Implementation of a nurse education programme in paediatric oncology using appreciative inquiry: A single center experience in Belgrade, Serbia

Appreciative Inquiry as an intervention to change nursing practice in in-patient settings: An integrative review

“…There was assessment of the robustness of the synthesis with reference to methodological quality, credibility, clarity and transparency of description. M a n u s c r i p t 12 A c c e p t e d M a n u s c r i p t 13 Lazic et al 2011, Yoon et al 2011, Clarke et al 2012 involved the implementation of best practice standards to support nurse education, patient handovers, pain management practice and oral care service delivery. Sidebotham et al (2015) Shendell-Falik et al 2007, Kavanagh et al 2010, Lazic et al 2011, Yoon et al 2011, Sidebotham et al 2015.…”

“…The participants who were nurses, nurse leaders, patients, family members, ward clerks and allied health care professionals, welcomed the opportunity to get involved in a positive and interactive form of communication (Lazic et al 2011). …”

“…In Dewar and Nolan (2013) was a year-long clinically based project where the researcher became immersed in the day to day activities of the people and setting. In Lazic et al (2011) there was a preparatory phase of six months duration to assist participants to become familiar with the concept of Appreciative Inquiry and to choose a project of interest. The project itself was conducted for a year.…”

Collaboration between doctors and nurses in children's cancer care: Insights from a European project

“…Nurse education in paediatric haematology/oncology ward: development of an educational Serbia program at the UniversityChildren's Hospital, Belgrade, Serbia (Lazic et al, 2008(Lazic et al, , 2011.…”

“…The comparison between different realities was recognised by all participants as an enriching experience, which promoted learning from each other. The use of Appreciative Inquiry, in spite initial difficulties with the approach as it is different from the traditional problem solving (Lazic et al, 2011), was successful and all the groups (even those that stepped down from the project) agreed that it had been a positive and challenging learning experience. The focus on positive rather than negative and critical analysis, created a framework which provided fresh thinking and stimulus for dealing with the expected and the inevitable problems encountered.…”