Assessing cancer-related learning needs of Texas nurses.
Assessing cancer-related learning needs of Texas nurses.
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评估德克萨斯州护士与癌症相关的学习需求。
DOI：
10.1097/ncc.0b013e31820641be
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发表时间：
2011
期刊：
影响因子：
2.6
通讯作者：
Scott,Tiffany
中科院分区：
文献类型：
--
作者：
Volker,DeborahL;Watson,Joni;Becker,Heather;Scott,Tiffany
背景：鉴于癌症幸存者的数量不断增加，所有护士都必须具备当前的知识和技能，以提供合格的癌症护理。因此，必须确保获得旨在提高持续能力的循证教育机会。计划产品和服务应基于一个系统的和定期的方法，提供适当的编程，满足学习者的自我识别的需求，优先事项，并自我报告的差距，在现有的知识和practice.Objective：本文的目的是报告的过程和调查结果的全州范围内的需求评估癌症相关的需求的护士在所有的实践settings.Methods：一个方便的样本，有执照的护士被招募从整个德克萨斯州完成学习需求评估instrument.Results：五百二十一名护士完成了调查。结果显示，教育规划的几个优先领域，包括临床护理主题，生存问题，戒烟策略和临床试验。尽管结果在肿瘤科和非肿瘤科护士之间有所不同，但两组都认为时间限制是将癌症相关知识和技能整合到他们的实践中的最大障碍。结论：调查结果可用于指导计划优先事项和正在进行的教育服务的方法，促进提供合格的癌症护理。实践启示：这种以癌症为中心的需求评估方法可作为护理教育领导者的典范，他们负责为护士制定和提供癌症特定的计划。背景：鉴于癌症幸存者的数量不断增加，所有护士都必须具备当前的知识和技能，以提供合格的癌症护理。因此，必须确保获得旨在提高持续能力的循证教育机会。提供的课程和服务应基于系统和定期的方法，以提供适当的方案，满足学习者自我确定的需求，优先事项和自我报告的现有知识和实践的差距。目的：本文的目的是报告的过程和调查结果的全州范围内的需求评估癌症相关的需求的护士在所有的实践设置。方法：从整个德克萨斯州招募了一个方便的样本持牌护士完成学习需求评估工具。结果：521名护士完成了调查。结果显示，教育规划的几个优先领域，包括临床护理主题，生存问题，戒烟策略和临床试验。尽管肿瘤科和非肿瘤科护士的结果有所不同，但两组都认为时间限制是将癌症相关知识和技能融入实践的最大障碍。结论：调查结果可用于指导正在进行的教育服务的计划优先事项和方法，以促进提供合格的癌症护理。对实践的影响：这种以癌症为中心的需求评估方法可以作为护理教育领导者的典范，他们负责为护士制定和提供癌症特定的计划。
Background:Given the growing number of cancer survivors, all nurses must have current knowledge and skills to provide competent cancer care. Accordingly, access to evidence-based educational opportunities designed to promote ongoing competency must be ensured. Program offerings and services should be based on a systematic and periodic approach to provide appropriate programming that meets learners' self-identified needs, priorities, and self-reported gaps in existing knowledge and practice.Objective:The purpose of this article was to report the process and findings of a statewide needs assessment of cancer-related needs of nurses across all practice settings.Methods:A convenience sample of licensed nurses was recruited from throughout Texas to complete a learning needs assessment instrument.Results:Five hundred twenty-one nurses completed the survey. Results revealed several priority areas for educational programming, including clinical care topics, survivorship issues, tobacco cessation strategies, and clinical trials. Although results varied somewhat between oncology and nononcology nurses, both groups cited time constraints as the biggest barrier to integrating cancer-related knowledge and skills into their practice.Conclusion:Findings from the survey can be used to direct program priorities and approaches for ongoing educational services that promote delivery of competent cancer care.Implications for Practice:This approach to a cancer-focused needs assessment serves as an exemplar for nursing education leaders who are charged with developing and delivering cancer-specific programming for nurses.Background: Given the growing number of cancer survivors, all nurses must have current knowledge and skills to provide competent cancer care. Accordingly, access to evidence-based educational opportunities designed to promote ongoing competency must be ensured. Program offerings and services should be based on a systematic and periodic approach to provide appropriate programming that meets learners' self-identified needs, priorities, and self-reported gaps in existing knowledge and practice. Objective: The purpose of this article was to report the process and findings of a statewide needs assessment of cancer-related needs of nurses across all practice settings. Methods: A convenience sample of licensed nurses was recruited from throughout Texas to complete a learning needs assessment instrument. Results: Five hundred twenty-one nurses completed the survey. Results revealed several priority areas for educational programming, including clinical care topics, survivorship issues, tobacco cessation strategies, and clinical trials. Although results varied somewhat between oncology and nononcology nurses, both groups cited time constraints as the biggest barrier to integrating cancer-related knowledge and skills into their practice. Conclusion: Findings from the survey can be used to direct program priorities and approaches for ongoing educational services that promote delivery of competent cancer care. Implications for Practice: This approach to a cancer-focused needs assessment serves as an exemplar for nursing education leaders who are charged with developing and delivering cancer-specific programming for nurses.
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影响因子：
3.1
作者：
Rita L. Dobbs
通讯作者：
Rita L. Dobbs
DOI：
10.1097/00124645-200605000-00010
发表时间：
2006
期刊：
Journal for Nurses in Staff Development (JNSD)
影响因子：
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作者：
Janet M Phillips
通讯作者：
Janet M Phillips
受过最低教育程度的护理机构工作人员能否成功接受基于计算机的培训？
DOI：
10.1016/j.nedt.2004.02.004
发表时间：
2004
期刊：
Nurse education today.
影响因子：
--
作者：
Walker,BonnieL;Harrington,SusanS
通讯作者：
Harrington,SusanS
以学习者为中心的电子学习框架
DOI：
10.1177/016146810510700802
发表时间：
2005
期刊：
Teachers College Record: The Voice of Scholarship in Education
影响因子：
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作者：
B. McCombs;Donna Vakili
通讯作者：
Donna Vakili
提高代表性不足的成功率的策略：护理领域的少数群体
影响因子：
1.4
作者：
L. Samson
通讯作者：
L. Samson