Improving Cancer Survivorship Care: Oncology Nurses’ Educational Needs and Preferred Methods of Learning

Klemp, Jennifer R.; Frazier, Linda M.; Glennon, Catherine; Trunecek, Jill; Irwin, Margaret

doi:10.1007/s13187-011-0193-3

Cited by 42 publications

(33 citation statements)

References 13 publications

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“…To address these workforce issues, psychosocial providers need to be integrated into oncology settings, and more education about the needs of cancer survivors will be needed for mental health providers, oncologists, PCPs, and nurses. Innovative educational programmes for physicians, nurses, and psychosocial providers have been developed as part of training curricula 60–62 and continuing professional education 63,64 to address this requirement, but their quality and accessibility need to be ensured to educate the workforce at large.…”

Section: Challenges and Future Directionsmentioning

confidence: 99%

Provision of integrated psychosocial services for cancer survivors post-treatment

Recklitis

Syrjala

2017

The Lancet Oncology

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Meeting the psychosocial needs of patients with cancer has been recognised as a priority within oncology care for several decades. Many approaches that address these needs have been developed and described; however, until recently much of this work had focused on patients during treatment and end-of-life care. With continued improvement in therapies, the population of cancer survivors who can expect to live for 5 or more years after cancer diagnosis has increased dramatically, as have associated concerns about how to meet their medical, psychosocial, and health behaviour needs after treatment. Guidelines and models for general survivorship care routinely address psychosocial needs, and similar guidelines for psychosocial care of patients with cancer are being extended to address the needs of survivors. In this Series paper, we summarise the existing recommendations for the provision of routine psychosocial care to survivors, as well as the challenges present in providing this care. We make specific recommendations for the integration of psychosocial services into survivorship care.

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Section: Challenges and Future Directionsmentioning

confidence: 99%

Provision of integrated psychosocial services for cancer survivors post-treatment

Recklitis

Syrjala

2017

The Lancet Oncology

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“…In a survey of 51 students who completed an elective palliative care subject Bush and Shahwan-Akl [10] students felt that palliative care should be compulsory in all undergraduate nursing courses, however, Klemp et al, [34] indicates that undergraduate courses were inadequate in this area and that postgraduate education was required to address this gap. Some authors [13,14] warn against limiting education on end of life care to a single subject, but rather suggest that it is more effective to integrate this aspect of nursing education across the undergraduate course.…”

Section: The Death Experience For Different Patient Populationsmentioning

confidence: 99%

Are newly graduated nurses ready to deal with death and dying? - A literature review

Deravin¹,

Anderson²,

Croxon³

2016

Nurs Palliat Care

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Objectives: This article examines the literature currently available to explore the readiness of students and new graduate nurses when faced with death and dying within the workplace.Design: This study was a systematic literature review on research articles from peer reviewed journals using the PRISMA framework.Data sources: Databases utilised in the search included EBSCOHost, Primo Search and Google Scholar.Review methods: Key search terms included new graduate nurses, life limiting illness, nursing undergraduate, nursing students, palliative care. Abstracts of these articles were reviewed to ensure that they related to new graduate and undergraduate nurse experiences with death and dying. Further interrogation of the reference lists located another 39 articles for possible inclusion. Duplicates were removed. Articles for inclusion were to be full text articles available in English and within the date range of 2009 to 2015. This left a total of 31 articles for the review.Results: From the review four key themes emerged. These were; the importance of palliative care in undergraduate nursing curricula, readiness for dealing with death and dying, the death experience for different patient populations and education strategies. Conclusions:There is an increasing emphasis on education strategies to assist with the end of life care knowledge and skills for nursing students. Simulation is seen to be a positive way to provide undergraduate education in end of life care as simulated exposure to dying patients is recognised as an effective means alleviating anxiety regarding death and the care of dying patients. While palliative care is viewed as an important aspect of undergraduate nursing education it is recognised as an area of practice that undergraduate nurses feel they are not adequately prepared for. Undergraduate education needs to incorporate skills such as having conversations and communicating effectively with patients and families experiencing end of life issues.

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“…[30] Online learning will continue to grow in popularity as it presents a feasible and accessible option for more nurses in practice. [27] Overall, the majority of participants viewed the virtual ACs positively, while a few participants did not particularly like them. This may reflect that many nurses were more comfortable or open to newer technologies.…”

Section: Discussionmentioning

confidence: 93%

“…Oncology nurses have reported that online access to continuing education is a good vehicle for leaning. [27] The necessity to partake in continuing education is important as is online access for nurses as it not only meets professional…”

Section: Discussionmentioning

confidence: 99%

“…[27] Despite the fact that nurses may report high levels of knowledge in a particular area of practice, such as attending to the emotional aspects of cancer, nurses continue to be very interested in learning opportunities as demonstrated in a large study assessing educational needs and preferred methods among oncology nurses. [27] Equally important, is the need for nurses to maintain competence, particularly when care is being provided to patients who may have/or are in the process of undergoing radiation therapy. [28,29] For nurses who aspire to achieve more advanced specialization in oncology nursing, continuing education is as valuable as the years of experience in oncology to be certified.…”

Section: Discussionmentioning

confidence: 99%

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Blended learning continuing education using virtual animated characters: A novel radiation therapy course for nurses

Crawford¹,

Brudnoy²,

Soong

et al. 2015

JNEP

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Introduction: A blended radiation therapy course was developed to meet continuing education needs of nurses working with patients diagnosed with cancer in diverse health care settings. The purpose of this paper is to describe the design, development, and evaluation of an innovative blended radiation therapy course including eLearning modules using virtual animated character guides, an independent self-managed project, and a one-day face-to-face symposium. Methods: A pre/post-test group design was employed using standardized program evaluation measures. Participant data included self-reported confidence in knowledge of radiation therapy. Additional evaluation included assessment of the virtual animated character guides, and open-ended feedback of the overall course and areas of improvement. Results: A total of 51 participants enrolled in two separate iterations of the course with a 71% response rate. In Group A (n = 17) statistically significant improvements were identified at post-test in self-perceived confidence levels in knowledge for 11 of 12 radiation therapy domains (p < .05). In Group B (n = 19), statistically significant improvements in self-perceived confidence levels in knowledge were identified in all domains (p < .05). Discussion/Conclusions: The course provided a learning environment that drew on a variety of technologies and delivery methods. The improved confidence levels in knowledge may enhance individual nurses' ability to address the needs of patients undergoing radiation therapy. Interactivities, virtual animated character guides, discussion forums, the project assignment, and the symposium were activities perceived to be conducive to learning. Further evaluation may elucidate if confidence level in knowledge gained from the course was assimilated into practice and improved information and education needs of patients.

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Improving Cancer Survivorship Care: Oncology Nurses’ Educational Needs and Preferred Methods of Learning

Cited by 42 publications

References 13 publications

Provision of integrated psychosocial services for cancer survivors post-treatment

Provision of integrated psychosocial services for cancer survivors post-treatment

Are newly graduated nurses ready to deal with death and dying? - A literature review

Blended learning continuing education using virtual animated characters: A novel radiation therapy course for nurses

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