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McInally W, Taylor V, de Los Rios de la Serna CD, Sulosaari V, Trigoso E, Gomes SMR, Dias ARC, Piskorjanac S, Tanay MA, Hálfdánardóttir H, Dowling M. An Innovation in Cancer Nursing Education Across Europe: A Pilot Evaluation. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2024:10.1007/s13187-024-02424-x. [PMID: 38592656 DOI: 10.1007/s13187-024-02424-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/17/2024] [Indexed: 04/10/2024]
Abstract
The European Oncology Nursing Society (EONS) is a pan-European not for profit society involving approximately 28,000 cancer nurses from 32 countries in the region. The European College of Cancer Nursing (ECCN) exists under the umbrella of EONS and was established in 2020 with a strategic priority to develop, promote and deliver educational opportunities for nurses across Europe. ECCN introduced a pilot on-line education programme for 20 nurses in January 2023. This study evaluated participating nurses' views and experience of learning on the pilot programme. The study adopted a mixed method approach guided by the four levels of the Kirkpatrick theoretical framework. A dominant focus on qualitative data was used with supplementary quantitative data. The Standards for Reporting Qualitative Research (SRQR) was followed. Eleven nurses completed the pre-pilot online questionnaire (response rate 65%) and seven (n = 7) completed the post-pilot questionnaire (41% response rate). Five (n = 5) nurses participated in two focus group interviews. Data analysis resulted in the development of four overarching themes: A wider world of cancer nursing; Shapeless mentorship; Impact on Practice; Learning online and what now? On commencement of online education programmes, nurses value a structured timetable and support from nursing management to maximise engagement with the learning materials.
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Affiliation(s)
- Wendy McInally
- School of Health, Wellbeing and Social Care, The Open University, Milton Keynes, UK.
| | - Vanessa Taylor
- School of Health and Human Sciences, University of Huddersfield, England, UK
| | | | - Virpi Sulosaari
- Health and Well-Being, Turku University of Applied Sciences, Turku, Finland
| | | | | | - Ana Rita Cesario Dias
- Faculty of Dental Medicine, Health Centro Hospitalar E Universitário de Lisboa Central, Lisbon, Portugal
| | | | - Mary Anne Tanay
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
| | | | - Maura Dowling
- School of Nursing and Midwifery, University of Galway, Galway, Ireland
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Kpokiri EE, McDonald K, Abraha YG, Osorio L, Nath TC, Talavera-Urdanivia VA, Akinwale OP, Manabe YC, Castelnuovo B, Tang W, Yilma D, Mihut M, Ezechi O, Iwelunmor J, Kaba M, Abdissa A, Tucker JD. Health research mentorship in low-income and middle-income countries: a global qualitative evidence synthesis of data from a crowdsourcing open call and scoping review. BMJ Glob Health 2024; 9:e011166. [PMID: 38184299 PMCID: PMC10773352 DOI: 10.1136/bmjgh-2022-011166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 12/06/2023] [Indexed: 01/08/2024] Open
Abstract
INTRODUCTION Research mentorship is critical for advancing science, but there are few practical strategies for cultivating mentorship in health research resource-limited settings. WHO/TDR Global commissioned a group to develop a practical guide on research mentorship. This global qualitative evidence synthesis included data from a crowdsourcing open call and scoping review to identify and propose strategies to enhance research mentorship in low/middle-income country (LMIC) institutions. METHODS The crowdsourcing open call used methods recommended by WHO/TDR and solicited descriptions of strategies to enhance research mentorship in LMICs. The scoping review used the Cochrane Handbook and predefined the approach in a protocol. We extracted studies focused on enhancing health research mentorship in LMICs. Textual data describing research mentorship strategies from the open call and studies from the scoping review were coded into themes. The quality of evidence supporting themes was assessed using the Confidence in the Evidence from Reviews of Qualitative research approach. RESULTS The open call solicited 46 practical strategies and the scoping review identified 77 studies. We identified the following strategies to enhance research mentorship: recognising mentorship as an institutional responsibility that should be provided and expected from all team members (8 strategies, 15 studies; moderate confidence); leveraging existing research and training resources to enhance research mentorship (15 strategies, 49 studies; moderate confidence); digital tools to match mentors and mentees and sustain mentorship relations over time (14 strategies, 11 studies; low confidence); nurturing a culture of generosity so that people who receive mentorship then become mentors to others (7 strategies, 7 studies; low confidence); peer mentorship defined as informal and formal support from one researcher to another who is at a similar career stage (16 strategies, 12 studies; low confidence). INTERPRETATION Research mentorship is a collective institutional responsibility, and it can be strengthened in resource-limited institutions by leveraging already existing resources. The evidence from the crowdsourcing open call and scoping review informed a WHO/TDR practical guide. There is a need for more formal research mentorship programmes in LMIC institutions.
