An Innovation in Cancer Nursing Education Across Europe: A Pilot Evaluation.

The European Oncology Nursing Society (EONS) is a pan-European not for profit society involving approximately 28,000 cancer nurses from 32 countries in the region. The European College of Cancer Nursing (ECCN) exists under the umbrella of EONS and was established in 2020 with a strategic priority to develop, promote and deliver educational opportunities for nurses across Europe. ECCN introduced a pilot on-line education programme for 20 nurses in January 2023. This study evaluated participating nurses' views and experience of learning on the pilot programme. The study adopted a mixed method approach guided by the four levels of the Kirkpatrick theoretical framework. A dominant focus on qualitative data was used with supplementary quantitative data. The Standards for Reporting Qualitative Research (SRQR) was followed. Eleven nurses completed the pre-pilot online questionnaire (response rate 65%) and seven (n = 7) completed the post-pilot questionnaire (41% response rate). Five (n = 5) nurses participated in two focus group interviews. Data analysis resulted in the development of four overarching themes: A wider world of cancer nursing; Shapeless mentorship; Impact on Practice; Learning online and what now? On commencement of online education programmes, nurses value a structured timetable and support from nursing management to maximise engagement with the learning materials.

An inter-specialty cancer training programme curriculum for Europe.

INTRODUCTION: Multidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs) was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed. METHODS: A scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum. RESULTS: Eleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document. CONCLUSIONS: An Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer.

Evidencing Enquiry Based Learning: An Innovative Approach to Educating Children and Young People's Nursing Students.

This discussion paper gives an overview of an innovative online distance learning pre-registration BSc (Hons) Children and Young People's nursing program underpinned by Enquiry-Based Learning pedagogy. Whilst the program is delivered to all four fields of practice (Adult, Children and Young People, Learning Disability, and Mental Health), in all four nations of the UK (England, Scotland, Wales, and Northern Ireland), the focus here is Children and Young People's nursing. Nurse education programs are delivered in accordance with the Standards for Nurse Education developed by the professional nursing body in the UK. This online distance learning curriculum uses a life-course perspective for all fields of nursing. Students develop the general knowledge and skills to care for all people across the life course but as the program progresses, they learn how to care for people within their own field of practice in greater depth. The educational context of the Children and Young People's nursing program highlights that the use of Enquiry-Based Learning can help address some of the challenges faced by Children and Young People's nursing students. A critical evaluation of Enquiry-Based Learning and its use within the curriculum concludes that Enquiry-Based Learning provides Children and Young People's nursing students with the graduate attributes of being able to communicate with infants, children, young people, and their families, adopt critical thinking to clinical settings and have an ability to find, generate, or synthesize their own knowledge in order to lead and manage evidence-based quality care for infants, children, young people, and their families in a variety of care settings and within interprofessional teams.

Healthcare Professional and Service User Perspectives on Formal Educational Programmes for Children and Young People with Cancer in the UK.

Caring for children and young people with cancer requires specific knowledge, skills and experience to deliver the complex care regimes both within the hospital or community environment. This study explored the educational gaps in caring for children and young people with cancer. To address this, a mixed methodology approach was adopted in two phases. Phase one was a questionnaire circulated to healthcare professional members (n = 850) of the Children's Cancer and Leukaemia Group and Managed Service Network, Scotland. Response rate (n = 121) (14%) was achieved. In phase two of the study, a focus groups (n = 4) was conducted with young people in Scotland through the Managed Service Network. This was to gain a critical understanding from service user perspective and what they deemed as important to their overall care delivery. Phase one: healthcare professional results reported that 76% (n = 93) were aware of education; 69% (n = 84) found that knowledge supported practice development, but only 45% (n = 55) finding current education provision useful. The top education topics identified to be lacking in educational availability were communication, psychological support, dealing with young people, supportive care, diagnosis and treatment and challenges to learning. Several participants 64% (n = 78) suggested that funding and time was a barrier, and that there was a lack of provision. Phase two: Findings from the focus group (n = 4) thematic analysis identified five key themes. Service users expected professionals to be knowledgeable and trained, but when talking about experiencing care, gave insights into the gaps in their care. Findings suggest that formal cancer education is required.

