A133
Evaluating the use of academic self-directed learning to assist cancer specialist nurses to develop new clinical skills
Pat Turton1, Margaret Miers1, Jill Turner2, Simon Cawthorn3, Jane Barker3
1University of the West of England, Bristol, UK, 2NHS Improvement, London, UK, 3North Bristol NHS Trust, Bristol, UK
Background
The study evaluated the use of an academic self-directed learning framework to assist cancer specialist nurses to extend their roles and acquire the skills of clinical breast examination, fine needle aspiration (FNA) and the use of ultrasound as part of nurse-led follow-up care. The aims were to identify and explore (1) how the learning framework supported nurses to achieve practical outcomes (2) the process of developing clinical competences; (3) the development of personal confidence and competence and (4) the organisational and professional issues that facilitated the implementation of these new skills into practice.
Method
The study used a qualitative methodology. Participating students, supporting clinicians and managers were interviewed using a semi-structured interview process. The interviews were recorded and transcribed and analysed to identify key themes. The researchers each read and analysed the transcripts independently, and compared their results. The final emergent themes were compared with findings from the relevant literature.
Results
The study found that (1) a programme of academic self-directed learning enabled specialist nurses to become confident and competent in their chosen skill; (2) the framework of the module facilitated the use of these skills into clinical practice; (3) the changes improved the patient pathway, resulted in a better service for some patients, provided greater continuity of care, and (4) the changes released clinician time which could be re-deployed to maximise the use of specialist expertise. Findings were consistent with existing evidence around professional development, organisational change. The study also identified and reported on additional factors which either facilitated or hindered the process.
Conclusion
The findings strongly support the use of professional education to promote and support cancer service development, but that other factors may need to be addressed.
