Objective This literature review aims to explore the role of telehealth during the COVID-19 pandemic across the interdisciplinary cancer care team. Data Sources Electronic databases including CINAHL, MEDLINE, PsychINFO, Scopus, and grey literature were searched using Google Scholar up until September 2020. Conclusion While the safe and effective delivery of cancer care via telehealth requires education and training for healthcare professionals and patients, telehealth has provided a timely solution to the barriers caused by the COVID-19 pandemic on the delivery of interdisciplinary cancer services. Globally, evidence has shown that telehealth in cancer care can leverage an innovative response during the COVID-19 pandemic but may provide a long-lasting solution to enable patients to be treated appropriately in their home environment. Telehealth reduces the travel burden on patients for consultation, affords a timely solution to discuss distressing side effects, initiate interventions, and enable possible treatment additions and/or changes. Implications for Nursing Practice Global public health disasters pose significant and unique challenges to the provision of necessary services for people affected by cancer. Oncology nurses can provide a central contribution in the delivery of telehealth through transformational leadership across all domains and settings in cancer care. Oncology nurses provide the “hub of cancer care” safely embedded in the interdisciplinary team. Telehealth provides a solution to the current global health crisis but could also benefit the future provision of services and broad reach clinical trials.

No abstract

Aim: Competency standards are widely adopted as a framework to describe standards of performance required inthe workplace. Little is known, however, about how students construct competence. This qualitative study aimed toexplore how dietetics students ready to graduate construct the concept of competence and the role of assessment indeveloping professional competence.Methods: A qualitative description was used to gather data from a convenience sample of students ready to gradu-ate from universities with accredited dietetics programs across Australia (10 out of 15 at the time of the study).A total of 11 focus groups were conducted to explore perspectives of competence and experiences of 'competencybased' assessment. Data were audio-recorded, transcribed and analysed using a thematic analysis approach.Results: A total of 81 (n = 81) participants across 10 universities representing 22% of total students participated inthe focus groups. Themes revealed that: (i) there is no shared understanding of competence; (ii) current work place-ment experiences may not reflect current standards or workforce needs; (iii) assessment approaches may not fullysupport the development of competence; and (iv) the competent performance of supervising dietitians/clinical edu-cators in the workplace influences the construction of competence.Conclusions: There is a need to work towards a shared understanding of dietetic entry-level competence in the pro-fession. 'Work-based' learning experiences may need to be modified to ensure students meet current competencystandards. Practitioners involved in student supervisionneed to acknowledge the influential role they have inthe development of the future workforce

Objective:The present study aimed to explore how healthy food choices are translated into everyday life by exploring definitions of healthy food choices, perceptions of own food choice, and healthy food choice drivers (facilitators) and barriers.Design:An exploratory qualitative study design was employed using semi-structured face-to-face interviews. Convenience sampling was used to recruit participants. Interviews were audio-recorded, transcribed verbatim and cross-checked for consistency. Thematic analysis was used to identify patterns emerging from the data.Setting:Canberra, Australia, October 2015–March 2016.Participants:A total of twenty-three participants aged 25–60 years were interviewed. The mean age was 38 years and the mean BMI was 29·1 kg/m2. All male participants (n4) were within the healthy weight range compared with 58 % of female participants, with 26 % being overweight and 16 % being obese.Results:(i) Healthy food choices are important but are not a daily priority; (ii) healthy eating information is known but can be difficult to apply into everyday life; (iii) popular diets are used in attempts to improve healthy eating; and (iv) social media inspires and connects people with healthy eating.Conclusions:Social media facilitates healthy food choices by providing access to healthy eating information. In addition to Facebook and Instagram, healthy eating blogs were highlighted as a source of nutrition information. Research should consider exploring the use of healthy eating blogs and whether these blogs can be used as a tool by dietitians to communicate procedural healthy eating information more effectively in the future.

This research questions competency-based assessment practices based on discrete placement units and supports a constructivist-interpretivist programmatic approach where evidence across a whole course of study is considered by a panel of assessors.

This research questions the notion that 'actual' performance can be objectively measured and, rather, considers assessments as 'interpretations'. This research calls for an integrated interpretivist student-centred approach to competency-based assessment.

Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.

No outside funding supported this study. The authors have nothing to disclose. Study concept and design were contributed by all authors except for Arnold and Clements. Tran, Arnold, and Clements took the lead in data collection, along with Peristere, and data interpretation was performed by all the authors, except Arnold. The manuscript was written primarily by Tran, along with Lavitas, Stevens, and Greenwood, and revised by all the authors except Arnold and Peristere. A poster of this research project was presented at the Academy of Managed Care Pharmacy's 2016 Annual Meeting in San Francisco, California, April 2016.