@article{d9fdbc4804e0413f9967ff666c801db6,
title = "Evaluation of educational preparation for cancer and palliative care nursing for children and adolescents in England",
abstract = "This paper reports the findings of a study which was carried out to evaluate the educational preparation of cancer and palliative care nurses in England. The study was carried out in three stages and covered the following areas; documentary analysis of curriculae, assessment of practice, patients and professionals views of threshold and expert practice. The findings suggested that although there was widespread compliance with a national standard for cancer nursing, this was not the case for palliative care nursing. There was uncertainty about what should be assessed in practice and ambiguity about what was actually assessed. Partnership with children and their parents, clinical skills, multi-disciplinary working, and personal attributes were the main foci for expectations of threshold practice but an expert panel had difficulty in describing the attributes of higher level practice. The paper also describes how some of recommendations from the study are being taken forward in current policy and practice.",
keywords = "Adolescent health, Cancer, Children, Nurse education, Palliative care, Service user involvement",
author = "Tony Long and Claire Hale and Linda Sanderson and Peter Tomlinson and Kristina Carr",
note = "Funding Information: This part of the study provoked the greatest dissention among respondents and many problematic aspects of assessing clinical practice were identified. It was a problem identified by previous studies ( Gerrish et al., 1997 ; Phillips et al., 1993, 2000 ) and it is not restricted to the fields of paediatric cancer and palliative care nursing. In 2004, the Nursing and Midwifery Council carried out a consultation to develop a standard to support learning and assessment in practice and has recently made some decision on the implementation of this standard ( www.nmc-uk.org ). A number of other initiatives currently being introduced may help improve the situation. For example, the implementation of the role of practice educators to support student learning in clinical practice which, although primarily focussed on pre-registration education, may be seen as an effective model for post-registration education. Furthermore, a project funded by the Department of Employment and Learning in Northern Ireland and the Higher Education Funding Council for England entitled “Making practice based education work” is nearing completion and has produced a web site with resources for a range of health care professionals including nurses ( www.practicebasedlearning.org ). Copyright: Copyright 2008 Elsevier B.V., All rights reserved.",
year = "2008",
month = feb,
day = "1",
doi = "10.1016/j.ejon.2007.05.003",
language = "English",
volume = "12",
pages = "65--74",
journal = "European Journal of Oncology Nursing",
issn = "1462-3889",
publisher = "Churchill Livingstone",
number = "1",
}
