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ONCOLOGY NURSING DIPLOMA CURRICULUM 1

ONCOLOGY NURSING DIPLOMA CURRICULUM

2015

Preparation

Curriculum Scientific Group

DR. WAEL ALZAYYER

MRS. INGRID PORTER

MRS. VALARIE MOHAMMED

MR. HASAN ZAHREDDINE

Supervision

Curriculum Specialist

DR. ZUBAIR AMIN

DR. SAMI AL SHAMARRI

Reviewed and Approved

Nursing Scientific Board

DR. AHMAD ABOSHAIQAH

DR. ALI ALBISHI

DR. SANA ALMAHMOUD

DR. KHALID ALJOHANI

DR. HASSAN ALSHAHRANI

MS. BUSHRA Al HUNIDI

DR. ELHAM BUKHARI

2 ONCOLOGY NURSING DIPLOMA CURRICULUM


COPYRIGHT AND AMENDMENTS

© 2015 Saudi Commission for Health Specialties. All rights reserved.

This material may not be reproduced, displayed, modified, or distributed without written permission of the copyright holder. No other use is permitted without prior written permission of the Saudi Commission for Health Specialties. For permission, contact the Saudi Commission for Health Specialties, Riyadh, Kingdom of Saudi Arabia.

Any amendment to this document must be approved by the Specialty Scientific Council and the Executive Council of the Commission. Amendments shall be considered effective from the date the revised electronic version is published on the Commission’s website, unless a different implementation date has been agreed upon.

Correspondence: Saudi Commission for Health Specialties (SCFHS) P.O. Box: 94656 Postal Code: 11614 Contact Center: 920019393 E-mail: [email protected]

Website: www.scfhs.org.sa

Formatted and Designed by: Manoj Thomas Varghese, CMT (SCFHS)

http://www.scfhs.org.sa/

TABLE OF CONTENTS


Table of Contents

ACKNOWLEDGEMENTS ______________________________________________________ 6

INTRODUCTION _______________________________________________________________ 7

NURSING MANPOWER AND THE NEED FOR SPECIALIZATION ___________ 8

PROGRAM OVERVIEW ________________________________________________________ 9

Program Objectives ----------------------------------------------------------------------------- 9

GENERAL TRAINING REQUIREMENTS _____________________________________ 10

ADMISSION REQUIREMENTS _______________________________________________ 11

METHODS OF TEACHING ____________________________________________________ 12

Module I: Health Promotion, Prevention, and Early Detection ------------------------ 13

Module II: The Scientific Basis for Practice, Part I—Core ----------------------------- 13

Module III: Scientific Basis for Practice, Part II—Specific Cancers ------------------ 14

Module IV: Cancer Treatment Modalities ------------------------------------------------- 15

Module V: Psychosocial Dimensions of Care -------------------------------------------- 16

Module VI: Ethical Dimensions of Care --------------------------------------------------- 17

Module VII: Epidemiology ------------------------------------------------------------------ 18

Module VIII: Statistics ----------------------------------------------------------------------- 19

Module IX: Introduction to Research and Evidence Based Practice ------------------ 19

Module X: Symptoms Management -------------------------------------------------------- 20

Module XI: Oncologic Emergencies ------------------------------------------------------- 23

Module XII: End of Life Care --------------------------------------------------------------- 23

Module XIII: Healthcare Informatics ------------------------------------------------------ 24

Module XIV: Leadership and Management ----------------------------------------------- 25

Module XV: Professional Performance ---------------------------------------------------- 26

ASSESSMENT _________________________________________________________________ 28

The Continuous Evaluation Process -------------------------------------------------------- 28

Centralized examinations -------------------------------------------------------------------- 28

Promotion Examinations .................................................................................... 29Final (End-of-program) Examination................................................................... 29

Certification ------------------------------------------------------------------------------------ 30

References -------------------------------------------------------------------------------------- 31

APPENDICES _________________________________________________________________ 32

APPENDIX A --------------------------------------------------------------------------------- 33

TABLE OF CONTENTS


APPENDIX B --------------------------------------------------------------------------------- 34

APPENDIX C --------------------------------------------------------------------------------- 35

APPENDIX D --------------------------------------------------------------------------------- 37

APPENDIX E ---------------------------------------------------------------------------------- 40

APPENDIX F ---------------------------------------------------------------------------------- 42

APPENDIX G --------------------------------------------------------------------------------- 44

APPENDIX H --------------------------------------------------------------------------------- 45


ACKNOWLEDGEMENTS Throughout the process of designing this program, a number of individuals have generously given their time to provide feedback, which has enriched the program and its content. We would particularly like to thank the Nursing Scientific Board members for actively contributing feedback and making other contributions to the program. We would like to thank staff members at the program training centers (King Abdullah Medical City in Makkah, King Fahad Medical City, Riyadh, and King Fahad Specialist Hospital, Dammam) for reviewing, and making valuable contributions to this program. We are also grateful to the Saudi Commission Continuous Training Committee Members for their feedback and support throughout the development of this diploma program. In particular, our special thanks go to Dr. Zubair Amin and Dr. Sami Al Shammarri for helping us to modify this program. Finally, we would like to thank all who have contributed to the components of this program. Without your insight and contributions, this program might never have been developed.


INTRODUCTION

Cancer is a health care concern that affects all populations around the globe. According to the 2008 World Cancer Report of the World Health Organization (WHO), the growth and aging of the world’s population and the continual increase in underlying incidence rates in low- and middle-income countries will contribute to increases in the global cancer burden. This global burden will increase from 10.9 million in 2002 to nearly 20 million in 2030 (WHO, 2008).

The etiology of most cancers remains unknown, and cancer prevention measures are complicated by multiple economic, behavioral, social, and cultural factors. According to the latest cancer registry report of the King Faisal Specialist Hospital and Research Center (KFSH&RC), 72,557 cases of cancer (36,624 in males and 35,933 in females) were registered at the hospital between 1975 and 2011. The majority were adult cases (63,016 patients accounting for 86.9% of the total cancer cases). Breast cancer led the list of total cancer cases (11.7%), followed by leukemia (8.6%), NHL (7.6%), thyroid cancer (6.7%), and colon and rectum cancers (5.0%). Breast cancer was the most common cancer among females followed by thyroid, leukemia, and non-Hodgkin’s lymphoma (NHL). Leukemia was the most common cancer in male patients followed by NHL, brain and central nervous system cancer, and liver cancer (KFSH&RC, 2012).

According to the Gulf Cooperation Council (GCC) report on cancer, the Gulf countries had 95,183 diagnosed cancer cases between 1998 and 2007. 49.6% (47,250 cases) involved male patients and 50.4% (47,933 cases) involved female patients. Colorectal cancer was the most common form of cancer in adult (over 15) patients, followed by NHL, lung cancer, and liver cancer. Breast cancer was the most common form of cancer in females, followed by thyroid, colorectal, NHL, and ovarian cancers (Gulf Centre for Cancer Control and Prevention, 2011).

In 2011, the top five cancers in males, according to the United States National Program of Cancer Registries, were cancers of the prostate, lung and bronchus, colon and rectum, urinary tract and bladder, and melanomas of the skin. The top five cancers in females were cancers of the breast, lung and bronchus, colon and rectum, corpus and uterine, and thyroid (www.cdc.gov).

In 2011, the top five cancers in males in the United Kingdom were prostate cancer, lung cancer, bowel cancer, bladder cancer, and NHL. The top five cancers in females were breast cancer, lung cancer, bowel cancer, uterine cancer, and ovarian cancer (http://www.cancerresearchuk.org ).

Goldberg has reported on the leading cancers in various regions in Asia. According to Goldberg (2015), the cancers that occur most often in East Asia are lung cancer, followed by stomach, liver, and colorectal cancers. The main cancers in both Central and South Asia are cervical, uterine, breast, lung, and lip/oral cancers. Breast, lung, colorectal, and stomach cancers are the leading cancers in West Asia. Lung, breast, liver and colorectal cancers rates were reported to be the highest in South East Asia (Goldberg, 2015).

http://www.cancerresearchuk.org/


NURSING MANPOWER AND THE NEED FOR SPECIALIZATION

Official healthcare reports, which are released by governmental sectors, include only the number of staff nurses. According to the latest statistical yearbook published by the Ministry of Health, the number of nurses in the kingdom has increased to 139,701 staff nurses, of which only 36.2% are Saudi nationals. The problem is that these reports do not provide a detailed breakdown of the number of staff nurses in each medical specialty, making it difficult to plan for future expansion.

The Ministry of Health is building five medical cities throughout the kingdom; most of these include oncology services. Other specialized centers, such as the King Faisal Specialist Hospital and Research Center, are also expanding their oncology services to include more inpatient beds and outpatient clinics. All of these expansions will require more oncology nurses. This goal can only be achieved through the implementation of a specialized oncology nursing program to increase the supply of oncology nurses in the kingdom.


PROGRAM OVERVIEW The overall aim of this program is to provide an opportunity for professional and technical nurses to develop specialized knowledge, skills, and experience in the area of oncology nursing, based on international standards. The program is designed to provide the novice nurse with specific competencies, enabling him or her to offer safe and high quality care for individuals with cancer in the Kingdom of Saudi Arabia. Upon the completion of the program, the trainee will earn an Advanced Practice Clinical Nursing Diploma in Oncology. This program is offered under the supervision of the Saudi Commission for Health Specialties.

Program Objectives Upon the completion of this program, the trainee nurse will be able to:

Integrate knowledge of nursing and health sciences for the care of oncology patients during diagnosis, staging, treatment, and at the end of life;

Use the nursing process to care for oncology patients in particular;

Demonstrate the interpersonal and psychomotor skills needed to provide effective nursing care to oncology patients;

Provide health education and counseling to oncology patients and their families;

Use an evidence-based approach and improve nursing practice in cancer care;

Apply infection control measures when caring for oncology patients;

Manage the ethical issues involved in caring for oncology patients and their families in accordance with Saudi rules and regulations;

Develop a research project in the area of oncology nursing;

Demonstrate involvement in self-directed professional development activities;

Apply the concept of quality improvement when evaluating nursing care.


GENERAL TRAINING REQUIREMENTS

The trainee shall abide by the training regulations and obligations determined by the Saudi Commission for Health Specialties (SCFHS).

