Marta Domingo-Osle1, Virginia La Rosa-Salas2, Leire Ambrosio3, Nerea Elizondo-Rodriguez4, Cristina Garcia-Vivar5. 1. Faculty of Nursing, University of Navarra, Spain. Electronic address: mdosle@unav.es. 2. Faculty of Nursing, University of Navarra, Spain. Electronic address: vlarsal@unav.es. 3. Faculty of Nursing, University of Navarra, Spain. Electronic address: lambrosio@unav.es. 4. Faculty of Nursing, University of Navarra. Hospital Complex of Navarra, Spain. Electronic address: nelizondo@unav.es. 5. Faculty of Health Sciences, Public University of Navarre, Spain. Electronic address: cristina.garciavivar@unavarra.es.
Abstract
OBJECTIVE: To explore the educational methods used in the cancer training of undergraduate students in health sciences. DESIGN: Integrative review with a systematic methodology was performed to obtain a comprehensive picture of the variety of educational methods used in cancer training. DATA SOURCES: A search was performed in the PubMed, CINAHL, PsycINFO and Cochrane databases for the period 2008-2020. REVIEW METHODS: The Critical Appraisal Skills Program (CASP) was used to assess the quality of included studies. Three reviewers extracted data and did quality appraisal. RESULTS: A total of 40 articles referring to cancer training in medicine and nursing were included in the review; no articles referring to other health disciplines were found. The main educational methods used were expository methods, case studies, exercises and problems, problem-based learning, learning contracts and project-oriented learning. CONCLUSION: This review shows the need to combine educational methods so that health sciences students acquire competency (knowledge, skill, attitude) for comprehensive cancer care. There is a gap in the training of undergraduate nursing students to provide person/family centered care in oncology. To improve the training and professional practice of future health professionals, interprofessional education and the involvement of people with cancer in simulation education are recommended.
OBJECTIVE: To explore the educational methods used in the cancer training of undergraduate students in health sciences. DESIGN: Integrative review with a systematic methodology was performed to obtain a comprehensive picture of the variety of educational methods used in cancer training. DATA SOURCES: A search was performed in the PubMed, CINAHL, PsycINFO and Cochrane databases for the period 2008-2020. REVIEW METHODS: The Critical Appraisal Skills Program (CASP) was used to assess the quality of included studies. Three reviewers extracted data and did quality appraisal. RESULTS: A total of 40 articles referring to cancer training in medicine and nursing were included in the review; no articles referring to other health disciplines were found. The main educational methods used were expository methods, case studies, exercises and problems, problem-based learning, learning contracts and project-oriented learning. CONCLUSION: This review shows the need to combine educational methods so that health sciences students acquire competency (knowledge, skill, attitude) for comprehensive cancer care. There is a gap in the training of undergraduate nursing students to provide person/family centered care in oncology. To improve the training and professional practice of future health professionals, interprofessional education and the involvement of people with cancer in simulation education are recommended.