The purpose of this study was to survey oncology nursing professionals, throughout the U.S., to gather their opinions on a pre-licensure distance learning oncology nursing curriculum. Additional questions were included related to elective courses in oncology, distance learning, and the use of innovative teaching strategies. Survey findings were used to refine a distance learning oncology nursing elective course curriculum, designed by the study authors.
Methods:
Using the Oncology Nursing Society's Oncology Nurse Generalist Core Competencies (2016) as a framework, curriculum for a distance learning oncology nursing elective course was developed by two educators, one of whom is also an oncology nursing professional. Objectives, content, teaching strategies, and evaluation methods were included in the curriculum for this course. Study participants rated specific aspects of the curriculum, including alignment with objectives, content progression, and comprehensiveness, using a Likert survey developed by the researchers. Open-ended questions were also included to elicit more detailed feedback on the curriculum and distance learning as a teaching strategy. Inclusion criteria were nurses who have a current role in oncology and at least 5 years of experience. Convenience sampling, from oncology nursing social media networks, and snowball sampling, from the researcher’s personal networks, were used for this survey.
Results:
70 electronic survey responses received, 54 of which were fully completed surveys. Many participants worked full-time in oncology nursing (n=42), had over 16 years of experience (n=31), and were oncology nursing certified (n=42). Participants practice roles included case managers, navigators, researchers, educators, and clinicians. Participants strongly agreed that course objectives were relevant, succinct, clear, and comprehensive. 100% agreed that the overall course content aligned with the course objectives. Evaluation of each unit within the course (6 total) and the curriculum as a whole will be presented in this presentation. Feedback from open-ended questions were coded and evaluated for inclusion in the revised curriculum.
Conclusion:
Greater oncology content is needed within pre-licensure nursing curricula. The distance-learning platform offers a convenient method of integrating this content into a program’s curriculum as an elective course. However, distance-learning should be considered in context of intended course objectives and outcomes as well as local learning needs and preferences. A well-designed elective course can offer a basic foundation for oncology nursing to pre-licensure nursing students with diverse learning needs.