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- Elianeth Kiteni (Tanzania)
- Yan Yin Lim (Singapore)
Introduction
- Yan Yin Lim (Singapore)
- Elianeth Kiteni (Tanzania)
TEACHING PEDIATRIC ONCOLOGY NURSING AT KAMUZU COLLEGE OF NURSING
- Tadala Mulemba (Malawi)
Abstract
Background and Aims
In the Malawian health system, nurses are of paramount importance, but most never receive specialized pediatric oncology nursing (PON) training. While there are many nursing schools in Malawi, none have PON-related courses. Nurses are often the frontline health workers that see pediatric patients, but don’t know how to recognize cancer. Kamuzu College of Nursing (KCN), within Malawi University, is recognized as an excellent public nursing and midwifery college with special commitment to academic rigor. The aim of this project was to develop a partnership between KCN faculty and Global HOPE Nursing to offer specialized training to nursing students.
Methods
This project uses the foundation courses developed to provide a formal structure to Global HOPE Nursing education. The two Global HOPE foundation courses were used to teach KCN nurses, each course includes modules that contain readings, short video lectures, case studies, group discussion questions and exam questions. Thirteen KCN graduate students specializing in paediatrics enrolled in the two courses. Students met for class with the Global HOPE Nurse Educator who taught through face-to-face lectures and group discussions. Due to COVID 19, schools were closed for 2 months and this disrupted the clinical allocations and final examinations for students. However, after schools re-opened, students finished their clinical work and took the final examinations.
Results
All 13 students successfully completed the courses that involved 32.5 hours of classroom work including face-to-face presentations and ZOOM. Students also completed 80 hours of clinical experience on the pediatric cancer ward.
Conclusions
This project serves as a model platform for other sub-Saharan Africa locations where nursing education programs would enhance capacity. It also provides an ongoing opportunity for continuing professional development in the specialty and provides accessible oncology information, hence impacting on early recognition and referral of oncology patients.
USING PROJECT ECHO TO PROMOTE PEDIATRIC ONCOLOGY NURSING EDUCATION IN SUB-SAHARAN AFRICA
- Marilyn Hockenberry (United States of America)
Abstract
Background and Aims
To maximize cures for children with cancer in low- and middle-income countries (LMIC), excellence in nursing is at the center of all that is needed. While the burden of childhood cancer care is the highest in LMIC, opportunities for continuing nursing education and specialization are extremely limited. The aim of this project was to implement an education network for nursing caring for children with cancer across sub-Saharan Africa.
Methods
The Extension for Community Health Outcomes (ECHO) model is used by Global HOPE Nursing to implement a learning platform that provides nurses in sub-Saharan Africa access to nursing expertise in the care of children with cancer. Case-based learning strategies are used at monthly Project ECHO nursing seminars to provide access to nursing expertise in the care of children with cancer. Early career nurses specializing in pediatric oncology are mentored to serve as Global HOPE Nursing Project ECHO presenters.
Results
During the first 17 months of implementation 598 participants from 18 countries attended an ECHO seminar with an average of 35 participants per seminar. To date, 187 unique participants attended the first 17 Global HOPE Nursing Project ECHO Seminars with 42% of these individuals (n= 78) attending more than one. Nurses were from Global HOPE Centers of Excellence (44%) and community hospitals or schools of nursing (56%). Participants felt more confident in providing childhood cancer nursing care after the Project ECHO seminar and evaluations demonstrated a case-based approach to learning was extremely successful.
Conclusions
A key focus of the Global HOPE Nursing Project ECHO is to build a knowledge network to increase capacity of pediatric oncology nursing experts in sub-Saharan Africa. Formal education programs that build the capacity of specialists in pediatric oncology nursing are essential to improve global cure rates for children with cancer.
STRUCTURED EVALUATION OF PEDIATRIC ONCOLOGY WEBSITES TO CREATE A RESOURCE DATABASE FOR LOW- AND MIDDLE-INCOME COUNTRY NURSING EDUCATION
- Aprille C. Banayat (Philippines)
Abstract
Background and Aims
Websites offer a plethora of information for creating pediatric oncology nursing curricula or training materials in low- and middle-income countries (LMIC). Unfortunately, website construction is not regulated, so identifying accurate information can be challenging. Three expert pediatric oncology nurses (1 LMIC and 2 with experience working in LMIC), identified relevant websites for a structured evaluation and to create a database resource.
Methods
A search of PubMed, CINAHL and Google Scholar from 2011-2021 was conducted for reviews of pediatric oncology websites useful for nursing education. Search terms included pediatric, oncology, nurs*, education, websites or internet. English-language websites known to the authors were collected and additional sites were identified through a targeted Google search. Website currency, relevance, authority, accuracy and purpose were evaluated with an author-adapted CRAAP tool (maximum 30 points). Pediatric content, reading level and language were appraised.
