Drury Amanda, de Los Rios la Serna Celia Diez, Bağçivan Gülcan, Dowling Maura, Kotronoulas Grigorios, Shewbridge Amanda, Sheehan Sarah, Erdem Sema, Aroyo Violet, Wiseman Theresa
School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland; School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin 9, Ireland.
School of Nursing, Faculty of Medicine and Health Sciences, Bellvitge Campus, Barcelona University, Feixa Llarga, 08907-L'Hospitalet de Llobregat, Barcelona, Catalonia, Spain.
Nurse Educ Today. 2023 May;124:105757. doi: 10.1016/j.nedt.2023.105757. Epub 2023 Feb 11.
Specialist nursing care is a core indicator of quality care for people living with advanced breast cancer. However, access to and quality of nurse education programmes in advanced breast cancer is variable.
This study aims to define the topics for inclusion in an international curriculum for an advanced breast cancer education programme.
A modified four-round Delphi study was undertaken with experts by profession and experience in advanced breast cancer. Thirty-four topics related to advanced breast cancer and six online teaching and learning methods were pre-selected following a systematic review. Between September 2021 and March 2022, the expert panel determined the importance of topics for inclusion in the education programme. Consensus was defined by at least 80 % agreement on the highest three points on a 9-point Likert scale.
A total of 31 experts participated in rounds 1-3 of this study, and 156 experts by profession and experience participated in an additional fourth round, including people living with advanced breast cancer (n = 72, 46 %), healthcare professionals (n = 46, 29 %), family members or caregivers of a person diagnosed with advanced breast cancer (n = 30, 19 %) and advocacy professionals working in the area of advanced breast cancer (n = 8, 5 %). In round 4, 36 topics and five of six learning methods reached consensus.
The results of this study provide a framework to develop education programmes in advanced breast cancer, defining the essential elements of curriculum content for such programmes. The results highlight the need for advanced breast cancer education programmes to use multiple teaching and learning methods to promote nurses' understanding of person-centred supportive care and the physical, psychosocial and spiritual issues experienced by people living with advanced breast cancer.
专科护理是晚期乳腺癌患者优质护理的核心指标。然而，晚期乳腺癌护士教育项目的可及性和质量参差不齐。
本研究旨在确定纳入晚期乳腺癌教育项目国际课程的主题。
对晚期乳腺癌领域的专业人员和有经验的专家开展了一项经过改良的四轮德尔菲研究。在系统评价之后，预先选择了34个与晚期乳腺癌相关的主题以及六种在线教学方法。2021年9月至2022年3月期间，专家小组确定了纳入教育项目的主题的重要性。在9分制李克特量表上，至少80%的人对最高的三分达成一致意见即定义为达成共识。
共有31名专家参与了本研究的第1至3轮，另有156名专业人员和有经验的专家参与了第4轮，包括晚期乳腺癌患者（n = 72，46%）、医护人员（n = 46，29%）、晚期乳腺癌确诊患者的家庭成员或照护者（n = 30，19%）以及晚期乳腺癌领域的宣传专业人员（n = 8，5%）。在第4轮中，36个主题和六种学习方法中的五种达成了共识。
本研究结果为制定晚期乳腺癌教育项目提供了一个框架，明确了此类项目课程内容的基本要素。结果强调，晚期乳腺癌教育项目需要采用多种教学方法，以促进护士对以患者为中心的支持性护理以及晚期乳腺癌患者所经历的身体、心理社会和精神问题的理解。