Experiencias de vivir con cáncer para los adolescentes, adultos jóvenes y sus familias: revisión narrativa y síntesis / Experiences of living with cancer of adolescents and young adults and their families: A narrative review and synthesis

Introducción: La adolescencia es una etapa crítica de la vida, marcada por cambios físicos, psicológicos y sociales considerables. El diagnóstico del cáncer durante la adolescencia altera profundamente esta experiencia para los adolescentes, adultos jóvenes y sus familiares, con un impacto que continúa a lo largo de la vida. Es importante comprender estas experiencias para garantizar la prestación de cuidados adecuados y de apoyo de gran calidad. Esta revisión narrativa evalúa críticamente y sintetiza la literatura cualitativa que explora las experiencias de los adolescentes, adultos jóvenes con cáncer y sus familiares. Método: Revisión narrativa y síntesis de la investigación cualitativa de las experiencias de los adolescentes, adultos jóvenes con cáncer y sus familiares. Se realizó una búsqueda en Medline, CINAHL y PsycINFO entre febrero de 2000 y septiembre de 2019, utilizando términos de búsqueda tales como «adolescente», «gente joven», «adulto joven», «cáncer», «familiar» y «cualitativo». Se evaluó y sintetizó la literatura utilizando el marco de Popay et al.1 Resultados: Se recuperaron 3.016 artículos (Medline n = 1.298; CINAHL n = 1.632 y PsycINFO n = 86). De ellos se eliminaron 151 duplicados. Se cribaron 2.865 documentos, considerándose elegibles para su inclusión 121 resúmenes. Dieciocho documentos cumplieron los criterios de inclusión. Se identificaron tres temas interrelacionados: ser diagnosticado de cáncer, incertidumbre/aferrarse a la vida y brechas en la prestación de cuidados. Discusión y recomendaciones: Pocos estudios abordan el impacto del cáncer en los familiares de los adolescentes y adultos jóvenes con cáncer. La investigación futura deberá explorar esta experiencia. Al hacerlo, se comprenderá mejor el impacto relacional, como base de los cuidados de apoyo centrados en la familia.(AU)

Introduction: Adolescence is a critical life stage marked by significant physical, psychological, and social change. Cancer diagnosis during adolescence profoundly affects this experience for adolescents and young adults (AYA) and their families with an impact that continues throughout life. It is important to understand these experiences to ensure delivery of appropriate and high-quality supportive care. This narrative review critically appraised and synthesised qualitative literature that explored the experiences of AYAs and their families living with cancer. Method: Narrative review and synthesis of qualitative research of AYAs’ and their families’ experiences of cancer. MEDLINE, CINAHL and PsycINFO were searched between February 2000 and September 2019 using search terms including «adolescent», «young people», «young adult», «cancer», «family», and «qualitative». Literature was appraised and synthesised using Popay et al.1 framework. Results: 3016 articles were retrieved (Medline n = 1298, CINAHL n = 1632, PsycINFO n = 86). Of these, 151 duplicates were removed. 2865 papers were screened with 121 abstracts considered for eligibility for inclusion. Eighteen papers met the inclusion criteria. Three inter-related themes were identified: being diagnosed with cancer; uncertainty - holding on to life and gaps in care delivery. Discussion and recommendations: Few studies discuss the impact of cancer on the families of AYA living with cancer. Future research should explore this experience. By doing so the relational impact of cancer will be better understood as the basis of supportive family-centred care.(AU)

Life Interrupted: Experiences of adolescents, young adults and their family living with malignant melanoma.

AIM: Melanoma is one of the most common human malignancies; yet, it is often thought of as a disease of adulthood rather than one affecting adolescents and young adults. This study sought to understand the experiences of adolescents, young adults and their family living with malignant melanoma. DESIGN: A qualitative study using Interpretive Phenomenological Analysis, through a multi-perspective design. METHODS: Data collection was conducted between January and August 2018 in each participant's Primary Care Centre when they were attending for an outpatient appointment. Each young person and a nominated family member were interviewed (n = 10) either individually (n = 4) or as a dyad (n = 6) according to their personal choice. In-depth semi-structured interviews were conducted and audio-recorded with the participant's consent. Interview data were transcribed verbatim and analysed. FINDINGS: The metanarrative 'Life Interrupted' was the core conceptual thread woven throughout the findings. It represents the interconnections and interrelationships between the adolescent or young adult and their family. Being able to recognize the disease and seek support was challenging with often limited physical, emotional or social support resulting in feelings of fear and isolation. Four super-ordinate themes were identified: (a) 'Is it Serious', (b) 'Too Much too Young', (c) 'Not the Same' and (d) 'Time to Live'. CONCLUSIONS: With the rising incidence of MM in the adolescents and young adults population globally, there are demands to improve healthcare professionals and nurse's knowledge and understanding of MM. As young people with MM experience their journey outside specialist cancer services, the care delivery for this patient group and their families require stronger links between services. IMPACT: This study will inform the improvement of care delivery for MM in order that this patient group is provided with the same access to service delivery as other adolescents and young adults with cancer.

