Medicinska sestra (tehničar) ima značajnu ulogu u lečenju i nezi pacijenata obolelih od malignih bolesti. Tokom primene radioterapije, medicinska sestra preduzima sve mere i postupke, realizuje intervencije u cilju pružanja adekvatne nege, duhovne i psihosocijalne podrške1 . Odnos između medicinske sestre i pacijenta treba da bude interaktivan i pun poverenja, a to je moguće postići pružanjem kvalitetne zdravstvene nege, što zahteva posedovanje praktičnih veština, ličnih kvaliteta i znanja. Takođe, medicinska sestra predstavlja važanu kariku u multidisciplinarnom timu. Ona najviše vremena provodi sa pacijentom i njegovom porodicom, najkompetentnija je u proceni pacijenta i njegovih simptoma2 . Takođe je najčešći prenosilac informacija između pacijenta i drugih članova tima, u tome mora biti konkretna i tačna.

Mnogi pacijenti se plaše zračenja, što čini pripremu pacijenta i njegove porodice još značajnijom. Sestre bi trebalo da daju informacije o koristima zračne terapije u lečenju raka, procesu planiranja zračenja, šemi zračenja, kao i o aktivnosti samog pacijenta u cilju preveniranja propratnih neželjenih efekata zračenja, u odnosu na svakog pojedinog pacijenta. Od naročitog je značaja posvetiti vreme razgovoru sa pacijentom, njegovom porodicom i pružiti podršku3 . Neophodno je da se zadovolje mere zaštite bazirane na principima vremena, udaljenosti i metalnih blokova. Zdravstveno osoblje treba da provede što manje vremena u blizini pacijenta, sa radioaktivnim izvorima, kao i njegovoj sobi, uz maksimalno korišćenje olovne zaštite. Stepen sporednih efekata zavisi od mnogih faktora, što uključuje volumen tkiva koji se zrači, ukupne dnevne doze zračenja, metode zračenja i određene individualne faktore4 . Akutna reakcija, na primer kod kože, dešava se tokom zračenja i uopšteno govoreći, povlači se za 2-4 nedelje po završetku kompletnog zračenja. Kasni sporedni efekti mogu da se pojave nekoliko meseci nakon kompletnog zračenja i mogu trajati duži vremenski period.

The aim of our research was to determine the demographic profile of health workers (gender, age, length of service and level of education), and then to assess the essential education for elementary activities of nurses in the treatment and care of patients with pulmonary embolism. Venous thromboembolism (VTE) is a term that encompasses deep vein thrombosis (DVT) and pulmonary embolism (PE). Based on the results of current studies, the level of knowledge about thromboprophylaxis among nurses varies and depends on education, years of work experience, continuing education and job. The study was conducted in KBC Zvezdara in the period from September 25, 2021. to 01.10.2021. years. A descriptive study was conducted where a specially designed Survey was used as a research instrument. The questionnaire was filled out by 20 nurses. The group of respondents was mostly female (16), aged between 20-30, most respondents had completed high school and most respondents had been employed for more than 5 years. 75% of respondents said that thromboembolism is very common, 95% of respondents said that the use of oxygen is a mandatory therapeutic procedure, 85% of respondents said that hemodynamically unstable patients need to start thrombolytic therapy with streptokinase immediately, and 90% of respondents answered that maintaining airway patency and monitoring the pulse is very important in patients with pulmonary thromboembolism. The largest number of respondents (90%) answered that they measure vital parameters in patients with thromboembolism every hour. All respondents (100%) answered that monitoring the intake and excretion of food and fluids is necessary, and a total of 85% of respondents stated that physical activity and regular movement while avoiding prolonged sitting or lying down is one of the methods to prevent thromboembolism. Managing VTE, which offers nurses the opportunity to provide intensive care, is an essential professional competence of licensed nurses. It is necessary to improve the continuous education of nurses and encourage nurses to be educated at higher levels of academic education