Implementation and evaluation of a pilot education programme in colorectal cancer management for nurses in Scotland
Author(s)
Author(s)
Knowles, G.
Hutchison, C.
Philp, I. D.
McCormick, K.
Preston, E.
Date Issued
2008
Publisher
Elsevier
Journal
Nurse Education Today
Volume
28
Issue
1
Start page
15
End page
23
Abstract
This paper describes the results of an evaluation of a nursing education programme for nurses caring for patients with colorectal cancer. A sample of 67 registered nurses from 6 location sites within the 3 Regional Cancer Networks in Scotland were recruited to the pilot. The programme was adapted from an evidence-based education manual for nurses in the management of colorectal cancer developed by the European Oncology Nursing Society as part of a Nursing in Colorectal Cancer Initiative (NICCI) [Hawthorn, J., Redmond, K., 1999. A Guide to Colorectal Cancer. AstraZeneca Oncology, UK]. The format for evaluating the programme was based on the TELER method of treatment evaluation [Le Roux, A.A., 1995. TELER: the concept. Physiotherapy 79 (11), 755–758] that had previously been developed along side the training manual [Grocott, P., Richardson, A., Ambaum, B., Kearney, N., Redmond, K, 2001a. Nursing in colorectal cancer initiative – the audit phase. Part 1. Development of the audit tool. European Journal of Oncology Nursing 5 (2), 100–111; Grocott, P., Richardson, A., Ambaum, B., Kearney, N., Redmond, K., 2001b. Nursing in colorectal cancer initiative: the audit phase. Part 2. Content validity of the audit tool and implications of the standards set for clinical practice. European Journal of Oncology Nursing 5 (3), 165–173] for cytotoxic chemotherapy to provide the NICCI Audit Tool [Le Roux, A.A., 2003. The TELER Handbook. Sheffield, TELER Ltd.]. This model was developed further in the current study to include the domains of: Disease, Diagnosis and Staging, Treatment, Nursing Issues and General Issues. Data were analysed descriptively and are discussed. Overall the results from this study demonstrate a statistically significant improvement in disease-related knowledge (p = <0.001) and in the best practice statements for nursing issues (p = <0.001) and general issues (including attitudes) (p = 0.023) that were maintained at four months post completion of the course.
SFU Affiliated Publication
No
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