Experiences of living with cancer of adolescents and young adults and their families: A narrative review and synthesis.

INTRODUCTION: Adolescence is a critical life stage marked by significant physical, psychological, and social change. Cancer diagnosis during adolescence profoundly affects this experience for adolescents and young adults (AYA) and their families with an impact that continues throughout life. It is important to understand these experiences to ensure delivery of appropriate and high-quality supportive care. This narrative review critically appraised and synthesised qualitative literature that explored the experiences of AYAs and their families living with cancer. METHOD: Narrative review and synthesis of qualitative research of AYAs' and their families' experiences of cancer. MEDLINE, CINAHL and PsycINFO were searched between February 2000 and September 2019 using search terms including "adolescent", "young people", "young adult", "cancer", "family", and "qualitative". Literature was appraised and synthesised using Popay et al.'s1 framework. RESULTS: 3016 articles were retrieved (Medline n=1298, CINAHL n=1632, PsycINFO n=86). Of these, 151 duplicates were removed. 2865 papers were screened with 121 abstracts considered for eligibility for inclusion. Eighteen papers met the inclusion criteria. Three inter-related themes were identified: being diagnosed with cancer; uncertainty - holding on to life and gaps in care delivery. DISCUSSION AND RECOMMENDATIONS: Few studies discuss the impact of cancer on the families of AYA living with cancer. Future research should explore this experience. By doing so the relational impact of cancer will be better understood as the basis of supportive family-centred care. PROSPERO Registration: CRD42017084148.

Experiences of living with cancer of adolescents and young adults and their families: A narrative review and synthesis.

INTRODUCTION: Adolescence is a critical life stage marked by significant physical, psychological, and social change. Cancer diagnosis during adolescence profoundly affects this experience for adolescents and young adults (AYA) and their families with an impact that continues throughout life. It is important to understand these experiences to ensure delivery of appropriate and high-quality supportive care. This narrative review critically appraised and synthesised qualitative literature that explored the experiences of AYAs and their families living with cancer. METHOD: Narrative review and synthesis of qualitative research of AYAs' and their families' experiences of cancer. MEDLINE, CINAHL and PsycINFO were searched between February 2000 and September 2019 using search terms including "adolescent", "young people", "young adult", "cancer", "family", and "qualitative". Literature was appraised and synthesised using Popay et al.'s1 framework. RESULTS: 3016 articles were retrieved (Medline n=1298, CINAHL n=1632, PsycINFO n=86). Of these, 151 duplicates were removed. 2865 papers were screened with 121 abstracts considered for eligibility for inclusion. Eighteen papers met the inclusion criteria. Three inter-related themes were identified: being diagnosed with cancer; uncertainty - holding on to life and gaps in care delivery. DISCUSSION AND RECOMMENDATIONS: Few studies discuss the impact of cancer on the families of AYA living with cancer. Future research should explore this experience. By doing so the relational impact of cancer will be better understood as the basis of supportive family-centred care. PROSPERO Registration: CRD42017084148.

The future of nurse education? Studying at the Open University in Scotland.

This article describes nurse education with the Open University in Scotland (OUiS). Although there are problems with nurse recruitment and retention across the UK, in Scotland the landscape is somewhat different, with greater support for students required in remote and rural areas. Despite these challenges, the OUiS continues to recruit to the commissioned numbers of places. OUiS nursing students are primarily health care support workers who are a key group within the health and social care workforce but historically have faced many challenges in developing clear career pathways into nursing. At the heart of the OU is the fundamental recognition of distance online pedagogy, complemented by work-based learning support by employers. Partnership working between the OU, employers and education commissioners is crucial to its success.

Widening Access; Developing an eLearning Resource for Health and Social Care Professionals Caring for Children and Young People with Cancer.

Cancer is a key priority worldwide, and caring for children and young people with cancer requires a range of specific knowledge, skills and experience in order to deliver the complex care regimes both within the hospital or community environment. The aim of this paper is to disseminate work undertaken to design and develop pedagogical practice and innovation through an eLearning resource for health care professionals caring for children and young people with cancer across the globe. The work undertaken evaluated an existing cancer course (which has been withdrawn) that was developed and delivered through the Paediatric Oncology Nurses Forum, Royal College Nursing (Nurse Educators) and Warwick University. The evaluation consisted of 26 open and closed questions relating to the previous resource and was circulated to all health and social care professionals involved directly within specialist oncology services through the Children's Cancer and Leukaemia Group. Questionnaires were sent out to a convenience sample of 773 health care professionals and the response rate was 14%. The findings identified that the course was predominantly accessed by nurses, but other health care professionals also found it useful. Participants highlighted several areas where they believed content could be developed or was lacking. This included areas such as palliative and end of life care, nutrition, sepsis and teenagers and young people. This feedback was then used to develop a site dedicated to the care of children and young people with cancer.