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Affiliation(s)
- Eneyi E Kpokiri
- Clinical Research Department, London School of Hygiene and Tropical Medicine Faculty of Infectious and Tropical Diseases, London, UK
| | - Kamryn McDonald
- Institute of Global Health and Infectious Diseases, The University of North Carolina at Chapel Hill Gillings School of Global Public Health, Chapel Hill, North Carolina, USA
| | | | - Lyda Osorio
- School of Public Health, Universidad del Valle, Cali, Colombia
| | - Tilak Chandra Nath
- Department of Parasitology, Chungbuk National University, Cheongju, Korea (the Republic of)
- Department of Parasitology, Sylhet Agricultural University, Sylhet, Bangladesh
| | | | | | - Yukari Carol Manabe
- Johns Hopkins Medicine, Baltimore, Maryland, USA
- Infectious Diseases Institute, Makerere University College of Health Sciences, Kampala, Kampala, Uganda
| | - Barbara Castelnuovo
- Infectious Diseases Institute, Makerere University College of Health Sciences, Kampala, Kampala, Uganda
| | - Weiming Tang
- School of Public Health, Southern Medical University, Guangzhou, China
- The University of North Carolina at Chapel Hill Gillings School of Global Public Health, Chapel Hill, North Carolina, USA
| | - Daniel Yilma
- Department of Internal Medicine, Jimma University, Jimma, Ethiopia
| | - Michael Mihut
- TDR, The Special Programme for Research and Training in Tropical Diseases co-sponsored by UNICEF, UNDP, the World Bank and WHO, WHO, Geneva, Switzerland
| | - Oliver Ezechi
- Nigerian Institute of Medical Research, Lagos, Nigeria
| | - Juliet Iwelunmor
- Saint Louis University College for Public Health and Social Justice, Saint Louis, Missouri, USA
| | - Mirgissa Kaba
- School of Public Health, Addis Ababa University College of Health Sciences, Addis Ababa, Ethiopia
| | - Alemseged Abdissa
- Armauer Hansen Research Institute, Addis Ababa, Ethiopia, Addis Ababa, Ethiopia
| | - Joseph D Tucker
- Clinical Research Department, London School of Hygiene and Tropical Medicine Faculty of Infectious and Tropical Diseases, London, UK
- Institute of Global Health and Infectious Diseases, The University of North Carolina at Chapel Hill Gillings School of Global Public Health, Chapel Hill, North Carolina, USA
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Merry L, Castiglione SA, Rouleau G, Létourneau D, Larue C, Deschênes MF, Gonsalves DM, Ahmed L. Continuing professional development (CPD) system development, implementation, evaluation and sustainability for healthcare professionals in low- and lower-middle-income countries: a rapid scoping review. BMC MEDICAL EDUCATION 2023; 23:498. [PMID: 37415150 DOI: 10.1186/s12909-023-04427-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 06/06/2023] [Indexed: 07/08/2023]
Abstract
BACKGROUND Policymakers and program developers in low-and lower-middle-income countries (LLMICs) are increasingly seeking evidence-based information and guidance on how to successfully develop and implement continuing professional development (CPD) systems. We conducted a rapid scoping review to map and synthesize what is known regarding the development, implementation, evaluation and sustainability of CPD systems for healthcare professionals in LLMICs. METHODS We searched MEDLINE, CINAHL and Web of Science. Reference lists were screened and a cited reference search of included articles was conducted. Supplementary information on the CPD systems identified in the articles was also identified via an online targeted grey literature search. English, French and Spanish literature published from 2011 to 2021 were considered. Data were extracted and combined and summarized according to country/region and healthcare profession via tables and narrative text. RESULTS We included 15 articles and 23 grey literature sources. Africa was the region most represented followed by South and Southeast Asia and the Middle East. The literature most often referred to CPD systems for nurses and midwives; CPD systems for physicians were frequently referred to as well. Findings show that leadership and buy-in from key stakeholders, including government bodies and healthcare professional organizations, and a framework are essential for the development, implementation and sustainability of a CPD system in a LLMIC. The guiding framework should incorporate a regulatory perspective, as well as a conceptual lens (that informs CPD objectives and methods), and should consider contextual factors (support for CPD, healthcare context and population health needs). In terms of important steps to undertake, these include: a needs assessment; drafting of a policy, which details the regulations (laws/norms), the CPD requirements and an approach for monitoring, including an accreditation mechanism; a financing plan; identification and production of appropriate CPD materials and activities; a communication strategy; and an evaluation process. CONCLUSION Leadership, a framework and a clearly delineated plan that is responsive to the needs and context of the setting, are essential for the development, implementation and sustainability of a CPD system for healthcare professionals in a LLMIC.
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Affiliation(s)
- Lisa Merry
- Faculty of Nursing, University of Montreal, Montreal, Canada.
- SHERPA University Institute, West-Central Montreal CIUSSS, Montreal, Canada.
| | | | - Geneviève Rouleau
- International Health Unit, School of Public Health, University of Montreal, Montreal, Canada
- University of Montreal Health Centre, Montreal, Canada
| | | | - Caroline Larue
- Faculty of Nursing, University of Montreal, Montreal, Canada
| | | | | | - Lubana Ahmed
- ProNurse Project, Cowater International, Dhaka, Bangladesh
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