Interprofessional Psychosocial Oncology Education: Nurse Outcomes of the IPODE Project
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".