Enriching the Student Experience Through a Collaborative Cultural Learning Model.

This article provides a knowledge and understanding of an international, collaborative, cultural learning model for students from the United States and Scotland. Internationalizing the student experience has been instrumental for student learning for the past eight years. Both countries have developed programs that have enriched and enhanced the overall student learning experience, mainly through the sharing of evidence-based care in both hospital and community settings. Student learning is at the heart of this international model, and through practice learning, leadership, and reflective practice, student immersion in global health care and practice is immense. Moving forward, we are seeking new opportunities to explore learning partnerships to provide this collaborative cultural learning experience.

Lost in transition: child to adult cancer services for young people.

Cancer nursing care across the UK has dramatically improved for children and young people with cancer over the past 20 years (Department of Health, 2007). Around 70% of young people diagnosed with cancer survive into adulthood, albeit with long-term health complications (Scottish Government, 2012). This raises the contemporary concern of how best to transition these patients to an adult-focused care regime (National Cancer Survivorship Initiative, 2012). With support from a Florence Nightingale Foundation Travel Scholarship in 2012, this study compared the various transition models currently in use across the UK, Finland and the USA with a clear focus on individual patient choice, staff education and preparation to care for this group of patients and their families. The findings revealed wide discrepancy in current nursing practices across the globe. This article presents a series of findings and recommendations to improve further the overall cancer experience for young people living with and beyond a cancer diagnosis.

Transition from child to adult services for young people with cancer.

Cancers differ between children and adults, and young people who have survived malignant disease still need to mature into adulthood. Care pathways during transition to adult support should consider the age, cancer type, future risks of late effects from treatment and personal needs of the young person and family. A flexible, multidisciplinary approach is recommended but may require additional nursing skills. The development and introduction of appropriate and effective transition models are emerging as important factors in the individual patient's cancer journey experience. More research is needed to establish which protocol represents best practice.

Developing global citizenship online: an authentic alternative to overseas clinical placement.

BACKGROUND: This paper presents the findings of a pilot project to develop and evaluate an international nursing module delivered using a collaborative online platform between nursing programmes in Scotland, USA and Finland. The purpose of the project was to provide an authentic international nursing experience for nursing students, allowing them to explore and contrast the nursing and health care issues in an international context. METHODS: The pilot cohort ran in September 2011 with a total of 22 students with a mix of students from both undergraduate and postgraduate programmes. A mixed methods research design was used to evaluate the students' experience using an anonymous online questionnaire and the collection of testimonials from students based on their experience. RESULTS: The results demonstrated high levels of satisfaction with the learning experience. Four key themes-learning together, widening horizons, developing autonomy and learning beyond frontiers-emerged from the qualitative data. CONCLUSIONS: Developing confidence from the shared learning experience has real implications for the global mobility of the nursing workforce as it helps to prepare nurses for a career beyond their own country's borders. The pilot module has clearly demonstrated that the use of Web 2.0 technology in the forms of a wiki may effectively be employed to provide an online learning environment to allow cross institutional learning.

The impact of paediatric oncology education on clinical practice -- a phenomenological study.

PURPOSE: Over the past 40 years, 5-year survival rates for children and young people with cancer have risen dramatically in the United Kingdom (UK), an improvement largely attributable to the increasingly effective treatments and the centralisation of care. Registered nurses in clinical roles, both within the hospital and the community setting, require on-going and relevant education and training programmes to equip them with the necessary professional and personal skills to ensure they are fit for purpose. METHOD: This research study reports on Child Health Nurses (CHN's) perceptions of the impact of paediatric oncology education on their practice. Using a phenomenological approach, this study explores this phenomenon in depth, constructing meaning through the individual participants 'lived experiences'. A purposive sample was selected to participate in semi-structured interviews within their clinical environment. RESULTS: Findings suggest that formal paediatric oncology nurse education is perceived to positively impact on certain aspects of the practitioners practice. All the CHN's felt empowered through their newly found knowledge, confidence and attitude and ability to apply evidence-based care. All participants perceived a need for education at all levels, most enjoyed the blended approach to the teaching, learning, and assessment, however all experienced great support from one another and the sharing of personal and professional experiences. CONCLUSIONS: From this study it is acknowledged that paediatric oncology education is required and is important for the delivery of quality care. However, there is a dearth of research-based literature which truly analyses the effectiveness and impact of education on paediatric oncology practice.