An action research to facilitate collaboration decision making between cancer survivors and research nurses in clinical trials

本行动研究的目的是促进癌症患者和研究护士在临床试验中的协同决策。最初，作为一项基线研究，分配到临床试验管理科的唯一一名研究护士和一名大学教授（研究人员）定期会面，讨论临床试验中人际关系和决策过程相关的困难。利用KJ方法，将这些困难分为以下三类：支持基于不稳定人际关系的临床试验；感觉信息不足的：感觉信息不足的；还有一种无法控制的感觉。研究人员得出结论，为了促进临床试验的积极参与，需要对研究护士和研究对象进行风险预测和避免的教育计划。其次，为了建立临床试验的教育方案，本文对协作决策的概念框架和教/学的批判性反思方法进行了两项实用研究。一项研究调查了为肿瘤学护理专业护士设计的研究生课程的教育项目，另一项研究涉及提高癌症患者自我辩护技能的教育项目。批判性反思以个人成长和社会发展的辩证阶段为基础，研究生课程包括以下三个阶段：描述阶段、反思阶段和批判/解放阶段。谈话用录音机录了下来，并准备了抄本。研究参与者（研究生和癌症患者）谈论他们的困难，并通过自我反思促进了意识的改变。为了通过促进预测和避免与临床试验相关的风险来提高癌症的自我宣传技能，需要对患者进行这种类型的心理教育计划。少

The objective of this action research was to facilitate collaborative decision-making for cancer patients and research nurses in clinical trials. Initially, as a baseline study, the only research nurse assigned to the clinical trial management section and one of the university professors (researchers) met periodically to discuss difficulties associated with interpersonal relationships and decision making processes in clinical trials. Using the KJ method, these difficulties were classified into the following three categories : supporting clinical trials based on unstable interpersonal relationships ; having insufficient sensory information ; and a sense of not having control. The researchers came to the conclusion that, in order to facilitate active participation in clinical trials, an educational program on risk prediction and avoidance is needed for research nurses and study subjects.Secondly, in order to establish educational programs for clinical trials, two pragmatic studies were c … More onducted on the conceptual framework for collaborative decision-making and the critical reflection method of teaching/learning. One study investigated an educational program designed as a graduate course offered for nurses majoring in oncology nursing, and another dealt with an educational program to improve the self-advocacy skills of cancer patients. Critical reflection is based on dialectical phases concerning individual growth and social development, and the graduate course consisted of the following three phases : descriptive phase, reflective phase and critical/emancipatory phase. Conversations were recorded using a tape recorder, and transcripts were prepared. Research participants (graduate students and cancer patients) talked about their difficulties, and changes in awareness were facilitated through self-reflection. In order to improve the self-advocacy skills of cancer by facilitating the prediction and avoidance of risks associated with clinical trials, this type of psychoeducational program for patients is needed. Less