The impact of oncology education on practice—A literature review

Wyatt, Debbie

doi:10.1016/j.ejon.2006.09.002

Cited by 14 publications

(9 citation statements)

References 39 publications

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“…The question remains whether or not staff education does, in fact, lead to practice changes. Most reports on the value of professional education assume that an increase in knowledge and confidence will lead to changes in clinical practice [21]. Evidence to support this is scant, and consists primarily of mailed questionnaires, focus groups, and qualitative interviews asking participants about their perceptions related to the impact of education on their practice [21].…”

Section: Discussionmentioning

confidence: 99%

“…Most reports on the value of professional education assume that an increase in knowledge and confidence will lead to changes in clinical practice [21]. Evidence to support this is scant, and consists primarily of mailed questionnaires, focus groups, and qualitative interviews asking participants about their perceptions related to the impact of education on their practice [21]. Perceived competence is important and we did find post course that participants who felt baseline that their knowledge of survivorship care was limited realized by the end of the 18 months that they did have an understanding and the competence to provide that care.…”

Section: Discussionmentioning

confidence: 99%

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Facilitating survivorship program development for health care providers and administrators

et al. 2014

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Purpose This manuscript will describe institutional changes observed through goal analysis that occurred following a multidisciplinary education project, aimed at preparing healthcare professionals to meet the needs of the growing numbers of cancer survivors. Method Post course evaluations consisted of quantitative questionnaires and follow up on three goals created by each participating team, during the 3-day educational program. Evaluations were performed 6, 12 and 18 months-post course for percent of goal achievement. Goals were, a priori coded based on the Institute of Medicine’s survivorship care components, along with 2 additional codes related to program development and education. Results Two hundred and four teams participated over the 4 yearly courses. A total of 51.6% of goals were related to program development, 21% to survivorship care interventions, 20.9% on educational goals, and only 4.7% related to coordination of care, 1.4% on surveillance, and 0.4% related to prevention-focused goals. Quantitative measures post course showed significant changes in comfort and effectiveness in survivorship care in the participating institutions. Conclusion During the period 2006–2009, healthcare institutions focused on developing survivorship care programs and educating staff, in an effort to prepare colleagues to provide and coordinate survivorship care, in cancer settings across the country. Implications Goal-directed education provided insight into survivorship activities occurring across the nation. Researchers were able to identify survivorship care programs and activities, as well as the barriers to developing these programs. This presented opportunities to discuss possible interventions to improve follow-up care and survivors’ quality of life.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Facilitating survivorship program development for health care providers and administrators

et al. 2014

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“…Nursing student preparation and confidence in caring for individuals and families impacted by cancer is important considering the prevalence of the diagnosis. In general, nursing students feel a lack of preparedness to care for individuals diagnosed with cancer (Charalambous & Kaite, 2013;Frost, Brueggen, & Mangan, 1997;Miller et al, 2000;Mohan, Wilkes, Ogunsiji, & Walker, 2005;O'Connor & Fitzsimmons, 2005;Wyatt, 2007;Yildiz & Akansel, 2011) resulting in increased feelings of anxiety, stress, and inadequacy (Admi, 1997;Andrew, McGuiness, Reid, & Corcoran, 2009;Cunningham et al, 2006;Miller et al, 2000;Sanford, Townsend-Rocchiccioli, Quiett, & Trimm, 2011;Yildiz & Akansel, 2011). Some research has shown that supportive, oncology-specific clinical experiences may increase confidence and competence of students (Mohan et al, 2005;Sanford et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Altered nursing student perspectives: Impact of a pre-clinical observation experience at an outpatient oncology setting

Powell¹,

Cooke²,

Brakke³

2019

CONJ

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This study examined the influence of an observation experience at an outpatient oncology setting on first-year nursing students. This experiential learning opportunity occurred prior to any formal clinical practice course. A hermeneutic phenomenology approach was used to uncover pre-licensure nursing students' perspectives about cancer, as well as their understanding of the roles and responsibilities of registered nurses in cancer care both before and following their experience. A total of 10 nursing students agreed to participate in the study. Data were collected through semi-structured interviews following which data were analyzed and interpreted to understand the meaning in the experience. Two overarching themes were identified including circles of relationships, and the many sides of outpatient oncology. This study reveals that experiential learning in the form of a low-risk, observation-only experience may be an opportunity for pre-licensure students to gain new perspectives about cancer care and nurses roles in caring for individuals and families who are impacted by cancer.

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“…Some of the techniques employed are not standardized even in developed countries [2]. Enhancement of theoretical skills through continued education is essential to improve the quality of nursing support service, since it promotes more accurate practices and contributes to the overall performance of health care procedures [3]. Despite this rationale, education interventions, specifically those assessing nursing care with tracheostomized patients, are still quite rare in Brazil.…”

Section: Introductionmentioning

confidence: 99%

Tracheostomized patients care: efficacy of a brief theoretical education program for nursing personnel

Carvalho

Araujo

Curcio

et al. 2008

Support Care Cancer

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The impact of oncology education on practice—A literature review

Cited by 14 publications

References 39 publications

Facilitating survivorship program development for health care providers and administrators

Facilitating survivorship program development for health care providers and administrators

Altered nursing student perspectives: Impact of a pre-clinical observation experience at an outpatient oncology setting

Tracheostomized patients care: efficacy of a brief theoretical education program for nursing personnel

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