This is the peer reviewed version of the following article: Bird, J., Coleman, P. and Danson, S. (2015), Coping with melanoma-related worry: a qualitative study of the experiences and support needs of patients with malignant melanoma. Journal of Clinical Nursing, 24: 937-947., which has been published in final form at http://dx.doi.org/10.1111/jocn.12758. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html).eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website.
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ABSTRACT Aims and objectives:To explore the patientsÕ experience of having malignant melanoma, their related support needs and the processes that lead to these needs being met.
Background:The number of patients attending surveillance clinics after a diagnosis of malignant melanoma is increasing. In the UK specialist nurses provide support to patients but little evidence exists about the nature of patientsÕ support needs or their experience of having melanoma. Melanoma has often been researched within general cancer studies, yet the support needs of melanoma patients may be different from those of patients with other skin cancers or tumour types.Design: A Grounded Theory Approach was used to guide sampling, data collection and analysis.Methods: In-depth interviews were conducted with eleven patients who where purposively sampled. Transcripts were read several times, coded and categorised using the constant comparative method. Emergent categories were discussed with participants.
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