Fellowship Program to Develop the Next Generation of Oncology Nurses

Flynn, Frederick C.

doi:10.1188/15.cjon.773-775

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…The program's fellows are matched with experienced oncology nurses and are mentored while being exposed to all aspects of cancer nursing and patient care. All 37 students the program has sponsored have confirmed their interest in becoming an oncology nurse (Flynn, 2015).…”

Section: Opportunities For Mentorshipmentioning

confidence: 89%

The Value of Mentoring in Nursing: An Honor and a Gift

Gruber-Page

2016

ONF

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Mentoring is often thought of as a more experienced person sharing information, advice, knowledge, or training with a novice. A mentor might be engaged to assist a person to achieve a goal, complete a project, or facilitate a transition to a different role or an expanded level of responsibility. Mentoring can be formal or informal, short or long term, episodic or ongoing, planned or spontaneous. A mentor can be a volunteer or someone specifically hired or assigned and matched according to the competency required. A mentor may also be identified by the person seeking to be mentored.

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Section: Opportunities For Mentorshipmentioning

confidence: 89%

The Value of Mentoring in Nursing: An Honor and a Gift

Gruber-Page

2016

ONF

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“…Other funded programs have been developed and implemented to train and mentor palliative care leaders (Cruz-Oliver et al 2017;Dahlin et al 2019;Kamal et al 2016), oncology clinical investigators (Von Hoff et al 2021), geriatric nurse leaders and researchers (Bellot et al 2013;Beverly and Harden 2020;Brody et al 2016;Bryant et al 2015;Fagin 2012;Franklin et al 2011;Harden and Watman 2015), nursing students (Flynn 2015;Gillett et al 2022) and nurse faculty scholars (Brody et al 2017;Campbell et al 2017;Hickey et al 2014;McBride et al 2017), but few include an intensive mentored experience with the aim of developing a protocol or grant proposal in a short period of time. The Workshop on RMSO appears to be meeting a need for early-career investigators as evidenced by its demand and its evaluations.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an intensive workshop on research methods in supportive oncology

et al. 2023

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Objectives Since 2015, the Harvard Workshop on Research Methods in Supportive Oncology has trained early-career investigators in skills to develop rigorous studies in supportive oncology. This study examines workshop evaluations over time in the context of two factors: longitudinal participant feedback and a switch from in-person to virtual format during the COVID pandemic. Methods We examined post-workshop evaluations for participants who attended the workshop from 2015 to 2021. We qualitatively analyzed evaluation free text responses on ways in which the workshop could be improved and “other comments.” Potential areas of improvement were categorized and frequencies were compiled longitudinally. Differences in participants' ratings of the workshop and demographics between in-person and virtual formats were investigated with t-tests and Chi-square tests, respectively. Results 286 participants attended the workshop over 8 years. Participant ratings of the workshop remained consistently high without substantial variation across all years. Three main themes emerged from the “other comments” item: (1) sense of community; (2) passion and empowerment; and (3) value of protected time. Participants appeared to identify fewer areas for improvement over time. There were no significant differences in participant ratings or demographics between the in-person and virtual formats. Signifinace of results While the workshop has experienced changes over time, participant evaluations varied little. The core content and structure might have the greatest influence on participants’ experiences.

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“…41 Nursing had similar coverage issues but has launched initiatives to fill the gap with curriculum and fellowship recommendations. 42,43 The Taylor Curriculum Review Process was used to revise undergraduate nursing oncology courses at Calgary. The modifications were required because of Canadian Association of Nurses in Oncology guidelines requiring a generalist nurse to have the competencies to provide basic care.…”

Section: Discussionmentioning

confidence: 99%

Current State of Entry-level Physical Therapy Oncology Curricula in the United States: A Faculty Survey

Harrington

VanHoose

Westlake

2023

JOPTE

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Introduction. The purpose of this study was to determine the extent of oncology rehabilitation education in current physical therapist educational programs in the United States, including oncology rehabilitation content characteristics, delivery, and instructional resources. Review of Literature. By 2030, more than 21 million survivors of cancer in the United States will be living with multisystem side effects depending on the treatment delivered. In addition, the sociopsychological factors associated with cancer treatment require that physical therapists are equipped with a unique body of knowledge, skills, and abilities. Insufficient cancer rehabilitation education is problematic across the health care spectrum. Subjects. Program directors at 235 US physical therapist educational programs. Methods. An online survey was developed in REDCap using the American Board of Physical Therapy Specialist's Description of Specialty Practice: Oncology Physical Therapy as a guide. An electronic link to the survey was sent to the email of the chair/program director at 235 Commission for the Accreditation of Physical Therapy Education–accredited programs. Results. The overall response rate was 40.4% (95/235) and represented 36 of the 50 states. Private universities represented 54.3% of the responses, and 65% of the surveys were completed by core faculty. Four programs reported having an independent oncology course, ranging from 1 to 3 credit hours. Integrated content hours averaged 14.8 contact hours (range: 1–60) in the 69 reporting programs. Fifty-four percent of respondents were aware of published rehabilitation cancer guidelines. The majority of respondents (62%) felt their students received adequate instruction related to oncology rehabilitation. Certified lymphedema therapists (68%) were primarily responsible for teaching the oncology content. Goodmans' Pathophysiology text was most reported (87%), whereas 38% used evidence-based research in Rehabilitation Oncology Journal. About half of the respondents (52%) reported offering students full-time clinical experiences in oncology rehabilitation. Discussion and Conclusions. This survey demonstrated how oncology rehabilitation education is incorporated into physical therapist educational programs and highlights areas for improvement. The results from this study lay the groundwork for developing core competencies for prelicensure education in oncology rehabilitation.

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Fellowship Program to Develop the Next Generation of Oncology Nurses

Cited by 6 publications

References 2 publications

The Value of Mentoring in Nursing: An Honor and a Gift

The Value of Mentoring in Nursing: An Honor and a Gift

Evaluation of an intensive workshop on research methods in supportive oncology

Current State of Entry-level Physical Therapy Oncology Curricula in the United States: A Faculty Survey

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