Training is a full-time commitment. The trainee shall be enrolled in full-time, continuous training for the entire duration of the program.

Training is to be conducted in institutions accredited for nursing training by the Saudi Commission for Health Specialties.

The training will be comprehensive in the specialties of oncology nursing.

The trainee shall be actively involved in patient care, with a gradual progression of responsibility.


ADMISSION REQUIREMENTS

To be eligible to enroll in the program, the applicant must conform to the application requirements of the Saudi Council of Health Specialties. In addition, each candidate must:

Be a graduate with a Bachelor of Nursing (BSN) degree or equivalent;

Completion of one year internship;

Have a successful interview;

Have a valid nursing license;

Be prepared to study on a full-time basis;

Provide a letter from his or her employer allowing participation;

Be physically fit;

Possess Basic Life Support (BLS) certification.

In order to obtain an Advanced Practice Clinical Nursing Diploma in Oncology, the candidate must fulfill the following requirements:

The required period for the completion of this program is not less than two calendaryears.

The program consists of 44 weeks per calendar year, excluding examination weeksand annual vacations. A total of 88 weeks must be completed during the entire diploma study period.

A total of 48 teaching and clinical hours must be completed each week.

Trainees may complete their clinical rotations through daily shifts of 8 hours(excluding lunchtime), or 12 hours, totaling no more than 40 hours per week.

The language of instruction for the program is English.


METHODS OF TEACHING The teaching methods used include the following:

Interactive lectures and discussions;

Computer-assisted interactive instructional programs;

Weekly reading assignments;

Simulations and clinical skills demonstrations;

Presentations;

Group discussions of case studies;

Clinical Practicum which reviews relevant theories in preparation for related clinical assignments (as needed), post clinical debriefings (1–2 per week), and the development of nursing plans of care for selected patients

The Advanced Practice Clinical Nursing Diploma in Oncology contains fifteen modules that address the education and training of nurses who will provide comprehensive cancer care to clients. Each module covers specific competencies. The clinical competencies developed during this program are drawn from Mosby’s online nursing skills database. Each trainee is issued with a username and a password to access the database. The trainee is expected to take the theoretical test related to each competency online. The results of these tests will be monitored by the assigned clinical instructor. Based on each trainee’s online exam scores, the clinical instructor will schedule a practical competency test at the nursing skills laboratory. The attached checklist is used to monitor the competency levels of all trainees. This program uses the following modules for training: Module I: Health Promotion, Prevention, and Early Detection Module II: Scientific Basis for Practice Part I—Core Module III: Scientific Basis for Practice Part II—Specific Cancers Module IV: Cancer Treatment Modalities Module V: Psychosocial Dimensions of Care Module VI: Ethical Dimensions of Care Module VII: Epidemiology Module VIII: Statistics Module IX: Introduction to Research and Evidence Based Practice Module X: Symptoms Management Module XI: Oncologic Emergencies Module XII: End of Life Care Module XIII: Healthcare Informatics Module XIV: Leadership and Management Module XV: Professional Performance

METHODS OF TEACHING


Module I: Health Promotion, Prevention, and Early Detection Learning Objectives At the end of this module, the trainee will be able to:

Identify the three leading cancer diagnoses in the Kingdom of Saudi Arabia, for both men and women;

Distinguish between incidence, prevalence, risk, prevention, mortality, and epidemiology;

Identify the behavior modifications associated with cancer prevention;

Recognize common screening strategies for specific cancers and related recommendations;

List common tumor markers used to identify certain cancers or to monitor malignancy.

Module Outline

Cancer Epidemiology

Cancer Prevention Strategies

Risk Factors for Cancer

Tobacco Smoking

Screening

Early Detection

Risk-Reduction Guidelines

Diagnostic Testing Clinical Competencies

Primary Prevention of Cancer: Patient Education

Cancer Detection Guidelines: Patient Education

Module II: The Scientific Basis for Practice, Part I—Core Learning Objectives At the end of this module, the trainee nurse will be able to:

Define cancer and describe the process of carcinogenesis;

Explain the function of various cells and mediators involved in the immune response;

Identify physical, chemical, and viral carcinogens and the role of immune surveillance and genetic predisposition in the development of cancer;

Describe the characteristics of cancer cells, including the role and clinical applications of tumor markers;

Define tumor nomenclature and staging;

Describe how the concept of cancer biology is used to provide optimal nursing care to cancer patients and their families.

Appreciate how an understanding of cancer biology and carcinogenesis enhances the professional development of oncology nurses.

METHODS OF TEACHING


Module Outline

Carcinogenesis

Immunology

Genetics

Classification (tumors, staging, grading)

Common metastatic sites

Research Protocols and Clinical Trials

Clinical Competencies

Genetic Genogram Development

Patient Education: Clinical Trials

Module III: Scientific Basis for Practice, Part II—Specific Cancers

Learning Objectives At the end of this module, the trainee will be able to:

Describe the pathophysiology associated with specific cancers;

Discuss the risk factors associated with different types of cancer and identify high riskpopulations;

Comprehend diagnosis and staging as they relate to treatment approach;

Use the nursing process to develop a plan of care for patients with specific forms ofcancer.

Outline of Modules

Nursing Care for Patients with Breast Cancer

Nursing Care for Patients with Lung Cancer

Nursing Care for Patients with Cancers of the Gastrointestinal Tract

Nursing Care for Patients with Cancers of the Reproductive System

Nursing Care for Patients with Cancers of the Urinary System

Nursing Care for Patients with Skin Cancer

Nursing Care for Patients with Head and Neck Cancers

Nursing Care for Patients with Cancers of the Neurologic System

Nursing Care for Patients with Hematologic Malignancies

Nursing Care for Patients with Bone and Soft Tissue Cancers

Nursing Care for Patients with HIV-Related Cancers


Assessment: Respiration

Assessment: Thorax and Lung

Chest Tube: Closed Drainage Systems

Chest Tube Removal

Tracheostomy Care

Tracheostomy Tube Change

Wound Drain Removal

Wound Drainage Evacuation

Incision and Drainage

METHODS OF TEACHING


Assessment: Wound

Pressure Ulcer: Risk Assessment and Prevention

Assessment: Abdomen, Genitalia, and Rectum

Nasogastric Tube: Insertion, Irrigation, and Removal

Peripheral Parenteral Nutrition with Lipid (Fat) Emulsion

Central Parenteral Nutrition

Ostomy Pouching: Colostomy or Ileostomy

Ostomy Pouching: Urostomy

Colostomy Irrigation

Feeding Tubes: PEG, Gastrostomy, and Jejunostomy Care

Urinary Catheter: Indwelling Catheter Care

Urinary Catheter: Straight and Indwelling Catheter Insertion (Female)

Suprapubic Urinary Catheter Insertion and Replacement: Advanced Practice

Urinary Catheter: Closed Continuous Irrigation

Intravesical Chemotherapy

Assessment: Head and Neck

Assessment: Musculoskeletal and Neurologic

Blood Products Administration

Hematopoietic Cell Transplantation: Acute Graft-Versus-Host Disease

Bone Marrow Biopsy and Aspiration

Bone Marrow and Aspiration: Advanced Practice

Transfusion Reaction

Moderate Sedation During a Diagnostic Procedure

Module IV: Cancer Treatment Modalities Learning Objectives At the end of this module, the trainee will be able to:

Identify the rationale for the use of vascular access devices (VAD);

Differentiate among the various types of VADs;

Outline potential complications associated with vascular access devices, including a plan for nursing management and patient education;

Identify goals and/or a rationale for the use of various cancer treatment modalities;

Explain the role of the nurse in various cancer treatment modalities, including education;

Outline various types of surgical cancer procedures;

Illustrate safety measures used in surgery;

Describe the indications for radiation therapy;

Label safety measures used in radiation therapy;

Define the indications for chemotherapy, biotherapy, and molecular targeted therapy;

Explain the mechanisms of action of chemotherapy, biotherapy, and molecular targeted therapy;

Identify diseases commonly treated with Hematopoietic Stem Cell Transplantation (HSCT);

Deduce the theory behind HSCT;

Compare and contrast allografting and autografting.

METHODS OF TEACHING


Module Outline

Vascular Access Devices

Nursing Implications of Surgical Treatment

Nursing Implications of Radiation Therapy

Nursing Implications of Chemotherapy

Nursing Implications of Biotherapy and Molecular Targeted Therapy

Nursing Implications of Hematopoietic Stem Cell Transplantation Clinical Competencies

Chemotherapy Administration: General Principles

Safe Handling of Hazardous Medications

Chemotherapy and Biotherapy Administration: Pretreatment Assessment, Initial and Subsequent Cycles

Chemotherapy and Biotherapy: Pre-Administration Verification

Targeted Therapies: General Principles

Patient Education: Oral Chemotherapy and Biotherapy Administration

Cancer Detection Guidelines: Patient Education

Application of Oral Chemotherapy, Biotherapy, and Hormonal Agents: Patient Education

Containment of Hazardous Medication Spills

Chemotherapy Administration: Intrathecal

Chemotherapy Administration During Surgery

Chemotherapy Administration: Intraperitoneal

Chemotherapy Administration: Vesicant and Irritant Agents

Central Venous Catheter: Infection Prevention

Implantable Port Access, De-access, and Care

Central Venous Catheter Management

Assessment: Radiation

Radiation Pneumonitis: Nursing Management

Radiation Therapy: Patient and Family Education

Module V: Psychosocial Dimensions of Care Learning Objectives At the end of this module, the trainee will be able to:

Recognize expected patterns of psychosocial change in response to illness;

Discuss the potential implications of emotional distress;

Explore past coping responses to stressful events and support successful responses;

Analyze ways to provide interventions to maximize comfort during emotional distress. Module Outline

Cultural and Spiritual Implications of Care

Coping: Survivorship

Psychosocial Disturbances/Alterations

Anxiety, Loss and Grief, Depression

METHODS OF TEACHING


Coping: Altered Body Image

Loss of Personal Control

Patient and Family Support

Learning Styles and Barriers to Learning

Social Relationships

Coping Mechanisms and Skill Clinical Competencies

Survivorship

Distress Management for Newly Diagnosed Cancer Patients and Their Families

Patient Education: Long-Term Effects of Chemotherapy

Cultural Considerations

Module VI: Ethical Dimensions of Care Learning Objectives At the end of this module, the trainee will be able to:

Interpret the nature and role of ethical theories in guiding sound ethical decision-making in workplace settings;

Discuss the ethical and legal context of professional nursing practice;

Advocate key ethical issues that affect nursing and related health care contexts;

Examine processes for achieving desired moral outcomes in the nursing and healthcare domains;

Analyze the conflicting duties and rights inherent in moral dilemmas;

Discuss the impact of current issues related to health care delivery;

Use ethical reasoning to synthesize standards of practice, ethical principles, and legal/regulatory requirements in the resolution of ethical dilemmas;

Predict which ethical issues are likely to become relevant to oncology patients. Module Outline

Introduction to Moral and Legal Concepts

Credentialing and Licensing

Autonomy and Paternalism

Life and Death

Public Health

Ethical Issues Related to Oncology Clinical Competencies

To deliver quality care by identifying basic ethical principles related to oncology treatments in the Kingdom of Saudi Arabia;

To apply competent clinical skills by distinguishing between moral and legal concepts in relation to cancer diagnosis and treatment;

To adapt culturally sensitive care by identifying ethical and cultural life and death considerations in the Kingdom of Saudi Arabia;

To demonstrate knowledge by identifying common ethical dilemmas related to cancer patients.

