career and education framework for cancer nursing
TRANSCRIPT
Career and Education Framework for Cancer NursingGuidance for: pre-registration nursing students support workers in health and social careregistered nurses providing general or specialist cancer care
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RCN Legal DisclaimerThis publication contains information, advice and guidance to help members of the RCN. It is intended for use within the UK but readers are advised that practices may vary in each country and outside the UK. The information in this booklet has been compiled from professional sources, but its accuracy is not guaranteed. Whilst every effort has been made to ensure the RCN provides accurate and expert information and guidance, it is impossible to predict all the circumstances in which it may be used. Accordingly, the RCN shall not be liable to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by what is contained in or left out of this website information and guidance.
Published by the Royal College of Nursing, 20 Cavendish Square, London, W1G 0RN © 2017 Royal College of Nursing. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without prior permission of the Publishers. This publication may not be lent, resold, hired out or otherwise disposed of by ways of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers.
AcknowledgementsThe Higher Education Academy (HEA), the Royal College of Nursing (RCN) and the UK Oncology Nursing Society (UKONS) would like to thank the following key stakeholders for their involvement in producing this career and education framework.
Members of the Career and Education Framework for Cancer Nursing Steering GroupProfessor Vanessa Taylor (Chair), Deputy Head of Nursing, Midwifery and Professional Programmes, Chair in Teaching and Learning, University of York
Dr Susanne Cruickshank, Associate Professor, Cancer Nursing, University of Stirling, Chair RCN Cancer and Breast Care Forum
Ms Maria Noblet, Past Chair of RCN Cancer and Breast Care Forum
Mr Richard Henry, President, UK Oncology Nursing Society
Ms Rachel Hollis, Chair of RCN Children and Young People – Specialist Care Forum
Ms Samantha Smith, Head of Nursing and Clinical Services, Teenage Cancer Trust
The Steering Group would like to thank the following for providing feedback during the development of the Career and Education Framework for Cancer Nursing:
UK Oncology Nursing Society Board
Dr Catherine Wilson, Head of The Royal Marsden School
Professor Sara Faithfull, Professor of Cancer Nursing Practice, University of Surrey
Special thanks also to:
Mrs Gillian Knight, Macmillan Lead Cancer Nurse, South Wales Cancer Network and nursing and academic colleagues across Wales who participated in the pilot for the Career and Education Framework for Cancer Nursing.
Feedback about this document is welcomed and should be emailed to: [email protected]
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Executive summary 4
Introduction 6
Context of cancer care 8
Principles underpinning the Framework 9
Key definitions 9
Purpose of the Framework 9
Aim 10
Guidance underpinning the Framework: registered, senior, advanced and consultant level practice 11
Using the Framework and outcomes 16
Benefits of the Framework 28
The way forward 29
References 31
Appendices 33
1. Skills for Health Career Framework 33
2. Workplace development record template 34
3. Mapping template for higher education institutions and in-service education providers 54
Contents
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
Executive summaryThe Career and Education Framework for Cancer Nursing (‘the Framework’) has been developed by the Royal College of Nursing (RCN) Cancer and Breast Care Forum, RCN Children and Young People Specialist Care Forum, and the United Kingdom (UK) Oncology Nursing Society (UKONS). The Framework incorporates cancer-specific nursing outcomes for pre-registration nursing students, support workers and registered nurses. The development of this Framework has been supported by a grant from the Higher Education Academy Health and Social Care Cluster (HEA).
This Framework for UK nurses is the first to include cancer-specific outcomes for pre-registration students, support workers and registered nurses. The Framework and outcomes are intended to be used as part of professional, education and workforce development to support improvements in the delivery of high quality care to people affected by cancer (PABC) by focusing on four workforce groups:
1. pre-registration nursing students to have achieved at the point of registration
2. support workers in health and social care
3. registered nurses providing general cancer care
4. registered nurses providing specialist cancer care.
The purpose of this publication is to:
1. provide a framework for career development, training and education for support workers and nurses who are engaged in providing care to PABC
2. provide information relevant to higher education institutions (HEIs), employers, providers of cancer services and commissioners for the development of the workforce, roles, learning opportunities and education programmes
3. set out a framework that will help practitioners, employers, commissioners and PABC understand the role and level of education/competence which correlates to a particular job title
4. provide a point of reference to help identify and develop the knowledge, skills and competence in cancer care of the workforce through accredited programmes, and non-accredited learning and development opportunities that target not only professional, but local service needs.
This Career and Education Framework for Cancer Nursing and the cancer-specific nursing outcomes have been developed and informed by UK-wide policy for cancer care. This policy advocates that, for improvements to be achieved in the delivery of care to PABC, workforce development is required. In addition, education standards for pre-registration students and career structures, including advanced level practice guidance for registered nurses, are used.
As part of the development and testing of the Framework and the cancer-specific nursing outcomes, registered nurses providing general and specialist cancer care have been involved in the pilot stages. This included mapping exercises by HEIs against current pre-registration and continuing professional development programmes, as well as feedback from an expert group. This feedback confirmed that the Framework and outcomes have the potential to deliver benefits for the nursing workforce, employers and PABC.
This publication includes:
• a summary of the UK policy background for the development of the Framework
• key definitions relating to the delivery of cancer care, levels of nursing practice and themes of professional practice to structure the cancer-specific nursing outcomes
• cancer-specific outcomes for unregistered support workers contributing to the delivery of general and specialist cancer care
• cancer-specific nursing outcomes for pre-registration students undertaking professional programmes in nursing to contribute to the delivery of general cancer care at the point of registration
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• cancer-specific nursing outcomes for registered nurses providing general cancer care
• cancer-specific nursing outcomes for registered nurses practising at registered, senior, advanced or consultant practitioner levels in specialist cancer services/roles.
The Framework and the outcomes will be useful for practitioners, employers, organisations, HEIs and commissioners in the following areas.
• Provide clarity about the cancer-specific nursing outcomes required by individual practitioners to deliver high quality cancer care and to support their professional development, career progression and professional revalidation.
• Enable employers and organisations to develop a model for education and training programmes and learning/development opportunities to ensure that the support and nursing workforce are able to meet the appropriate cancer-specific nursing outcomes to support the delivery of safe and high standards of cancer care.
• Assist clinical services/organisations with planning current and future services in cancer care, and to provide an insight into the expertise of their nursing workforce.
• Assist employers and clinical services with designing role descriptors and job plans incorporating cancer care, and to appropriately develop the expertise of their nursing workforce.
• Assist HEIs providing pre-registration, post-registration continuing development and postgraduate programmes to design and map curricula, and ensure that teaching, learning and assessment strategies help students to develop and demonstrate their knowledge and skills in cancer care within HEI and workplace settings.
• Enable commissioners to review workplace opportunities, pre-registration, post-registration and postgraduate programmes, and to undertake a gap analysis to commission programmes and learning opportunities that
support the achievement of the cancer-specific nursing outcomes required by pre-registration students, support workers and registered nurses delivering general and specialist cancer care.
• Provide a common language across the UK for role titles, levels of practice, cancer-specific nursing outcomes. This will encourage consistency and sustainability in cancer education and training, and help nurses demonstrate learning that can be transferred across settings and organisations.
• Assist commissioners and services to develop minimum standards and key performance indicators for cancer-specific knowledge and skills of the support and nursing workforce.
Professor Vanessa TaylorChair of Steering GroupDeputy Head of Nursing, Midwifery and Professional ProgrammesChair in Teaching and LearningUniversity of York
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
IntroductionThe nursing contribution to the delivery of care for people affected by cancer (PABC) across the age spectrum continues to be recognised and valued throughout the cancer experience (Department of Health (DH) 2000a, 2000b, 2010b, 2011). Nurses provide care for PABC, their families and carers as members of multi-professional teams. They do this in a variety of settings including: patients’ homes, primary care settings, care homes, hospital wards and outpatient settings, cancer units, specialist cancer centres and in palliative care units.
This Career and Education Framework for Cancer Nursing (the Framework) has been developed by the Royal College of Nursing (RCN) Cancer and Breast Care Forum, RCN Children and Young People Specialist Care Forum, and the United Kingdom Oncology Nursing Society (UKONS) in response to changes in the commissioning and delivery of health services and several publications from the four UK Departments of Health. These advocate that, for improvements to be achieved in the delivery of care to PABC, workforce development is required (National Health Service Education Scotland (NES) 2007; NHS Scotland 2008; DH 2000b, 2008, 2010a, 2010b, National Leadership and Innovation Agency for Healthcare (NLIAH) 2010; Welsh Government 2012; Department of Health, Social Services and Public Safety (DHSSPS) 2014).
The development of the Framework has been supported by a grant from the Higher Education Academy Health and Social Care Cluster (HEA). It is the first framework for UK nurses to include cancer-specific nursing outcomes for pre-registration students, unregistered support workers, registered nurses providing cancer care in non-specialist/general services and registered nurses providing cancer care in specialist services/roles.
The Framework aims to enhance the delivery of care for PABC in general/non-specialist and specialist cancer services by focusing on four groups:
1. pre-registration nursing students to have achieved at the point of registration
2. support workers providing cancer care in all settings/services
3. registered nurses providing cancer care in general/non-cancer specialist services/roles
4. registered nurses providing cancer care in specialist cancer services/roles.
The inclusion of pre-registration nursing students aims to develop a level of knowledge and understanding about cancer, cancer treatment and cancer care by all new registrants at the point of professional registration. The cancer-specific nursing outcomes identified for registered nurses providing care to PABC in general/non-cancer specialist services/roles seek to ensure induction, consolidation and on-going development of knowledge and skills in cancer care. The level of practice and academic/professional preparation identified for registered nurses providing care in specialist cancer services/roles promotes a career pathway with consistency of title, skills, knowledge and preparation across the UK.
As part of the development and testing of the Framework and the cancer-specific nursing outcomes, registered nurses providing general and specialist cancer care have been involved in the pilot stages. This included mapping exercises by HEIs against current pre-registration and continuing professional development programmes, as well as feedback from an expert group. This feedback confirmed that the Framework and outcomes have the potential to deliver benefits for the nursing workforce, employers and PABC.
The Framework is aligned to and/or informed by:
• Career Framework for Health (Skills for Health 2010)
• definitions and frameworks for advanced level practice (DHSSPS 2014; DH 2010a; NLIAH 2010; NES 2007)
• Standards for Pre-registration Education (Nursing and Midwifery Council (NMC) 2010)
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• Cancer Nursing Curriculum 2013 (European Oncology Nursing Society (EONS) 2013)
• Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants (Willis/Health Education England (HEE) 2015)
• Revalidation (NMC 2015).
The Framework offers a number of potential benefits for nurses, employers, education providers and commissioners and, in response to recommendations made by Lord Willis (2015), the Framework can help the RCN and UKONS to promote a UK-wide career pathway for cancer nursing.
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
Context of cancer careCancer, palliative and end of life care are national priorities (Welsh Government 2012; DH 2000a,b, 2011; NHS Scotland 2008). Cancer is a major cause of morbidity and mortality, with incidence continuing to rise in the UK (Cancer Research UK (CRUK) 2014). One in two people born after 1960 in the UK will be diagnosed with some form of cancer during their lifetime (Ahmad et al, 2015). Cancer in children and young people is rare; 1,600 children under 15 and 2,200 teenagers and young people (15-24 years of age) are diagnosed each year in the UK. Together, they make up less than 2% of cancers in the United Kingdom (CRUK 2014). Cancer is, however, the biggest cause of death by disease in children over one year of age. Demographic statistics also show increasing numbers of older people in the population. By 2031, 26% of the population will consist of individuals over 65 years, with those over 80 years comprising 8.2%. The ageing population profile points not only to an increasing incidence of cancer in the future, but also to an increase in cancer in individuals who will also be living with other chronic conditions.
Cancer is often considered to be a life-limiting illness but is increasingly viewed as a long-term condition (National Cancer Survivorship Initiative 2013). Developing self-care and rehabilitation processes and involving patients, their families and carers in their care, are all viewed as crucial components in developing future services. Health care services will need to respond creatively to the needs of this population, delivering care close to home, reducing inequalities, and sustaining and improving health across diverse communities.
Recent government policies have formalised the vision of cancer service delivery. Care for PABC may be referred to as:
• general cancer care
• specialist cancer care.
General cancer care is delivered by the usual health and social care workforce of the patient and family, integrating cancer care methods and procedures in settings not specialised in cancer care.
In contrast, specialist cancer care is provided by multi-professional teams specialising in the provision of cancer care to patients and their families, usually in cancer units, cancer centres or via specialist cancer services in the community.
These models of service delivery recognise that all nurses, regardless of the practice setting, are likely to have contact with PABC and will require to have, as a minimum, an understanding of cancer and its treatment, education in the basic principles and practice of cancer care, skills in assessing the cancer care needs of patients and families, and training in communication skills. Some nurses, where their practice requires them to respond to the particular health and support needed by PABC, will require a higher level of cancer-specific knowledge and skills.
The requirement for advanced education and training was identified within The NHS Cancer Plan (DH 2000a) as an investment in the multi-professional team to achieve the vision for cancer services and to meet the standards documented within the Manual of Cancer Services Standards (NHS Executive, 2000a,b; DH, 2011). Across the UK, the number of specialist cancer posts and services has increased and there is a requirement for post holders to undertake professional development at postgraduate level (NES 2007; DH 2010; NLIAH 2010; DHSSPS 2014), as well as to achieve professional revalidation (NMC 2015). An opportunity also exists for expert organisations such as the RCN and UKONS to offer a career framework for cancer nursing across the UK to promote recognition, membership and fellowship routes (Willis 2015). It is, therefore, timely for cancer nursing organisations, researchers and educators to be leading change and advancing cancer nursing roles.
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Principles underpinning the Framework The following principles underpin this Framework.
• The priorities, needs and experiences of PABC are central to the development of cancer services and to the involvement of nurses in such services.
• PABC have many, and often complex, needs throughout their cancer journey. Multidisciplinary/professional and multiagency practice is required for meeting these needs.
• Nurses make an important contribution to meeting the needs of PABC at all stages of the care continuum and across all age groups.
• Nurses need to be responsive to the needs of PABC by incorporating new practice areas and capabilities as they evolve, as well as negotiating their scope of practice with other health and social care professionals involved in cancer care.
• Nurses and support workers working in cancer care need to continue to develop their knowledge to inform improvements in outcomes for PABC, particularly where they relate to interventions by nurses designed to prevent or alleviate health and social care needs across the disease continuum. Development of the knowledge and evidence base will require partnership between nurses working in clinical, education and research roles.
Key definitions People affected by cancer (PABC) refers to people affected by all types of cancer, including those at risk of developing cancer, people living with cancer, cancer survivors, carers, family members and significant others across the age spectrum and continuum of care.
Continuum of care includes the trajectory of the experience of PABC. Whilst this trajectory may vary for each individual, the five main phases that correspond to the critical elements of health services needed by PABC to respond to their disease-related and personal experiences are:
1. reducing the risk of developing cancer (prevention and health promotion)
2. finding cancer as early as possible (screening and early detection)
3. having active treatment
4. following and between treatment (rehabilitation and survivorship)
5. palliative and end of life care if the cancer is not cured.
Domains of health include the physical, psychological, emotional, cultural, social, practical, spiritual and informational aspects of a person’s health and wellbeing.
Purpose of the Framework The purpose of the Framework and outcomes is to:
1. provide a framework for career development, training and education for all nurses and support workers engaged in delivering care to PABC
2. provide information relevant to employers, providers of cancer services, HEIs and commissioners for the development of the workforce, roles, learning opportunities and education programmes
3. harmonise job titles used within cancer services and to set out a framework that will help practitioners, employers, commissioners and PABC understand the role and level of education/competence which correlates to a particular job title
4. provide a point of reference from which to identify and develop knowledge, skills and competence in cancer care through accredited programmes and non-accredited learning and development opportunities that target not only professional, but local service needs.
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
Aim The Framework aims to support:
• the development and academic preparation of pre-registration nursing students to contribute to the delivery of general cancer care at the point of registration
• the range of unregistered support worker, registered practitioner, senior practitioner, advanced and consultant nursing practitioner* roles who deliver care to PABC across the age and care continuum, in a variety of generalist and specialist cancer settings
• registered nurses practising at registered, senior, advanced and consultant practitioner levels to progress to the next level of a career pathway**.
The Skills for Health Career Framework and levels of practice are discussed below.
By developing this Framework and defining cancer-specific nursing outcomes, this publication does not attempt to limit or confine education or workplace providers in their delivery of cancer education and services.
Whilst this Framework is intended to stand alone, it may be used alongside other competency documents including:
• An integrated career and competence framework for nurses working in the field of long-term follow-up and late effects care of children and young people after cancer (RCN 2011)
• Caring for teenagers and young adults (TYA) with cancer: A competence and career framework for nursing (Teenage Cancer Trust 2014)
• A Competence Framework for Nurses: Caring for Patients Living with and Beyond Cancer (Macmillan Cancer Support and UKONS 2014)
• Working with Individuals with Cancer, their Families and Carers. Professional Development Framework for Nurses – Specialist and Advanced Levels (NES and Macmillan Cancer Support 2010).
It is recommended that nurses develop evidence to demonstrate their level of knowledge, skill and practice appropriate to their role requirements in the delivery of care to PABC. This evidence can be linked to individual personal development plans (PDP) as well as meeting any professional requirements for revalidation. The Framework and outcomes can also be mapped to local models of care as roles/functions may differ across organisations and settings to reflect flexible and integrated care. Support workers and registered nurses can interpret and address the cancer nursing outcomes in line with their organisational policies and protocols.
*The role titles used within this document are aligned with the Career Framework for Health (Skills for Health 2010) and recommended by NES (2007); NLIAH (2010); DH (2010) and DHSSPS (2014).
**The academic levels used within this Framework are aligned to recommendations from NES/Macmillan Cancer Support (2010), NLIAH (2010), DH (2010), DHSSPS (2014) and European Oncology Nursing Society (EONS) (2013).
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In response to the changing landscape of health care delivery, nurses are leading and delivering a range of generalist and specialist cancer services across a diverse range of health care settings. New models of care provision often rely on a multi-professional team (including those working with enhanced or advanced skills) to: treat, refer, order diagnostic investigations, prescribe medications and deliver courses of treatment, which have previously been the domain of medical professionals.
