Education in practice: a colorectal link-nurse programme

Abstract

This article illustrates the planning, implementation, evaluation and personal implications of a link-nurse programme for colorectal cancer nursing. The programme was designed to maintain a patient-centred support service and continue the provision of bowel cancer education and support to nurses in the clinical environment. Literature on previous link-nurse schemes, and the recent legislation on education and cancer nursing provides the background on which this programme is based. The use of educational theory supplies the theoretical underpinnings for this approach to learning, and evaluation findings are reported from both the group's and the individual's viewpoints. The programme increased the link nurses' awareness of the patient's pathway, support and information needs and the role of the multidisciplinary team in managing care. Sufficient time, support and encouragement from ward teams and clinical managers were seen as vital to the success of the programme, and specific benefits and challenges when establishing this type of practice based education for nurses are explored.

A palliative care link nurse programme in Mulago Hospital, Uganda: an evaluation using mixed methods

“…‘Link-nurses’ were first introduced in the UK in 1988 in the area of infection control [ 13 ]. Since then they have been used in colorectal care [ 14 ], tissue viability [ 15 ], diabetes [ 16 ], continence [ 17 ], nursing research and development [ 18 ] and palliative care [ 19 – 23 ], amongst others. They have also been used across different settings, such as within acute hospitals [ 22 ], primary care [ 24 ] and nursing/care homes [ 20 , 21 , 25 ].…”

EBP champion responsibilities and sustainability

“…Only five articles (16%) included a formal champion definition. 21,37,[40][41][42] Champion selection varied from volunteers to an application process requir- 43 One article included an EBP champion definition, minimum requirements, core attributes, training, and champion deliverables. 21 Although variability in the EBP champion definition exists, many find the role extremely valuable.…”

“…In addition, champions communicated the importance of the EBP to peers and interprofessional team members through mechanisms such as rounding. 13,15,17,19,20,23,25,27,29,34,[37][38][39][40][41][42] The researchers grouped supportive responsibilities that broadly entail frontline clinical nurse support into a secondary category. Nine articles (29%) mentioned the champion as a role model.…”

An evaluation of patient satisfaction regarding the care and information provided by infection control nurses relating to MRSA

“…What is apparent from these results is that ward based staff need more confidence to be able to answer questions correctly and appropriately. The increased confidence and empowerment could come from increased knowledge (Woodford and Whayman, 2005). To achieve this, enforced mandatory infection prevention and control updates for clinical staff, at least yearly, may help.…”

“…This view is supported by Vaughan and Randle (2005) and Cooper (2004) who felt that by working as role models, providing education in the clinical setting and translating evidence into practice should help improve practice. Of importance also is commitment from managers ensuring support for the link practitioner and the ward team to facilitate any changes in practice (Woodford and Whayman, 2005). The widespread use of link practitioners is advocated with protected time for them to be able to fulfil their role (Healthcare Commission, 2006).…”