, faced with sudden changes in their health status, develop complex unmet needs that can be addressed by a planned program of education. Peplau’s theory of interpersonal relations offers a framework for patient teaching that emphasizes the importance of the nurse-patient relationship. This therapeutic relationship enables the nurse to provide the patient with the information needed to understand the diagnosis, cooperate in the treatment plan, facilitate postoperative recovery, and return to a state of independence with quality of life.