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Canadian oncology nursing journal = Revue canadienne de nursing oncologique, 2016
In 2009, Cheung, Fishman and Verma (2009) showed oncology to be under-represented in training pro... more In 2009, Cheung, Fishman and Verma (2009) showed oncology to be under-represented in training program curricula. According to their results, oncology constitutes less than 10% of the content of university health programs (in medicine, nursing, and pharmacy) in more than 70% of 84 schools surveyed throughout Canada. This perceived disparity between the oncology curriculum dispensed and actual needs was again described in a similar study published in 2014 that was conducted with 159 educators and 518 residents in Canadian medical schools (Tam, Berry, Hsu, North, Neville, Chan, & Verma, 2014). To our knowledge, it continues to be true of nursing training programs despite cancer having become the leading cause of death in Canada: one in four Canadians will die of cancer, while two in five Canadians will develop cancer (Canadian Cancer Society Advisory Board, 2015).
Perspective infirmière : revue officielle de l'Ordre des infirmières et infirmiers du Québec, Sep 1, 2018
Canadian Oncology Nursing Journal, 2017
Perspective infirmière : revue officielle de l'Ordre des infirmières et infirmiers du Québec
International Journal of Palliative Nursing, 2008
Preparing future nurses to care for dying patients and their families represents a challenge for ... more Preparing future nurses to care for dying patients and their families represents a challenge for nursing education. Affective learning, essential to nurture a caring perspective in end-of-life care, can elicit strong emotional reactions in students, to which nurse educators must remain keenly sensitive. This article presents the experience of nurse educators and students with experiential and reflective activities addressing the affective domain of learning, within an intensive 4-week undergraduate course on end-of-life care, developed with a competency-based approach. It stressed the importance of strategic teaching for developing interpersonal competencies in end-of-life care, but revealed difficulties for both nurse educators and students in assessing outcomes derived from affective learning.
Canadian oncology nursing journal = Revue canadienne de nursing oncologique, 2016
In 2009, Cheung, Fishman and Verma (2009) showed oncology to be under-represented in training pro... more In 2009, Cheung, Fishman and Verma (2009) showed oncology to be under-represented in training program curricula. According to their results, oncology constitutes less than 10% of the content of university health programs (in medicine, nursing, and pharmacy) in more than 70% of 84 schools surveyed throughout Canada. This perceived disparity between the oncology curriculum dispensed and actual needs was again described in a similar study published in 2014 that was conducted with 159 educators and 518 residents in Canadian medical schools (Tam, Berry, Hsu, North, Neville, Chan, & Verma, 2014). To our knowledge, it continues to be true of nursing training programs despite cancer having become the leading cause of death in Canada: one in four Canadians will die of cancer, while two in five Canadians will develop cancer (Canadian Cancer Society Advisory Board, 2015).
Perspective infirmière : revue officielle de l'Ordre des infirmières et infirmiers du Québec, Sep 1, 2018
Canadian Oncology Nursing Journal, 2017
Perspective infirmière : revue officielle de l'Ordre des infirmières et infirmiers du Québec
International Journal of Palliative Nursing, 2008
Preparing future nurses to care for dying patients and their families represents a challenge for ... more Preparing future nurses to care for dying patients and their families represents a challenge for nursing education. Affective learning, essential to nurture a caring perspective in end-of-life care, can elicit strong emotional reactions in students, to which nurse educators must remain keenly sensitive. This article presents the experience of nurse educators and students with experiential and reflective activities addressing the affective domain of learning, within an intensive 4-week undergraduate course on end-of-life care, developed with a competency-based approach. It stressed the importance of strategic teaching for developing interpersonal competencies in end-of-life care, but revealed difficulties for both nurse educators and students in assessing outcomes derived from affective learning.