METHODS OF TEACHING


Module VII: Epidemiology Learning Objectives At the end of this module, the trainee will be able to:

Demonstrate an understanding of the mechanisms and dynamics of disease transmission in populations, as well as the risk factors that determine their distribution;

Develop an understanding of measures related to morbidity and mortality, incidence and prevalence;

Assess the validity and reliability of diagnostic and screening tests;

Explain the different mechanisms used to describe disease prognosis in quantitative terms for groups of patients;

Examine the efficacy of preventive and therapeutic measures via randomized trials;

Build an understanding of the design and conduct of epidemiological studies (cohort, cross-sectional, retrospective, and prospective);

Differentiate between association and causation;

Recognize the potential biases, confounders, and interacting factors in an epidemiological study;

Explain the role of genetic and environmental factors in causing disease;

Apply epidemiologic methods to evaluate screening programs;

Identify sources of information on disease occurrence;

Develop a critique of medical and health research studies. Module Outline

Definition of Epidemiology and Health

Dynamics of Disease Transmission

Endemic Infectious Diseases

Measuring the Occurrence of Disease

Assessing the Reliability and Validity of Diagnostic and Screening Tests

Assessing the Efficacy of Preventive and Therapeutic Measures through Randomized Trials

Cohort Studies

Case Control and Cross-Sectional Studies

Estimating Risk-determining Association

Estimating the Potential for Prevention

From Association to Causation: Deriving Inferences from Epidemiologic Studies

Bias, Confounding, and Interaction

The Role of Genetic and Environmental Factors in Causing Disease

Ethical and Professional Issues in Epidemiology Clinical Competencies

To adapt research skills by identifying basic principles in epidemiology;

To apply evidenced practice by identifying the dynamics of disease transmission and the occurrence of diseases;

To demonstrate knowledge by determining the associations of diseases and estimating their potential for disease prevention;

METHODS OF TEACHING


To demonstrate knowledge by explaining the role of genetic and other environmental factors that contribute to the causation and occurrence of diseases.

Module VIII: Statistics Learning Objectives At the end of this module, the trainee will be able to:

Demonstrate familiarity with statistical terminology and the purpose of statistics;

Identify ways of organizing data;

Define and compute measures of central tendency and variability;

Demonstrate an understanding of the analysis of statistical data within the context of the research process;

Provide the necessary statistical background for analyzing data and drawing inferences from that analysis;

Demonstrate an understanding of the logic of hypothesis testing. Module Outline

Descriptive Statistics, Frequencies, Shapes, Measures of Central Tendency

Univariate Descriptive Statistics, Measures of Variability, Range Standard Deviation Scores within a Distribution, Standardized Distribution of Z Scores

Bivariate Descriptive Statistics

Inferential Statistics, Probability, Sampling Distribution, Hypothesis Testing

Power Analysis, Type1 and Type II Errors, Level of Significance/Critical Regions, Confidence Interval, One- and Two-Tailed Tests, and Parametric Tests

Bivariate Inferential Statistics, T Tests for Independent Groups, Paired T Tests (Dependent Groups)

ANOVA, Between Groups Versus Within Groups, Non Parametric Tests, Chi Square, Test for Independence, Bi-variate Inferential Statistics, Pearson R as Inferential


To demonstrate familiarity with the terminology listed in the module outline;

To propose ways of organizing data;

To define and compute measures of central tendency and variability;

To discuss the logic of hypothesis testing;

To analyze data and draw inferences from the analysis;

To integrate the role of statistical data into the research process.

Module IX: Introduction to Research and Evidence Based Practice Learning Objectives At the end of this module, the trainee will be able to:

Define the basic concepts of research methodology;

Compare and contrast different research designs;

Describe the scientific process and its use in nursing research;

METHODS OF TEACHING


Design a research proposal for a project;

Define the steps of the research process and/or the conduct of a circumscribednursing research project in a proposal;

Analyze research problems and conduct a theoretical literature review processrelevant to nursing practice;

Compare and contrast research designs;

Discuss appropriate statistical techniques in the analysis of data;

Critique current nursing practice studies;

Discuss the use of research findings;

Define the historical perspective of evidence based practice (EBP);

Apply evidence based nursing practice principles, identified through nursing research.

Module Outline

Overview of Nursing Research

Research Methodology and Process

Research Designs

Data Collection and Analyses

Evidence Based Research and Applications


To demonstrate familiarity with research terminology;

To master research design;

To conduct a literature search using both electronic and non electronic resources;

To gather and interpret relevant data and to make judgments;

To identify evidence-based principles and their practical applications

To develop a critical approach to appraisal;

To review and critique journal articles

To formulate a research proposal on an interesting oncology project;

To apply the process of design and implement a research project;

To prepare a manuscript for publication.

Module X: Symptoms Management


Use physical findings/treatments to identify impaired mobility that might lead toincreased fall risks;

Discuss non-pharmacologic approaches to maintaining skin integrity;

Identify common diseases or treatment-related factors that could precipitateimpaired skin integrity;

Name the most common risk factors associated with cancer and/or treatment-relatedsymptoms.

List chemotherapy drugs with known side effects and toxicities that can affect bodysystems;

Understand the difference between grades 1–4 of neutropenia;

METHODS OF TEACHING


Describe the risk factors of a patient with neutropenia;

Deliver a teaching plan involving common safety practices for thrombocytopenic patients;

Discuss non-pharmacological methods of enhancing appetite;

Explain the differences between xerostomia and mucositis;

Identify two non-pharmacologic interventions that decrease nausea and vomiting;

Define the difference between anticipatory, acute, and delayed nausea and vomiting;

Identify the causes of taste alterations in patients receiving cancer treatment;

Provide goals and/or rationales for using complementary, alternative, and integrative therapies;

Identify the major complementary, alternative, and integrative therapy categories;

Draw conclusions about the role of the nurse in complementary, alternative, and integrative therapies, including education.

Module Outline A. Etiology and Patterns of Symptoms (Acute, Chronic, and Late) B. Toxicity and Rating Scales C. Altering Levels of Comfort

a. Pain b. Fatigue c. Pruritus d. Sleep Disorders

D. Alterations in Protective Mechanisms a. Alterations in Skin Integrity b. Myelosuppression

E. Alterations in Gastrointestinal Function a. Bowel Incontinence b. Constipation c. Diarrhea d. Bowel Obstruction

F. Alterations in Genitourinary Function a. Urinary Incontinence b. Electrolyte Imbalances c. Renal dysfunction d. Sexual dysfunction

G. Alterations in Cardiopulmonary Function a. Anatomical and Surgical Alterations b. Pulmonary Toxicity c. Dyspnea d. Pleural Effusions e. Anemia f. Lymphedema g. Edema h. Pericardial Effusion i. Cardiovascular Toxicity j. Thrombotic Events

H. Nutritional Alterations a. Dysphagia

METHODS OF TEACHING


b. Anorexia c. Mucositis d. Xerostomia e. Nausea and Vomiting f. Taste Alterations g. Cachexia h. Ascites

I. Alterations in Neurological Function a. Neuropathies b. Alterations in Mental Status

J. Anatomical and Surgical Alterations K. Pharmacologic Interventions L. Non-Pharmacologic Interventions M. Complementary, Alternative and Integrative Modalities Clinical Competencies a) Pain Assessment and Intervention b) Fatigue: Nursing Management c) Thrombocytopenia: Nursing Management d) Thrombotic Thrombocytopenic Purpura: Nursing Management e) Neutropenia: Preventing Infection f) Thrombocytopenia: Nursing Management g) Febrile Neutropenia: Nursing Management h) Anemia: Nursing Management i) Diarrhea: Nursing Management j) Constipation: Nursing Management k) Bowel Obstruction: Nursing Management l) Sexual Alterations: Nursing Management m) Sexual Side Effects of Chemotherapy: Nursing Management n) Pulmonary Toxicity: Nursing Management o) Malignant Pleural Effusion: Nursing Management p) Dyspnea: Nursing Management q) Venous Thromboembolism: Management r) Cardiac Toxicity: Nursing Management s) Anorexia and Cachexia: Nursing Management t) Dysphagia: Nursing Management u) Xerostomia: Nursing Management v) Lymphedema: Nursing Management w) Mucositis: Nursing Management x) Nausea and Vomiting: Nursing Management y) Hypersensitivity Reactions: Nursing Management z) Dermatologic Effect of Chemotherapy Biotherapy: Nursing Management aa) Neurotoxicity from Chemotherapy: Nursing Management bb) Neurocognitive Dysfunction: Nursing Management cc) Chemotherapy-Induced Peripheral Neuropathy: Nursing Management dd) Seizure Precautions ee) Alopecia: Nursing Management ff) Ocular Toxicity: Nursing Management gg) Hyperuricemia: Nursing Management

METHODS OF TEACHING


hh) Hepatotoxicity: Nursing Management ii) Complementary and Alternative Medicine Therapies

Module XI: Oncologic Emergencies


Evaluate metabolic and structural oncologic emergencies;

Assess patients at risk for various oncologic emergencies;

Deliver interventions for underlying and predisposing conditions and oncologicalemergencies;

Provide interventions to decrease the severity of associated symptoms;

Identify non-pharmacologic interventions to maximize comfort and safety.

