The impact of paediatric oncology education on clinical practice – A phenomenological study

• Published in: European journal of oncology nursing : the official journal of European Oncology Nursing Society 2012-12, Vol.16 (5), p.498-504
• Main Authors: McInally, Wendy, Masters, Hugh, Key, Susan
• Format: Article
• Language: English
• Subjects: Adult; Attitude of Health Personnel; Cancer; Children; Children and young people; Education; Education, Nursing, Continuing; Educational Measurement; Evidence-based practice; Female; Hematology, Oncology and Palliative Medicine; Humans; Impact on practice; Interviews as Topic; Middle Aged; Nurses; Nursing; Nursing Staff, Hospital - education; Nursing Staff, Hospital - psychology; Oncology; Oncology Nursing - education; Pediatric Nursing - education; Professional training; Qualitative Research; Quality of care; Scotland; Teaching; United Kingdom
• ISSN: 1462-3889; 1532-2122
• DOI: 10.1016/j.ejon.2011.12.001

Abstract 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.