Alongside this role development, there has been a growth in role descriptors and job titles. In particular, the range of advanced and specialist job titles is of concern to practitioners, regulators and the public. The use of the term ‘specialist’ is often used to describe the clinical specialist roles that some nurses adopt in practice, for example, clinical nurse specialist in cancer or palliative care. However, job titles themselves do not consistently reflect the educational preparation or level of competence of practitioners. Across the UK, there appears to be varied understanding of the meaning of the titles and the role expectation of nurses using them.
To provide a common language, the development of this Framework has used national guidelines on career frameworks and advanced practice to:
• harmonise role titles
• distinguish levels of practice
• inform academic preparation
• develop the cancer-specific nursing outcomes.
Specialist and advanced level practice Specialist practice is different from advanced level practice. Specialist practice is defined as being particular to a specific client group, a skill set or an organisational context and the specialist should be considered as one pole of the specialist–generalist continuum, rather than on the developmental continuum from novice to expert (see Figure 1) (NES 2007; NLIAH 2010). Position statements from the UK Departments of Health (NES 2007; NLIAH 2010; DH 2010a; DHSSPS 2014, NMC, 2004) and Skills for Health (2010) describe advanced practice as a level of practice. Advanced level practitioners are a particular stage on a continuum between novice and expert practice with the advanced role profile characterised by high levels of clinical skill, competence and autonomous decision-making. Advanced practice is, therefore, generic and not constrained to a specific organisational context or client group.
Guidance underpinning the Framework: registered, senior, advanced and consultant level practice
The RCN’s definition of advanced practice
Advanced practice is recognised and acknowledged as a level of practice. Advanced nurse practitioners are recognised by the following criteria:
Educated to a master’s level; assessed as competent in using their expert knowledge and skills; have the freedom and authority to act, making autonomous decisions in the assessment, diagnosis and treatment of patients.
Royal College of Nursing (2016) Advanced nursing practice. Available at: www.rcn.org.uk/library/subject-guides/advanced-nursing-practice (accessed 22/09/16) (Web).
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
This Framework focuses on a nurse’s level of practice using advanced level practice to reflect a particular benchmark on a career development ladder which includes registered practitioner, senior practitioner, advanced practitioner and consultant practitioner as shown in the Career Framework for Health (Skills for Health 2010).
Figure 1: Relationship between specialist and advanced practice (NES 2007)
The Career Framework for Health (Skills for Health 2010) The Skills for Health Career Framework for Health (Appendix 1) differentiates between levels of practice rather than clinical/organisational context or client group by describing nine levels of roles grouped according to their level of complexity and responsibility, and the level of experience and knowledge necessary to carry them out. For example, senior practitioner level is identified between registered practitioner and advanced practitioner level. This helps remove the ambiguity over the specialist title. For this reason, the terms ‘senior’ and ‘advanced’ are used by UK departments of health when describing benchmarked developmental levels, and the term ‘specialist’ is used only if required to define specific contextually-focused role types (senior nurse in breast cancer rather than clinical nurse specialist – breast care). It should be noted that the nine levels relate to a practitioner’s level of practice and does not automatically read across from Agenda for Change (AfC) pay bands.
This Framework has adopted the Career Framework for Health (Skills for Health 2010) to provide a common language for role title, level of
practice, and career development. This Framework focuses on levels 2-8 and is used to define the level of practice and the cancer-specific nursing outcomes expected of the registered nurse providing general cancer care and those practising in specialist cancer care at registered practitioner, senior practitioner, advanced practitioner and consultant practitioner levels.
Themes of practiceThe UK Departments of Health (DHSSPSNI 2014; DH 2010a, NLIAH 2010, NES 2007) identify four themes for advanced level nursing practice as:
1. clinical/ direct patient care
2. leadership and collaborative practice
3. improving quality and developing practice
4. developing self and others.
These four themes reinforce the continuing development of role aspects achieved by pre-registration students to meet the education standards for registration (NMC 2010).
To meet the challenges of delivering and advancing high quality nursing care to PABC, this Framework advocates for pre-registration nursing students to have the opportunity to achieve nationally agreed cancer-specific outcomes during their pre-registration programmes and to have achieved these at the point of registration. For support workers and registered nurses, opportunities to develop and extend their cancer-specific knowledge and skills are also required. This development should be through lifelong professional learning and workplace opportunities appropriate to their level of practice and role requirements.
For those practising at advanced levels, the UK departments of health define a minimum threshold for, and an expectation that, nurses working at an advanced level will continue to develop their individual practice beyond the initial competence achieved at the point of registration. There is the expectation that nurses working at this advanced level of practice would have achieved this through
Expert Practice
Specialist Practice
Novice Practice
Generalist Practice
Advanced Generalist
Junior Specialist
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‘extensive clinical and practice experience’ and following ‘completion of a master’s level education/ learning or its equivalent.’ (DH 2010a).
The Framework has adopted the four themes of professional practice to differentiate the cancer-specific nursing outcomes for the different levels of cancer nursing practice undertaken. This approach should enable practitioners, from pre-registration nursing students to consultant level nurses, to demonstrate their current level of knowledge, skills and competence, as well as to identify any areas for development. Development may be achieved through a range of opportunities including workplace learning, continuing professional development (CPD) events and university accredited modules and programmes.
As nursing within the UK is a graduate profession, it is anticipated that, to progress from registered practitioner level through to senior practitioner level, workplace learning, CPD and postgraduate education will be undertaken, and that by advanced practitioner
level, master’s level will be achieved. Doctoral level qualification has been recommended for consultant practitioner roles (DH, 1999).
Cancer-specific nursing outcomesTo develop cancer-specific nursing outcomes, this Framework has adapted the European Oncology Nursing Society (EONS) Cancer Nursing Curriculum 2013 (EONS, 2013).
The EONS Cancer Nursing Curriculum 2013 provides an educational framework, including eight modules which identify the fundamental knowledge and skills for post-registration nurses working in the field of oncology with adults with cancer. Its aim is to guide curricula development for nurses working in cancer centres or general practice/hospital settings. Table 1 illustrates the EONS modules aligned to the four UK departments of health guidance for themes of professional practice.
Table 1: Mapping themes of practice to the EONS curriculum
Themes of practice(DHSSPSNI, 2014; DH, 2010; NLIAH, 2010; NHS Scotland, 2007; NMC, 2010)
EONS Cancer Nursing Curriculum 2013: Modules
Clinical/direct patient care The context of cancer nursing
Clinical/direct patient care Basic science and treatment of cancer
Clinical/direct patient care Nursing assessment and interventions in the management of people affected by cancer
Clinical/direct patient care Cancer as a chronic illness/supportive and palliative care
Clinical/direct patient care Understanding impact of cancer on the individual, families and health care professionals
Clinical/direct patient care Information and communication in cancer care
Leadership/collaborative practiceImproving quality and developing practiceDeveloping self and others
Clinical leadership and resource management of cancer nursing
Improving quality and developing practice Evidence-based and applied research in cancer care
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CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
In this Framework, the EONS Cancer Nursing Curriculum 2013 has been adapted to include support workers and nurses providing care to PABC in general and specialist settings across the age spectrum, and to distinguish the different levels of practitioner identified in the Career Framework for Health. In addition, inclusion of cancer-specific nursing outcomes for pre-registration nursing students aims to ensure a minimum level of cancer-specific knowledge and skills have been met by students at the point of registration.
Table 2 summarises the key definitions, guidelines and guidance which informed the Framework and the development of the cancer-specific nursing outcomes by:
• defining the context of cancer care delivery as general and specialist cancer care
• utilising the Career Framework for Health (Skills for Health 2010) to propose a consistent approach to defining role level and title for registered nurses
• identifying the four key themes of professional practice, as defined by the UK departments of health and the NMC for achievement at the point of registration, for consolidation, revalidation, continuing professional development and for career progression
• aligning the academic level and workplace/clinical experience required to meet and progress through the Framework and its associated levels of practice.
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Tabl
e 2:
Sum
mar
y of
defi
nitio
ns, g
uide
lines
and
gui
danc
e fo
r the
dev
elop
men
t of t
he C
aree
r and
Edu
catio
n Fr
amew
ork
for C
ance
r Nur
sing
Cont
ext o
f ca
ncer
car
e de
liver
y(E
ONS
20
13)
Leve
l of p
ract
ice
(Ski
lls fo
r Hea
lth 2
010;
DH
SSPS
NI 2
014;
DH
2010
a; N
LIAH
201
0;
NHS
Scot
land
200
7;
NMC
2010
)
Them
es o
f pra
ctic
e(D
HSSP
SNI 2
014;
DH
2010
; NLI
AH 2
010;
NHS
Sco
tland
200
7; N
MC
2010
)
Acad
emic
leve
l and
wor
kpla
ce
prep
arat
ion
(EO
NS 2
013;
Ski
lls fo
r Hea
lth
2010
; DHS
SPSN
I 201
4; D
H 20
10a;
NL
IAH
2010
; NHS
Sco
tland
200
7;
NMC
2010
)Cl
inic
al/d
irect
pa
tient
car
eLe
ader
ship
/co
llabo
rativ
epr
actic
e
Impr
ovin
g qu
ality
and
de
velo
ping
pr
actic
e
Deve
lopi
ng
self
and
othe
rs
Gene
ral
canc
er c
are
OR
Spec
ialis
t ca
ncer
car
e
Leve
l 8:
Cons
ulta
nt p
ract
ition
erCo
nsol
idat
ion
and
cont
inui
ng
deve
lopm
ent
focu
sed
on
clin
ical
/dire
ct
patie
nt c
are
Cons
olid
atio
n an
d co
ntin
uing
de
velo
pmen
t fo
cuse
d on
le
ader
ship
an
d co
llabo
rativ
e pr
actic
e
Cons
olid
atio
n an
d co
ntin
uing
de
velo
pmen
t fo
cuse
d on
im
prov
ing
qual
ity a
nd
deve
lopi
ng
prac
tice
Cons
olid
atio
n an
d co
ntin
uing
de
velo
pmen
t fo
cuse
d on
de
velo
ping
se
lf an
d ot
hers
Mas
ter’s
/doc
tora
l lev
elW
orkp
lace
lear
ning
/exp
erie
nce
Leve
l 7:
Adva
nced
pra
ctiti
oner
Post
grad
uate
leve
l (m
aste
r’s,
post
grad
uate
dip
lom
a,
post
grad
uate
cer
tifica
te, m
odul
es)
Cont
inui
ng p
rofe
ssio
nal
deve
lopm
ent
Wor
kpla
ce le
arni
ng/e
xper
ienc
e
Leve
l 6:
Seni
or p
ract
ition
erUn
derg
radu
ate
leve
l (m
inim
um)
Cont
inui
ng p
rofe
ssio
nal
deve
lopm
ent
Wor
kpla
ce le
arni
ng/e
xper
ienc
e
Leve
l 5:
Regi
ster
ed p
ract
ition
erUn
derg
radu
ate
leve
l (m
inim
um)
Cont
inui
ng p
rofe
ssio
nal
deve
lopm
ent
Wor
kpla
ce le
arni
ng/e
xper
ienc
e
Leve
ls 2
,3,4
:Su
ppor
t wor
ker
Assi
stan
t pra
ctiti
oner
Wor
kpla
ce le
arni
ng/e
xper
ienc
eN
VQFo
unda
tion
degr
ee
Gene
ral
canc
er c
are
New
regi
stra
ntAc
hiev
emen
t of p
rofe
ssio
nal e
duca
tion
stan
dard
s fo
r reg
istr
atio
nPr
e-re
gist
ratio
n Un
derg
radu
ate
leve
l (m
inim
um)
Wor
kpla
ce le
arni
ng/e
xper
ienc
e
16
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
The dynamic and complex nature of contemporary practice environments means it is not possible to provide absolute definitions of the scope of nursing practice or discrete levels of practice. One broad group of unregistered support workers and three broad groups of nurses involved in the delivery of care to PABC are defined in this Framework. These groups do not constitute a hierarchy of practice but are intended to represent the level of practice and suggest the associated cancer-specific nursing outcomes required for support workers and nurses working in different contexts, at different times, along the cancer continuum.
Cancer-specific nursing outcomes have been identified for the following groups.
• Pre-registration nursing students, working under supervision, to have achieved at the point of registration to contribute to the delivery of general cancer care. For example, some of the key cancer care concepts identified as relevant for nurses entering practice include beginning-level skills in communication, psychological, social and emotional support, conceptualisation of the meaning of cancer, and an understanding of carcinogenesis and cancer treatment.
• Support workers who provide care to PABC in general/non-specialist and specialist cancer services.
• Nurses at all levels who provide care to PABC in general/non-specialist settings/roles. All nurses, regardless of practice setting, will work collaboratively with PABC to address their health needs. At all stages of life, and at several points across the cancer continuum, PABC will require services from nurses in generalist settings such as primary care, diagnostic services, community services and services in secondary/acute care. PABC may also have co-morbidities and may live with the consequences of cancer beyond an active diagnostic and treatment phase, through survivorship or at end of life. When in contact with PABC, all nurses need to have a level of knowledge, skill and competence capable of meeting the health needs of these individuals.
• Nurses at registered, senior, advanced and consultant levels who provide care to PABC in specialist cancer services/roles. Within this group, cancer-specific nursing outcomes relating to each level of practitioner are identified.
These nurses will participate more frequently, or for short intensive periods in the care of PABC due to their expertise in addressing specific health needs, or because of their practice context.
For example, some nurses will practice within cancer care in dedicated cancer services at registered and senior practitioner levels. They may be primarily responsible for care of people at a specific phase of their journey (for example, radiotherapy or chemotherapy treatment), or across all phases of the cancer journey. Some will be registered or senior practitioners delivering care in specialist cancer services in areas such as head and neck or breast surgery, infection control, stoma therapy, or palliative care. These nurses may demonstrate the application of cancer-specific nursing outcomes at registered and senior practitioner levels in the particular contexts in which they practice.
They may require access to workplace learning opportunities, further development or education in areas of cancer care with a direct application to their role. Some nurses, may develop their level of practice to advanced or consultant practitioner levels. These nurses will build on the outcomes defined within this Framework through additional experience and education at a master’s or doctoral level or equivalent.
The cancer-specific nursing outcomes have been mapped against the four themes of professional practice. It is anticipated that, as their practice advances, nurses will demonstrate more effective integration of theory, practice and experience in the four themes of practice (DH, 2010; NMC, 2010) along with increasing degrees of autonomy in judgements and interventions for PABC.
Table 2 identifies the suggested level of academic and workplace/clinical experience to meet and progress through the Skills for
Using the Framework and outcomes
ROYAL COLLEGE OF NURSING
17
Health Career Framework. Support workers and registrants providing care to PABC in general/non-specialist settings/roles are likely to demonstrate achievement of the cancer-specific outcomes through CPD and work-based learning opportunities. This will require organisational commitment to facilitating consolidation and on-going development of knowledge and skills related to the cancer-specific nursing outcomes, with the goal of improving care to PABC in the organisation.
For registrants working towards, or at, an advanced level of practice, the DH (2010a) indicate that this would be achieved through extensive clinical and practice experience, and following completion of a master’s level education/learning or its equivalent. The cancer-specific nursing outcomes for registrants providing specialist cancer care have been designed to enable registered (RP), senior (SP), advanced (AP) and consultant (CP) practitioners to consolidate and acquire skills, competence and knowledge to support professional requirements for career progression.
The cancer-specific nursing outcomes are identified in Table 4.
A Workplace Development Record is provided in Appendix 2 to assist practitioners to use the cancer-specific nursing outcomes in their practice and record their evidence of achievement.
A mapping tool is provided in Appendix 3 to assist HEIs and clinically-based educators to map their pre-registration and CPD programmes against the cancer-specific nursing outcomes.
18
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
The Framework and outcomes will help support workers and all registered nurses to deliver health care that meets the strategically changing needs of cancer care and offer the best clinical practice demanded by PABC along the cancer trajectory. The Framework aims to meet the academic and career pathway needs of the range of practitioners, newly registered through to consultant levels, who are providing cancer care in general or specialist settings. The framework will also help them to apply cancer-specific knowledge and skills in the management of patients with complex needs, and contribute to the development of practice in this specialist field.
Structure of the FrameworkThe Framework is divided into seven colour coded sections representing the different levels of nursing practice (Table 3).
