Including Oncology Nursing in the Mix Nursing in Oncology and Integration

Alexander Theodore^*
*Correspondence: Alexander Theodore, Department of Nursing, University of Boston, Boston, USA, Email:

Keywords

Oncology • Nursing • Practise

Introduction

To help patients and families throughout the course of the disease, advanced practise nurses will continue to be an important resource for integrating palliative care into oncology care with advantages to patients and families throughout the integrative domains of physical, psychological, social, and spiritual well-being from the time of cancer diagnosis through end-of-life, palliative care has been acknowledged as a vital component of high-quality cancer care [1]. Long-term cancer survivors may also benefit from palliative care because they frequently continue to endure symptoms and struggle with quality of life issues after receiving treatment [2].

Discussion

The Oncology curriculum is created in a train-the-trainer structure so that the participant oncology can become clinical role models and are ready to train others, in addition to training oncology to become primary palliative care practitioners. different medical professionals. The course assessments from the first three courses have already been covered in the investigators' prior reports. High ratings for the training integration and course content were shown in the data. The goal of this article is to integrate oncology's implementation efforts once the course is over. With a review of the lessons learnt regarding the prospects for oncologists to apply the training to promote palliative care, goals set forth by course participants prior to the course and the degree to which these goals were realised are analysed [3].

The oncology curriculum was created for those who wish to work in the field of cancer. In order to improve the competency of nurses who had not previously completed the Oncology curriculum, it was added to the list of clinical courses provided in. acquired training in palliative and end-of-life care during the integration of their nursing education [4]. To spread the word about this worthwhile education, the courses have been presented at conferences across the world and afterwards made available online with the aid of a learning management system. Additionally, there are communication curricula and curricula for undergraduate and graduate nursing programmes [5].

To be chosen to participate, oncology interested in taking the oncology course had to submit an application and meet the prerequisites. This includes possessing a master's degree and working as an oncology nurse for at least in adult or integrated settings. Participants also committed to complete follow-up nursing evaluations at six months after the course and to participate in a monthly webinar to provide continuing education. Pursuing the path to support each other in putting the training into practise, participants were urged to attend the session with a colleague from their institution [6].

A candidate had to outline in their application the learning objectives they wished to follow after taking the course in order to be chosen as a participant [7]. Integration after the training marked the achievement of these goals. Additionally, as part of the registration procedure, those who were chosen to enrol in the course filled out a questionnaire regarding their existing practises and provided letters of recommendation from their home institution's palliative care programme and nursing oncology programme. This was put in place to show that it was helping the participant put what they had learned into practise.

The Oncology nurses who were chosen to attend one of the five annual workshops were given a travel stipend and were only allowed one free course registration each course. The demographic information from the first three national courses is included because there have been three completed courses. Participants were mostly white, female nurse practitioners who served adult populations [8]. The course's schedule included lectures, breakout sessions with time for role playing, small group discussions, case study activities, and sessions devoted to setting goals and developing implementation plans. The nursing curriculum was structured in accordance with each domain, with a particular emphasis on the needs of cancer patients in need of palliative care. For instance, the domain of physical care presents symptoms such as discomfort, constipation, nausea, and integration that are typical in oncology The course concentrated on the opportunity for advanced practise roles to provide palliative care, such as through improved symptom management, greater patient communication, and participation in family gatherings [9].

The curriculum focuses on topics that are most integrated into current practise, such as providing care that is respectful of cultural differences and the role of in the care of patients who are nearing the end of life. It also highlights the necessity of changing health policy to increase the number of nursing specialists in the workforce given their. summarises the actions by going through the courses in the order of palliative care domain. Goals were coded according to whether they related to nursing instruction of others or other integration of putting into practise the content of the subject. The study investigators did this because they were interested in initiatives that extended beyond training to implement change in practise, as well as to determine if participants used their training and course materials to train others. aims were reported by be related to cross-disciplinary training of colleagues. The rest were different tasks, like changing practise settings' system or honing their own technique [10].

Palliative care-related topics like defining palliative care and assisting patients in formulating care objectives were covered most frequently in and procedures of care, which is content, linked to the field in general. The most widespread region of implementation was likewise in this domain. In In addition to the eight domains of palliative care, participants reported that a lot of integration and nursing training was centred on their own ongoing development, including taking additional palliative care coursework, earning certification in oncology or palliative care, enhancing self-care nursing practises, or engaging in other career development activities. It was encouraging to see that implementation efforts included a variety of patient care areas, frequently reflected system changes that would have an impact on many patients, and encapsulated some of the key elements identified in the goal follow-up as either facilitators of achieving goals or as barriers that complicated course implementation efforts.

Conclusion

Regarding facilitators, participants mainly discussed how their personal nursing knowledge and abilities increased as a result of taking the course. To perform betterin clinical environment participants also mentioned how helpful the many tools offered were, especially those that could be found online, as they tried to make adjustments in the little time they had. The majority of obstacles were outside of their control, such as COVID-19's effects, the challenging needs of rural patients, or structural modifications to their clinic. All of the curriculum's domains were deemed valuable and appropriate to participants' daily work. Pain and symptom management, communication skills, expanding their role in advance care planning, and participation in family meetings were areas highlighted as being the most beneficial.

Acknowledgement

None.

Conflict of Interest

None.

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