Topperzer Martha Krogh, Thellesen Line, Hoffmann Marianne, Larsen Hanne Baekgaard, Weibel Mette, Lausen Birgitte, Schmiegelow Kjeld, Sørensen Jette Led
Paediatric Oncology Research Laboratory, Department of Paediatrics and Adolescent Medicine, Rigshospitalet, Kobenhavn, Denmark.
Department of Obstetrics, Herlev Hospital, Herlev, Denmark.
BMJ Paediatr Open. 2020 Apr 1;4(1):e000634. doi: 10.1136/bmjpo-2019-000634. eCollection 2020.
Complex treatment, care and rehabilitation require continuous healthcare professional development and maintenance of competencies in collaboration with other professionals. Interprofessional education in childhood cancer involves several groups of healthcare professionals with both general and specific knowledge and skills.
To establish consensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer.
A three-round Delphi survey in Scandinavian childhood cancer departments.
Healthcare professionals appointed by their head of departments and head nurses based on their profession and their involvement in continuing professional development.
A prioritised list of interprofessional learning objectives with a mean score of ≥3 on a five-point scale (1=not relevant, 5=extremely relevant).
12 childhood cancer departments participated with 30 healthcare professionals: 11 nurses, 10 medical doctors, 5 social workers, 2 physiotherapists and 2 pedagogues. In total, 28 (93%), 25 (83%) and 22 (73%) completed the first, second and third round, respectively. In the first round, we asked open-ended questions and used directed content analysis to analyse 386 statements. We formulated 170 interprofessional learning objectives in six categories: (1) acute life-threatening situations, (2) gastrointestinal toxicities and side effects, (3) pain, (4) palliation, (5) play and activity, and (6) prescription and administration of medicine. The second round resulted in 168 interprofessional learning objectives receiving a mean score of ≥3 on a five-point scale. Final agreement in the third round resulted in a prioritised list of 168 learning objectives.
Consensus on content and interprofessional learning objectives for an interprofessional education in childhood cancer was established across five groups of healthcare professionals in three countries. Some learning objectives are generic and can be applied in settings other than childhood cancer, where healthcare professionals collaborate to provide patients and families optimal treatment and care.
复杂的治疗、护理和康复需要医疗保健专业人员持续发展，并与其他专业人员协作以维持专业能力。儿童癌症的跨专业教育涉及几组具有一般和特定知识与技能的医疗保健专业人员。
就儿童癌症跨专业教育的内容和跨专业学习目标达成共识。
在斯堪的纳维亚儿童癌症科室进行三轮德尔菲调查。
由科室主任和护士长根据其职业及参与持续专业发展的情况指定的医疗保健专业人员。
一份跨专业学习目标的优先清单，在五点量表（1 = 不相关，5 = 极其相关）上的平均得分≥3。
12个儿童癌症科室的30名医疗保健专业人员参与：11名护士、10名医生、5名社会工作者、2名物理治疗师和2名教育工作者。分别有28名（93%）、25名（83%）和22名（73%）完成了第一轮、第二轮和第三轮调查。在第一轮中，我们提出开放式问题并使用定向内容分析法分析了386条陈述。我们制定了170个跨专业学习目标，分为六个类别：（1）急性危及生命的情况，（2）胃肠道毒性和副作用，（3）疼痛，（4）姑息治疗，（5）游戏和活动，（6）药物处方和给药。第二轮产生了168个跨专业学习目标，在五点量表上的平均得分≥3。第三轮的最终共识产生了一份168个学习目标的优先清单。
三个国家的五组医疗保健专业人员就儿童癌症跨专业教育的内容和跨专业学习目标达成了共识。一些学习目标是通用的，可应用于儿童癌症以外的环境，即医疗保健专业人员协作以向患者及其家庭提供最佳治疗和护理的环境。