1. Pre-registration student nurse.
2. Support workers providing care to PABC in general/non-specialist and specialist cancer services.
3. Registered practitioners at all levels providing care to PABC in general/non-specialist settings/roles.
4. Registered level practitioner providing care to PABC in specialist cancer services/roles.
5. Senior level practitioner providing care to PABC in specialist cancer services/roles.
6. Advanced level practitioner providing care to PABC in specialist cancer services/roles.
7. Consultant level practitioner providing care to PABC in specialist cancer services/roles.
Cancer-specific outcomes for nursing
ROYAL COLLEGE OF NURSING
19
Table 3: Colour coding
Clinical context Level of practitioner(Skills for Health, 2010; DH 2010)
EONS curriculumcolour coding
Pre-registration nursing programmes leading to NMC registration
Pre-registration nurses to have achieved at the point of registration
Under supervision
Support worker in health and social care
All levels of support worker/assistant practitioner
General, non-specialist cancer settings/roles
All levels including:registered nurses senior level nurses advanced level nurses consultant level nurses
Specialist cancer settings/roles Registered nurses
Senior level nurses
Advanced level nurses
Consultant level nurses
20
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSINGTa
ble
4: C
ance
r nur
sing
out
com
es
1.0
The
cont
ext o
f can
cer n
ursi
ng: l
earn
ing
outc
omes
Pre-
regi
stra
tion
prac
titio
ners
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
1.1 c
ritic
ally
revi
ew e
pide
mio
logi
cal a
nd p
reva
lenc
e st
atis
tics
for c
ance
r w
ithin
Eur
ope
unde
rsta
ndin
g bo
th d
emog
raph
ic a
nd c
ultu
ral d
iffer
ence
s
1.2
iden
tify
com
mon
cau
ses,
sig
ns a
nd s
ympt
oms
of c
ance
r and
exp
lain
ho
w th
eir r
ecog
nitio
n an
d ea
rly d
iagn
osis
influ
ence
s m
orbi
dity
1.3
desc
ribe
how
att
itude
s, v
alue
s an
d be
liefs
, in
rela
tion
to c
ance
r, in
fluen
ce th
e ca
re th
at c
ance
r pat
ient
s an
d th
eir f
amili
es re
ceiv
e
1.4
reco
gnis
e th
e im
port
ance
of e
mpl
oyin
g cu
ltura
lly s
ensi
tive
appr
oach
es
in th
e ca
re o
f peo
ple
with
can
cer a
nd th
eir f
amili
es
1.5
criti
cally
revi
ew th
e di
ffere
nt p
olic
y co
ntex
ts in
whi
ch c
ance
r car
e is
de
liver
ed
1.6
outli
ne th
e pr
inci
ples
of c
ance
r nur
sing
pra
ctic
e an
d ex
plai
n ho
w h
ealth
ca
re is
org
anis
ed th
roug
h th
e ca
ncer
jour
ney.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
1.7
dire
ct in
divi
dual
s an
d fa
mily
mem
bers
to a
ppro
pria
te in
form
atio
n so
urce
s ab
out e
pide
mio
logy
of c
ance
r with
in E
urop
e
1.8
expl
ain
the
mul
tifac
toria
l cau
ses
of c
ance
r to
canc
er p
atie
nts
and
mem
bers
of t
heir
fam
ily, p
rovi
de a
ppro
pria
te h
ealth
and
risk
adv
ice
so
that
indi
vidu
als
can
mon
itor f
or e
arly
sig
ns o
f can
cer a
nd a
dopt
hea
lthy
lifes
tyle
beh
avio
urs
1.9
dem
onst
rate
kno
wle
dge
of th
e w
ider
phy
sica
l, ps
ycho
logi
cal,
soci
al
and
spiri
tual
fact
ors
that
can
affe
ct p
eopl
e tr
eate
d fo
r can
cer
1.10
dem
onst
rate
a h
olis
tic, n
on-ju
dgem
enta
l and
car
ing
man
ner;
pro
mot
e th
e rig
hts,
bel
iefs
and
wis
hes
of in
divi
dual
s an
d fa
mili
es w
ith c
ance
r
1.11
adj
ust p
rofe
ssio
nal b
ehav
iour
to re
spon
d eff
ectiv
ely
to p
opul
atio
n an
d/or
indi
vidu
al n
eeds
dep
ende
nt o
n th
e ca
ncer
car
e se
ttin
g
1.12
com
mun
icat
e th
e di
ffere
nt ro
les,
resp
onsi
bilit
ies
and
func
tions
of a
ca
ncer
nur
se a
nd re
spon
d eff
ectiv
ely
to p
opul
atio
n an
d in
divi
dual
nee
ds.
ROYAL COLLEGE OF NURSING
21
2.0
Basi
c sc
ienc
e an
d tr
eatm
ent o
f can
cer:
lear
ning
out
com
esPr
e-re
gist
ratio
n pr
actit
ione
rs
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
2.1 d
emon
stra
te a
cle
ar u
nder
stan
ding
of t
he a
etio
logy
, bio
logy
and
pa
thop
hysi
olog
y in
the
deve
lopm
ent o
f can
cer a
nd th
e ro
le th
at th
e im
mun
e sy
stem
and
gen
etic
s ha
ve in
thei
r dev
elop
men
t
2.2
iden
tify
risk
fact
ors
for c
ance
r and
des
crib
e ap
proa
ches
for t
he
prev
entio
n, s
cree
ning
and
ear
ly d
etec
tion
of c
ance
r
2.3
desc
ribe
appr
oach
es to
the
diag
nosi
s an
d st
agin
g of
can
cer,
and
the
nurs
e’s
role
in s
uppo
rtin
g pa
tient
s th
roug
h th
is p
roce
ss
2.4
dem
onst
rate
und
erst
andi
ng o
f the
prin
cipl
es o
f can
cer t
hera
pies
and
de
scrib
e th
e ap
plic
atio
n of
mul
ti-m
odal
ity c
ance
r tre
atm
ent
2.5
dem
onst
rate
com
preh
ensi
ve k
now
ledg
e of
the
com
mon
acu
te a
nd la
te
side
effe
cts
of c
ance
r the
rapi
es
2.6
refle
ct o
n la
y pe
rspe
ctiv
es o
f hea
lth a
nd il
lnes
s.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
2.7
expl
ain
rele
vant
info
rmat
ion
abou
t the
cau
ses
of c
ance
r to
patie
nts
and
thei
r fam
ilies
, ass
ess
thei
r und
erst
andi
ng o
f the
se, a
nd p
rovi
de
info
rmat
ion
and
reas
sura
nce
whe
re n
eces
sary
2.8
part
icip
ate
in h
ealth
pro
mot
ion
activ
ities
and
pro
vide
app
ropr
iate
he
alth
edu
catio
n to
saf
egua
rd th
e he
alth
and
wel
lbei
ng o
f the
pub
lic
2.9
dem
onst
rate
sen
sitiv
ity to
war
ds p
atie
nts
and
fam
ilies
thro
ugho
ut a
ll ph
ases
of t
he c
ance
r jou
rney
.
2.10
ass
ess
the
patie
nt a
nd/o
r fam
ily m
embe
rs’ u
nder
stan
ding
, and
is a
ble
to e
xpla
in a
nd fa
cilit
ate
patie
nt e
duca
tion
and
choi
ce in
rela
tion
to th
ese
2.11
und
erta
ke a
n ac
cura
te a
sses
smen
t of t
reat
men
t sid
e eff
ects
and
app
lies
rele
vant
trea
tmen
t kno
wle
dge
to th
e nu
rsin
g ca
re o
f tre
atm
ent s
ide
effec
ts
2.12
pro
vide
a s
uppo
rtiv
e en
viro
nmen
t in
whi
ch p
atie
nts
and
fam
ily
mem
bers
are
enc
oura
ged
to s
hare
thei
r con
cern
s.
22
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
3.0
Nurs
ing
asse
ssm
ent a
nd in
terv
entio
ns in
the
man
agem
ent o
f pe
ople
affe
cted
by
canc
er: l
earn
ing
outc
omes
Pre-
regi
stra
tion
prac
titio
ners
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
3.1 d
emon
stra
te th
e pr
inci
ples
of h
olis
tic a
sses
smen
t in
canc
er p
ract
ice
3.2
appr
aise
dec
isio
n-m
akin
g an
d ho
w th
is im
pact
s on
can
cer n
ursi
ng
asse
ssm
ent u
sing
bot
h ob
ject
ive
and
subj
ectiv
e he
alth
pro
blem
s as
soci
ated
with
can
cer a
nd it
s tr
eatm
ent
3.3
dem
onst
rate
an
unde
rsta
ndin
g of
the
com
plex
, cha
ngin
g, m
ultip
le h
ealth
ne
eds
of p
atie
nts
with
can
cer a
nd th
eir f
amili
es a
cros
s th
e di
seas
e tra
ject
ory
3.4
criti
cally
revi
ew th
e ev
iden
ce b
ase
for n
ursi
ng m
anag
emen
t of c
ance
r sy
mpt
oms
and
trea
tmen
t sid
e eff
ects
3.5
dem
onst
rate
kno
wle
dge
abou
t the
saf
e ad
min
istr
atio
n of
can
cer
ther
apie
s an
d th
e nu
rsin
g in
terv
entio
ns n
eces
sary
to m
anag
e an
adv
erse
re
actio
n to
trea
tmen
t
3.6
cons
truc
t a c
are
plan
for a
pat
ient
with
can
cer a
nd d
ocum
ent
appr
opria
tely
.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
3.7
unde
rtak
e a
com
preh
ensi
ve n
ursi
ng a
sses
smen
t tak
ing
into
acc
ount
re
leva
nt p
hysi
cal,
soci
al, c
ultu
ral,
psyc
holo
gica
l and
spi
ritua
l fac
tors
3.8
mon
itor t
he p
atie
nt’s
hea
lth s
tatu
s fo
r sig
ns a
nd s
ympt
oms
of
dete
riora
tion
and
take
ste
ps to
doc
umen
t, in
terv
ene
or re
fer a
ppro
pria
tely
3.9
impl
emen
t and
criti
cally
eva
luat
e a
rang
e of
evi
denc
e-ba
sed
inte
rven
tions
to
man
age
the
com
plex
, mul
tiple
nee
ds o
f can
cer p
atie
nts
and
thei
r fam
ilies
3.10
wor
k in
par
tner
ship
with
the
patie
nt to
man
age
sym
ptom
s of
can
cer
and
subs
eque
nt c
onse
quen
ces
of c
ance
r tre
atm
ent
3.11
dem
onst
rate
kno
wle
dge
of h
ealth
and
saf
ety i
mpl
icat
ions
for c
ance
r tre
atm
ents
that
impa
ct o
n pa
tient
s an
d ot
her s
taff
mem
bers
. Saf
ely a
dmin
iste
r an
d m
onito
r tre
atm
ent u
sing
the
corre
ct m
edic
al d
evic
es a
nd/o
r tec
hniq
ues
3.12
pro
vide
per
sona
lised
car
e pl
ans
base
d on
indi
vidu
al ri
sks,
nee
ds a
nd
pref
eren
ces
of th
e pa
tient
.
ROYAL COLLEGE OF NURSING
23
4.0
Canc
er a
s a
chro
nic
illne
ss/s
uppo
rtiv
e an
d pa
lliat
ive
care
: le
arni
ng o
utco
mes
Pre-
regi
stra
tion
prac
titio
ners
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
4.1 d
emon
stra
te k
now
ledg
e of
the
impl
icat
ions
of c
hron
ic il
lnes
s an
d lo
ng-
term
sur
vivo
rshi
p in
thos
e aff
ecte
d by
can
cer
4.2
unde
rsta
nd th
e po
tent
ial c
onse
quen
ces
of th
e lo
ng-te
rm a
nd la
te
effec
ts o
f can
cer t
reat
men
t
4.3
desc
ribe
the
prin
cipl
es o
f reh
abili
tatio
n, s
elf-m
anag
emen
t and
life
styl
e in
terv
entio
ns fo
r im
prov
ing
qual
ity o
f life
in th
ose
affec
ted
by c
ance
r
4.4
unde
rsta
nd th
e im
port
ance
of l
ong-
term
med
icin
es m
anag
emen
t and
th
e da
nger
s of
non
-adh
eren
ce in
pat
ient
s w
ith c
ance
r
4.5
dem
onst
rate
an
unde
rsta
ndin
g of
the
impo
rtan
ce o
f sea
mle
ss
tran
sitio
ns b
etw
een
the
acut
e an
d ho
me
care
, and
from
act
ive
trea
tmen
t to
surv
ival
pro
gram
mes
, pal
liativ
e an
d en
d of
life
car
e
4.6
desc
ribe
the
role
of s
uppo
rtiv
e, p
allia
tive
and
end
of li
fe c
are
for
patie
nts
and
thei
r fam
ily.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
4.7
appr
opria
tely
con
side
r co-
mor
bidi
ty, t
he im
pact
of c
hron
ic il
lnes
s an
d lo
ng-te
rm s
urvi
vors
hip
on th
e he
alth
sta
tus
of th
e pa
tient
with
can
cer a
nd
mem
bers
of h
is/h
er fa
mily
and
impl
emen
t app
ropr
iate
refe
rral
s to
oth
er
prof
essi
onal
s an
d ag
enci
es in
resp
ect o
f the
se
4.8
unde
rtak
e a
risk
asse
ssm
ent a
nd p
rovi
de a
ppro
pria
te h
elp
and
advi
ce
in re
spec
t of s
elf-m
onito
ring
of th
e lo
ng-te
rm c
onse
quen
ces
of c
ance
r
4.9
unde
rtak
e an
ass
essm
ent o
f the
mot
ivat
ion
and
capa
city
of t
he p
atie
nt
and
fam
ily m
embe
rs to
sel
f-man
age
the
cond
ition
and
pro
mot
e a
heal
thy
lifes
tyle
dur
ing
canc
er re
habi
litat
ion
4.10
effe
ctiv
ely
eval
uate
pat
ient
adh
eren
ce a
nd c
onco
rdan
ce w
hen
taki
ng
med
icat
ion
for c
ance
r or o
ther
long
-term
chr
onic
con
ditio
ns a
nd e
ngag
e in
pa
tient
edu
catio
n ab
out t
he b
enefi
ts o
f adh
eren
ce
4.11
eng
age
in a
ppro
pria
te d
isch
arge
pla
nnin
g an
d co
-ord
inat
e ca
re
betw
een
diffe
rent
hea
lth a
nd s
ocia
l car
e pr
ovid
ers,
incl
udin
g vo
lunt
ary
and
stat
utor
y ca
re a
genc
ies
4.12
faci
litat
e ap
prop
riate
dis
cuss
ions
bet
wee
n he
alth
and
soc
ial c
are
prof
essi
onal
s, p
atie
nts
and
thei
r fam
ily m
embe
rs to
elic
it th
eir p
refe
renc
es
with
resp
ect t
o th
e tra
nsiti
on b
etw
een
activ
e an
d pa
lliat
ive
or e
nd o
f life
car
e.
24
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
5.0
Unde
rsta
ndin
g im
pact
of c
ance
r on
the
indi
vidu
al, f
amili
es a
nd
heal
th c
are
prof
essi
onal
s: le
arni
ng o
utco
mes
Pre-
regi
stra
tion
prac
titio
ners
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
5.1 d
emon
stra
te a
n un
ders
tand
ing
of th
e po
tent
ial p
sych
osoc
ial
cons
eque
nces
of a
can
cer d
iagn
osis
and
its
trea
tmen
t on
indi
vidu
als
and
thei
r fam
ily m
embe
rs5.
2 re
cogn
ise
the
diffe
ring
care
nee
ds o
f pat
ient
s fr
om d
isad
vant
aged
or
vuln
erab
le g
roup
s5.
3 di
scus
s th
e im
pact
of i
nher
itabl
e, s
ocia
l or l
ifest
yle
traits
whi
ch p
redi
spos
e pa
rtic
ular
indi
vidu
als
or fa
mili
es to
can
cer,
and
cons
ider
the
impa
ct o
f the
se
on fa
mily
hea
lth a
nd s
ocia
l wel
lbei
ng5.
4 de
scrib
e th
e th
eorie
s of
sup
port
ive
care
and
how
cop
ing
stra
tegi
es
impa
ct o
n qu
ality
of l
ife o
f peo
ple
with
can
cer a
nd th
eir f
amili
es
5.5
cons
ider
the
pote
ntia
l em
otio
nal s
tress
of c
arin
g fo
r peo
ple
who
hav
e ca
ncer
5.6
cons
ider
thei
r ow
n at
titud
es, b
elie
fs a
nd b
ehav
iour
s to
war
ds e
nd
of li
fe c
are
and
appr
aise
the
clin
ical
val
ue o
f ber
eave
men
t the
orie
s in
pa
lliat
ive
and
end
of li
fe c
are.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
5.7
prov
ide
advi
ce a
nd s
uppo
rt to
ena
ble
peop
le to
man
age
the
impa
ct o
f di
agno
sis
and
treat
men
t on
thei
r rel
atio
nshi
ps w
ith th
ose
impo
rtan
t to
them
5.8
use
evid
ence
-bas
ed s
trat
egie
s to
dea
l with
com
mun
icat
ion
issu
es fo
r pa
tient
s fr
om d
isad
vant
aged
or v
ulne
rabl
e gr
oups
and
refe
r app
ropr
iate
ly5.
9 un
dert
ake
a fa
mily
risk
ass
essm
ent a
nd d
iscu
ss s
ocia
l, he
ritab
le o
r lif
esty
le fa
ctor
s w
ith a
t-ris
k in
divi
dual
s, w
hils
t alle
viat
ing
anxi
ety a
nd
prov
idin
g he
lp a
nd re
assu
ranc
e to
the
wor
ried
wel
l5.
10 a
sses
s th
e su
ppor
tive
care
nee
ds o
f pat
ient
s an
d th
eir f
amili
es, a
nd
be a
ble
to re
fer t
o ap
prop
riate
sup
port
ser
vice
s5.
11 re
cogn
ise
the
soci
al, fi
nanc
ial a
nd e
mot
iona
l con
sequ
ence
s of
a c
ance
r di
agno
sis
for p
atie
nts
and
fam
ily m
embe
rs a
nd re
spon
d ap
prop
riate
ly, m
akin
g su
itabl
e re
ferr
als
if ne
cess
ary
5.12
dem
onst
rate
tact
, refl
exiv
ity a
nd s
ensi
tivity
tow
ards
the
need
s of
pa
tient
s w
ho a
re d
ying
. Dem
onst
rate
aw
aren
ess
of th
eir p
sych
osoc
ial a
nd
spiri
tual
nee
ds a
nd th
ose
of th
eir f
amily
mem
bers
.
ROYAL COLLEGE OF NURSING
25
6.0
Info
rmat
ion
and
com
mun
icat
ion
in c
ance
r car
e:
lear
ning
out
com
esPr
e-re
gist
ratio
n pr
actit
ione
rs
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
6.1 i
dent
ify th
e in
form
atio
n re
quire
men
ts o
f ind
ivid
uals
with
can
cer d
urin
g th
eir c
ance
r dia
gnos
is, t
hera
py, a
fter
car
e an
d pe
riod
of s
uppo
rtiv
e ca
re6.
2 de
scrib
e he
alth
pro
mot
ion
theo
ries
and
appl
y th
e pr
inci
ples
of
teac
hing
and
lear
ning
to p
atie
nt e
duca
tion
6.3
refle
ct o
n co
mm
unic
atio
n sk
ills
and
cons
ider
theo
ries
of g
ood
com
mun
icat
ion
in s
uppo
rtin
g th
e in
divi
dual
and
fam
ily a
ffect
ed b
y ca
ncer
6.4
disc
uss
how
adv
ocac
y and
dis
clos
ure
in c
ance
r car
e ca
n be
nefit
and
cau
se
confl
ict b
etw
een
indi
vidu
als
with
can
cer,
fam
ilies
and
hea
lth c
are
prov
ider
s6.
