Two approaches to bridging the knowledge-practice gap in oncology nursing.

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  • Author(s): Peek GJ;Peek GJ
  • Source:
    Oncology nursing forum [Oncol Nurs Forum] 2015 Jan; Vol. 42 (1), pp. 94-5.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Oncology Nursing Society Country of Publication: United States NLM ID: 7809033 Publication Model: Print Cited Medium: Internet ISSN: 1538-0688 (Electronic) Linking ISSN: 0190535X NLM ISO Abbreviation: Oncol Nurs Forum Subsets: MEDLINE
    • Publication Information:
      Publication: Pittsburgh, PA : Oncology Nursing Society
      Original Publication: New York, Oncology Nursing Society.
    • Subject Terms:
      Nursing Research* ; Oncology Nursing* ; Professional Practice*; Knowledge
    • Abstract:
      The field of oncology nursing is continually changing. New drugs to aid in the fight against cancer are being developed, complementary therapies to ease symptoms are gaining prominence, and survivorship care is becoming a welcome yet challenging area of subspecialty. For oncology nurses to provide quality care and to develop improved care delivery systems, they must not only have access to the most current knowledge in the field, but also be equipped with the skills necessary to integrate that knowledge into practice for the benefit of patients and families (LoBiondo-Wood et al., 2014). The importance of nursing research and its relationship to the practice of oncology nursing cannot be minimized (Moore & Badger, 2014). Oncology nurse researchers advance knowledge and, consequently, improve the quality of care for patients with cancer and their families. For example, the Oncology Nursing Society (ONS) regularly surveys its membership to identify key areas of research focus that then guide the work of nurse investigators (LoBiondo-Wood et al., 2014; ONS Research Agenda Team, 2009). Unfortunately, the shortage of nurse scientists, particularly in oncology nursing, continues to increase as senior doctoral faculty reach retirement age and doctoral education program development remains stagnant (Glasgow & Dreher, 2010; LoBiondo-Wood et al., 2014). This shortage has and will continue to lead to gaps in the generation and implementation of new knowledge, negatively affecting the quality of patient care. As a result, an urgent need exists for innovative and quality doctoral educational programs to develop nurse scientists (Moore & Badger, 2014).
    • Contributed Indexing:
      Keywords: DNP eduacation; PhD education; oncology nursing
    • Publication Date:
      Date Created: 20141228 Date Completed: 20150723 Latest Revision: 20141227
    • Publication Date:
      20240104
    • Accession Number:
      10.1188/15.ONF.94-95
    • Accession Number:
      25542325