Module Outline

Disseminated Intravascular Coagulation (DIC)

Syndrome of Inappropriate Antidiuretic Hormone Secretion (SIADH)

Septic Shock

Tumor Lysis Syndrome

Hypersensitivity and/or Anaphylaxis

Hypercalcemia

Cardiac Tamponade

Spinal Cord Compression

Superior Vena Cava Syndrome

Increased Intracranial Pressure


Disseminated Intravascular Coagulation (DIC): Nursing Management

Syndrome of Inappropriate Antidiuretic Hormone (SIADH): Nursing Management (Oncology)

Tumor Lysis Syndrome: Nursing Management

Hypercalcemia of Malignancy: Nursing Management

Hypersensitivity Reactions: Nursing Management

Cardiac Tamponade: Nursing Management

Superior Vena Cava Syndrome: Nursing Management

Spinal Cord Compression: Nursing Management

Module XII: End of Life Care


Describe the philosophy and principles of hospice and palliative care that can beintegrated across a range of different settings to enhance the quality of care at the end of life;

METHODS OF TEACHING


Explain the role of the nurse involved with pain and symptom assessment andmanagement;

Justify the nurse’s specific roles in ethical decision-making;

Judge cultural dimensions and the influence of culture on palliative care for patientsacross the life span;

List three factors that influence communication in the palliative care setting;

Describe the nurse’s role in helping patients cope with loss, grief, and bereavement;

Value the role of the palliative care nurse in easing patient deaths.

Module Outline

Hospice and Palliative Care

Pain Management

Symptom Management

Communication

Cultural and Ethical Issues in End of Life Care

The Last Hours of Dying

Loss, Grief, and Bereavement


Anxiety, Loss and Grief, Depression

Advance Directive Discussion

Death Rattle: Nursing Management

End of Life Discussions

Pain Relief

Oxygen Therapy and Oxygen Delivery

Module XIII: Healthcare Informatics


Understand the importance of nursing informatics as an emerging field in the nursingprofession, identifying key factors and legislative organizations that help to shape nursing informatics;

Appraise evolving models and theories of informatics that define the function andcompetencies of nursing informatics;

Justify the implications of nursing informatics for nursing practice, administration,education, and research;

Validate skills in the acquisition and retrieval of nursing information using the institution’s health information system, the worldwide web, and varied electronic resources;

Defend approaches that safeguard data and information integrity while maintainingprivacy and confidentiality.

Module Outline

Introduction of Nursing Informatics and Overview

Nursing Informatics Goals—the Standards and Scope of Practice.

METHODS OF TEACHING


Nursing Informatics Competencies (i.e. Computer Literacy Skills, Informatics Literacy Skills, etc.)

Models and Theories of Informatics

Internet, Search Engines, and Electronic Databases and Resources.

Selection of Health Care Information Systems

System Implementation, Maintenance, and Development

Data Integrity, Security and Confidentiality

Intranet, Extranet, and Network Integration

Information Technology in Patient Education

Integrating Computers and Information Technology in Nursing Education and Practice Clinical Competencies

To discuss the role of nursing informatics in practice, administration, education and research;

To define the diffusion of innovation theory;

To demonstrate competence in retrieving nursing information using the HIS;

To advocate for safeguarding data and information integrity.

Module XIV: Leadership and Management Learning Objectives At the end of this module, the trainee will be able to:

Analyze the components of organizational structure and culture;

Apply theories of effective leadership and management within selected health care arenas;

Employ nursing process skills, critical thinking, ethical decision-making, communication, and therapeutic nursing interventions in managing the culturally competent, cost effective care of groups of clients across the wellness/illness continuum;

Collaborate with multidisciplinary health care team members to prioritize and coordinate high quality and cost effective healthcare;

Demonstrate leadership and the management of a care-giving team comprised of individuals with varied cultural backgrounds and levels of clinical knowledge and competency;

Use investigation and research skills to enhance the knowledge base, facilitate change, and improve the quality of care;

Demonstrate professional accountability for effective leadership in a nursing practice;

Contribute to organizational strategic planning and its implementation at different levels within healthcare organizations.

Module Outline

Organizational Structure and Culture

Application of Leadership and Management Theories

Organizational and Personal Mission, Vision and Goals

Critical Thinking, Problem Solving, and Effective Decision Making

Quality and Risk Management

METHODS OF TEACHING


Budgeting, Cost, Care Delivery Models, and Staffing

Communication, Motivation, and Team Building

Change and Conflict Management

Role Transition and Delegation

Strategic Planning and Strategic Management

Career Planning Clinical Competencies

Systems Thinking

Time Management

Information Management

Human Resources Management (i.e. Staffing and Scheduling, Resource Allocations, etc.)

Financial Management (Cost Analyses, Budget Forecasting, etc.)

Quality and Risk Management (Quality Plans, Risk Management Models, etc.)

Change Management and Conflict Resolution

Strategic Planning

Strategic Management

Career Planning

Module XV: Professional Performance Learning Objectives At the end of this module, the trainee will be able to:

Assume responsibility for personal professional development;

Initiate independent learning activities;

Provide care in an inter professional environment;

Advocate for the health and safety of patients;

Identify two differences between effective and ineffective communication;

Discuss the meaning of active listening;

Identify three skills necessary for active listening;

Describe the ways in which patients and coworkers can benefit when nurses communicate effectively;

Discuss the difference between “I” and “You” statements;

Identify the skills required for therapeutic communication.

METHODS OF TEACHING


Module Outline

Sources of Data for Evidence-Based Practice

Education Process (Teaching and Learning Principles)

Legal Issues

Ethical Issues

Patient Advocacy

Quality Assurance

Professional Development

Multidisciplinary Collaboration

Effective Communication Clinical Competencies

Communication with Depressed Patients

Therapeutic Communication

Communicating with Anxious Patients

SBAR Communication


ASSESSMENT Overall, the evaluation and assessment of trainees is carried out in accordance with the Saudi Commission training and examination rules and regulations. Assessment is divided into two parts:

Continuous evaluation process

Centralized examinations

The Continuous Evaluation Process The main aim of the continuous evaluation process is to evaluate every aspect of the trainee’s performance during his or her time at the training center. This process enables those involved in the training process (i.e. preceptors) to provide objective feedback. It also involves evaluating interactive training activities such as case studies and seminars. The following components are part of the continuous evaluation process:

Feedback from the assigned preceptor: this feedback should be obtained and documented every month and as needed (Appendix C);

Feedback from the assigned clinical instructor: this feedback should be obtained and documented every month and as needed (Appendix D);

Feedback from the assigned head nurse/nurse manager: this feedback should be obtained every month and as needed (Appendix E);

Seminar evaluation: trainees will attend one group seminar each year. Seminar topics should be selected by the trainee and approved by the assigned clinical instructor and the program director (Appendix F);

Case study evaluation: the case study of a patient cared for in a clinical setting. The case presentation will include: the patient’s past medical/surgical history, cancer diagnosis/treatment history, current medical/surgical diagnosis, and nursing diagnosis with appropriate assessment findings, and current medical/nursing plans of care with an assessment of optimal outcomes. Presentations should last approximately 15 minutes, with the trainee facilitating the post-presentation discussion. The discussion should include a comparison of plans of care with the current National Comprehensive Cancer Network (NCCN) Clinical Practice guidelines, Oncology Nursing Society (ONS) standards of care, and any other evidence-based practice standards. A case study evaluation form must be completed and signed by the clinical instructor and the trainee (Appendix G).

Centralized examinations This assessment component includes the following examinations conducted centrally by the Saudi Commission for Health Specialties:

Promotion Examinations

Final Examinations

METHODS OF TEACHING


Promotion Examinations

These examinations are held at the end of first year of the program. The successful completion of these examinations will enable the trainee to graduate to the second year of the training program. The promotion examinations will consist of the following:

1. Promotion Written Examination

The main objective of this exam is to assess the trainees’ theoretical knowledge and critical thinking skills in relation to topics and clinical experience covered during the first training year. The examination format (including the number of questions, eligibility, and the scores required to pass) will be based on the Saudi Commission Examination Rules and Regulations, available from the Saudi Commission Website: www.scfhs.org.sa .

2. Promotion Clinical Examination

An objective structured clinical examination (OSCE) will be held to assess the trainees’ clinical skills, including data gathering, patient management, communication, and counseling. This examination will include a specific number of stations designed to achieve the training objectives. The examination format (including the number of questions, eligibility, and the scores required to pass) will be based on the Saudi Commission Examination Rules and Regulations, available from the Saudi Commission Website, www.scfhs.org.sa .

Final (End-of-program) Examination

The end-of-program examinations are comprehensive. The trainee will be awarded his or her diploma certificate once he/she has successfully completed these examinations.

1. Final Written Examination

This exam assesses the trainees’ theoretical knowledge and critical thinking skills in relation to all of the topics and clinical experience covered during the program. The examination format (including the number of questions, eligibility, and the scores required to pass) will be based on the Saudi Commission Examination Rules and Regulations, available from the Saudi Commission Website, www.scfhs.org.sa .

2. Final Clinical Examination

An objective structured clinical examination (OSCE) will be held to assess the trainees’ clinical skills, including data gathering, patient management, communication, and counseling. This examination will include a specific number of stations designed to achieve the training objectives. The examination format (including the number of questions, eligibility, and scores required to pass) will be based on the Saudi Commission Examination Rules and Regulations, available from the Saudi Commission website, www.scfhs.org.sa .





METHODS OF TEACHING


Certification A certificate of completion will be issued when the trainee has successfully completed all training program requirements, including examinations and competencies. Trainees who complete these requirements successfully will receive the Advanced Practice Clinical Nursing Diploma in Oncology.

METHODS OF TEACHING


References

Required Textbooks 1. Godwin, L., Johnson, M., Potter, P. A., Perry, A. G., Sorrentino, S. A., Vector

Communications and Mosby, Inc. (2002). Mosby’s nursing skills: Intermediate. St. Louis, Mo: Mosby.

2. Gordis, L. (2014). Epidemiology. New York: W.B. Saunders Co. 3. Gravetter, F. and Wallnau, L. (2010). Essentials of statistics for the behavioral sciences.