5 id
entif
y ho
w m
ultid
isci
plin
ary
team
com
mun
icat
ion
can
bene
fit p
atie
nt
care
and
impr
ove
tran
sitio
ns b
etw
een
acut
e an
d ho
me
care
6.6
diffe
rent
iate
bet
wee
n th
e di
ffere
nt ro
les
info
rmat
ion
tech
nolo
gy c
an
have
in im
prov
ing
canc
er d
ocum
enta
tion,
rem
ote
heal
th m
anag
emen
t and
in
pro
vidi
ng s
uppo
rtiv
e ca
rePr
actic
e-ba
sed
skill
s an
d co
mpe
tenc
es.
The
prac
titio
ner w
ill b
e ab
le to
:6.
7 di
rect
indi
vidu
als
and
fam
ily m
embe
rs to
app
ropr
iate
ser
vice
s an
d pr
ovid
e a
plan
or p
resc
riptio
n of
info
rmat
ion
6.8
asse
ss th
e on
-goi
ng a
nd c
hang
ing
need
s of
the
patie
nt a
nd fa
mily
m
embe
rs fo
r edu
catio
n, e
valu
atin
g th
e in
divi
dual
’s u
nder
stan
ding
of
advi
ce a
nd in
form
atio
n ov
er ti
me
6.9
dem
onst
rate
the
use
of a
rang
e of
com
mun
icat
ion
tech
niqu
es to
pr
omot
e w
ellb
eing
in a
per
son
with
can
cer,
for e
xam
ple,
cou
nsel
ling
skill
s,
chal
leng
ing
beha
viou
r and
act
ive
liste
ning
6.10
dem
onst
rate
the
use
of a
dvan
ced
com
mun
icat
ion
skill
s/te
chni
ques
to
prom
ote
wel
lbei
ng in
peo
ple
affec
ted
by c
ance
r6.
11 re
cogn
ise
the
ethi
cal a
nd le
gal d
ilem
mas
as
an a
dvoc
ate
in p
rovi
ding
in
form
ed c
onse
nt a
nd s
uppo
rt fo
r pat
ient
s w
ith c
ance
r6.
12 p
rovi
de in
form
atio
n an
d ad
vice
with
in th
e m
ultid
isci
plin
ary t
eam
to
supp
ort p
atie
nt c
are
6.13
eng
age
in e
lect
roni
c doc
umen
tatio
n an
d in
sup
port
ing
e-he
alth
and
te
lem
edic
ine
with
can
cer c
are,
for e
xam
ple,
car
e pl
anni
ng a
nd d
ocum
enta
tion
syst
ems,
a s
urvi
vors
hip
care
pla
n.
26
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
7.0
Clin
ical
lead
ersh
ip a
nd re
sour
ce m
anag
emen
t of c
ance
r nu
rsin
g: le
arni
ng o
utco
mes
Pre-
regi
stra
tion
prac
titio
ners
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
7.1 c
onsi
der t
he im
port
ance
of l
egal
, eth
ical
and
pro
fess
iona
l iss
ues
in
rela
tion
to th
e ca
re a
nd m
anag
emen
t of p
atie
nts
with
can
cer
7.2
anal
yse
and
disc
uss
the
cont
ribut
ion
mad
e by
qua
lity
stan
dard
s to
the
care
of c
ance
r pat
ient
s7.
3 ar
ticul
ate
the
prin
cipl
es o
f ris
k as
sess
men
t and
man
agem
ent i
n re
latio
n to
the
care
of c
ance
r pat
ient
s7.
4 re
flect
on
lead
ersh
ip s
tyle
s an
d ho
w d
iffer
ent m
odel
s of
clin
ical
le
ader
ship
can
impa
ct o
n th
e m
anag
emen
t of c
ance
r car
e7.
5 di
scus
s th
e st
rate
gies
whi
ch m
ight
be
used
to fa
cilit
ate
both
thei
r ow
n an
d ot
hers
lear
ning
in c
linic
al p
ract
ice
7.6
disc
uss
the
impo
rtan
ce o
f rel
evan
t res
ourc
e m
anag
emen
t str
ateg
ies
in
rela
tion
to c
ance
r car
e.Pr
actic
e-ba
sed
skill
s an
d co
mpe
tenc
es.
The
prac
titio
ner w
ill b
e ab
le to
:7.
7 de
mon
stra
te th
e ap
plic
atio
n of
lega
l, et
hica
l and
pro
fess
iona
l prin
cipl
es
in th
eir p
ract
ice
and
seek
to a
ct a
s an
effe
ctiv
e pa
tient
adv
ocat
e at
all
times
7.8
prov
ide
lead
ersh
ip in
the
impl
emen
tatio
n an
d ev
alua
tion
of c
ance
r qu
ality
sta
ndar
ds7.
9 in
form
the
stra
tegi
c di
rect
ion
and
lead
cha
nges
to c
ance
r ser
vice
de
liver
y fo
r a p
opul
atio
n/co
mm
unity
7.10
ass
ess
risk
and
impl
emen
t app
ropr
iate
risk
man
agem
ent s
trat
egie
s in
or
der t
o pr
omot
e pa
tient
wel
lbei
ng a
nd s
afet
y in
thei
r pra
ctic
e ar
ea7.
11 a
pply
app
ropr
iate
lead
ersh
ip a
nd m
anag
emen
t stra
tegi
es in
thei
r pra
ctic
e ar
ea a
nd e
valu
ate
the
impa
ct o
f the
se u
pon
othe
rs in
the
canc
er c
are
team
7.12
dem
onst
rate
evi
denc
e of
thei
r ow
n CP
D an
d ac
tivel
y pr
omot
e th
e le
arni
ng o
f col
leag
ues
and
othe
rs in
the
clin
ical
pra
ctic
e ar
ea7.
13 c
ontr
ibut
e to
the
deve
lopm
ent a
nd d
eliv
ery
of a
ccre
dite
d an
d no
n-ac
cred
ited
canc
er e
duca
tion
7.14
dem
onst
rate
the
abili
ty to
pla
n, a
lloca
te, c
oord
inat
e an
d ev
alua
te th
e us
e of
hea
lth c
are
reso
urce
s in
an
appr
opria
te m
anne
r whe
n pr
ovid
ing
care
to
pat
ient
s w
ith c
ance
r and
thei
r fam
ilies
.
ROYAL COLLEGE OF NURSING
27
8.0
Evid
ence
-bas
ed a
nd a
pplie
d re
sear
ch in
can
cer c
are:
lear
ning
ou
tcom
esPr
e-re
gist
ratio
n pr
actit
ione
rs
Supp
ort
wor
kers
Regi
stra
nts
prov
idin
g ge
nera
l ca
ncer
car
e
Regi
stra
nts
prov
idin
g sp
ecia
list c
ance
r car
e
The
prac
titio
ner w
ill b
e ab
le to
:Un
der
supe
rvis
ion
Regi
ster
edSe
nior
Adva
nced
Cons
ulta
nt
8.1 e
valu
ate
the
impo
rtan
ce o
f can
cer n
ursi
ng re
sear
ch to
the
field
of
canc
er c
are
8.2
criti
cally
dis
cuss
the
cont
ribut
ion
of in
form
atio
n te
chno
logy
to th
e im
plem
enta
tion
of e
vide
nce-
base
d pr
actic
e in
can
cer n
ursi
ng
8.3
anal
yse
diffe
rent
sou
rces
of i
nfor
mat
ion
and
appl
y as
app
ropr
iate
8.4
desc
ribe
the
prin
cipl
es o
f can
cer c
linic
al tr
ials
and
the
cont
ribut
ion
whi
ch n
urse
s m
ake
to th
e sa
fe c
ondu
ct o
f mul
tidis
cipl
inar
y re
sear
ch
8.5
disc
uss e
thic
al p
rinci
ples
in re
latio
n to
the
cond
uct o
f can
cer i
n cl
inic
al tr
ials
8.6
outli
ne th
e us
e of
hea
lth s
ervi
ces’
rese
arch
in c
ance
r ser
vice
de
velo
pmen
t and
exp
lore
the
role
of c
linic
al a
udit
in p
ract
ice
deve
lopm
ent
8.7
anal
yse
the
rese
arch
pro
cess
and
rang
e of
rese
arch
met
hods
for
canc
er s
ervi
ce d
evel
opm
ent a
nd e
xplo
re th
e ro
le o
f res
earc
h an
d se
rvic
e ev
alua
tion
in s
ervi
ce d
evel
opm
ent
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
8.8
corr
ectly
iden
tify
the
need
for c
linic
al e
vide
nce
and
form
ulat
e ap
prop
riate
clin
ical
que
stio
ns w
hen
wor
king
in c
ance
r set
tings
8.9
mak
e ap
prop
riate
use
of i
nfor
mat
ion
tech
nolo
gies
whe
n re
triev
ing
evid
ence
up
on w
hich
to b
ase
canc
er n
ursi
ng in
terv
entio
ns in
thei
r pra
ctic
e ar
ea8.
10 d
emon
stra
te th
e ab
ility
to p
rovi
de e
vide
nce-
base
d ra
tiona
le fo
r the
ca
ncer
nur
sing
inte
rven
tions
impl
emen
ted
in th
eir c
linic
al a
rea
8.11
dem
onst
rate
thei
r abi
lity
to p
artic
ipat
e in
clin
ical
tria
ls a
s pa
rt o
f a
mul
ti-pr
ofes
sion
al te
am a
nd s
uppo
rt m
ore
juni
or c
olle
ague
s in
this
role
8.12
dem
onst
rate
app
ropr
iate
str
ateg
ies
to s
afeg
uard
the
inte
rest
s an
d w
ellb
eing
of p
atie
nts,
incl
udin
g ob
tain
ing
info
rmed
con
sent
, mai
ntai
ning
pa
tient
con
fiden
tialit
y an
d di
gnity
, doc
umen
ting
and
repo
rtin
g dr
ug
inte
ract
ions
or o
ther
adv
erse
eve
nts
whe
re re
quire
d8.
13 u
se s
peci
alis
t kno
wle
dge
to co
ntrib
ute
to th
e de
velo
pmen
t of e
vide
nce-
base
d po
licie
s an
d pr
oced
ures
, and
pra
ctic
e de
velo
pmen
t for
can
cer n
ursi
ng8.
14 u
se k
now
ledg
e of
the
rese
arch
and
aud
it pr
oces
s, a
nd m
etho
ds to
dev
elop
an
d le
ad p
roje
cts f
or p
ract
ice
and
serv
ice
deve
lopm
ent f
or ca
ncer
nur
sing
28
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
The Career and Education Framework for Cancer Nursing offers the following benefits for nurses, employers, education providers and commissioners.
• A UK-wide standard for pre-registration cancer education to prepare new registrants with a minimum level of cancer-specific knowledge and skills to deliver care to PABC.
• Guidance to support workers, registered practitioners, senior practitioners, advanced and consultant level practitioners, who provide care to PABC in generalist and specialist cancer settings who aspire to a particular career level in this specialist field. The Framework will also identify learning opportunities/outcomes to meet their role requirements.
• A UK-wide standard for professional development aligned with appropriate learning/academic preparation for those practising at registered, senior, advanced and consultant practitioner levels. The Framework will also help with progression to the next level of a career pathway.
• Guidance to education providers, including professional organisations and higher education institutions, to develop and deliver learning opportunities, modules and awards at different academic levels for pre-registration students and post-registration nurses which meet the range of learning/education needs of practitioners providing care to PABC in general/non-specialist and cancer specialist services/roles.
• Assistance to service providers to develop role descriptors/job plans and to identify professional development requirements for prospective and current roles in cancer nursing.
• Information to commissioners of cancer services and professional education to create a consistent and sustainable approach to learning and education opportunities for practitioners working in cancer care across the UK.
• Assist commissioners and services to develop minimum standards and key performance indicators for cancer-specific knowledge and skills of the nursing workforce.
Benefits of the Framework
ROYAL COLLEGE OF NURSING
29
Each of the different target groups can use this Framework and outcomes in a number of ways.
The individual nurse/support worker • As a tool for:
¡ determining your professional development needs
¡ developing a professional development plan within the performance development and review (PDR) framework
¡ evaluating different postgraduate modules and programmes in cancer nursing.
• To plan your career path.
• Use a range of development opportunities to undertake self-directed learning.
• To produce evidence for NMC revalidation.
The educator or manager• As part of professional development planning
processes to establish and negotiate practice progression pathways.
• To review orientation and annual progress requirements.
• To review your organisation’s in-service programmes so as to focus their content on guiding nurses to meet the outcomes relevant to their scope and level of practice.
• To develop curricula and in-service programmes, plus identify learning experiences for generalist areas to improve their capability to meet the outcomes for nurses in cancer care.
• To evaluate role/job descriptions and person specifications for the support worker, registered, senior, advanced and consultant level roles.
• To identify opportunities for ongoing quality improvement and audit.
• To develop recruitment and retention, and workforce plans.
Higher education institutions• To map the outcomes to the current pre-
registration nursing curriculum and integrate the learning within the curriculum to support practitioners to help meet these outcomes.
• Use the outcomes for post-registration nurses at all levels to review your postgraduate cancer nursing modules and programmes and integrate the outcomes to support practitioners to meet these.
• Use the outcomes for post-registration nurses at all levels to assess prior learning, modules and programmes that might be suitable for accreditation of prior (experiential) learning in postgraduate courses.
• Review and develop methods of assessing learning that reflect the level of practice described in the Framework.
Health service commissioners and policy makers• To define workforce capabilities in different
practice settings and regions, according to population needs.
• To allocate resources to support preparation of the workforce to match required service expansion capabilities.
The way forward
30
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
• To develop new and innovative service models that support the principles inherent in the Framework, including person-centred care, continuity of care, multidisciplinary practice, and partnerships between nurses and other members of the health care team at various levels of practice.
PABC and users of cancer services• To develop an understanding of the various
roles of support workers and nurses in the delivery of cancer care.
• To enhance understanding of what PABC can expect from engaging with specialty cancer nursing services and nurses practising at all levels in specialist cancer services.
• To identify opportunities to contribute to information and resources that aim to improve the overall patient experience for PABC.
The Framework will also provide significant opportunities for individuals and organisations to evaluate improvements in the professional development of the cancer nursing workforce. The following examples of key performance indicators can be used to evaluate the extent to which such improvements have been achieved.
Health service performance indicators• The proportion of practitioners at all levels who
can demonstrate meeting the cancer-specific nursing outcomes.
• The proportion of staff development activities that are clearly linked to the cancer-specific nursing outcomes.
• In generalist settings, where PABC receive care, the proportion of nurses who have undertaken professional development programmes that help them meet the Framework cancer-specific learning outcomes of a nurse as applied to cancer care.
• The proportion of position descriptions for roles that are mapped to the Framework.
Education provider performance indicators• The proportion of postgraduate theoretical
and clinical practice assessments clearly supporting practitioners to meet the cancer-specific learning outcomes.
• The proportion of pre-registration practitioners who have the opportunity to achieve the cancer-specific learning outcomes through classroom content or practice assessment.
ROYAL COLLEGE OF NURSING
31
Ahmad AS, Ormiston-Smith N, Sasieni PD (2015) Trends in the lifetime risk of developing cancer in Great Britain: Comparison of risk for those born in 1930 to 1960, British Journal of Cancer, 2014:606.
Cancer Research UK (2014) Childhood Cancer: Key stats, London: Cancer Research UK. Available at: www.cancerresearchuk.org (Accessed Dec 2016)
Department of Health (1999) Making a Difference. Strengthening the nursing, midwifery and health visiting contribution to health and healthcare, London: DH. Available at: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4074704.pdf (Accessed Dec 2016)
Department of Health (2000a) The NHS Cancer Plan: A plan for investment. A plan for reform, London: DH.
Department of Health (2000b) The Nursing Contribution to Cancer Care, London: DH.
Department of Health (2008) End of Life Care Strategy - promoting high quality care for all adults at the end of life, London: DH.
Department of Health (2010a) Advanced Level Practice. A position statement. London: DH.
Department of Health (2010b) Excellence in Cancer Care: The Contribution of the Clinical Nurse Specialist, London: DH.
Department of Health (2011) Improving Outcomes: A Strategy for Cancer, London: DH.
Department of Health, Social Services and Public Safety (2014) Advanced Nursing Practice Framework: Supporting Advanced Nursing Practice in Health and Social Care Trusts. Available at: www.nursingandmidwiferycareersni.hscni.net/media/1260/advanced_nursing_practice_framework.pdf (Accessed Dec 2016)
EONS (2013) Cancer Nursing Curriculum 2013 (4th Edition), Brussels: EONS. Available at: www.cancernurse.eu/documents/EONSCancerNursingCurriculum2013.pdf (Accessed Dec 2016)
Macmillan Cancer Support (2014) A Competence Framework for Nurses: Caring for Patients Living with and Beyond Cancer, London: Macmillan Cancer Support. Available at: www.macmillan.org.uk/_images/competence-framework-for-nurses_tcn9-297835.pdf (Accessed Dec 2016)
National Cancer Survivorship Initiative (2013) Living With and Beyond Cancer: Taking Action to Improve Outcomes. Available at: www.gov.uk/government/uploads/system/uploads/attachment_data/file/181054/9333-TSO-2900664-NCSI_Report_FINAL.pdf (Accessed Dec 2016)
National Health Service Education Scotland (NES) (2007) Advanced Nursing Practice Toolkit. Edinburgh: Scotland. Available at: www.advancedpractice.scot.nhs.uk (Accessed December 2016)
National Health Service Education Scotland and Macmillan Cancer Support (2010) Working with Individuals with Cancer, their Families and Carers. Professional Development Framework for Nurses – Specialist and Advanced Levels, Edinburgh: NES
National Leadership and Innovation Agency for Healthcare (NLIAH) (2010) Framework for Advanced Nursing, Midwifery and Allied Health Professional Practice in Wales. Available at: www.weds.wales.nhs.uk/sitesplus/documents/1076/NLIAH%20Advanced%20Practice%20Framework.pdf (Accessed December 2016)
NHS Executive (2000) Manual of Cancer Services Standards. Available at: http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4066453.pdf (Accessed Sept 2016)
References
32
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
NHS Scotland (2008) Better Cancer Care, An Action Plan, Edinburgh: Scottish Government. Available at: www.gov.scot/Resource/Doc/242498/0067458.pdf (Accessed Dec 2016)
Nursing and Midwifery Council Nursing and Midwifery Council (2004) Consultation on a Framework for the Standard for Post-Registration Nursing. London: NMC.
