Helping nurse educators to prepare students work with emotionally demanding cancer care
Why does cancer care challenge us so deeply as nurses?
As cancer nurse educators of undergraduate nurses for many years, we are very familiar with the intense emotions students can experience when transitioning from the classroom to clinical practice and caring for people living with a cancer diagnosis. The reasons for this anxiety are many and include cancer’s strong emotional connotations, which students often associate with pain, uncertainty and sometimes death. Student nurses also worry about how to communicate effectively, and fear saying the wrong thing or being perceived as insensitive. In addition, some students may have personal connections with cancer through family or friends, which can intensify their interactions.
Challenge for educators with little expertise in cancer care
Effectively preparing students for clinical practice in cancer care poses a significant challenge for nurse educators, and this challenge is even greater for those who lack expertise in the field of cancer care. Recognising these challenges, the EducanNURS project was developed to empower nurse educators with the tools and strategies needed to better prepare students for the complexity of cancer care.
Learning module to guide through different cancer journeys
The EducanNURS project is underpinned by a bespoke module focused on a cancer care continuum that will guide student nurses through different cancer journeys of people affected by cancer, from prevention and screening to diagnosis to survivorship or end-of-life. In addition, the module will include an educator toolkit to support, upskill, and empower nurse educators who lack expertise in cancer care, enabling them to teach and assess student nurses effectively and confidently in this area.
Ultimately, by equipping both educators and students with structured support, EducanNURS aims to turn these early challenges into opportunities for meaningful learning experiences and enhanced professional development.
Writer: Maura Dowling, associate professor at the University of Galway