English - the European Oncology Nursing Society

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Lifelong LearningMentoring and Personal Development Planning in Health CareAlison Rhodes, Director of Studies – Learning and Teaching Framework, Faculty of Health and Medical Sciences, Division of Healthand Social Care, University of Surrey, Guildford, SurreyI was delighted to be asked to make a presentation at the EONSeducational event earlier this year, on topics that are my passion –mentorship and development.My motivation in these areas began some 20 years ago whilstworking as an Intensive Care Unit Sister, where pre-registration andpost registration students were placed to gain clinical experience.Through this time, I found myself experimenting with creative waysto not only develop the student’s knowledge and understanding butto also support them to not be fearful of such a high technologicalenvironment. It seemed so natural to facilitate development throughmentorship, and in fact, my mentorship role was and still is anexciting challenge and one that continues today. My enthusiasmfor these concepts led to my research in development and personaldevelopment planning (PDP), where I became interested in theconcept of the Learning Organisation and the provision of supportwithin the workplace for learning and development.My learning journey has culminated in my role as Director of Studiesfor the Learning and Teaching framework, which caters for thepreparation of mentors, practice teachers and qualified teachersat both undergraduate and postgraduate levels. In developing theframework, a curriculum was designed based on the Nursing andMidwifery Council’s (NMC) Standards (2006) which highlighted areasof responsibility and accountability through four stages (figure 1),relating to supporting learning and assessment in practice.Figure 1 – Stages identified within the standards (NMC 2006,Standards to Support Learning and Assessment in Practice [updated2008])STAGE 1STAGE 2STAGE 3STAGE 4ASSOCIATE MENTORMENTORPRACTICE TEACHERQUALIFIED TEACHER(NMC 2006)The framework was developed as an escalator (figure 2) withmentorship at undergraduate level, leading to the practice teacherand the qualified teacher at postgraduate level.Figure 2The underpinning philosophy (figure 3) of this framework was buildaround the concept of development. A new philosophical curriculummodel was designed (six-dimensional multi-faceted module ofdevelopment [Rhodes 2006]) integrating theory and practice in aprogressive way encouraging independence, motivation and criticalthinking.Figure 3 - PhilosphyAs highlighted on figure 3, the student is considered to be centralto this philosophical approach, giving an opportunity to explore pastexperiences, knowledge and aspirations.The majority of students enter the framework at stage 2 - thementorship module, where they are required to complete a PDP inthe form of a Learning and Development Plan. This plan takes thestudent through a number of activities primarily to explore their skillsin mentoring but to also explore the complexities of mentorshipthrough the integration of the concepts of teaching, learning andassessment in practice, leading to a practitioner who can assistothers on their journey of learning.The mentorship module has proved to be a very successful module- its strength lies in the positive relationship between students,practice colleagues and teachers, with very strong links to clinicalpractice, enhancing a journey of lifelong learning.References and further reading:Gopee N. (2008) Mentoring and Supervision in Healthcare. SagePublications, London.Nursing and Midwifery Council (2008) Standards to support learningand assessment in practice (2 nd edn.) [online] Nursing and MidwiferyCouncil, London. Available from: http://www.nmc-uk.org/aFrameDisplay.aspx?DocumentID=4368Quinn F. & Hughes S. (2007) Quinn’s Principles and practice of nurseeducation (5 th edn.) Nelson Thornes, Cheltenham.Rhodes A.K. (2006) Learning and Teaching for Professional PracticeCurriculum Document University of SurreyWest S., Clark T. & Jasper M. (2007) Enabling Learning in Nursingand Midwifery Practice: a guide for mentors. John Wiley & Sons,Chichester.- newsletter fall 20088