Nursing and Midwifery Council (2010) Standards for pre-registration nursing education. London: NMC. Available at: www.nmc.org.uk/education/standards-for-education (Accessed Dec 2016)
Nursing and Midwifery Council (2015) Revalidation [Online]. Available at: www.nmc.org.uk/standards/revalidation (Accessed Dec 2016)
Royal College of Nursing (2011) An integrated career and competence framework for nurses working in the field of long-term follow-up and late effects care of children and young people after cancer, London: RCN. Available from: www.rcn.org.uk/publications (Accessed Dec 2016)
Skills for Health (2010) Key elements of the Career Framework [Online]. Available at: www.skillsforhealth.org.uk/images/stories/Resource-Library/PDF/Career_framework_key_elements.pdf (Accessed Dec 2016)
Teenage Cancer Trust (2014) Caring for teenagers and young adults (TYA) with cancer: A competence and career framework for nursing, London: Teenage Cancer Trust (endorsed by the RCN). Available at: www.teenagecancertrust.org/sites/default/files/Nursing-framework.pdf (Accessed Dec 2016)
Welsh Government (2012) Together For Health – Cancer Delivery Plan. A Delivery Plan up to 2016 for NHS Wales and its Partners, Cardiff: Welsh Government. Available at: http://gov.wales/docs/dhss/publications/150427planen.pdf (Accessed Dec 16)
Willis/Health Education England (2015) Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants, https://hee.nhs.uk/sites/default/files/documents/2348-Shape-of-caring-review-FINAL.pdf (Accessed Dec 16)
ROYAL COLLEGE OF NURSING
33
Appendix 1: Skills for Health Career Framework (2010)
9 Career Framework Level 9People working at level 9 require knowledge at the most advanced frontier of the field of work and at the interface between fields. They will have responsibility for the development and delivery of a service to a
population, at the highest level of the organisation. Indicative or Reference title: Director
8 Career Framework Level 8People at level 8 of the career framwork require highly specialised knowledge, some of which is at the forefront of knowledge in a field of work, which they use as the basis for original thinking and/or research.
They are leaders with considerable responsibility, and the ability to research and analyse complex processes. They have responsibility for service improvement or development. They may have considerable clinical and/or manage clinical and/or management responsibilities, be accountable for service delivery or have a leading education or commissioning role. Indicative or Reference title: Consultant
7 Career Framework Level 7People at level 7 of the career framework have a critical awareness of knowledge issues in the field and at the interface between different fields. They are innovative, and have a responsibility for developing and changing
practice and/or services in a complex and unpredicatble environment. Indicative or Reference title: Advanced Practitioner
6 Career Framework Level 6People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist and/or have management and leadership responsibilities. They demonstrate initiative and are creative in
finding solutions to problems. They have some responsibility for team performance and service development and they consistently undertake self-development. Indicative or reference title: Specialist/ Senior Practitioner
5 Career Framework Level 5People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a field of work and an awareness of the boundaries of that knowledge. They are able to use knowledge to solve problems
creatively, make judgements which require analysis and interpretation, and actively contribute to service and self-development. They may have responsibility for supervision of staff or training. Indicative or Reference title: Practitioner
4 Career Framework Level 4People at level 4 require factual and theoretical knowledge in broad contexts within a field of work. Work is guided by standard operating procedures, protocols or systems of work, but the worker makes judgements,
plans activites, contributes to service development and demonstrates self-development. They may have responsibility for supervision of some staff. Indicative or Reference title: Assistant/Associate Practitioner
3 Career Framework Level 3People at level 3 require knowledge of facts, principles, processes and general concepts in a field of work. They may carry out a wider range of duties than the person working at level 2, and will have more
responsibility, with guidance and supervision available when needed. They will contribute to service development, and are responsible for self-development. Indicative or Reference title: Senior Healthcare Assistants/Technicians
2 Career Framework Level 2People at level 2 require basic factual knowledge of a field of work. They may carry out clinical, technical, scientific or administrative duties according to established protocols or procedures, or systems of work.
Indicative or Reference title: Support Worker
1 Career Framework Level 1People at level 1 are at entry level, and require basic general knowledge. They undertake a limited number of straightforward tasks under direct supervision. They could be any new starter to work in the health sector, and
progress rapidly to Level 2. Indicative or Reference title: Cadet
Key Elements of the Career Framework
34
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
The Career and Education Framework for Cancer Nursing and its associated cancer-specific nursing outcomes are designed to support your development and to enable you to gain recognition for your knowledge, skills and competence in your daily roles when supporting PABC. The Framework has been developed by the RCN and UKONS, supported by a grant from the HEA.
The cancer-specific nursing outcomes are aligned to and/or informed by:
• Skills for Health Career Framework (2010)
• definitions of specialist and advanced level practice (NES 2007; NLIAH 2010; DH 2010a; DHSSPS 2014)
• four themes of clinical/professional practice (DHSSPSNI 2014; DH 2010a; NLIAH 2010; NES 2007; NMC 2010)
• the European Oncology Nursing Society Cancer Nursing Curriculum (EONS 2013).
The EONS Cancer Nursing Curriculum provides an educational framework, including eight modules which identify the fundamental knowledge and skills for post-registration nurses working in the field of oncology with adults with cancer. Its aim is to guide curricula development for nurses working in cancer centres or general practice/hospital settings.
The EONS (2013) Cancer Nursing Curriculum is presented in eight modules.
1. The context of cancer nursing.
2. Basic science and the treatment of cancer.
3. Nursing assessment and interventions in the management of people affected by cancer.
4. Cancer as a chronic illness and supportive and palliative care
5. Understanding impact of cancer on the individual, families and health care professionals.
6. Information and communication in cancer care.
7. Clinical leadership and resource management of cancer nursing.
8. Evidence-based and applied research in cancer care.
In this Framework, the EONS Cancer Nursing Curriculum 2013 has been adapted to include support workers and nurses providing care to PABC in general and specialist settings across the age spectrum, and to distinguish the different levels of practitioner identified in the Career Framework for Health. In addition, inclusion of cancer-specific nursing outcomes for pre-registration nursing students aims to ensure a minimum level of cancer-specific knowledge and skills have been met by students at the point of registration.
The cancer-specific nursing outcomes are mapped to the four themes of clinical/professional practice as shown in the following table.
Appendix 2: Workplace development record template
ROYAL COLLEGE OF NURSING
35
Table 1: Mapping themes of practice to the EONS curriculum
Themes of practice(DHSSPSNI 2014; DH 2010a; NLIAH 2010; NHS Scotland 2007; NMC 2010)
EONS Cancer Nursing Curriculum 2013: Modules
Clinical/direct patient care The context of cancer nursing
Clinical/direct patient care Basic science and treatment of cancer
Clinical/direct patient care Nursing assessment and interventions in the management of people affected by cancer
Clinical/direct patient care Cancer as a chronic illness/supportive and palliative care
Clinical/direct patient care Understanding impact of cancer on the individual, families and health care professionals
Clinical/direct patient care Information and communication in cancer care
Leadership/collaborative practiceImproving quality and developing practiceDeveloping self and others
Clinical leadership and resource management of cancer nursing
Improving quality and developing practice Evidence-based and applied research in cancer care
Cancer-specific learning outcomes are suggested and colour coded for each of the workforce groups.
• Pre-registration student nurses who contribute to the delivery of care to people affected by cancer at the point of registration (pale blue).
• Support workers providing cancer care in general/non-specialist and specialist cancer services (green).• All registrants who deliver care to people affected by cancer in general/non-cancer specialist services
(dark blue).• Registrants who deliver care to people affected by cancer in specialist cancer services/roles practising
at registered (light pink), senior (dark pink), advanced (purple), consultant (burgundy) levels.
Key
Pre-registration practitioner nurses (Under supervision)Support workers providing cancer care in general/non-specialist and specialist cancer servicesRegistrants at all levels providing cancer care in general/non-specialist servicesRegistered practitioners providing care in specialist cancer servicesSenior practitioners providing care in specialist cancer servicesAdvanced practitioners providing care in specialist cancer servicesConsultant practitioners providing care in specialist cancer services
36
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
How to use the Framework The Framework and outcomes are intended to have a stand-alone function; they may also be used in conjunction with other frameworks and with local, national or international guidelines.
For practitioners, the Framework and cancer-specific nursing outcomes may be a useful tool for:
• developing and reviewing job/role descriptions
• assessing clinical competence for different levels of practitioner
• developing personal goals
• performance appraisal.
Practitioners may find it helpful to use this Workplace development record template to:
• identify your current level of practice and role expectations/requirements within your care context (general or specialist cancer care)
• identify and develop your knowledge and skills in aspects of cancer care to realise the potential of your role
• plan your career pathway by identifying your learning and development needs
• identify opportunities to influence the development of cancer nursing practice
• discuss the Framework and cancer-specific nursing outcomes at your performance review/appraisal meetings to identify learning, development and support needs, and to review your progress to demonstrate achievement of the cancer-specific learning outcomes
• develop your action plan and summarise the evidence which demonstrates your achievement of the cancer-specific nursing outcomes relevant to your role or career aspirations. Your evidence may include examples of care plans, short reflective accounts of specific cases, copies of care/clinical pathways, analysis of key local,
national and international policy documents, mentor/peer observation as well as higher education accredited modules and programmes
• collate evidence relating to the cancer-specific learning outcomes for NMC revalidation. Templates for compiling and recording your evidence for NMC revalidation are available at: http://revalidation.nmc.org.uk/download-resources
ROYAL COLLEGE OF NURSING
37
38
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING1.
0 Th
e co
ntex
t of c
ance
r nur
sing
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
1.1 c
ritic
ally
revi
ew e
pide
mio
logi
cal a
nd p
reva
lenc
e st
atis
tics
for c
ance
r with
in E
urop
e, u
nder
stan
ding
bot
h de
mog
raph
ic a
nd c
ultu
ral d
iffer
ence
s
1.2
iden
tify
com
mon
cau
ses,
sig
ns a
nd s
ympt
oms
of
canc
er a
nd e
xpla
in h
ow th
eir r
ecog
nitio
n an
d ea
rly
diag
nosi
s in
fluen
ces
mor
bidi
ty
1.3
desc
ribe
how
att
itude
s, v
alue
s an
d be
liefs
in re
latio
n to
can
cer i
nflue
nce
the
care
that
can
cer p
atie
nts
and
thei
r fam
ilies
rece
ive
1.4
reco
gnis
e th
e im
port
ance
of e
mpl
oyin
g cu
ltura
lly
sens
itive
app
roac
hes
in th
e ca
re o
f peo
ple
with
can
cer
and
thei
r fam
ilies
1.5
criti
cally
revi
ew th
e di
ffere
nt p
olic
y co
ntex
ts in
whi
ch
canc
er c
are
is d
eliv
ered
1.6
outli
ne th
e pr
inci
ples
of c
ance
r nur
sing
pra
ctic
e an
d ex
plai
n ho
w h
ealth
car
e is
org
anis
ed th
roug
h th
e ca
ncer
jo
urne
y.
ROYAL COLLEGE OF NURSING
39
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
1.7
dire
ct in
divi
dual
s an
d fa
mily
mem
bers
to a
ppro
pria
te
info
rmat
ion
sour
ces
abou
t epi
dem
iolo
gy o
f can
cer
with
in E
urop
e
1.8
expl
ain
the
mul
tifac
toria
l cau
ses
of c
ance
r to
canc
er p
atie
nts
and
mem
bers
of t
heir
fam
ily, p
rovi
de
appr
opria
te h
ealth
and
risk
adv
ice
so th
at in
divi
dual
s ca
n m
onito
r for
ear
ly s
igns
of c
ance
r and
ado
pt h
ealth
y lif
esty
le b
ehav
iour
s
1.9
dem
onst
rate
kno
wle
dge
of th
e w
ider
phy
sica
l, ps
ycho
logi
cal,
soci
al a
nd s
pirit
ual f
acto
rs th
at c
an a
ffect
pe
ople
trea
ted
for c
ance
r
1.10
dem
onst
rate
a h
olis
tic, n
on-ju
dgem
enta
l and
car
ing
man
ner;
pro
mot
e th
e rig
hts,
bel
iefs
and
wis
hes
of
indi
vidu
als
and
fam
ilies
with
can
cer
1.11
adj
ust p
rofe
ssio
nal b
ehav
iour
to re
spon
d eff
ectiv
ely
to p
opul
atio
n an
d/or
indi
vidu
al n
eeds
, dep
ende
nt o
n th
e ca
ncer
car
e se
ttin
g
1.12
com
mun
icat
e th
e di
ffere
nt ro
les,
resp
onsi
bilit
ies
and
func
tions
of a
can
cer n
urse
and
resp
ond
effec
tivel
y to
pop
ulat
ion
and
indi
vidu
al n
eeds
.
40
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING2.
0 Ba
sic s
cien
ce a
nd tr
eatm
ent o
f can
cer
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
2.1 d
emon
stra
te a
cle
ar u
nder
stan
ding
of t
he a
etio
logy
, bi
olog
y an
d pa
tho-
phys
iolo
gy in
the
deve
lopm
ent
of c
ance
r and
the
role
that
the
imm
une
syst
em a
nd
gene
tics
have
in th
eir d
evel
opm
ent
2.2
iden
tify
risk
fact
ors
for c
ance
r and
des
crib
e ap
proa
ches
for t
he p
reve
ntio
n, s
cree
ning
and
ear
ly
dete
ctio
n of
can
cer
2.3
desc
ribe
appr
oach
es to
the
diag
nosi
s an
d st
agin
g of
can
cer a
nd th
e nu
rse’
s ro
le in
sup
port
ing
patie
nts
thro
ugh
this
pro
cess
2.4
dem
onst
rate
und
erst
andi
ng o
f the
prin
cipl
es o
f ca
ncer
ther
apie
s an
d de
scrib
e th
e ap
plic
atio
n of
mul
ti-m
odal
ity c
ance
r tre
atm
ent
2.5
dem
onst
rate
com
preh
ensi
ve k
now
ledg
e of
the
com
mon
acu
te a
nd la
te s
ide
effec
ts o
f can
cer t
hera
pies
2.6
refle
ct o
n la
y pe
rspe
ctiv
es o
f hea
lth a
nd il
lnes
s.
ROYAL COLLEGE OF NURSING
41
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
2.7
expl
ain
rele
vant
info
rmat
ion
abou
t the
cau
ses
of c
ance
r to
patie
nts
and
thei
r fam
ilies
, ass
ess
thei
r un
ders
tand
ing
of th
ese
and
prov
ide
info
rmat
ion
and
reas
sura
nce
whe
re n
eces
sary
2.8
part
icip
ate
in h
ealth
pro
mot
ion
activ
ities
and
pr
ovid
e ap
prop
riate
hea
lth e
duca
tion
to s
afeg
uard
the
heal
th a
nd w
ellb
eing
of t
he p
ublic
2.9
dem
onst
rate
sen
sitiv
ity to
war
ds p
atie
nts
and
fam
ilies
thro
ugho
ut a
ll ph
ases
of t
he c
ance
r jou
rney
2.10
ass
ess
the
patie
nt a
nd/o
r fam
ily m
embe
rs’
unde
rsta
ndin
g an
d is
abl
e to
exp
lain
and
faci
litat
e pa
tient
edu
catio
n an
d ch
oice
in re
latio
n to
thes
e
2.11
und
erta
ke a
n ac
cura
te a
sses
smen
t of t
reat
men
t si
de e
ffect
s an
d ap
plie
s re
leva
nt tr
eatm
ent k
now
ledg
e to
the
nurs
ing
care
of t
reat
men
t sid
e eff
ects
2.12
pro
vide
a s
uppo
rtiv
e en
viro
nmen
t in
whi
ch p
atie
nts
and
fam
ily m
embe
rs a
re e
ncou
rage
d to
sha
re th
eir
conc
erns
.
42
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING3.
0 Nu
rsin
g as
sess
men
t and
inte
rven
tions
in th
e m
anag
emen
t of p
eopl
e aff
ecte
d by
canc
er
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
3.1 d
emon
stra
te th
e pr
inci
ples
of h
olis
tic a
sses
smen
t in
canc
er p
ract
ice
3.2
appr
aise
dec
isio
n m
akin
g an
d ho
w th
is im
pact
s on
ca
ncer
nur
sing
ass
essm
ent,
usin
g bo
th o
bjec
tive
and
subj
ectiv
e he
alth
pro
blem
s as
soci
ated
with
can
cer a
nd
its tr
eatm
ent
3.3
dem
onst
rate
an
unde
rsta
ndin
g of
the
com
plex
, ch
angi
ng, m
ultip
le h
ealth
nee
ds o
f pat
ient
s w
ith c
ance
r an
d th
eir f
amili
es a
cros
s th
e di
seas
e tr
ajec
tory
3.4
criti
cally
revi
ew th
e ev
iden
ce b
ase
for n
ursi
ng
man
agem
ent o
f can
cer s
ympt
oms
and
trea
tmen
t sid
e eff
ects
3.5
dem
onst
rate
kno
wle
dge
abou
t the
saf
e ad
min
istr
atio
n of
can
cer t
hera
pies
and
the
nurs
ing
inte
rven
tions
nec
essa
ry to
man
age
an a
dver
se re
actio
n to
trea
tmen
t
3.6
cons
truc
t a c
are
plan
for a
pat
ient
with
can
cer a
nd
docu
men
t app
ropr
iate
ly.