Belmont, CA: Thomson Wadsworth. 4. Guido, G.W. (2010). Legal and ethical issues in nursing. NJ: Pearson. 5. Kaplan, M. (2010). Understanding and managing oncologic emergencies: A resource for

nurses (2nd ed.). Pittsburgh, PA: Oncology Nursing Society. 6. Polit, D. (2010). Statistics and Data Analysis for Nursing Research. New York: Prentice

Hall. 7. Polovich, M., Whitford, J. and Olsen, M. (Eds.) (2009). Chemotherapy and biotherapy 8. guidelines and recommendations for practice (3rd ed.). Pittsburgh, PA: Oncology Nursing

Society. 9. Saba, V. and McCormick, K. (2011). Essentials of nursing informatics. New York: McGraw

Hill Companies Inc. 10. Wilkes, G. and Barton-Burk, M. (2014). Oncology nursing drug handbook. Sudbury, MA:

Jones and Bartlett, LLC. 11. Yarbro, C., Frogge, M. and Goodman, M. (2010). Cancer nursing: Principle and practice

(7th ed.). Sudbury, MA: Jones and Bartlett, Boston, LLC. 12. Yoder-Wise, P. (2014). Leading and managing in nursing. St. Louis: Mosby Inc.

Suggested Textbooks 1. Fischer, D., Knobf, M., Durivage, H., and Beauliec, N. (2004). The cancer chemotherapy

handbook. St. Louis: Mosby Inc. 2. Lilley, L. L. and Synder, J. S. (2004). Study guide for pharmacology and nursing process.

St. Louis: Mosby Inc. 3. Lehre, R. (2004). Pharmacology for nursing care. Philadelphia: Saunders. 4. McCance, K. and Huether, S. (2002). Pathophysiology, the biologic basis for disease in

adults and children. Philadelphia: Mosby. 5. Nowak, T. J. and Handford, A. (2004). Pathophysiology, concepts and applications for

health care professionals. McGraw Hill.


APPENDICES

APPENDICES


APPENDIX A

Didactic and Clinical Rotations (1st Year)

CoursesD

urationD

idacticClinical

64 Hours

256 Hours

(1 day per

week)

(4 days per week)

Inpatient and Outpatient O

ncology/Hem

atology

64 Hours

256 Hours

(1 day per

week)

(4 days per week)


ncology/Hem

atology

80 Hours

320 Hours

(1 day per

week)

(4 days per week)


ncology/Hem

atology

96 Hours

384 Hours

(1 day per

week)

(4 days per week)

6 weeks rotation in Chem

otherapy and Biotherapy Inpatient

and Outpatient areas

4 weeks in Surgical O

ncology

2 weeks in Radiation Therapy

48 Hours

192 Hours

(1 day per

week)

(4 days per week)


ncology/Hem

atology

Total44 W

eeks352 H

ours1408 H

ours

Module IV

: Cancer

Treatment M

odalities12 W

eeks

Modules V

and VI: Ethical

and Psychosocial

Dim

ensions of Care

6 Weeks

First Year

Module I: H

ealth

Promotion, Prevention

and Early Detection

8 Weeks

Module II: Scientific

Basis for Practice, Part I

—Core

8 Weeks

Module III: Scientific

Basis for Practice, Part II

—Specific Cancers

10 Weeks

APPENDICES


APPENDIX B

Didactic and Clinical Rotations (2nd

Year)

Co

urse

sD

uratio

nD

idactic

Clin

ical

Mo

du

le V

II: Epid

em

iolo

gy 2

We

eks

80

Ho

urs

No

ne

Mo

du

le V

III: Statistics

2 W

ee

ks8

0 H

ou

rsN

on

e

64

Ho

urs

96

Ho

urs

(2 d

ays p

er w

ee

k)(3

da

ys pe

r we

ek)

Co

nso

lida

te ro

tatio

n in

the

rese

arch

are

a o

f inte

rest

an

d in

are

as th

at p

rovid

e re

sou

rces fo

r nu

rsing

rese

arch

(e.g. n

ursin

g rese

arch

ers, b

iosta

tistician

s,

or lib

raria

ns)

64

Ho

urs

25

6 H

ou

rs

(1 d

ay p

er w

ee

k)(4

da

ys pe

r we

ek)

Inp

atie

nt a

nd

Ou

tpa

tien

t On

colo

gy/He

ma

tolo

gy

80

Ho

urs

32

0 H

ou

rs

(1 d

ay p

er w

ee

k)(4

da

ys pe

r we

ek)

Inp

atie

nt a

nd

Ou

tpa

tien

t On

colo

gy/He

ma

tolo

gy

64

Ho

urs

26

5 H

ou

rs

(1 d

ay p

er w

ee

k)(4

da

ys pe

r we

ek)

Ro

tatio

n in

pa

lliative

care

are

a

64

Ho

urs

96

Ho

urs

(2 d

ays p

er w

ee

k)(3

da

ys pe

r we

ek)

Ro

tatio

ns w

ith n

ursin

g info

rma

tics staff, a

nd

/or

wo

rking w

ith h

ea

lthca

re in

form

atics syste

ms

32

Ho

urs

12

8 H

ou

rs

(1 d

ay p

er w

ee

k)(4

da

ys pe

r we

ek)

Ro

tatio

ns w

ith N

urse

Ma

na

gers

32

Ho

urs

48

Ho

urs

(2 d

ays p

er w

ee

k)(3

da

ys pe

r we

ek)

Ro

tatio

n in

the

on

colo

gy spe

cialty a

rea

of in

tere

st

Total

44

We

eks

56

0 H

ou

rs1

20

0 H

ou

rs

Mo

du

le X

V: P

rofe

ssion

al

Pe

rform

an

ce2

We

ek

Mo

du

le X

II: End

of Life

Ca

re 8

We

eks

Mo

du

le X

III: He

alth

care

Info

rma

tics 4

We

eks

Mo

du

le X

IV: Le

ad

ersh

ip a

nd

Ma

na

gem

en

t4

We

eks

Seco

nd

Ye

ar

Mo

du

le IX

: Intro

du

ction

to R

ese

arch

an

d Evid

en

ce B

ase

d P

ractice

4

We

eks

Mo

du

le X

: Symp

tom

s Ma

na

gem

en

t8

We

eks

Mo

du

le X

I: On

colo

gic Eme

rgen

cies

10

We

eks

APPENDICES


APPENDIX C

Advanced Practice Clinical Nursing Diploma in Oncology Trainee Performance Assessment

(To be completed monthly by the Preceptor on completion of the clinical hours required in the specialty area)

Trainee Name:………………………………….ID Number:………………… Evaluation For The Period From:……………………….To:………………….. Performance Indicators: Weak: 1 Fair: 2 Good: 3 Very Good: 4 Excellent: 5

Skill Assessment Criteria 1 2 3 4 5

Demonstrates the ability to effectively assess, diagnose, plan, implement, and evaluate patient care

Plans patient-specific care and uses care maps or clinical pathways (if appropriate) for a clinical setting

Implements nursing interventions and makes individualized therapeutic decisions related to the patient’s condition and planned outcomes

Demonstrates safe medication administration practices at all times

Participates in formal and informal teaching/training

Maintains professional behavior at all times

Maintains complete documentation in accordance with hospital policies

APPENDICES



Works collaboratively with a multidisciplinary team (preceptor, manager, physicians, etc.) in order to achieve training goals

Requests assistance, support, and supervision appropriately as needed

Shares goals/objectives with preceptor for each clinical day

Shows initiative in identifying and articulating training needs

Completes all care responsibilities associated with designated patients each clinical day

Demonstrates effective time management, organization in planning, and appropriate performance of nursing responsibilities

Displays punctuality, and provides appropriate notification of absence, in accordance with hospital policy

Displays professional behavior and appearance (uniform and ID)

Demonstrates accountability and responsibility for his or her own practice

Accepts constructive feedback

Adheres to the code of ethics

Maintains patient confidentiality at all times

Demonstrates respect for cultural differences

Total /20

Comments: Preceptor: ______________________________________________________________________________________________________________________________________________________

APPENDICES


Preceptor Name: ______________________________________________________

Signature: ________________________________ Date: _____________________

Trainee Name: __________________________________________________________

Signature:______________________________ Date: -_________________________

APPENDIX D


(To be completed monthly by the Clinical Instructor on completion of the clinical hours required in the specialty area)

Trainee Name:………………………………….ID Number:………………… Evaluation For The Period From:……………………….To:………………….. Performance Indicators: Weak: 1 Fair: 2 Good: 3 Very good: 4 Excellent: 5


Collects relevant patient information to develop a comprehensive care plan

Conducts a thorough physical assessment and documents findings in the patient’s

medical record, in accordance with organizational policies

Identifies, based on assessment findings, appropriate patient outcomes

APPENDICES



Develops a comprehensive plan of care to ensure continuity of care, in collaboration

with patients and their families

Provides appropriate interventions based on the patient’s plan of care

Adheres to the safety standards and protocols outlined in hospital policies and

procedures

Communicates with patients and families using therapeutic communication skills

Evaluates each patient’s progress based on planned outcomes, and revises the plan of

care accordingly

Is self-directed, takes the initiative, and shows responsibility for his or her own

practice

Develops a plan of care for specific patient populations, as needed

Accepts constructive criticism and uses suggestions for improvement

Demonstrates punctuality and reports absence or sickness through the right channels, in accordance with hospital

policies

Participates in staff and trainee education programs

Turns in completed written assignments on time

Cooperates with and supports other members of the health care team


Maintains patient confidentiality and privacy at all times

Communicates effectively with multidisciplinary team members

APPENDICES



Synthesizes appropriate research findings and incorporates them in practice.

Uses evidence-based practice to develop the patient’s plan of care

Total / 20

Comments: Clinical Instructor: ______________________________________________________________________________________________________________________________________________________

Clinical Instructor Name: ______________________________________________________

Signature:__________________________________ Date: ___________________________

Trainee Name: _____________________________________________________________

Signature:__________________________________ Date: ___________________________

APPENDICES


APPENDIX E


(To be completed monthly by the Nurse Manager on completion of the clinical hours required in the specialty area)

Trainee Name:………………………………….ID Number:………………… Evaluation For The Period From:……………………….To:………………….. Performance Indicators: Weak: 1 Fair: 2 Good: 3 Very good: 4 Excellent: 5


Actively participates in departmental activities (meetings, courses, etc.)

