What is important for student nurses to know about cancer treatment and care: a qualitative study of student nurses' and stakeholder perspectives. Issue 13 (27th March 2017)

• Record Type: Journal Article
• Authors: Edwards, Deborah; Anstey, Sally; Kelly, Daniel; Ballie, Jessica; Hopkinson, Jane
• Is Part Of: Journal of clinical nursing. Volume 26:Issue 13/14(2017)
• Page Start: 2045
• Page End: 2054
• Publication Date: 2017-03-27
• Subjects: attitudes -- cancer -- nursing students; Nursing -- Periodicals; Clinical medicine -- Periodicals; 610.7305
• DOI: 10.1111/jocn.13616
• Languages: English
• ISSNs: 0962-1067

Abstract

Abstract : Aims and objectives: To explore the views of student nurses' and stakeholders of what is important for student nurses to know about cancer treatment and care. Background: Worldwide, the number of people living with cancer is increasing because the population is ageing and effective cancer treatments are prolonging survival. All nurses need knowledge, skills, confidence and competence to support people living with cancer. Education is an important tool in preparing a nursing workforce that can support people affected by cancer. Design: A descriptive, explorative qualitative design. Methods: Semi‐structured interviews with 12 student nurses and seven stakeholders were conducted in 2014 (a subgroup of participants in a mixed‐methods study investigating an innovation in undergraduate cancer education and reported elsewhere). The interviews were audio‐taped, transcribed and analysed using content analysis. Results: Two key findings emerged: the benefits of learning from people affected by cancer and knowledge deficits. Students valued the opportunity to meet people affected by cancer away from a clinical environment. It gave them the opportunity to gain skills and confidence, in providing information and psycho‐educational support, in a safe and facilitated context. Students and stakeholders reported blended learning (lectures and engaging with both cancer clinicians and people affected by cancer) important for developing confidence and competence in cancer care. However, at the end of their education students identified knowledge deficits in relation to cancer screening, common cancers, treatment side effects and supporting people who have been given 'bad news'. Conclusions: Collaborative working with people affected by cancer and educationalists has allowed the patient and carer experience to be placed at the centre of the undergraduate cancer education. Relevance to clinical practice: This research reveals the potential importance of the coproduction of undergraduate nurse cancer education, if nurses are to understand and improve the experience of people living with cancer and beyond.