ROYAL COLLEGE OF NURSING
43
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
3.7
unde
rtak
e a
com
preh
ensi
ve n
ursi
ng a
sses
smen
t ta
king
into
acc
ount
rele
vant
phy
sica
l, so
cial
, cul
tura
l, ps
ycho
logi
cal a
nd s
pirit
ual f
acto
rs
3.8
mon
itor t
he p
atie
nt’s
hea
lth s
tatu
s fo
r sig
ns a
nd
sym
ptom
s of
det
erio
ratio
n an
d ta
ke s
teps
to d
ocum
ent,
inte
rven
e or
refe
r app
ropr
iate
ly
3.9
impl
emen
t and
crit
ical
ly e
valu
ate
a ra
nge
of
evid
ence
-bas
ed in
terv
entio
ns to
man
age
the
com
plex
, m
ultip
le n
eeds
of c
ance
r pat
ient
s an
d th
eir f
amili
es
3.10
wor
k in
par
tner
ship
with
the
patie
nt to
man
age
sym
ptom
s of
can
cer a
nd s
ubse
quen
t con
sequ
ence
s of
ca
ncer
trea
tmen
t
3.11
dem
onst
rate
kno
wle
dge
of h
ealth
and
saf
ety
impl
icat
ions
for c
ance
r tre
atm
ents
that
impa
ct o
n pa
tient
s an
d ot
her s
taff
mem
bers
. Saf
ely
adm
inis
ter a
nd
mon
itor t
reat
men
t usi
ng th
e co
rrec
t med
ical
dev
ices
an
d/or
tech
niqu
es
3.12
pro
vide
per
sona
lised
car
e pl
ans
base
d on
in
divi
dual
risk
s, n
eeds
and
pre
fere
nces
of t
he p
atie
nt.
44
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING4.
0 Ca
ncer
as
a ch
roni
c illn
ess/
supp
ortiv
e an
d pa
lliat
ive
care
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
4.1 d
emon
stra
te k
now
ledg
e of
the
impl
icat
ions
of
chro
nic
illne
ss a
nd lo
ng-te
rm s
urvi
vors
hip
in th
ose
affec
ted
by c
ance
r
4.2
unde
rsta
nd th
e po
tent
ial c
onse
quen
ces
of lo
ng-te
rm
and
late
effe
cts
of c
ance
r tre
atm
ent
4.3
desc
ribe
the
prin
cipl
es o
f reh
abili
tatio
n, s
elf-
man
agem
ent a
nd li
fest
yle
inte
rven
tions
for i
mpr
ovin
g qu
ality
of l
ife in
thos
e aff
ecte
d by
can
cer
4.4
unde
rsta
nd th
e im
port
ance
of l
ong-
term
med
icin
es
man
agem
ent a
nd th
e da
nger
s of
non
-adh
eren
ce in
pa
tient
s w
ith c
ance
r
4.5
dem
onst
rate
an
unde
rsta
ndin
g of
the
impo
rtan
ce
of s
eam
less
tran
sitio
ns b
etw
een
the
acut
e an
d ho
me
care
, and
from
act
ive
trea
tmen
t to
surv
ival
pro
gram
mes
, pa
lliat
ive
and
end
of li
fe c
are
4.6
desc
ribe
the
role
of s
uppo
rtiv
e, p
allia
tive
and
end
of
life
care
for p
atie
nts
and
thei
r fam
ily
ROYAL COLLEGE OF NURSING
45
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
4.7
appr
opria
tely
con
side
r co-
mor
bidi
ty, t
he im
pact
of
chro
nic
illne
ss a
nd lo
ng-te
rm s
urvi
vors
hip
on th
e he
alth
st
atus
of t
he p
atie
nt w
ith c
ance
r and
mem
bers
of t
heir
fam
ily a
nd im
plem
ent a
ppro
pria
te re
ferr
als
to o
ther
pr
ofes
sion
als
and
agen
cies
in re
spec
t of t
hese
4.8
unde
rtak
e a
risk
asse
ssm
ent a
nd p
rovi
de
appr
opria
te h
elp
and
advi
ce in
resp
ect o
f sel
f-mon
itorin
g of
long
-term
con
sequ
ence
s of
can
cer
4.9
unde
rtak
e an
ass
essm
ent o
f the
mot
ivat
ion
and
capa
city
of t
he p
atie
nt a
nd fa
mily
mem
bers
to s
elf-
man
age
the
cond
ition
and
pro
mot
e a
heal
thy
lifes
tyle
du
ring
canc
er re
habi
litat
ion
4.10
effe
ctiv
ely
eval
uate
pat
ient
adh
eren
ce a
nd
conc
orda
nce
whe
n ta
king
med
icat
ion
for c
ance
r or o
ther
lo
ng-te
rm c
hron
ic c
ondi
tions
and
eng
age
in p
atie
nt
educ
atio
n ab
out t
he b
enefi
ts o
f adh
eren
ce
4.11
eng
age
in a
ppro
pria
te d
isch
arge
pla
nnin
g an
d co
-ord
inat
e ca
re b
etw
een
diffe
rent
hea
lth a
nd s
ocia
l ca
re p
rovi
ders
, inc
ludi
ng v
olun
tary
and
sta
tuto
ry c
are
agen
cies
4.12
faci
litat
e ap
prop
riate
dis
cuss
ions
bet
wee
n he
alth
an
d so
cial
car
e pr
ofes
sion
als,
pat
ient
s an
d th
eir f
amily
m
embe
rs to
elic
it th
eir p
refe
renc
es w
ith re
spec
t to
the
tran
sitio
n be
twee
n ac
tive
and
palli
ativ
e or
end
of l
ife
care
.
46
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING5.
0 Un
ders
tand
ing
impa
ct o
f can
cer o
n th
e in
divi
dual
, fam
ilies
and
hea
lth ca
re p
rofe
ssio
nals
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
5.1 d
emon
stra
te a
n un
ders
tand
ing
of th
e po
tent
ial
psyc
hoso
cial
con
sequ
ence
s of
a c
ance
r dia
gnos
is a
nd
its tr
eatm
ent o
n in
divi
dual
s an
d th
eir f
amily
mem
bers
5.2
reco
gnis
e th
e di
fferin
g ca
re n
eeds
of p
atie
nts
from
di
sadv
anta
ged
or v
ulne
rabl
e gr
oups
5.3
disc
uss
the
impa
ct o
f inh
erita
ble,
soc
ial o
r life
styl
e tr
aits
whi
ch p
redi
spos
e pa
rtic
ular
indi
vidu
als
or fa
mili
es
to c
ance
r and
con
side
r the
impa
ct o
f the
se o
n fa
mily
he
alth
and
soc
ial w
ellb
eing
5.4
desc
ribe
the
theo
ries
of s
uppo
rtiv
e ca
re a
nd h
ow
copi
ng s
trat
egie
s im
pact
on
qual
ity o
f life
of p
eopl
e w
ith
canc
er a
nd th
eir f
amili
es
5.5
cons
ider
the
pote
ntia
l em
otio
nal s
tres
s of
car
ing
for
peop
le w
ho h
ave
canc
er
5.6
cons
ider
thei
r ow
n at
titud
es, b
elie
fs a
nd b
ehav
iour
s to
war
ds e
nd o
f life
car
e an
d ap
prai
se th
e cl
inic
al v
alue
of
ber
eave
men
t the
orie
s in
pal
liativ
e an
d en
d of
life
ca
re.
ROYAL COLLEGE OF NURSING
47
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
5.7
prov
ide
advi
ce a
nd s
uppo
rt to
ena
ble
peop
le to
m
anag
e th
e im
pact
of d
iagn
osis
and
trea
tmen
t on
thei
r re
latio
nshi
ps w
ith th
ose
impo
rtan
t to
them
5.8
use
evid
ence
-bas
ed s
trat
egie
s to
dea
l with
co
mm
unic
atio
n is
sues
for p
atie
nts
from
dis
adva
ntag
ed
or v
ulne
rabl
e gr
oups
and
refe
r app
ropr
iate
ly
5.9
unde
rtak
e a
fam
ily ri
sk a
sses
smen
t and
dis
cuss
so
cial
, her
itabl
e or
life
styl
e fa
ctor
s w
ith a
t-ris
k in
divi
dual
s, w
hils
t alle
viat
ing
anxi
ety
and
prov
idin
g he
lp
and
reas
sura
nce
to th
e w
orrie
d w
ell
5.10
ass
ess
the
supp
ortiv
e ca
re n
eeds
of p
atie
nts
and
thei
r fam
ilies
, and
be
able
to re
fer t
o ap
prop
riate
su
ppor
t ser
vice
s
5.11
reco
gnis
e th
e so
cial
, fina
ncia
l and
em
otio
nal
cons
eque
nces
of a
can
cer d
iagn
osis
for p
atie
nts
with
ca
ncer
and
fam
ily m
embe
rs a
nd re
spon
d ap
prop
riate
ly,
mak
ing
suita
ble
refe
rral
s if
nece
ssar
y
5.12
dem
onst
rate
tact
, refl
exiv
ity a
nd s
ensi
tivity
to
war
ds th
e ne
eds
of p
atie
nts
who
are
dyi
ng.
Dem
onst
rate
aw
aren
ess
of th
eir p
sych
osoc
ial a
nd
spiri
tual
nee
ds, a
nd th
ose
of th
eir f
amily
mem
bers
.
48
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING6.
0 In
form
atio
n an
d co
mm
unic
atio
n in
canc
er ca
re
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
6.1 i
dent
ify th
e in
form
atio
n re
quire
men
ts o
f ind
ivid
uals
w
ith c
ance
r dur
ing
thei
r can
cer d
iagn
osis
, the
rapy
, aft
er
care
and
per
iod
of s
uppo
rtiv
e ca
re
6.2
desc
ribe
heal
th p
rom
otio
n th
eorie
s an
d ap
ply
the
prin
cipl
es o
f tea
chin
g an
d le
arni
ng to
pat
ient
edu
catio
n
6.3
refle
ct o
n co
mm
unic
atio
n sk
ills
and
cons
ider
th
eorie
s of
goo
d co
mm
unic
atio
n in
sup
port
ing
the
indi
vidu
al a
nd fa
mily
affe
cted
by
canc
er
6.4
disc
uss
how
adv
ocac
y an
d di
sclo
sure
in c
ance
r car
e ca
n be
nefit
and
cau
se c
onfli
ct b
etw
een
indi
vidu
als
with
ca
ncer
, fam
ilies
and
hea
lth c
are
prov
ider
s
6.5
iden
tify
how
mul
tidis
cipl
inar
y te
am c
omm
unic
atio
n ca
n be
nefit
pat
ient
car
e an
d im
prov
e tr
ansi
tions
be
twee
n ac
ute
and
hom
e ca
re
6.6
diffe
rent
iate
bet
wee
n th
e di
ffere
nt ro
les
info
rmat
ion
tech
nolo
gy c
an h
ave
in im
prov
ing
canc
er
docu
men
tatio
n, re
mot
e he
alth
man
agem
ent a
nd in
pr
ovid
ing
supp
ortiv
e ca
re
ROYAL COLLEGE OF NURSING
49
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
6.7
dire
ct in
divi
dual
s an
d fa
mily
mem
bers
to a
ppro
pria
te
serv
ices
and
pro
vide
a p
lan
or p
resc
riptio
n of
in
form
atio
n
6.8
asse
ss th
e on
-goi
ng a
nd c
hang
ing
need
s of
the
patie
nt a
nd fa
mily
mem
bers
for e
duca
tion,
eva
luat
ing
the
indi
vidu
al’s
und
erst
andi
ng o
f adv
ice
and
info
rmat
ion
over
tim
e
6.9
dem
onst
rate
the
use
of a
rang
e of
com
mun
icat
ion
tech
niqu
es to
pro
mot
e w
ellb
eing
in a
per
son
with
ca
ncer
, for
exa
mpl
e, c
ouns
ellin
g sk
ills,
cha
lleng
ing
beha
viou
r and
act
ive
liste
ning
6.10
dem
onst
rate
the
use
of a
dvan
ced
com
mun
icat
ion
skill
s/te
chni
ques
to p
rom
ote
wel
lbei
ng in
peo
ple
affec
ted
by c
ance
r
6.11
reco
gnis
e th
e et
hica
l and
lega
l dile
mm
as a
s an
ad
voca
te in
pro
vidi
ng in
form
ed c
onse
nt a
nd s
uppo
rt fo
r pa
tient
s w
ith c
ance
r
6.12
pro
vide
info
rmat
ion
and
advi
ce w
ithin
the
mul
tidis
cipl
inar
y te
am to
sup
port
pat
ient
car
e
6.13
eng
age
in e
lect
roni
c do
cum
enta
tion
and
in
supp
ortin
g e-
heal
th a
nd te
lem
edic
ine
with
can
cer c
are,
fo
r exa
mpl
e, c
are
plan
ning
and
doc
umen
tatio
n sy
stem
s,
a su
rviv
orsh
ip c
are
plan
.
50
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING7.
0 Cl
inic
al le
ader
ship
and
reso
urce
man
agem
ent o
f can
cer n
ursi
ng
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
7.1 c
onsi
der t
he im
port
ance
of l
egal
, eth
ical
and
pr
ofes
sion
al is
sues
in re
latio
n to
the
care
and
m
anag
emen
t of p
atie
nts
with
can
cer
7.2
anal
yse
and
disc
uss
the
cont
ribut
ion
mad
e by
qu
ality
sta
ndar
ds to
the
care
of c
ance
r pat
ient
s
7.3
artic
ulat
e th
e pr
inci
ples
of r
isk
asse
ssm
ent a
nd
man
agem
ent i
n re
latio
n to
the
care
of c
ance
r pat
ient
s
7.4
refle
ct o
n le
ader
ship
sty
les
and
how
diff
eren
t mod
els
of c
linic
al le
ader
ship
can
impa
ct o
n m
anag
emen
t of
canc
er c
are
7.5
disc
uss
the
stra
tegi
es w
hich
mig
ht b
e us
ed to
fa
cilit
ate
both
thei
r ow
n an
d ot
hers
lear
ning
in c
linic
al
prac
tice
7.6
disc
uss
the
impo
rtan
ce o
f rel
evan
t res
ourc
e m
anag
emen
t str
ateg
ies
in re
latio
n to
can
cer c
are.
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
7.7
dem
onst
rate
the
appl
icat
ion
of le
gal,
ethi
cal a
nd
prof
essi
onal
prin
cipl
es in
thei
r pra
ctic
e an
d se
ek to
act
as
an
effec
tive
patie
nt a
dvoc
ate
at a
ll tim
es
ROYAL COLLEGE OF NURSING
51
7.8
prov
ide
lead
ersh
ip in
the
impl
emen
tatio
n an
d ev
alua
tion
of c
ance
r qua
lity
stan
dard
s
7.9
info
rm th
e st
rate
gic
dire
ctio
n an
d le
ad c
hang
es to
ca
ncer
ser
vice
del
iver
y fo
r a p
opul
atio
n/co
mm
unity
7.10
ass
ess
risk
and
impl
emen
t app
ropr
iate
risk
m
anag
emen
t str
ateg
ies
in o
rder
to p
rom
ote
patie
nt
wel
lbei
ng a
nd s
afet
y in
thei
r pra
ctic
e ar
ea
7.11
app
ly a
ppro
pria
te le
ader
ship
and
man
agem
ent
stra
tegi
es in
thei
r pra
ctic
e ar
ea a
nd e
valu
ate
the
impa
ct
of th
ese
upon
oth
ers
in th
e ca
ncer
car
e te
am
7.12
dem
onst
rate
evi
denc
e of
his
/her
ow
n CP
D an
d ac
tivel
y pr
omot
e th
e le
arni
ng o
f col
leag
ues
and
othe
rs
in th
e cl
inic
al p
ract
ice
area
7.13
con
trib
ute
to th
e de
velo
pmen
t and
del
iver
y of
ac
cred
ited
and
non-
accr
edite
d ca
ncer
edu
catio
n
7.14
dem
onst
rate
the
abili
ty to
pla
n, a
lloca
te, c
oord
inat
e an
d ev
alua
te th
e us
e of
hea
lth c
are
reso
urce
s in
an
appr
opria
te m
anne
r whe
n pr
ovid
ing
care
to p
atie
nts
with
can
cer a
nd th
eir f
amili
es.
52
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING8.
0 E
vide
nce-
base
d an
d ap
plie
d re
sear
ch in
canc
er ca
re
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elSe
lf-as
sess
men
tAc
tion
plan
Evid
ence
of
succ
ess
Revi
ew d
ate
8.1 e
valu
ate
the
impo
rtan
ce o
f can
cer n
ursi
ng re
sear
ch
to th
e fie
ld o
f can
cer c
are
8.2
criti
cally
dis
cuss
the
cont
ribut
ion
of in
form
atio
n te
chno
logy
to th
e im
plem
enta
tion
of e
vide
nce-
base
d pr
actic
e in
can
cer n
ursi
ng
8.3
anal
yse
diffe
rent
sou
rces
of i
nfor
mat
ion
and
appl
y as
app
ropr
iate
8.4
desc
ribe
the
prin
cipl
es o
f can
cer c
linic
al tr
ials
and
th
e co
ntrib
utio
n w
hich
nur
ses
mak
e to
the
safe
con
duct
of
mul
tidis
cipl
inar
y re
sear
ch
8.5
disc
uss
ethi
cal p
rinci
ples
in re
latio
n to
the
cond
uct
of c
ance
r in
clin
ical
tria
ls
8.6
outli
ne th
e us
e of
hea
lth s
ervi
ces’
rese
arch
in c
ance
r se
rvic
e de
velo
pmen
t and
exp
lore
the
role
of c
linic
al
audi
t in
prac
tice
deve
lopm
ent
8.7
anal
yse
the
rese
arch
pro
cess
and
rang
e of
rese
arch
m
etho
ds fo
r can
cer s
ervi
ce d
evel
opm
ent a
nd e
xplo
re
the
role
of r
esea
rch
and
serv
ice
eval
uatio
n in
ser
vice
de
velo
pmen
t.