Assists with the development, updating, and implementation of clinical guidelines

Proactively intervenes in challenging situations within a clinical setting

Attends and actively participates in hospital committees as needed

Adheres to relevant standards of care and follows hospital policies at all times

Coordinates with other hospital departments to provide optimal continuity of care

Serves as a patient advocate in exploring other plans of care in collaboration with multidisciplinary team members

Accepts constructive criticism and uses suggestions for improvement

APPENDICES



Demonstrates punctuality and reports absence or sickness through the right channels, in accordance with hospital policies

Participates in staff and trainee education

Turns in completed written assignments on time

Cooperates with and supports other members of the health care team


Maintains patient confidentiality and privacy at all times

Communicates effectively with multidisciplinary team members

Uses evidence based practice to develop the patient’s plan of care

Total / 16

Comments: Nurse Manager: ______________________________________________________________________________________________________________________________________________________

Nurse Manager Name: __________________________

Signature:____________________________________ Date: ________________________

Trainee Name: ________________________________

Signature: ____________________________________ Date: _______________________

APPENDICES


APPENDIX F

Advanced Practice Clinical Nursing Diploma in Oncology Seminar Evaluation Form

Trainee Name: …………………………………. Signature: …………………………………

Evaluator: …………………………… Signature: …………………………………

Item Grade Percentage

1. Organization

· Outlined background accurately /5

· Handouts included helpful information /5

· Defined essential concepts early in the discussion /5

· Described scientific advances /5

· Followed a logical flow /5

· Delivered an appropriate abstract /5

· Started and ended the presentation on time /5

· Provided a clear take-home message and directions for the future

/5

2. Content

· Described methods clearly /5

· Evaluated results critically /5

· Outlined the significance of each topic /5

· Adopted a meticulous approach and drew conclusions /5

· Used appropriate terminology /5

· Responded to questions calmly and clearly /5

APPENDICES



3. Presentation

· Slides readable and understandable /5

· Information and data presented well /5

· Appropriate amount of information on each slide /5

· Used well-modulated audiovisual tools /5

· Had an appropriate level of engagement throughout the presentation

/5

· Content produced by others was clearly identified and cited /5

Total (100)

APPENDICES


APPENDIX G

Advanced Practice Clinical Nursing Diploma in Oncology Case Study Evaluation Form

Trainee Name: ………………………………… Signature: …………………………………

Evaluator Name: ………………………………… Signature: …………………………………


Conducts a comprehensive assessment of patients /10

Formulates a differential diagnosis when applicable /10

Demonstrates awareness of assessment findings (subjective and objective data)

/10

Develops and implements a treatment plan based on patient assessment findings

/10

Demonstrates an awareness of the patients’ physical, psychosocial, and cultural needs

/10

Outlines important patient care issues and describes the critical situations that may arise in the case study

/10

Demonstrates an ability to integrate science, critical thinking, and evidence-based practice in developing the

patient care plan /10

Demonstrates an awareness of professional liability issues

/10

Identifies practice limitations and suggests appropriate referrals as applicable

/10

Consistently and effectively relates theory to practice whenever appropriate

/10

Total (100)

APPENDICES


APPENDIX H Competency Checklist

Modules I and II

Position Title: Trainee Unit: __________________________________________

Name: Cluster Area: Oncology

Post-Basic Oncology Nursing Diploma

___________________________________________________________

Met

hod o

f Instr

uctio

n Key

:M

etho

d of E

valua

tion K

ey:

P = Pr

otoc

ol/Pr

oced

ure

Revie

w

O = O

bser

vatio

n (in

clinic

al se

tting

)

E = Ed

ucat

ion Se

ssion

RD =

Retu

rn

Dem

onstr

ation

S = Se

lf Lea

rning

Pack

age

T =

Writ

ten T

est

C = Cl

inica

l Pra

ctice

V = Ve

rbal

Revie

w

D = D

emon

strat

ion

Need

s Rev

iew/

Prac

tice

Neve

rCo

mpet

ent

Date

Initia

ls

Done

Pat

ient E

duca

tion:

Clinic

al Tr

ials

Mod

ule I:

Healt

h Pro

motio

n, Pr

even

tion a

nd Ea

rly De

tecti

on

Prim

ary P

reve

ntion

of Ca

ncer

: Pat

ient E

duca

tion

Canc

er De

tecti

on Gu

idelin

es: P

atien

t Edu

catio

n

Mod

ule II:

Scie

ntific

Basis

for P

racti

ce Pa

rt I -

Core

Gen

etic

Geno

gram

Deve

lopm

ent

Self-

Asse

ssmen

t by T

raine

eVa

lidat

ion of

Comp

eten

cy

Met

hod o

f

Instru

ction

(Use

Instru

ction

Key

on Le

ft)

Evalu

ation

Met

hod

(Use

Eval

uatio

n

Key o

n Lef

t)

APPENDICES


Module III M

eth

od

of I

nst

ruct

ion

Ke

y:

Me

tho

d o

f Eva

luat

ion

Ke

y:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Ce

ntr

al P

are

nte

ral N

utr

itio

n

Ost

om

y P

ou

chin

g: C

olo

sto

my

or

Ile

ost

om

y

Ost

om

y P

ou

chin

g:U

rost

om

y

Wo

un

d D

rain

age

Eva

cua

tio

n

Ass

ess

me

nt:

Wo

un

d

Pre

ssu

re U

lce

r: R

isk

Ass

ess

me

nt

an

d P

reve

nti

on

Ass

ess

me

nt:

Ab

do

me

n, G

en

ita

lia

, an

d R

ect

um

Na

soga

stri

c Tu

be

: In

sert

ion

, Irr

iga

tio

n, a

nd

Re

mo

val

Pe

rip

he

ral P

are

nte

ral N

utr

itio

n w

ith

Lip

id (F

at)

Emu

lsio

n

Mo

du

le II

I: S

cie

nti

fic

Bas

is fo

r P

ract

ice

Par

t II

– S

pe

cifi

c C

ance

rs

Ass

ess

me

nt:

Re

spir

ati

on

s

Ass

ess

me

nt:

Th

ora

x a

nd

Lu

ng

Ch

est

Tu

be

: Clo

sed

Dra

ina

ge S

yste

ms

Ch

est

tu

be

re

mo

val

Tra

che

ost

om

y C

are

Tra

che

ost

om

y Tu

be

Ch

an

ge

Wo

un

d D

rain

Re

mo

val

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(U

se

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module III (Continued) M

etho

d of

Inst

ruct

ion

Key:

Met

hod

of E

valu

atio

n Ke

y:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Bone

Mar

row

Bio

psy

and

Aspi

rati

on

Tran

sfus

ion

Reac

tion

Mod

erat

e Se

dati

on D

urin

g a

Dia

gnos

tic

Proc

edur

e

Uri

nary

Cat

hete

r: S

trai

ght a

nd In

dwel

ling

Cath

eter

Inse

rtio

n (F

emal

e)

Uri

nary

Cat

hete

r: C

lose

d Co

ntin

uous

Irri

gati

on

Asse

ssm

ent:

Hea

d an

d N

eck

Asse

ssm

ent:

Mus

culo

skel

etal

and

Neu

rolo

gic

Bloo

d Pr

oduc

ts A

dmin

istr

atio

n

Hem

atop

oiet

ic C

ell T

rans

plan

tati

on: A

cute

Gra

ft-

Vers

us-H

ost D

isea

se

Colo

stom

y Ir

riga

tion

Feed

ing

Tube

s: P

EG, G

astr

osto

my,

and

Jeju

nost

omy

Care

Uri

nary

Cat

hete

r: In

dwel

ling

Cath

eter

Car

e

Mod

ule

III:

Scie

ntifi

c Ba

sis f

or P

ract

ice

Part

II –

Spe

cific

Can

cers

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Module IV M

etho

d of

Inst

ruct

ion

Key

:M

etho

d of

Eva

luat

ion

Key

:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nR

D =

Re

turn

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Re

view

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mp

eten

tD

ate

Init

ials

Don

e

Chem

othe

rapy

and

Bio

ther

apy:

Pre

adm

inis

trat

ion

Ver

ifica

tion

.

Targ

eted

The

rapi

es: G

ener

al P

rinc

iple

s.

Pati

ent E

duca

tion

: Ora

l Che

mot

hera

py a

nd B

ioth

erap

y

Adm

inis

trat

ion.

Canc

er D

etec

tion

Gui

delin

es: P

atie

nt E

duca

tion

Chem

othe

rapy

Adm

inis

trat

ion:

Gen

eral

Pri

ncip

les.

Safe

Han

dlin

g of

Haz

ardo

us M

edic

atio

ns.

Chem

othe

rapy

and

Bio

ther

apy

Adm

inis

trat

ion:

Pret

reat

men

t Ass

essm

ent,

Init

ial a

nd S

ubse

quen

t

Cycl

es.

Adh

eren

ce to

Ora

l Che

mot

hera

py, B

ioth

erap

y, a

nd

Hor

mon

al A

gent

s: P

atie

nt E

duca

tion

.

Cont

ainm

ent o

f Haz

ardo

us M

edic

atio

n Sp

ills.

Mod

ule

IV:

Canc

er T

reat

me

nt M

odal

itie

s

Self-

Ass

essm

ent

by

Trai

nee

Val

idat

ion

of C

omp

eten

cy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eva

luat

ion

Key

on L

eft)

APPENDICES


Module IV (Continued) M

eth

od

of I

nst

ruct

ion

Ke

y:M

eth

od

of E

valu

atio

n K

ey:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Ch

em

oth

era

py

Ad

min

istr

ati

on

Du

rin

g Su

rge

ry.

Ch

em

oth

era

py

Ad

min

istr

ati

on

: In

tra

pe

rito

ne

al.

Ch

em

oth

era

py

Ad

min

istr

ati

on

: Ve

sica

nt

an

d Ir

rita

nt

Age

nts

.

Ra

dia

tio

n P

ne

um

on

itis

: Nu

rsin

g M

an

age

me

nt

Ra

dia

tio

n T

he

rap

y: P

ati

en

t a

nd

Fa

mil

y Ed

uca

tio

n

Ch

em

oth

era

py

Ad

min

istr

ati

on

: In

tra

the

cal.

