The EdCaN Cancer Nursing Program (Entry to Specialty)
The EdCaN Cancer Nursing Program (Entry to Specialty) was developed to support the development of standards required of nurses new to specialist cancer settings. These competency standards define performance criteria expected of nurses practicing as a Beginning Specialist Cancer Nurse.
The aim of the program is to develop the capabilities of nurses new to cancer care to enable them to meet the needs of people affected by cancer. Following successful completion of the EdCaN Cancer Nursing Program (Entry to Specialty), the participant will be able to:
- Assess the health status of people affected by cancer to formulate an individualised plan of care
- Adapt care based on the contextual influences impacting on the health status of people affected by cancer
- Integrate evidence based practices in the delivery of safe and effective care for people affected by cancer
- Collaborate in multidisciplinary cancer control efforts
- Demonstrate a commitment to continuing professional development.
Using the EdCaN Cancer Nursing Program (Entry to Specialty)
This suite of resources has been designed as a structured program of learning. The program includes a series of learning modules to assist those involved in facilitating transition of nurses to work effectively in specialist cancer settings. Workplace clinical educators or clinical facilitators can use these modules when designing programs to support nurses new to cancer care and to provide feedback on clinical performance. It is intended that the modules be adapted to meet particular professional development requirements.
The EdCaN Cancer Nursing Program (Entry to Specialty) utilises the principles of blended learning. The resource:
- Has a person centred focus
- Is evidence based
- Supports learning through the inclusion of clinically focussed learning activities, readings and case studies
- Can be incorporated into existing graduate nurse and professional development programs
- May enable participants to receive advanced standing towards further study (subject to approval of relevant education providers)
Participants complete modules via self-paced learning. Completion of the modules needs to be supported by educators, preceptors and clinicians in the participant’s practice setting. This support is designed to promote integration of knowledge to clinical practice.
Progress against program learning objectives can be assessed at appropriate time points using the Integrated Clinical Assessment Tool (ICAT). Participants should also be encouraged to reflect upon their practice and critically analyse their skills by completing a reflective journal.