Evaluation of an Interprofessional Training Program to Improve Cancer Drug Therapy Safety

Abstract

PURPOSE: Drug therapy for cancer is a high-risk, high-volume clinical intervention that requires interprofessional teams. Given the complexity of anticancer drug therapy and safety concerns, an interdisciplinary team developed a novel training program for oncology registered nurses and pharmacists to improve cancer drug safety. METHODS: Participants completed preworkshop learning assessments and received access to web-based modules on six topics: hazardous drug handling, drug extravasation, hypersensitivity reaction management, sepsis recognition, immune checkpoint inhibitor toxicities, and oral oncolytic adherence. In a 7-hour workshop, participants applied module content in interactive exercises and high-fidelity simulations. Preworkshop and postworkshop questionnaires assessed changes in knowledge and confidence in each topic. Program satisfaction and changes to clinical practice or policies were assessed 3 months after the workshop. RESULTS: Two hundred ninety-two nurses and 82 pharmacists applied to participate, and 103 (35%) and 44 (54%) have participated, respectively. Long-term follow-up data were available on 133 (90%) participants. Change scores in confidence to meet program objectives increased between pre- and postworkshop (range of increase 0.6-0.8, P < .01). Knowledge scores increased significantly between pre- and postworkshop (average improvement of 3.2 points, P < .01). Overall program satisfaction was high (mean 5.0, standard deviation [0.2] on a five-point scale). Seventy-seven (60%) reported that they had made at least one clinical practice or institutional policy change at 3 months. CONCLUSION: An interprofessional education program with online modules, in-person interactive sessions, and simulation activities is a promising strategy to deliver cancer drug safety content to practicing oncology clinicians.

Referring high-risk individuals for lung cancer screening: A systematic review of interventions with healthcare professionals

“…Ortmeyer et al (2020) explored potential ways to deliver education about LC screening and found that participants in the group-based learning arm demonstrated greater total knowledge of LC screening in comparison to participants in lecture-based learning arm. These findings are in line with other educational interventions (Aebersold et al , 2021; Smit et al , 2021) and a systematic review (Zaher and Ratnapalan, 2012) which reported that group-based learning is a promising method for continuing professional development among HPCs and an effective means to increase and retain knowledge and potentially enhance inter-professional learning.…”

Interprofessional education in cancer care – a scoping review

“…Nineteen of the articles were published in the last five years. From the included papers eight focused on describing the need and competences of oncology healthcare professionals [ 3 , 4 , 6 , 9 , 32 – 35 ], three reviewed existing IPE [ 1 , 36 , 37 ] or the development and evaluation ( n = 17) of oncology interprofessional training [ 2 , 5 , 16 , 22 , 26 , 38 – 49 ]. The target groups of the IPE included nurses, pharmacists, physicians (medical oncology, surgical oncology, radiation oncology and palliative care), radiographers, technicians and staff with healthcare backgrounds such as psychology, occupational therapy and other support workers (such as social workers, chaplaincy, or administration staff in contact with oncology patients).…”

“…According to Head et al (2022) interprofessional collaborative practice is an essential component of quality healthcare in oncology [ 42 ]. Effective interprofessional care was seen as necessary to provide optimal care for patients [ 16 ], improve the safety of care delivery [ 38 ] and better outcomes of patient care [ 16 , 32 , 38 ].…”

“…Eight of the papers [ 3 , 6 , 26 , 32 , 34 , 35 , 37 , 44 ] reported using the concept of IPE or IPL with reference to existing definition in literature. One study used the concept of “Interprofessional clinical training “ [ 38 ], one “Interdisciplinary education and training”, and one “Multidisciplinary education and training” [ 49 ], however no definition of these concepts were provided [ 36 ]. None used the concept of ‘inter-specialty or interspecialty education or training’.…”

Oncology Training Needs Assessment Among Health Care Professionals in Nigeria

“…Such collaboration is essential for providing holistic care that takes into account the physical, psychological, and social needs of each patient with cancer in Nigeria. 18 Studies indicate that interprofessional collaboration in all aspects of cancer care, including administration of chemotherapy, 19 radiation therapy, 20 nursing care, 21 and cancer screening, 22 is vital for improving cancer outcomes.…”