Interprofessional Psychosocial Oncology Education: Nurse Outcomes of the IPODE Project
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Notice bibliographique
Résumé
Standards of Care in Psychosocial Oncology (CAPO, 2010) identify that patients and families should expect to receive evidence-based psychosocial oncology health services in addition to their medical care. In Canada however, and in many other countries, the reality often falls short of these standards. While nurses often recognize the psychosocial needs of their patients, they identify that they do not feel confident about meeting them. Opportunities to collaborate with other health professionals who may be able to support the nurse in her or his practice as well as the patient/family are often limited. To address these gaps, the Canadian Association of Psychosocial Oncology (CAPO) launched a pan-Canadian education initiative, the Interprofessional Psychosocial Oncology Distance Education (IPODE) project. The aim of the project was to create web-based, interprofessional learning opportunities for practicing health professionals and graduate students in five core disciplines: nursing, social work, psychology, spiritual care and medicine. We report the nurse-related outcomes in this article. A web-based course titled “Interprofessional Psychosocial Oncology: Introduction to Theory and Practice” was developed and received approval from 11 Canadian universities. The course objectives related to psychosocial oncology content as well as interprofessional collaboration. Pre-(T1) and post-course surveys (T2—immediately after the course) were administered. A nonparametric Wilcoxon signed-rank test was used to compare changes in pre- and post-course knowledge and attitudes. Narrative data were thematically analysed. Analyses of the 53 pre-post surveys completed (49%) revealed the course was effective and significantly improved knowledge of other disciplines’ roles, confidence, and satisfaction with interprofessional collaboration and with psychosocial oncology practice. Implications for oncology nurses with regard to retention and compassion fatigue were identified. Web-based learning is a viable alternative for interprofessional psychosocial oncology education and offers certain advantages over face-to-face education in speciality health professional education. Online interprofessional learning can benefit post-licensure as well as undergraduate students.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle