How do participants of a post registration oncology nursing course perceive that the course influences their practice?—A descriptive survey

Wyatt, Debbie

doi:10.1016/j.ejon.2006.10.006

Cited by 20 publications

(20 citation statements)

References 30 publications

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“…Studies fell into the following categories: 1) Qualitative studies, isolated diploma modules [44,45] 2) Qualitative studies, isolated degree modules [46] 3) Qualitative studies, completed Bachelors degree programmes [47][48][49][50] 4) Qualitative studies, completed Masters degree programmes [51,52] 5) Non-experimental studies, isolated diploma modules [53,54] 6) Non-experimental studies, completed diploma programmes [55] 7) Non-experimental studies, completed Bachelors degree programmes [56,57] 8) Non-experimental studies, completed Masters degree programmes [58][59][60][61][62][63][64] 9) Mixed method studies, isolated diploma modules [65][66][67][68] 10) Mixed method studies, isolated Bachelors degree modules [69] .…”

Section: Methodsmentioning

confidence: 99%

A systematic review to appraise the evidence relating to the impact and effects of formal continuing professional education on professional practice

Sykes¹,

Temple²

2012

JNEP

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The literature relating to post-registration education showed that registered nurses demand higher education in order to keep up with pre-registrants. The systematic review of the literature also suggested that registered nurses undertake higher education for personal reward but that it may have no direct benefit to patient care. This review was undertaken as part of an MSc in Health and Social Care Education. The review included 21 papers on registered nurses who had completed individual modules and full educational pathways, but did not consider mandatory study sessions or pre-registration programmes.

Each article was critically appraised, data was extracted, tabulated, and synthesised using a narrative synthesis approach. The findings showed that diploma level students (those obtaining a qualification at an academic level equivalent to the 2nd year of a degree programme, but already professionally registered) acquired more knowledge during their studies. They were able to transpose them into practical skills and enhance the skills required for registration; but the literature also shows that these changes could not be maintained, due to other influences. Students of Bachelors and Masters Education developed academically and professionally, and whilst these effects advance more gradually, they are apparent long-term. All registered nurses, regardless of the level of academic study, met a number of barriers to implementing newfound knowledge and skills; and managerial constraints were found to be the most prominent.

Overall findings indicate that post-registration higher education undertaken by nurses does positively influence professional practice.

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Section: Methodsmentioning

confidence: 99%

A systematic review to appraise the evidence relating to the impact and effects of formal continuing professional education on professional practice

Sykes¹,

Temple²

2012

JNEP

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Overall findings indicate that post-registration higher education undertaken by nurses does positively influence professional practice.

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“…It is also shown how clinical practice changed as a result of knowledge and skills acquired (Hardwick & Jordan ). In a survey exploring the perceived impact of a post registration oncology‐nursing course on practice, the course was perceived to have a positive impact on practice and the subjects perceived to be most beneficial included those relating to communication skills, attitudes to cancer and psychological support (Wyatt ). They further conclude that the study suggested that there is a positive relationship between oncology education and practice.…”

Section: Discussionmentioning

confidence: 99%

The management of breakthrough cancer pain - educational needs a European nursing survey

Wengström

Rundström

Geerling

et al. 2013

Eur J Cancer Care (Engl)

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Poorly managed cancer pain is well known to profoundly impact the patient's daily life and interfere with quality of life. Nurses who cared for patients with cancer from 12 European countries participated in a survey of breakthrough cancer pain practice. The purpose was to investigate how nurses assess breakthrough cancer pain, use of standardised tools, confidence in supporting patients and awareness of medications. Responses from 1241 participants showed country variations. The majority of the sample was female, Germany had the highest proportion of male nurses (21.0%), followed by Greece (15.8%). A significantly larger proportion of nurses with longer experience and more education (78.8%) used a comprehensive definition of breakthrough cancer pain. Significant variations in training were found; 71% of Finnish nurses had received training compared with 6% of Greek nurses. Training and using a standardised assessment tool was associated with a significant increase in the nurses' perceived ability to distinguish between breakthrough and background pain. Nurses in countries with the highest proportion of training were most confident in supporting patients. In conclusion, there still exists problems with effective management of patients' breakthrough cancer pain, continuing inability to define the difference between background and breakthrough cancer pain leads to poor treatment.

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“…This is due to chemotherapy training schedules were not always available every month. Other studies explain that training in oncology care was very useful and can improve nurses' skills in terms of knowledge, beliefs, assessment, communication skills and supportive care 10 .…”

Section: Nurses Characteristicsmentioning

confidence: 99%

Nurse’s Knowledge and Practice of Chemotherapy Induced Nausea and Vomiting Management amongPatients with Respiratory Malignancy - A Descriptive Study

Maemunah

Pompey

2020

UIP HEATH MED

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<div class="WordSection1">Objective: The purpose of this study was to identify the nurses' knowledge and practice in prevention and management chemotherapy induced nausea and vomiting in patients with respiratory malignancy.Methods: This research used cross-sectional design with cluster random sampling method involved 102 nurses. The sample was nurses in chemotherapy treatment ward at least have been work for one year. The instrument included nurse characteristic questionnaire, a questionnaire of knowledge and practice questionnaire about the management of chemotherapy induced nausea and vomiting.Results: The results found the knowledge of nurses was in the range of quite good, and the practice was in the range of sometimes until often. The nurses’ knowledge was excellent in patient education and lack in assessment of nausea and vomiting. A frequent nurse’s intervention was collaboration in pharmacological therapy, and the non-pharmacological therapy implemented occasionally.Conclusion: To maintain and improve nurses' knowledge and practice, it is necessary to promote continuous education or training, and placement of nursing staff according to their competencies. Further research is expected to use direct observation methods to investigate nursing care management of chemotherapy induced nausea and vomiting.<div>Keywords: Chemotherapy induced nausea and vomiting, management, nursing knowledge, and nursing practice</div></div>

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How do participants of a post registration oncology nursing course perceive that the course influences their practice?—A descriptive survey

Cited by 20 publications

References 30 publications

A systematic review to appraise the evidence relating to the impact and effects of formal continuing professional education on professional practice

A systematic review to appraise the evidence relating to the impact and effects of formal continuing professional education on professional practice

The management of breakthrough cancer pain - educational needs a European nursing survey

Nurse’s Knowledge and Practice of Chemotherapy Induced Nausea and Vomiting Management amongPatients with Respiratory Malignancy - A Descriptive Study

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