ROYAL COLLEGE OF NURSING
53
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
8.8
corr
ectly
iden
tify
the
need
for c
linic
al e
vide
nce
and
form
ulat
e ap
prop
riate
clin
ical
que
stio
ns w
hen
wor
king
in
can
cer s
ettin
gs
8.9
mak
e ap
prop
riate
use
of i
nfor
mat
ion
tech
nolo
gies
w
hen
retr
ievi
ng e
vide
nce
upon
whi
ch to
bas
e ca
ncer
nu
rsin
g in
terv
entio
ns in
thei
r pra
ctic
e ar
ea
8.10
dem
onst
rate
the
abili
ty to
pro
vide
evi
denc
e-ba
sed
ratio
nale
for t
he c
ance
r nur
sing
inte
rven
tions
im
plem
ente
d in
thei
r clin
ical
are
a
8.11
dem
onst
rate
thei
r abi
lity
to p
artic
ipat
e in
clin
ical
tr
ials
as
part
of a
mul
ti-pr
ofes
sion
al te
am a
nd s
uppo
rt
mor
e ju
nior
col
leag
ues
in th
is ro
le
8.12
dem
onst
rate
app
ropr
iate
str
ateg
ies
to s
afeg
uard
th
e in
tere
sts
and
wel
lbei
ng o
f pat
ient
s, in
clud
ing
obta
inin
g in
form
ed c
onse
nt, m
aint
aini
ng p
atie
nt
confi
dent
ialit
y an
d di
gnity
, doc
umen
ting
and
repo
rtin
g dr
ug in
tera
ctio
ns o
r oth
er a
dver
se e
vent
s w
here
re
quire
d
8.13
use
spe
cial
ist k
now
ledg
e to
con
trib
ute
to th
e de
velo
pmen
t of e
vide
nce-
base
d po
licie
s an
d pr
oced
ures
an
d pr
actic
e de
velo
pmen
t for
can
cer n
ursi
ng
8.14
use
kno
wle
dge
of th
e re
sear
ch a
nd a
udit
proc
ess
and
met
hods
to d
evel
op a
nd le
ad p
roje
cts
for p
ract
ice
and
serv
ice
deve
lopm
ent f
or c
ance
r nur
sing
.
54
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING
The mapping template has been developed to:
• inform curriculum development
• facilitate assessment of, and demonstrate the extent to which, programmes of learning for pre-registration nursing students enable students to achieve the cancer-specific nursing outcomes at the point of registration
• facilitate assessment of, and demonstrate the extent to which, CPD opportunities and accredited programmes (at undergraduate and postgraduate levels) enable registered nurses to meet the cancer-specific nursing outcomes
• facilitate collaborative working between education providers, employers, service providers and commissioners to promote learning opportunities which enable support workers and registered nurses to meet the cancer-specific nursing outcomes.
Guidelines
The Career and education framework for cancer nursing and cancer-specific nursing outcomes have been designed to support the development of pre-registration nursing students, support workers and registered nurses at all levels of practice who deliver care to people affected by cancer in generalist/non-specialist and specialist cancer services and roles. The cancer-specific nursing outcomes are adapted from the EONS Cancer Nursing Curriculum 2013 and developed for the UK, drawing on a range of policy documents.
This Framework has been developed by the RCN and UKONS, supported by a grant from the HEA.
The cancer-specific nursing outcomes are aligned to and/or informed by:
• Skills for Health Career Framework (2010)
• definitions of specialist and advanced level practice (NES 2007; NLIAH 2010; DH 2010; DHSSPS 2014)
• four themes of clinical/professional practice (DHSSPSNI 2014; DH 2010; NLIAH 2010; NES 2007; NMC 2010)
• the European Oncology Nursing Society Cancer Nursing Curriculum (EONS 2013).
The EONS Cancer Nursing Curriculum provides an educational framework, including eight modules which identify the fundamental knowledge and skills for post-registration nurses working in the field of oncology with adults with cancer. Its aim is to guide curricula development for nurses working in cancer centres or general practice/hospital settings.
The EONS (2013) Cancer Nursing Curriculum is presented in eight modules.
1. The context of cancer nursing.
2. Basic science and the treatment of cancer.
3. Nursing assessment and interventions in the management of people affected by cancer.
4. Cancer as a chronic illness and supportive and palliative care.
5. Understanding impact of cancer on the individual, families and health care professionals.
6. Information and communication in cancer care.
7. Clinical leadership and resource management of cancer nursing.
8. Evidence-based and applied research in cancer care.
Appendix 3: Mapping template for higher education institutions and in-service education providers
ROYAL COLLEGE OF NURSING
55
Table 1: Mapping themes of practice to the EONS curriculum
Themes of practice(DHSSPSNI 2014; DH 2010; NLIAH 2010; NHS Scotland 2007; NMC 2010)
EONS Cancer Nursing Curriculum 2013: Modules
Clinical/direct patient care The context of cancer nursing
Clinical/direct patient care Basic science and treatment of cancer
Clinical/direct patient care Nursing assessment and interventions in the management of people affected by cancer
Clinical/direct patient care Cancer as a chronic illness/supportive and palliative care
Clinical/direct patient care Understanding impact of cancer on the individual, families and health care professionals
Clinical/direct patient care Information and communication in cancer care
Leadership/collaborative practiceImproving quality and developing practiceDeveloping self and others
Clinical leadership and resource management of cancer nursing
Improving quality and developing practice Evidence-based and applied research in cancer care
Cancer-specific learning outcomes are suggested and colour coded for each of the workforce groups.
• Pre-registration student nurses to contribute to the delivery of care to people affected by cancer at the point of registration (pale blue).
• Support workers providing cancer care in general/non-specialist and specialist cancer services (green).• All registrants who deliver care to people affected by cancer in general/non-cancer specialist services
(dark blue).• Registrants who deliver care to people affected by cancer in specialist cancer services/roles practising
at registered (light pink), senior (dark pink), advanced (purple), consultant (burgundy) levels.
Key
Pre-registration practitioner nurses (Under supervision)Support workers providing cancer care in general/non-specialist and specialist cancer servicesRegistrants at all levels providing cancer care in general/non-specialist servicesRegistered practitioners providing care in specialist cancer servicesSenior practitioners providing care in specialist cancer servicesAdvanced practitioners providing care in specialist cancer servicesConsultant practitioners providing care in specialist cancer services
In this Framework, the EONS Cancer Nursing Curriculum 2013 has been adapted to include support workers and nurses providing care to PABC in general and specialist settings across the age spectrum, and to distinguish the different levels of practitioner identified in the Career Framework for Health. In addition, inclusion of cancer-specific nursing outcomes for pre-
registration nursing students aims to ensure a minimum level of cancer-specific knowledge and skills have been met by students at the point of registration.
The cancer-specific nursing outcomes are mapped to the four themes of clinical/professional practice as shown in the following table.
56
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING1.
0 Th
e co
ntex
t of c
ance
r nur
sing
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent:
un
derg
radu
ate
or p
ostg
radu
ate
Revi
ew d
ate
and
sign
atur
e
1.1 c
ritic
ally
revi
ew e
pide
mio
logi
cal a
nd p
reva
lenc
e st
atis
tics
for c
ance
r with
in E
urop
e, u
nder
stan
ding
bot
h de
mog
raph
ic a
nd c
ultu
ral d
iffer
ence
s
1.2
iden
tify
com
mon
cau
ses,
sig
ns a
nd s
ympt
oms
of
canc
er a
nd e
xpla
in h
ow th
eir r
ecog
nitio
n an
d ea
rly
diag
nosi
s in
fluen
ces
mor
bidi
ty
1.3
desc
ribe
how
att
itude
s, v
alue
s an
d be
liefs
in re
latio
n to
can
cer i
nflue
nce
the
care
that
can
cer p
atie
nts
and
thei
r fam
ilies
rece
ive
1.4
reco
gnis
e th
e im
port
ance
of e
mpl
oyin
g cu
ltura
lly
sens
itive
app
roac
hes
in th
e ca
re o
f peo
ple
with
can
cer
and
thei
r fam
ilies
1.5
criti
cally
revi
ew th
e di
ffere
nt p
olic
y co
ntex
ts in
whi
ch
canc
er c
are
is d
eliv
ered
1.6
outli
ne th
e pr
inci
ples
of c
ance
r nur
sing
pra
ctic
e an
d ex
plai
n ho
w h
ealth
car
e is
org
anis
ed th
roug
h th
e ca
ncer
jo
urne
y.
ROYAL COLLEGE OF NURSING
57
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
1.7
dire
ct in
divi
dual
s an
d fa
mily
mem
bers
to a
ppro
pria
te
info
rmat
ion
sour
ces
abou
t epi
dem
iolo
gy o
f can
cer
with
in E
urop
e
1.8
expl
ain
the
mul
tifac
toria
l cau
ses
of c
ance
r to
canc
er p
atie
nts
and
mem
bers
of t
heir
fam
ily, p
rovi
de
appr
opria
te h
ealth
and
risk
adv
ice
so th
at in
divi
dual
s ca
n m
onito
r for
ear
ly s
igns
of c
ance
r and
ado
pt h
ealth
y lif
esty
le b
ehav
iour
s
1.9
dem
onst
rate
kno
wle
dge
of th
e w
ider
phy
sica
l, ps
ycho
logi
cal,
soci
al a
nd s
pirit
ual f
acto
rs th
at c
an a
ffect
pe
ople
trea
ted
for c
ance
r
1.10
dem
onst
rate
a h
olis
tic, n
on-ju
dgem
enta
l and
car
ing
man
ner;
pro
mot
e th
e rig
hts,
bel
iefs
and
wis
hes
of
indi
vidu
als
and
fam
ilies
with
can
cer
1.11
adj
ust p
rofe
ssio
nal b
ehav
iour
to re
spon
d eff
ectiv
ely
to p
opul
atio
n an
d/or
indi
vidu
al n
eeds
, dep
ende
nt o
n th
e ca
ncer
car
e se
ttin
g
1.12
com
mun
icat
e th
e di
ffere
nt ro
les,
resp
onsi
bilit
ies
and
func
tions
of a
can
cer n
urse
and
resp
ond
effec
tivel
y to
pop
ulat
ion
and
indi
vidu
al n
eeds
.
58
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING2.
0 Ba
sic s
cien
ce a
nd tr
eatm
ent o
f can
cer
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent
unde
rgra
duat
e or
pos
tgra
duat
e
Revi
ew d
ate
and
sign
atur
e
2.1 d
emon
stra
te a
cle
ar u
nder
stan
ding
of t
he a
etio
logy
, bi
olog
y an
d pa
tho-
phys
iolo
gy in
the
deve
lopm
ent
of c
ance
r and
the
role
that
the
imm
une
syst
em a
nd
gene
tics
have
in th
eir d
evel
opm
ent
2.2
iden
tify
risk
fact
ors
for c
ance
r and
des
crib
e ap
proa
ches
for t
he p
reve
ntio
n, s
cree
ning
and
ear
ly
dete
ctio
n of
can
cer
2.3
desc
ribe
appr
oach
es to
the
diag
nosi
s an
d st
agin
g of
can
cer a
nd th
e nu
rse’
s ro
le in
sup
port
ing
patie
nts
thro
ugh
this
pro
cess
2.4
dem
onst
rate
und
erst
andi
ng o
f the
prin
cipl
es o
f ca
ncer
ther
apie
s an
d de
scrib
e th
e ap
plic
atio
n of
mul
ti-m
odal
ity c
ance
r tre
atm
ent
2.5
dem
onst
rate
com
preh
ensi
ve k
now
ledg
e of
the
com
mon
acu
te a
nd la
te s
ide
effec
ts o
f can
cer t
hera
pies
2.6
refle
ct o
n la
y pe
rspe
ctiv
es o
f hea
lth a
nd il
lnes
s.
ROYAL COLLEGE OF NURSING
59
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
2.7
expl
ain
rele
vant
info
rmat
ion
abou
t the
cau
ses
of c
ance
r to
patie
nts
and
thei
r fam
ilies
, ass
ess
thei
r un
ders
tand
ing
of th
ese,
and
pro
vide
info
rmat
ion
and
reas
sura
nce
whe
re n
eces
sary
2.8
part
icip
ate
in h
ealth
pro
mot
ion
activ
ities
and
pr
ovid
e ap
prop
riate
hea
lth e
duca
tion
to s
afeg
uard
the
heal
th a
nd w
ellb
eing
of t
he p
ublic
2.9
dem
onst
rate
sen
sitiv
ity to
war
ds p
atie
nts
and
fam
ilies
thro
ugho
ut a
ll ph
ases
of t
he c
ance
r jou
rney
2.10
ass
ess
the
patie
nt a
nd/o
r fam
ily m
embe
rs’
unde
rsta
ndin
g an
d is
abl
e to
exp
lain
and
faci
litat
e pa
tient
edu
catio
n an
d ch
oice
in re
latio
n to
thes
e
2.11
und
erta
ke a
n ac
cura
te a
sses
smen
t of t
reat
men
t si
de e
ffect
s an
d ap
ply
rele
vant
trea
tmen
t kno
wle
dge
to
the
nurs
ing
care
of t
reat
men
t sid
e eff
ects
2.12
pro
vide
a s
uppo
rtiv
e en
viro
nmen
t in
whi
ch p
atie
nts
and
fam
ily m
embe
rs a
re e
ncou
rage
d to
sha
re th
eir
conc
erns
.
60
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING3.
0 Nu
rsin
g as
sess
men
t and
inte
rven
tions
in th
e m
anag
emen
t of p
eopl
e aff
ecte
d by
canc
er
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent
unde
rgra
duat
e or
pos
tgra
duat
e
Revi
ew d
ate
and
sign
atur
e
3.1 d
emon
stra
te th
e pr
inci
ples
of h
olis
tic a
sses
smen
t in
canc
er p
ract
ice
3.2
appr
aise
dec
isio
n-m
akin
g an
d ho
w th
is im
pact
s on
ca
ncer
nur
sing
ass
essm
ent,
usin
g bo
th o
bjec
tive
and
subj
ectiv
e he
alth
pro
blem
s as
soci
ated
with
can
cer a
nd
its tr
eatm
ent
3.3
dem
onst
rate
an
unde
rsta
ndin
g of
the
com
plex
, ch
angi
ng, m
ultip
le h
ealth
nee
ds o
f pat
ient
s w
ith c
ance
r an
d th
eir f
amili
es a
cros
s th
e di
seas
e tr
ajec
tory
3.4
criti
cally
revi
ew th
e ev
iden
ce b
ase
for n
ursi
ng
man
agem
ent o
f can
cer s
ympt
oms
and
trea
tmen
t sid
e eff
ects
3.5
dem
onst
rate
kno
wle
dge
abou
t the
saf
e ad
min
istr
atio
n of
can
cer t
hera
pies
and
the
nurs
ing
inte
rven
tions
nec
essa
ry to
man
age
an a
dver
se re
actio
n to
trea
tmen
t
3.6
cons
truc
t a c
are
plan
for a
pat
ient
with
can
cer a
nd
docu
men
t app
ropr
iate
ly.
ROYAL COLLEGE OF NURSING
61
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
3.7
unde
rtak
e a
com
preh
ensi
ve n
ursi
ng a
sses
smen
t ta
king
into
acc
ount
rele
vant
phy
sica
l, so
cial
, cul
tura
l, ps
ycho
logi
cal a
nd s
pirit
ual f
acto
rs
3.8
mon
itor t
he p
atie
nt’s
hea
lth s
tatu
s fo
r sig
ns a
nd
sym
ptom
s of
det
erio
ratio
n an
d ta
ke s
teps
to d
ocum
ent,
inte
rven
e or
refe
r app
ropr
iate
ly
3.9
impl
emen
t and
crit
ical
ly e
valu
ate
a ra
nge
of
evid
ence
-bas
ed in
terv
entio
ns to
man
age
the
com
plex
, m
ultip
le n
eeds
of c
ance
r pat
ient
s an
d th
eir f
amili
es
3.10
wor
k in
par
tner
ship
with
the
patie
nt to
man
age
sym
ptom
s of
can
cer a
nd s
ubse
quen
t con
sequ
ence
s of
ca
ncer
trea
tmen
t
3.11
dem
onst
rate
kno
wle
dge
of h
ealth
and
saf
ety
impl
icat
ions
for c
ance
r tre
atm
ents
that
impa
ct o
n pa
tient
s an
d ot
her s
taff
mem
bers
. Saf
ely
adm
inis
ter a
nd
mon
itor t
reat
men
t, us
ing
the
corr
ect m
edic
al d
evic
es
and/
or te
chni
ques
3.12
pro
vide
per
sona
lised
car
e pl
ans
base
d on
in
divi
dual
risk
s, n
eeds
and
pre
fere
nces
of t
he p
atie
nt.
62
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING4.
0 Ca
ncer
as
a ch
roni
c illn
ess/
supp
ortiv
e an
d pa
lliat
ive
care
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent
unde
rgra
duat
e or
pos
tgra
duat
e
Revi
ew d
ate
and
sign
atur
e
4.1 d
emon
stra
te k
now
ledg
e of
the
impl
icat
ions
of
chro
nic
illne
ss a
nd lo
ng-te
rm s
urvi
vors
hip
in th
ose
affec
ted
by c
ance
r
4.2
unde
rsta
nd th
e po
tent
ial c
onse
quen
ces
of lo
ng-te
rm
and
late
effe
cts
of c
ance
r tre
atm
ent
4.3
desc
ribe
the
prin
cipl
es o
f reh
abili
tatio
n, s
elf-
man
agem
ent a
nd li
fest
yle
inte
rven
tions
for i
mpr
ovin
g qu
ality
of l
ife in
thos
e aff
ecte
d by
can
cer
4.4
unde
rsta
nd th
e im
port
ance
of l
ong-
term
med
icin
es’
man
agem
ent a
nd th
e da
nger
s of
non
-adh
eren
ce in
pa
tient
s w
ith c
ance
r
4.5
dem
onst
rate
an
unde
rsta
ndin
g of
the
impo
rtan
ce
of s
eam
less
tran
sitio
ns b
etw
een
the
acut
e an
d ho
me
care
, and
from
act
ive
trea
tmen
t to
surv
ival
pro
gram
mes
, pa
lliat
ive
and
end
of li
fe c
are
4.6
desc
ribe
the
role
of s
uppo
rtiv
e, p
allia
tive
and
end
of
life
care
for p
atie
nts
and
thei
r fam
ily.
