Background: This study aimed to clarify the current status of interest in and learning needs for cancer nursing among nurses working at University Hospital A and to obtain suggestions for improving the cancer nursing education system.
Methods: A questionnaire survey was administered to 900 nursing professionals working at University Hospital A using Google Forms. The analysis was conducted using a chi-square test, with a statistical significance level of 5%.
Results: There were 500 valid responses (response rate: 53%). The most experienced nurses had 1-5 years of experience, accounting for half of the total respondents. Regarding cancer nursing experience, 84.8% of nurses reported having experience in the field, yet 75.6% had never attended a cancer nursing training course. Factors associated with a high participation rate in training included working in adult medicine wards or outpatient departments, having 10 or more years of experience, and being on career ladders IV and V. Conversely, the lowest participation rates were observed among nurses in intensive care units and operating rooms, those with less than 5 years of experience, and those in career ladder I. Regarding learning needs, the results were significantly high for all 21 items of the Cancer Nursing Core Curriculum. These findings suggest that years of experience and the frequency of cancer nursing practice influence interest in the field. To meet the high demand for learning, it is necessary to create a practice-oriented learning environment that considers department assignment and years of experience.
Conclusions: Interest in and learning needs related to cancer nursing were identified among those working at University Hospital A. As the number of patients with cancer is expected to continue increasing, nurses recognize that opportunities to engage in cancer nursing will inevitably extend to all nursing professionals, regardless of their specific care settings. To develop nurses with high-quality cancer nursing skills, a learning environment aligned with daily practice and individual life situations should be established, rather than relying solely on the current lecture-based system.
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