Results
No earlier pediatric oncology website review was located. Eighty-six websites were identified as relevant for pediatric oncology nursing curricula or training content; 25 were excluded as non-pediatric, paywall, non-functional links, fundraising websites, or patient support. The majority (70%) had explicit pediatric oncology content; 39% of websites offered translations. The vast majority (92%) were high school reading level or higher. The range of CRAAP scores was 9-30; 36/61 websites scored ≥ 25 were considered excellent and highly recommended, 16/61 were recommended (20-24), 9/61 (≤19) were less useful.
Conclusions
Guidance on website utility for LMIC pediatric oncology nursing curricula and training material has been unavailable. Our findings benefit nursing educators seeking appropriate, accurate and timely information for teaching materials for nurses, patients and families. The large number of unreferenced, outdated, author unidentified, or not fit-to-purpose websites makes it critical for expert evaluation and a continually updated resource available to nurses working in pediatric oncology, especially in LMICs.
DEVELOPMENT AND IMPLEMENTATION OF NURSING EDUCATIONAL MATERIAL FOR PARENTS/CAREGIVERS OF CHILDREN WITH CANCER: A PERUVIAN PILOT STUDY
- Rosmery Hilario (Peru)
Abstract
Background and Aims
Education to the parents/caregivers of children with cancer is a fundamental role of nursing to avoid complications, provide quality care, promote adherence to treatment and maintain basic standards of care. Aim: design educational material for parents/caregivers of children with cancer on critical information about cancer and childcare.
Methods
Within the framework of the WHO Global Initiative for Childhood Cancer in Peru, a multicenter working group including key nursing leaders, education coordinators, nurse educators and other multidisciplinary team members was established in May 2020. A comprehensive needs assessment survey for parents/caregivers of children with cancer was distributed in June-July 2020. The survey was conducted online and in person in 9 institutions (Lima and Arequipa) to examine the preferred models and content for online and onsite educational talks, and audiovisual and printed material. A self-administered questionnaire was given to selected 13 parents/caregivers to determine their comprehension of the proposed resources.
Results
A total of 365 parents/caregivers participated (37.9 years median age). Most respondents (63.3%) were parents of children in active treatment. Almost half had only primary or secondary education (45%). Respondents ranked as most important: cancer treatment and side effects (25%), nutrition (15%), warning signs (12.5%) and home care (8.2%). Most respondents (70.9%) preferred to receive information through educational talks and videos (64.7%). Pilot educational material (online lectures and seven educational videos) was developed August-October 2020 through online educational collaboration in each institution, with on-going content and structural refinement. No parent/caregiver had difficulty understanding the newly created educational material.
Conclusions
Assessing educational needs of parents/caregivers of children with cancer provides a starting point in the design of educational strategies. Continued consultation with parents/caregivers to evaluate new educational material is essential to ensure acceptance and relevance.
INTERPROFESSIONAL SPIRITUAL CARE EDUCATION IN PEDIATRIC HEMATOLOGY-ONCOLOGY
- Alex Lion (United States of America)
Abstract
Background and Aims
In the care of adolescents and young adults (AYA) with cancer and chronic blood disorders, emerging evidence calls providers to give greater attention to spirituality. Spiritual perspective and hope-derived meaning are among the most significant protective factors in the Resilience in Illness Model (RIM) for AYA. Evidence-based oncology guidelines recommend that interdisciplinary team members screen all patients for spiritual distress and attend to their spiritual suffering and wellbeing. A lack of spiritual care training has been a key barrier to adequate delivery of this aspect of care.
Methods
In order to provide interprofessional spiritual care education, clinicians treating AYA were recruited from the hematology-oncology department of a pediatric hospital. The Interprofessional Spiritual Care Education Curriculum (ISPEC©) online curriculum was provided alongside six in-person group discussion sessions. Discussions were co-led by a chaplain and an oncologist. Pre- and post-education surveys measured participants' ability, frequency, confidence, and comfort to recognize and address spiritual concerns at baseline and 1, 3, and 6 months post-training. Responses were analyzed using ANOVA and multiple pairwise comparisons.
Results
Participants (n=21) included physicians, advanced practice providers, nurse coordinators, and psychosocial clinicians. Significant improvements were observed in interprofessional spiritual care ability (36%, p<.0001), frequency (56%, p=.0135), confidence (32%, p<.0001), and comfort level (31%, p=.0181) baseline vs. 1-month, with several gains sustained through six months.
Conclusions
Benefits of interprofessional spiritual care education were observed in clinicians’ skills, self-efficacy, and frequency of engaging in generalist spiritual care. Positive effects were maintained, which is vital for the continuous integration of patients' spiritual needs and strengths in their care. Interprofessional spiritual care education effectively prepares hematology-oncology clinicians from diverse disciplines to provide generalist spiritual care within their scopes of practice, enhancing the whole-person care for AYA with cancer and chronic blood disorders.