ROYAL COLLEGE OF NURSING
63
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
4.7
appr
opria
tely
con
side
r co-
mor
bidi
ty, t
he im
pact
of
chr
onic
illn
ess
and
long
-term
sur
vivo
rshi
p on
the
heal
th s
tatu
s of
the
patie
nt w
ith c
ance
r and
thei
r fam
ily
mem
bers
, and
impl
emen
t app
ropr
iate
refe
rral
s to
oth
er
prof
essi
onal
s an
d ag
enci
es in
resp
ect o
f the
se
4.8
unde
rtak
e a
risk
asse
ssm
ent a
nd p
rovi
de
appr
opria
te h
elp
and
advi
ce in
resp
ect o
f sel
f-mon
itorin
g of
long
-term
con
sequ
ence
s of
can
cer
4.9
unde
rtak
e an
ass
essm
ent o
f the
mot
ivat
ion
and
capa
city
of t
he p
atie
nt a
nd fa
mily
mem
bers
to s
elf-
man
age
thei
r con
ditio
n an
d pr
omot
e a
heal
thy
lifes
tyle
du
ring
canc
er re
habi
litat
ion
4.10
effe
ctiv
ely
eval
uate
pat
ient
adh
eren
ce a
nd
conc
orda
nce
whe
n ta
king
med
icat
ion
for c
ance
r or o
ther
lo
ng-te
rm c
hron
ic c
ondi
tions
and
eng
age
in p
atie
nt
educ
atio
n ab
out t
he b
enefi
ts o
f adh
eren
ce
4.11
eng
age
in a
ppro
pria
te d
isch
arge
pla
nnin
g an
d co
-ord
inat
e ca
re b
etw
een
diffe
rent
hea
lth a
nd s
ocia
l ca
re p
rovi
ders
, inc
ludi
ng v
olun
tary
and
sta
tuto
ry c
are
agen
cies
4.12
faci
litat
e ap
prop
riate
dis
cuss
ions
bet
wee
n he
alth
an
d so
cial
car
e pr
ofes
sion
als,
pat
ient
s an
d th
eir f
amily
m
embe
rs to
elic
it th
eir p
refe
renc
es w
ith re
spec
t to
the
tran
sitio
n be
twee
n ac
tive
and
palli
ativ
e or
end
of l
ife
care
.
64
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING5.
0 Un
ders
tand
ing
impa
ct o
f can
cer o
n th
e in
divi
dual
, fam
ilies
and
hea
lth ca
re p
rofe
ssio
nals
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent:
un
derg
radu
ate
or p
ostg
radu
ate
Revi
ew d
ate
and
sign
atur
e
5.1 d
emon
stra
te a
n un
ders
tand
ing
of th
e po
tent
ial
psyc
hoso
cial
con
sequ
ence
s of
a c
ance
r dia
gnos
is a
nd
its tr
eatm
ent o
n in
divi
dual
s an
d th
eir f
amily
mem
bers
5.2
reco
gnis
e th
e di
fferin
g ca
re n
eeds
of p
atie
nts
from
di
sadv
anta
ged
or v
ulne
rabl
e gr
oups
5.3
disc
uss
the
impa
ct o
f inh
erita
ble,
soc
ial o
r life
styl
e tr
aits
whi
ch p
redi
spos
e pa
rtic
ular
indi
vidu
als
or fa
mili
es
to c
ance
r and
con
side
r the
impa
ct o
f the
se o
n fa
mily
he
alth
and
soc
ial w
ellb
eing
5.4
desc
ribe
the
theo
ries
of s
uppo
rtiv
e ca
re a
nd h
ow
copi
ng s
trat
egie
s im
pact
on
qual
ity o
f life
of p
eopl
e w
ith
canc
er a
nd th
eir f
amili
es
5.5
cons
ider
the
pote
ntia
l em
otio
nal s
tres
s of
car
ing
for
peop
le w
ho h
ave
canc
er
5.6
cons
ider
thei
r ow
n at
titud
es, b
elie
fs a
nd b
ehav
iour
s to
war
ds e
nd o
f life
car
e an
d ap
prai
se th
e cl
inic
al v
alue
of
ber
eave
men
t the
orie
s in
pal
liativ
e an
d en
d of
life
ca
re.
ROYAL COLLEGE OF NURSING
65
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
5.7
prov
ide
advi
ce a
nd s
uppo
rt to
ena
ble
peop
le to
m
anag
e th
e im
pact
of d
iagn
osis
and
trea
tmen
t on
thei
r re
latio
nshi
ps w
ith th
ose
impo
rtan
t to
them
5.8
use
evid
ence
-bas
ed s
trat
egie
s to
dea
l with
co
mm
unic
atio
n is
sues
for p
atie
nts
from
dis
adva
ntag
ed
or v
ulne
rabl
e gr
oups
and
refe
r app
ropr
iate
ly
5.9
unde
rtak
e a
fam
ily ri
sk a
sses
smen
t and
dis
cuss
so
cial
, her
itabl
e or
life
styl
e fa
ctor
s w
ith a
t-ris
k in
divi
dual
s w
hils
t alle
viat
ing
anxi
ety
and
prov
idin
g he
lp
and
reas
sura
nce
to th
e w
orrie
d w
ell
5.10
ass
ess
the
supp
ortiv
e ca
re n
eeds
of p
atie
nts
and
thei
r fam
ilies
, and
be
able
to re
fer t
o ap
prop
riate
su
ppor
t ser
vice
s
5.11
reco
gnis
e th
e so
cial
, fina
ncia
l and
em
otio
nal
cons
eque
nces
of a
can
cer d
iagn
osis
for p
atie
nts
with
ca
ncer
and
fam
ily m
embe
rs a
nd re
spon
d ap
prop
riate
ly,
mak
ing
suita
ble
refe
rral
s if
nece
ssar
y
5.12
dem
onst
rate
tact
, refl
exiv
ity a
nd s
ensi
tivity
to
war
ds th
e ne
eds
of p
atie
nts
who
are
dyi
ng, a
nd
dem
onst
rate
aw
aren
ess
of th
eir p
sych
osoc
ial a
nd
spiri
tual
nee
ds, a
nd th
ose
of th
eir f
amily
mem
bers
.
66
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING6.
0 In
form
atio
n an
d co
mm
unic
atio
n in
canc
er ca
re
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent:
un
derg
radu
ate
or p
ostg
radu
ate
Revi
ew d
ate
and
sign
atur
e
6.1 i
dent
ify th
e in
form
atio
n re
quire
men
ts o
f ind
ivid
uals
w
ith c
ance
r dur
ing
thei
r can
cer d
iagn
osis
, the
rapy
, aft
er
care
and
per
iod
of s
uppo
rtiv
e ca
re
6.2
desc
ribe
heal
th p
rom
otio
n th
eorie
s an
d ap
ply
the
prin
cipl
es o
f tea
chin
g an
d le
arni
ng to
pat
ient
edu
catio
n
6.3
refle
ct o
n co
mm
unic
atio
n sk
ills
and
cons
ider
th
eorie
s of
goo
d co
mm
unic
atio
n in
sup
port
ing
the
indi
vidu
al a
nd fa
mily
affe
cted
by
canc
er
6.4
disc
uss
how
adv
ocac
y an
d di
sclo
sure
in c
ance
r car
e ca
n be
nefit
and
cau
se c
onfli
ct b
etw
een
indi
vidu
als
with
ca
ncer
, fam
ilies
and
hea
lth c
are
prov
ider
s
6.5
iden
tify
how
mul
tidis
cipl
inar
y te
am c
omm
unic
atio
n ca
n be
nefit
pat
ient
car
e an
d im
prov
e tr
ansi
tions
be
twee
n ac
ute
and
hom
e ca
re
6.6
diffe
rent
iate
bet
wee
n th
e di
ffere
nt ro
les
info
rmat
ion
tech
nolo
gy c
an h
ave
in im
prov
ing
canc
er
docu
men
tatio
n, re
mot
e he
alth
man
agem
ent a
nd in
pr
ovid
ing
supp
ortiv
e ca
re.
ROYAL COLLEGE OF NURSING
67
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
6.7
dire
ct in
divi
dual
s an
d fa
mily
mem
bers
to a
ppro
pria
te
serv
ices
and
pro
vide
a p
lan
or p
resc
riptio
n of
in
form
atio
n
6.8
asse
ss th
e on
-goi
ng a
nd c
hang
ing
need
s of
the
patie
nt a
nd fa
mily
mem
bers
for e
duca
tion,
eva
luat
ing
the
indi
vidu
als
unde
rsta
ndin
g of
adv
ice
and
info
rmat
ion
over
tim
e
6.9
dem
onst
rate
the
use
of a
rang
e of
com
mun
icat
ion
tech
niqu
es to
pro
mot
e w
ellb
eing
in a
per
son
with
ca
ncer
, for
exa
mpl
e, c
ouns
ellin
g sk
ills,
cha
lleng
ing
beha
viou
r and
act
ive
liste
ning
6.10
dem
onst
rate
the
use
of a
dvan
ced
com
mun
icat
ion
skill
s/te
chni
ques
to p
rom
ote
wel
lbei
ng in
peo
ple
affec
ted
by c
ance
r
6.11
reco
gnis
e th
e et
hica
l and
lega
l dile
mm
as a
s an
ad
voca
te in
pro
vidi
ng in
form
ed c
onse
nt a
nd s
uppo
rt fo
r pa
tient
s w
ith c
ance
r
6.12
pro
vide
info
rmat
ion
and
advi
ce w
ithin
the
mul
tidis
cipl
inar
y te
am to
sup
port
pat
ient
car
e
6.13
eng
age
in e
lect
roni
c do
cum
enta
tion
and
in
supp
ortin
g e-
heal
th a
nd te
lem
edic
ine
with
can
cer c
are,
fo
r exa
mpl
e, c
are
plan
ning
and
doc
umen
tatio
n sy
stem
s,
a su
rviv
orsh
ip c
are
plan
.
68
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING7.
0 Cl
inic
al le
ader
ship
and
reso
urce
man
agem
ent o
f can
cer n
ursi
ng
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent:
un
derg
radu
ate
or p
ostg
radu
ate
Revi
ew d
ate
and
sign
atur
e
7.1 c
onsi
der t
he im
port
ance
of l
egal
, eth
ical
and
pr
ofes
sion
al is
sues
in re
latio
n to
the
care
and
m
anag
emen
t of p
atie
nts
with
can
cer
7.2
anal
yse
and
disc
uss
the
cont
ribut
ion
mad
e by
qu
ality
sta
ndar
ds to
the
care
of c
ance
r pat
ient
s
7.3
artic
ulat
e th
e pr
inci
ples
of r
isk
asse
ssm
ent a
nd
man
agem
ent i
n re
latio
n to
the
care
of c
ance
r pat
ient
s
7.4
refle
ct o
n le
ader
ship
sty
les
and
how
diff
eren
t mod
els
of c
linic
al le
ader
ship
can
impa
ct o
n m
anag
emen
t of
canc
er c
are
7.5
disc
uss
the
stra
tegi
es w
hich
mig
ht b
e us
ed to
fa
cilit
ate
both
thei
r ow
n an
d ot
hers
lear
ning
in c
linic
al
prac
tice
7.6
disc
uss
the
impo
rtan
ce o
f rel
evan
t res
ourc
e m
anag
emen
t str
ateg
ies
in re
latio
n to
can
cer c
are.
ROYAL COLLEGE OF NURSING
69
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
7.7
dem
onst
rate
the
appl
icat
ion
of le
gal,
ethi
cal a
nd
prof
essi
onal
prin
cipl
es in
thei
r pra
ctic
e an
d se
ek to
act
as
an
effec
tive
patie
nt a
dvoc
ate
at a
ll tim
es
7.8
prov
ide
lead
ersh
ip in
the
impl
emen
tatio
n an
d ev
alua
tion
of c
ance
r qua
lity
stan
dard
s
7.9
info
rm th
e st
rate
gic
dire
ctio
n an
d le
ad c
hang
es to
ca
ncer
ser
vice
del
iver
y fo
r a p
opul
atio
n/co
mm
unity
7.10
ass
ess
risk
and
impl
emen
t app
ropr
iate
risk
m
anag
emen
t str
ateg
ies
in o
rder
to p
rom
ote
patie
nt
wel
lbei
ng a
nd s
afet
y in
thei
r pra
ctic
e ar
ea
7.11
app
ly a
ppro
pria
te le
ader
ship
and
man
agem
ent
stra
tegi
es in
thei
r pra
ctic
e ar
ea a
nd e
valu
ate
the
impa
ct
of th
ese
upon
oth
ers
in th
e ca
ncer
car
e te
am
7.12
dem
onst
rate
evi
denc
e of
thei
r ow
n CP
D an
d ac
tivel
y pr
omot
e th
e le
arni
ng o
f col
leag
ues
and
othe
rs in
the
clin
ical
pra
ctic
e ar
ea
7.13
con
trib
ute
to th
e de
velo
pmen
t and
del
iver
y of
ac
cred
ited
and
non-
accr
edite
d ca
ncer
edu
catio
n
7.14
dem
onst
rate
the
abili
ty to
pla
n, a
lloca
te, c
oord
inat
e an
d ev
alua
te th
e us
e of
hea
lth c
are
reso
urce
s in
an
appr
opria
te m
anne
r whe
n pr
ovid
ing
care
to p
atie
nts
with
can
cer a
nd th
eir f
amili
es.
70
CAREER AND EDUCATION FRAMEWORK FOR CANCER NURSING8.
0 Ev
iden
ce-b
ased
and
app
lied
rese
arch
in ca
ncer
care
Lear
ning
out
com
es.
The
prac
titio
ner w
ill b
e ab
le to
:Pr
actit
ione
r lev
elEv
iden
ce o
f ach
ieve
men
t for
(tic
k re
leva
nt p
rogr
amm
e):
Pre-
regi
stra
tion
nurs
ing
prog
ram
mes
Cont
inui
ng p
rofe
ssio
nal d
evel
opm
ent:
un
derg
radu
ate
or p
ostg
radu
ate
Revi
ew d
ate
and
sign
atur
e
8.1 e
valu
ate
the
impo
rtan
ce o
f can
cer n
ursi
ng re
sear
ch
to th
e fie
ld o
f can
cer c
are
8.2
criti
cally
dis
cuss
the
cont
ribut
ion
of in
form
atio
n te
chno
logy
to th
e im
plem
enta
tion
of e
vide
nce-
base
d pr
actic
e in
can
cer n
ursi
ng
8.3
anal
yse
diffe
rent
sou
rces
of i
nfor
mat
ion
and
appl
y as
app
ropr
iate
8.4
desc
ribe
the
prin
cipl
es o
f can
cer c
linic
al tr
ials
and
th
e co
ntrib
utio
n w
hich
nur
ses
mak
e to
the
safe
con
duct
of
mul
tidis
cipl
inar
y re
sear
ch
8.5
disc
uss
ethi
cal p
rinci
ples
in re
latio
n to
the
cond
uct
of c
ance
r in
clin
ical
tria
ls
8.6
outli
ne th
e us
e of
hea
lth s
ervi
ces
rese
arch
in c
ance
r se
rvic
e de
velo
pmen
t and
exp
lore
the
role
of c
linic
al
audi
t in
prac
tice
deve
lopm
ent
8.7
anal
yse
the
rese
arch
pro
cess
and
rang
e of
re
sear
ch m
etho
ds fo
r can
cer s
ervi
ce d
evel
opm
ent
and
expl
ore
the
role
of r
esea
rch
and
serv
ice
eval
uatio
n in
ser
vice
dev
elop
men
t.
ROYAL COLLEGE OF NURSING
71
Prac
tice-
base
d sk
ills
and
com
pete
nces
.Th
e pr
actit
ione
r will
be
able
to:
8.8
corr
ectly
iden
tify
the
need
for c
linic
al e
vide
nce
and
form
ulat
e ap
prop
riate
clin
ical
que
stio
ns w
hen
wor
king
in
can
cer s
ettin
gs
8.9
mak
e ap
prop
riate
use
of i
nfor
mat
ion
tech
nolo
gies
w
hen
retr
ievi
ng e
vide
nce
upon
whi
ch to
bas
e ca
ncer
nu
rsin
g in
terv
entio
ns in
thei
r pra
ctic
e ar
ea
8.10
dem
onst
rate
the
abili
ty to
pro
vide
evi
denc
e-ba
sed
ratio
nale
for t
he c
ance
r nur
sing
inte
rven
tions
im
plem
ente
d in
thei
r clin
ical
are
a
8.11
dem
onst
rate
thei
r abi
lity
to p
artic
ipat
e in
clin
ical
tr
ials
as
part
of a
mul
ti-pr
ofes
sion
al te
am a
nd s
uppo
rt
mor
e ju
nior
col
leag
ues
in th
is ro
le
8.12
dem
onst
rate
app
ropr
iate
str
ateg
ies
to s
afeg
uard
th
e in
tere
sts
and
wel
lbei
ng o
f pat
ient
s, in
clud
ing
obta
inin
g in
form
ed c
onse
nt, m
aint
aini
ng p
atie
nt
confi
dent
ialit
y an
d di
gnity
, doc
umen
ting
and
repo
rtin
g dr
ug in
tera
ctio
ns o
r oth
er a
dver
se e
vent
s w
here
re
quire
d
8.13
use
spe
cial
ist k
now
ledg
e to
con
trib
ute
to th
e de
velo
pmen
t of e
vide
nce-
base
d po
licie
s an
d pr
oced
ures
an
d pr
actic
e de
velo
pmen
t for
can
cer n
ursi
ng
8.14
use
kno
wle
dge
of th
e re
sear
ch a
nd a
udit
proc
ess
and
met
hods
to d
evel
op a
nd le
ad p
roje
cts
for p
ract
ice
and
serv
ice
deve
lopm
ent f
or c
ance
r nur
sing
.
The RCN represents nurses and nursing, promotes excellence in practice and shapes health policies
February 2017 Review date: February 2019
Published by the Royal College of Nursing20 Cavendish Square London W1G 0RN
020 7409 3333
RCN Onlinewww.rcn.org.uk
RCN Direct www.rcn.org.uk/direct0345 772 6100
Publication code: 005 718
978-1-910672-61-7 Web version978-1-910672-62-4 PoD version
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