Ce

ntr

al V

en

ou

s C

ath

ete

r: In

fect

ion

Pre

ven

tio

n

Imp

lan

tab

le P

ort

Acc

ess

, De

acc

ess

, an

d C

are

Ass

ess

me

nt:

Ra

dia

tio

n

Mo

du

le IV

: C

ance

r Tr

eat

me

nt

Mo

dal

itie

s

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module V

Met

hod o

f Instr

uctio

n Key

:M

etho

d of E

valu

atio

n Key

:

P = Pr

otoc

ol/P

roce

dure

Revie

w

O = O

bser

vatio

n (in

clini

cal s

ettin

g)

E = Ed

ucat

ion S

essio

nRD

= Re

turn

Dem

onst

ratio

n

S = Se

lf Lea

rnin

g Pac

kage

T =

Writ

ten T

est

C = Cl

inica

l Pra

ctice

V = V

erba

l Rev

iew

D =

Dem

onst

ratio

n

Need

s Rev

iew/

Prac

tice

Neve

rCo

mpe

tent

Date

Initi

als

Done

Mod

ule V

: Psy

chos

ocial

Dim

ensio

ns of

Care

Surv

ivors

hip

Dist

ress

Man

agem

ent f

or N

ewly

Diag

nose

d Can

cer

Patie

nts a

nd Th

eir F

amili

es

Patie

nt Ed

ucat

ion:

Long

-Term

Effe

cts o

f Che

mot

hera

py

Cultu

ral C

onsid

erat

ions

Self-

Asse

ssmen

t by T

rain

eeVa

lidat

ion o

f Com

pete

ncy

Met

hod o

f

Instr

uctio

n (Us

e

Inst

ruct

ion K

ey

on Le

ft)

Evalu

atio

n

Met

hod

(Use

Eval

uatio

n

Key o

n Lef

t)

APPENDICES


Modules VI M

eth

od

of I

nst

ruct

ion

Ke

y:M

eth

od

of E

valu

atio

n K

ey:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

De

mo

nst

rate

s kn

ow

led

ge b

y d

isti

ngu

ish

ing

be

twe

en

mo

ral a

nd

lega

l co

nce

pts

in r

ela

tio

n t

o c

an

cer

dia

gno

sis

an

d t

rea

tme

nt.

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

eth

ica

l an

d

cult

ura

l lif

e a

nd

de

ath

co

nsi

de

rati

on

s a

pp

lie

d in

th

e

kin

gdo

m o

f Sa

ud

i Ara

bia

.

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

com

mo

n

eth

ica

l dil

em

ma

s re

late

d t

o c

an

cer

pa

tie

nts

.

MO

DU

LE V

I: E

thic

al D

ime

nsi

on

s o

f Car

e

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

ba

sic

eth

ica

l

pri

nci

ple

s re

late

d t

o o

nco

logy

tre

atm

en

ts in

th

e

Kin

gdo

m o

f Sa

ud

i Ara

bia

.

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module VII

Me

tho

d o

f In

stru

ctio

n K

ey:

Me

tho

d o

f Eva

luat

ion

Ke

y:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

ba

sic

pri

nci

ple

s in

ep

ide

mio

logy

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

dyn

am

ics

of

dis

ea

se t

ran

smis

sio

n a

nd

occ

urr

en

ce o

f dis

ea

ses.

De

mo

nst

rate

s kn

ow

led

ge b

y d

ete

rmin

ing

ass

oci

ati

on

s

of d

ise

ase

s a

nd

est

ima

tin

g p

ote

nti

al f

or

dis

ea

se

pre

ven

tio

n.

De

mo

nst

rate

s kn

ow

led

ge b

y id

en

tify

ing

role

s o

f

gen

eti

c a

nd

oth

er

en

viro

nm

en

tal f

act

ors

, wh

ich

con

trib

ute

to

ca

usa

tio

ns

an

d o

ccu

rre

nce

s o

f dis

ea

ses.

Dis

cuss

th

e d

esi

gn a

nd

co

nd

uct

of e

ach

stu

dy

de

sign

list

ed

be

low

.

MO

DU

LE V

II:

Epid

em

iolo

gy

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module VIII M

etho

d of

Inst

ruct

ion

Key:

Met

hod

of E

valu

atio

n Ke

y:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Dem

onst

rate

fam

iliar

ity

wit

h te

rmin

olog

y as

list

ed in

mod

ule

outl

ine.

Dem

onst

rate

org

aniz

atio

n of

dat

a.

Def

ine

and

com

pute

mea

sure

s of

cen

tral

tend

ency

and

vari

abili

ty.

Dis

cuss

the

logi

c of

hyp

othe

sis

test

ing.

MO

DU

LE V

III:

Stat

isti

cs

Dem

onst

rate

ana

lysi

s of

dat

a an

d dr

aw in

fere

nces

from

the

anal

ysis

.

Dem

onst

rate

s un

ders

tand

ing

the

role

of s

tati

stic

al

data

wit

hin

the

rese

arch

pro

cess

.

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Module IX

Me

tho

d o

f In

stru

cti

on

Ke

y:

Me

tho

d o

f E

va

lua

tio

n K

ey

:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

se

rva

tio

n (

in

cli

nic

al se

ttin

g)

E =

Ed

uca

tio

n S

essio

nR

D =

Re

turn

De

mo

nstr

ati

on

S =

Se

lf L

ea

rnin

g P

ack

ag

eT

=

Wri

tte

n T

est

C =

Cli

nic

al P

racti

ce

V =

Ve

rba

l R

evie

w

D =

De

mo

nstr

ati

on

Ne

ed

s R

ev

iew

/

Pra

cti

ce

Ne

ve

rC

om

pe

ten

tD

ate

Init

ials

Do

ne

Ap

ply

th

e p

roce

ss o

f d

esig

n a

nd

im

ple

me

nta

tio

n o

f a

rese

arc

h p

roje

ct

Co

mp

ose

a m

an

uscri

pt

for

pu

bli

ca

tio

n

Co

nd

uct

a lit

era

ture

se

arc

h u

sin

g a

ll r

eso

urc

es

(ele

ctr

on

ic o

r n

on

ele

ctr

on

ic r

eso

urc

es).

Ga

the

r a

nd

in

terp

ret

rele

va

nt

da

ta t

o m

ak

e ju

dg

me

nts

Ide

nti

fy e

vid

en

ce

ba

se

d p

rin

cip

les a

nd

th

eir

ap

pli

ca

tio

ns in

pra

cti

ce

Ap

pli

ca

tio

n o

f a

cri

tica

l a

pp

rais

al a

pp

roa

ch

Re

vie

w a

nd

cri

tiq

ue

jo

urn

al a

rtic

les

Fo

rmu

late

a r

ese

arc

h p

rop

osa

l fo

r a

n in

tere

ste

d t

op

ic

wit

hin

on

co

log

y

De

mo

nstr

ate

kn

ow

led

ge

of

rese

arc

h d

esig

n

MO

DU

LE

IX

: In

tro

du

cti

on

to

Re

sea

rch

an

d E

vid

en

ce

Ba

sed

Pra

cti

ce

De

mo

nstr

ate

fa

mil

iari

ty w

ith

re

se

arc

h t

erm

ino

log

y

Se

lf-A

sse

ssm

en

t b

y T

rain

ee

Va

lid

ati

on

of

Co

mp

ete

ncy

Me

tho

d o

f

Inst

ructi

on

(U

se

Instr

ucti

on

Ke

y

on

Le

ft)

Ev

alu

ati

on

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module X M

eth

od

of

Inst

ruc

tio

n K

ey

:M

eth

od

of

Ev

alu

ati

on

Ke

y:

P =

Pro

toc

ol/

Pro

ce

du

re

Re

vie

w

O =

Ob

se

rva

tio

n (

in

cli

nic

al

se

ttin

g)

E =

Ed

uc

ati

on

Se

ss

ion

RD

= R

etu

rn

De

mo

ns

tra

tio

n

S =

Se

lf L

ea

rnin

g P

ac

ka

ge

T

= W

ritt

en

Te

st

C =

Cli

nic

al

Pra

cti

ce

V =

Ve

rba

l R

evie

w

D =

De

mo

ns

tra

tio

n

Ne

ed

s R

ev

iew

/

Pra

cti

ce

Ne

ve

rC

om

pe

ten

tD

ate

Init

ials

Do

ne

Se

xu

al

Sid

e E

ffe

cts

of

Ch

em

oth

era

py

: N

urs

ing

Ma

na

ge

me

nt

Pu

lmo

na

ry T

ox

icit

y:

Nu

rsin

g M

an

ag

em

en

t

Ma

lig

na

nt

Ple

ura

l E

ffu

sio

n:

Nu

rsin

g M

an

ag

em

en

t

An

em

ia:

Nu

rsin

g M

an

ag

em

en

t

Dia

rrh

ea

: N

urs

ing

Ma

na

ge

me

nt

Co

ns

tip

ati

on

: N

urs

ing

Ma

na

ge

me

nt

Bo

we

l O

bs

tru

cti

on

: N

urs

ing

Ma

na

ge

me

nt

Se

xu

al

Alt

era

tio

ns

: N

urs

ing

Ma

na

ge

me

nt

Fa

tig

ue

: N

urs

ing

Ma

na

ge

me

nt

Th

rom

bo

cy

top

en

ia:

Nu

rsin

g M

an

ag

em

en

t

Th

rom

bo

tic

Th

rom

bo

cy

top

en

ic P

urp

ura

: N

urs

ing

Ma

na

ge

me

nt

Ne

utr

op

en

ia:

Pre

ve

nti

on

of

Infe

cti

on

Th

rom

bo

cy

top

en

ia:

Nu

rsin

g M

an

ag

em

en

t

Fe

bri

le N

eu

tro

pe

nia

: N

urs

ing

Ma

na

ge

me

nt

MO

DU

LE

X:

Sy

mp

tom

s M

an

ag

em

en

t

Pa

in A

ss

es

sm

en

t a

nd

In

terv

en

tio

n

Se

lf-A

sse

ssm

en

t b

y T

rain

ee

Va

lid

ati

on

of

Co

mp

ete

nc

y

Me

tho

d o

f

Inst

ruc

tio

n (

Us

e

Ins

tru

cti

on

Ke

y

on

Le

ft)

