What’s in a Name? From PCOS to PMOS and What Healthcare Professionals Should Know

  • Shelby Olson
  • Summer 2026

Faculty instructor: Kelsey Pascoe, PhD, RN

Abstract

Women’s health has historically been underfunded, under-researched, and women’s concerns are often dismissed or minimized. Polycystic ovarian syndrome (PCOS), recently renamed polyendocrine metabolic ovarian syndrome (PMOS), affects approximately one in eight women. The previous name focused more on the reproductive system rather than the broader effects of the condition across multiple body systems and throughout the lifespan. This project explores what prompted the name change and what nurses and healthcare professionals should know about PMOS. Library databases and targeted searches were used to find scholarly literature, international guidelines, and professional resources. Continuing education related to PMOS and metabolic health was completed, and informal perspectives were gathered from women living with the condition. The information was combined into an educational poster. Findings suggest that PMOS should be viewed as more than a fertility or gynecologic concern. The condition can include excess androgen levels, increased metabolic risks such as type 2 diabetes, cardiovascular risks, psychological and sleep concerns, medication effects, and the need for continued follow-up. Patient perspectives included grief, dismissal, medication burden, and fragmented care. For bedside nurses, this means recognizing that PMOS can be relevant even when it is not the reason for admission, reviewing medications and possible side effects, identifying missing metabolic or cardiovascular screening and follow-up, and avoiding assumptions based on body size or fertility status. Nurses can listen to and validate concerns, explain care without judgment, and advocate for referrals and continued care across the lifespan.

Keywords: polyendocrine metabolic ovarian syndrome (PMOS), polycystic ovarian syndrome, (PCOS), metabolic endocrine health, women’s health, literature review, nursing education