Co-Design and Validation of a Family Nursing Educational Intervention in Long-Term Cancer Survivorship Using Expert Judgement

Abstract

The number of cancer survivors is increasing exponentially thanks to early screening, treatment, and cancer care. One of the main challenges for healthcare systems and professionals is the care of cancer survivors and their families, as they have specific needs that are often unmet. Nursing students, as future healthcare professionals, need education to face these new health demands. They will need to develop specific competencies to help them care for and empower this emerging population. The aim of the study was to co-design and validate an educational intervention on long-term cancer survivorship for nursing, through a multidisciplinary panel of experts. Group interviews were conducted with a panel of 11 experts, including eight professionals from different backgrounds (oncology, cancer nursing, pharmacology, and education), a long-term cancer survivor, a family member of a cancer survivor, and a nursing student. The experts validated a pioneer educational intervention to train nursing students in long-term cancer survival. The co-design and validation of the intervention from an interdisciplinary perspective and with the participation of long-term cancer survivors and their families was considered relevant as it included the vision of all the stakeholders involved in long-term cancer survivorship.

Educational Intervention for Family Nursing Students in Long-Term Cancer Survivorship: A Randomized Pilot Trial

“…The research team designed an educational intervention based on the literature review, which was then evaluated by a multidisciplinary panel of experts (see Figure 1). The experts codesigned and validated the educational intervention for family nursing in long-term cancer survivorship (Domingo-Osle et al, 2023), which had the following goals: (a) raise awareness of the needs of long-term cancer survivors and their families; (b) become familiar with the features of the Calgary Family Assessment and Intervention Model family interview (Wright & Leahey, 2013); (c) acquire the ability to conduct a 15-minute Calgary Model family interview; (d) promote a caring attitude that focuses on the cancer survivor and his or her family; and (e) promote an attitude toward interdisciplinary work that promotes caring for cancer survivors and their family.…”

“…The expert panel consisted of five nurses from different specialties (primary care, hospital oncology, cancer survivorship research, and university nursing education), a medical oncologist, a psycho-oncologist, a pharmacist, a student, a cancer survivor, and a family member of a survivor. The expert panel considered it is appropriate for the intervention to be delivered by an interdisciplinary team (Domingo-Osle et al, 2023). This decision was based on the argument that quality cancer care requires professionals working collaboratively and making shared decisions (James et al, 2016).…”

Diseño, implementación y evaluación de una intervención educativa para un cuidado centrado en la familia en la larga supervivencia de cáncer

“…El panel de expertos estaba formado por cinco enfermeras de diferentes especialidades (atención primaria, oncología hospitalaria, investigación en supervivencia al cáncer y formación universitaria de enfermería), un médico oncólogo, un psicooncólogo, un farmacéutico, un estudiante, un superviviente de cáncer y un familiar de un superviviente. El panel de expertos consideró apropiado que la intervención fuera realizada por un equipo interdisciplinar (Domingo-Osle et al, 2023). Esta decisión se basó en el argumento de que una atención oncológica de calidad requiere que los profesionales trabajen en colaboración y tomen decisiones compartidas (James et al, 2016).…”

“…Con el fin de apreciar si los estudiantes habían adquirido el conocimiento, se realizó un test, teniendo en cuenta que los exámenes son una de las formas más objetivas de evaluación del conocimiento (de Miguel Díaz, 2005). El examen fue elaborado por los investigadores y contó con la conformidad de los estudiantes que colaboraban en el diseño del proyecto (Domingo-Osle et al, 2023). Otros autores, como Padilha et al (2019), utilizaron, en todas las evaluaciones del conocimiento (pre-post), la misma prueba tipo test de verdadero o falso y de opción múltiple, que había sido desarrollada por los profesores habituales.…”

“…En la intervención Learning & Care, todos los profesionales de la salud implicados en el cuidado de los largos supervivientes de cáncer y de sus familias, han trabajado juntos desde el diseño de la intervención educativa hasta la formación de los estudiantes (Domingo-Osle et al, 2023). Se propone continuar avanzando en la formación interdisciplinar, incluso dar un paso más.…”