Building A High Quality Oncology Nursing Workforce Through Lifelong Learning: The De Souza Model
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Mary Jane Esplen
,
Jiahui Wong
Abstract
Cancer is one of the leading causes of death in the world. Along with increased new cases, cancer care has become increasingly complex due to advances in diagnostics and treatments, greater survival, and new models of palliative care. Nurses are a critical resource for cancer patients and their families. Their roles and responsibilities are expanding across the cancer care continuum, calling for specialized training and support. Formal education prepares nurses for entry level of practice, however, it does not provide the specialized competencies required for quality care of cancer patients. There is urgent need to align the educational system to the demands of the health care system, ease transition from formal academic systems to care settings, and to instill a philosophy of lifelong learning. We describe a model of education developed by de Souza Institute in Canada, based on the Novice to Expert specialty training framework, and its success in offering structured oncology continuing education training to nurses, from undergraduate levels to continued career development in the clinical setting. This model may have global relevance, given the challenge in managing the demand for high quality care in all disease areas and in keeping pace with the emerging advances in technologies.
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Articles in the same Issue
- Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation
- Coping and Pre-Licensure Registered Nursing Students: An Integrative Literature Review
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- Teaching Diagnostic Reasoning: A Review of Evidence-Based Interventions
- Integrating Population Health Content into FNP Program Curriculum
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- A Radical RN- BS Nursing Class: Outcomes from an Integrative Yoga Elective
- Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study
- Ways of Knowing as a Framework for Developing Reflective Practice among Nursing Students
- Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study
- Analysis of the Empathic Concern Subscale of the Emotional Response Questionnaire in a Study Evaluating the Impact of a 3D Cultural Simulation
- Reflections on Nursing Educational Advancement Within Diverse and Evolving National Cultural Contexts
- Exploring Self-Perceptions of Anxiety among Nursing Students in the Clinical Setting and Select Demographics
- Predictors of Success in BSN Students
- Mentoring as a Knowledge Translation Intervention for Implementing Nursing Practice Guidelines: A Qualitative Study
- The State of Knowledge Regarding the Use of Simulation in Pre-Licensure Nursing Education: A Mixed Methods Systematic Review
- Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program
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- Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report
- Perceived Stress Mediates the Associations between Sleep Quality and Symptoms of Anxiety and Depression among College Nursing Students
- Status of Violence in a Selected Faculty: The Students’ Experience
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Articles in the same Issue
- Voices of Quiet Students: Introverted Nursing Students’ Perceptions of Educational Experiences and Leadership Preparation
- Coping and Pre-Licensure Registered Nursing Students: An Integrative Literature Review
- Clinical Reasoning: A State of the Science Report
- Teaching Diagnostic Reasoning: A Review of Evidence-Based Interventions
- Integrating Population Health Content into FNP Program Curriculum
- Student Preparation for Nursing Leadership: Lessons from an Undergraduate Programs Review
- Grade Incentive to Boost Course Evaluation Response Rates
- A Radical RN- BS Nursing Class: Outcomes from an Integrative Yoga Elective
- Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study
- Ways of Knowing as a Framework for Developing Reflective Practice among Nursing Students
- Evaluation of the Clinical Learning Experience of Nursing Students: a Cross-Sectional Descriptive Study
- Analysis of the Empathic Concern Subscale of the Emotional Response Questionnaire in a Study Evaluating the Impact of a 3D Cultural Simulation
- Reflections on Nursing Educational Advancement Within Diverse and Evolving National Cultural Contexts
- Exploring Self-Perceptions of Anxiety among Nursing Students in the Clinical Setting and Select Demographics
- Predictors of Success in BSN Students
- Mentoring as a Knowledge Translation Intervention for Implementing Nursing Practice Guidelines: A Qualitative Study
- The State of Knowledge Regarding the Use of Simulation in Pre-Licensure Nursing Education: A Mixed Methods Systematic Review
- Student Experiences of High-stakes Testing for Progression in One Undergraduate Nursing Program
- Faculty Experiences with Integrating Mandated High-Fidelity Human Patient Simulation (HF-HPS) Into Clinical Practice: A Phenomenological Study
- Voices from the Field: Regional Nurses Speak About Motivations, Careers and How to Entice Others to Pursue Mental Health Nursing
- Violence against Nursing Students in the Workplace: An Iranian Experience
- How to Prepare Interprofessional Teams in Two Weeks: An Innovative Education Program Nested in Telehealth
- Graduate Students’ Experiences: Developing Self-efficacy
- Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report
- Perceived Stress Mediates the Associations between Sleep Quality and Symptoms of Anxiety and Depression among College Nursing Students
- Status of Violence in a Selected Faculty: The Students’ Experience
- Building A High Quality Oncology Nursing Workforce Through Lifelong Learning: The De Souza Model
