• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education
【24h】

A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education

机译：在护理练习博士（DNP）教育中整合脑姑娘姑息治疗的框架

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school's DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school's curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites.
机译：护理博士（DNP）教师在准备学生以满足国家的复杂需求时，作为癌症率和幸存者的数量（国家癌症研究所，2018年）和前所未有的年长美国人进入与复杂的合并症的医疗保健系统（怀特黑头，2016）。在过去的十年中，姑息治疗剧烈扩大，越来越多地被接受为癌症和其他严重，慢性或生命限制疾病的人的护理标准。高级实践注册护士（APRN）被认为是姑息治疗的重要提供者（Walling等，2017）。举办了2天的课程，支持国家癌症研究所的支持，加强姑息治疗姑息类肿瘤科学课程。课程参与者（n = 183），由DNP教师或院长，练习DNP临床医生和学生，收到详细的注释幻灯片，案例研究，并提出了与学习过程的学生参与的活动。课程内容由姑息治疗专家和DNP教师在课程设计中开发和交付。参与者被要求制定有关如何通过课程内容提升学校的DNP课程的目标。他们为其在第6,12和18个月的课程中将内容集成到学校课程时，他们提供了有关其进度的更新。结果表明，在DNP学术项目和临床机会上纳入肿瘤学姑息治疗的增加。将这种内容列入DNP课程中的挑战包括：课程中的感知时间;受教育的姑息治疗;和可用的临床部位。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号