Ev

alu

ati

on

Me

tho

d

(Us

e

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module X (Continued) M

eth

od

of I

nst

ruct

ion

Ke

y:M

eth

od

of E

valu

atio

n K

ey:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Hyp

ers

en

siti

vity

Re

act

ion

s: N

urs

ing

Ma

na

gem

en

t

De

rma

tolo

gic

Effe

ct o

f Ch

em

oth

era

py

Bio

the

rap

y:

Nu

rsin

g M

an

age

me

nt

An

ore

xia

an

d C

ach

exi

a: N

urs

ing

Ma

na

gem

en

t

Dys

ph

agi

a: N

urs

ing

Ma

na

gem

en

t

Xe

rost

om

ia: N

urs

ing

Ma

na

gem

en

t

Lym

ph

ed

em

a: N

urs

ing

Ma

na

gem

en

t

Mu

cosi

tis:

Nu

rsin

g M

an

age

me

nt

Na

use

a a

nd

Vo

mit

ing:

Nu

rsin

g M

an

age

me

nt

Dys

pn

ea

: Nu

rsin

g M

an

age

me

nt

Ve

no

us

Thro

mb

oe

mb

oli

sm: M

an

age

me

nt

Ca

rdia

c To

xici

ty: N

urs

ing

Ma

na

gem

en

t

MO

DU

LE X

: Sy

mp

tom

s M

anag

em

en

t

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module X (Continued)

Me

tho

d o

f In

stru

ctio

n K

ey:

Me

tho

d o

f Eva

luat

ion

Ke

y:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

ckag

eT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Alo

pe

cia

: Nu

rsin

g M

an

age

me

nt

Ocu

lar

Toxi

city

: Nu

rsin

g M

an

age

me

nt

Hyp

eru

rice

mia

: Nu

rsin

g M

an

age

me

nt

He

pa

toto

xici

ty: N

urs

ing

Ma

na

gem

en

t

Co

mp

lem

en

tary

an

d A

lte

rna

tive

Me

dic

ine

Th

era

pie

s

Ne

uro

toxi

city

fro

m C

he

mo

the

rap

y: N

urs

ing

Ma

na

gem

en

t

Ne

uro

cogn

itiv

e D

ysfu

nct

ion

: Nu

rsin

g M

an

age

me

nt

Ch

em

oth

era

py-

Ind

uce

d P

eri

ph

era

l Ne

uro

pa

thy:

Nu

rsin

g M

an

age

me

nt

Seiz

ure

Pre

cau

tio

ns

MO

DU

LE X

: Sy

mp

tom

s M

anag

em

en

t

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module XI M

etho

d of

Inst

ruct

ion

Key:

Met

hod

of E

valu

atio

n Ke

y:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Hyp

erca

lcem

ia o

f Mal

igna

ncy:

Nur

sing

Man

agem

ent

Hyp

erse

nsit

ivit

y Re

acti

ons:

Nur

sing

Man

agem

ent

Card

iac

Tam

pona

de: N

ursi

ng M

anag

emen

t

Supe

rior

Ven

a Ca

va S

yndr

ome:

Nur

sing

Man

agem

ent

Spin

al C

ord

Com

pres

sion

: Nur

sing

Man

agem

ent

MO

DU

LE X

I: O

ncol

ogic

Em

erge

ncie

s

Dis

sem

inat

ed In

trav

ascu

lar C

oagu

lati

on (D

IC):

Nur

sing

Man

agem

ent

Synd

rom

e of

Inap

prop

riat

e An

tidi

uret

ic H

orm

one

(SIA

DH

): N

ursi

ng M

anag

emen

t (O

ncol

ogy)

Tum

or L

ysis

Syn

drom

e: N

ursi

ng M

anag

emen

t

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Module XII

Met

hod

of In

stru

ctio

n Ke

y:M

etho

d of

Eva

luat

ion

Key:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Oxy

gen

Ther

apy

and

Oxy

gen

Del

iver

y

MO

DU

LE X

II: E

nd o

f Life

Car

e

Anxi

ety,

Los

s an

d G

rief

, Dep

ress

ion

Dea

th R

attl

e: N

ursi

ng M

anag

emen

t

End

of L

ife D

iscu

ssio

ns

Pain

Rel

ief

Post

mor

tem

car

e

Sym

ptom

Man

agem

ent a

t End

of L

ife

Adva

nce

Dir

ecti

ve D

iscu

ssio

n

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Module XIII M

etho

d of

Inst

ruct

ion

Key:

Met

hod

of E

valu

atio

n Ke

y:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Dem

onst

rate

s co

mpe

tenc

e in

retr

ievi

ng n

ursi

ng

info

rmat

ion

usin

g th

e H

IS.

Dis

cuss

the

need

for s

afeg

uard

ing

data

and

info

rmat

ion

inte

grit

y.

MO

DU

LE X

III:

Hea

lthc

are

Info

rmat

ics

Dis

cuss

the

diffu

sion

of i

nnov

atio

n th

eory

.

Dis

cuss

the

role

of n

ursi

ng in

form

atic

s in

pra

ctic

e,

adm

inis

trat

ion,

edu

cati

on a

nd re

sear

ch.

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Module XIV M

eth

od

of I

nst

ruct

ion

Ke

y:M

eth

od

of E

valu

atio

n K

ey:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Ca

ree

r p

lan

nin

g

MO

DU

LE X

IV:

Lead

ers

hip

an

d M

anag

em

en

t

Syst

em

s th

inki

ng

Tim

e m

an

age

me

nt

Qu

ali

ty a

nd

ris

k m

an

age

me

nt

(qu

ali

ty p

lan

s, r

isk

ma

na

gem

en

t m

od

els

, etc

.).

Ch

an

ge m

an

age

me

nt

an

d c

on

flic

t re

solu

tio

n

Stra

tegi

c p

lan

nin

g

Stra

tegi

c m

an

age

me

nt

Info

rma

tio

n m

an

age

me

nt

Hu

ma

n r

eso

urc

es

ma

na

gem

en

t (i

.e. s

taff

ing

an

d

sch

ed

uli

ng,

re

sou

rce

all

oca

tio

ns,

etc

.)

Fin

an

cia

l ma

na

gem

en

t (c

ost

an

aly

ses,

bu

dge

t

fore

cast

ing,

etc

.)

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Module XV

Met

hod

of In

stru

ctio

n Ke

y:M

etho

d of

Eva

luat

ion

Key:

P =

Prot

ocol

/Pro

cedu

re

Revi

ew

O =

Obs

erva

tion

(in

clin

ical

set

ting

)

E =

Educ

atio

n Se

ssio

nRD

= R

etur

n

Dem

onst

rati

on

S =

Self

Lear

ning

Pac

kage

T =

Wri

tten

Tes

t

C =

Clin

ical

Pra

ctic

eV

= V

erba

l Rev

iew

D =

Dem

onst

rati

on

Nee

ds R

evie

w/

Prac

tice

Nev

erCo

mpe

tent

Dat

eIn

itia

ls

Don

e

Ini

tial

s S

igna

ture

Init

ials

Sign

atur

eSi

gnat

ure

Ther

apeu

tic

Com

mun

icat

ion

Com

mun

icat

ion

wit

h An

xiou

s Pa

tien

ts

MO

DU

LE X

V:

Prof

essi

onal

Per

form

ance

Com

mun

icat

ion

wit

h D

epre

ssed

Pat

ient

SBAR

Com

mun

icat

ion

Ini

tial

s

Self-

Ass

essm

ent b

y Tr

aine

eV

alid

atio

n of

Com

pete

ncy

Met

hod

of

Inst

ruct

ion

(Use

Inst

ruct

ion

Key

on L

eft)

Eval

uati

on

Met

hod

(Use

Eval

uati

on

Key

on L

eft)

APPENDICES


Hospital Administrative Manual

Me

tho

d o

f In

stru

ctio

n K

ey:

Me

tho

d o

f Eva

luat

ion

Ke

y:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

ckag

eT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

Do

No

t R

esu

scit

ate

Me

dic

ati

on

Ad

min

istr

ati

on

: Ad

vers

e D

rug

Re

act

ion

(AD

R) R

ep

ort

ing

Syst

em

He

alt

h in

form

ati

on

sys

tem

(HIS

)

Eme

rge

ncy

Co

de

s

Fire

sa

fety

Inte

rna

tio

na

l pa

tie

nt

safe

ty g

oa

ls

Ba

ck s

afe

ty

Infe

ctio

n c

on

tro

l ma

nu

al

Info

rme

d C

on

sen

t fo

r Tr

ea

tme

nt

Ve

rba

l/Te

lep

ho

ne

Ord

ers

HO

SPIT

AL

AD

MIN

ISTR

ATI

VE

MA

NU

AL–

aw

are

of

con

ten

t an

d/o

r p

rovi

de

s ca

re a

cco

rdin

g to

th

e

foll

ow

ing

pro

toco

ls/p

roce

du

res:

Self

-Ass

ess

me

nt

by

Trai

ne

eV

alid

atio

n o

f Co

mp

ete

ncy

Me

tho

d o

f

Inst

ruct

ion

(Use

Inst

ruct

ion

Ke

y

on

Le

ft)

Eval

uat

ion

Me

tho

d

(Use

Eva

lua

tio

n

Ke

y o

n L

eft

)

APPENDICES


Nursing Practice Manual

Me

tho

d o

f In

stru

ctio

n K

ey:

Me

tho

d o

f Eva

luat

ion

Ke

y:

P =

Pro

toco

l/P

roce

du

re

Re

vie

w

O =

Ob

serv

ati

on

(in

clin

ica

l se

ttin

g)

E =

Edu

cati

on

Se

ssio

nR

D =

Re

turn

De

mo

nst

rati

on

S =

Self

Le

arn

ing

Pa

cka

geT

= W

ritt

en

Te

st

C =

Cli

nic

al P

ract

ice

V =

Ve

rba

l Re

vie

w

D =

De

mo

nst

rati

on

Ne

ed

s R

evi

ew

/

Pra

ctic

e

Ne

ver

Co

mp

ete

nt

Dat

eIn

itia

ls

Do

ne

In

itia

ls S

ign

atu

reIn

itia

ls

Po

int

of c

are

te

stin

g

Re

po

rt/h

an

do

ff

Pre

ssu

re u

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lua

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Ke

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n L

eft

)

APPENDICES


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