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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
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Teaching supportive care: what is the core curriculum?

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This review outlines a teaching program for supportive cancer care. It details essential skills for managing treatment side effects, survivorship issues, and end-of-life care for evolving patient populations.

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Area of Science:

  • Oncology
  • Medical Education
  • Patient Care

Background:

  • Cancer treatment advances, including targeted and immune therapies, have increased supportive care needs.
  • Supportive care is integral from diagnosis through survivorship and end-of-life.
  • Evolving patient demographics and personalized medicine necessitate updated supportive care training.

Purpose of the Study:

  • To describe a comprehensive teaching program for supportive cancer care.
  • To define essential competences for supportive care across different patient phases.
  • To address the need for curriculum updates in supportive care education.

Main Methods:

  • Review of existing literature and best practices in cancer supportive care.
  • Categorization of supportive care competences by phase: curative, survivorship, and palliative.
  • Identification of general competences applicable across all phases, such as communication skills.

Main Results:

  • Supportive care competences are phase-specific, addressing acute, subacute, late, and chronic toxicities.
  • Key competences include managing treatment side effects, cancer complications, and end-of-life care.
  • Communication skills are vital across all phases of supportive care.

Conclusions:

  • A structured teaching program is crucial for equipping healthcare professionals with necessary supportive care skills.
  • Curricula must adapt to include competences for an aging cancer population and personalized medicine.
  • Regular updates and implementation of supportive care training are essential for optimal patient outcomes.