New Education Standards for Nurses in TurkeyImplementation of Chemotherapy Nursing Certificate ProgramSultan Kav, Fatma Gundogdu, Nurgün Platin, Figen Bay Kara, Meral Bakar, Kadriye Sanci, Kıymet Akgedik, Oncology NursingAssociation of Turkey, Board MembersBackground and AimNurses caring for patients receiving chemotherapy requirespecialized knowledge and skills in order to ensure the safetyof both the patient and the nurse. In Turkey, while some of theuniversities and oncology institutes organize local courses, whichrange from 2- to3-days and are intended as in-service education,there is no agreed educational standard for nurses working inchemotherapy settings. Many Turkish nurses lack the necessaryinformation to care for patients receiving chemotherapy and havenot received education regarding safe handling or administrationof chemotherapy agents (Burgaz et al, 1999; Karadag et al, 2004;Turk et al, 2004; Kosgeroglu et al, 2006).In light of this situation, the Oncology Nursing Association ofTurkey developed a chemotherapy certificate program for nurses.The program has received approval by the Ministry of Health.Contents of the ProgramThe course is of 37 hours in length and consists of 27 hoursof theoretical and 10 hours of practical training. The durationof the course is five working days. The EONS Core Curriculumfor a Post-Registration Course in Cancer Nursing, the OncologyNursing Society’s (ONS) Cancer Chemotherapy Guidelines andRecommendations for Practice and, the needs of nurses weretaken into consideration developing the educational program.Theoretical and practical content of the ChemotherapyNursing Certificate ProgramTheoretical content- Carcinogenesis, epidemiology and etiology- Diagnostic procedures and treatment methods- Legal and ethical aspects- Basic principles of chemotherapy- Safety precautions in chemotherapy- Assessment and monitoring of the patient- Patient and family educationPractical contentVisiting a day-treatment unit with supervision provided by adesignated mentor. Each participant administers at least fivedifferent groups of chemotherapy agents.CertificateParticipants who successfully meet the expected achievementare issued the “Oncology Nurses Association ChemotherapyCertificate”. The certificate is valid for three years and must berenewed.EligibilityThe registration requirement for the course is at least 6 months ofexperience in chemotherapy administration.Educators /TrainersThe theoretical content of the course is delivered by clinicaland academic nurses experienced in the field of oncology,pharmacologists and medical oncologists. During the practical partor the hands-on parts of the program, participants are supervisedby experienced clinical nurses.Evaluation of the ParticipantsThe participants are evaluated on the basis of their hands-onpractice (100 % performance is expected) and the result of thewritten theoretical test (at least 80 % performance is expected).Pre-test / post-test evaluation is used to monitor individual andgroup achievement.Implementation of the ProgramFrom September 2005 to February 2008, total of ten courses wereorganized in Ankara and 306 nurses (from all over the country)were issued a chemotherapy certificate. According to the pre-testand post-test scores, the nurses showed a great improvement intheir understanding of administering chemotherapy and monitoringside effects.Figure 1: Pre-test and Post-test Results (Means)Conclusion and Plans for the FutureOverall, participants rated the courses “highly beneficiary” andstated that they became “more confident” with the care of thechemotherapy patient. Recently “The training of the trainers”program was organized for the potential educators of the program.A study on the assessment of the effectiveness of the program onthe care of the nurses is being planned.ReferencesBurgaz S, Karahalil B, Bayrak P, et al. Urinary cyclophosphamideexcretion and micronuclei frequencies in peripheral lymphocytesand in exfoliated buccal epithelial cells of nurses handlingantineoplastics. Mutat Res 1999; 439: 97-104.Karadag A, Unlu H, Yavuzarslan F, Gundogdu F, Kav S, TerziogluF, Taskin L. Profile of nurses working in oncology departments inTurkey. Turk J Cancer 2004, 34: 24-34.Turk M, Davas A, Ciceklioglu M, Sacaklioglu F, Mercan T.Knowledge, attitude and safe behaviour of nurses handlingcytotoxic anticancer drugs in Ege University Hospital. Asian Pac JCancer Prev 2004; 5:164-8.Kosgeroglu N, Ayranci U, Ozerdogan N, Demirustu C.Turkish nurses’ information about, and administration of,chemotherapeutic drugs. J Clinl Nurs 2006; 15: 1179–1187.newsletter fall 2008 -9
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