title: Competency standards and educational requirements for specialist breast nurses in Australia.
abstract: There is substantial evidence that Specialist Breast Nurses (SBNs) make an important contribution to improved outcomes for women with breast cancer, by providing information and support and promoting continuity of care. However, a recent study has identified significant variation in how the role functions across individual nurses and settings, which is likely to contribute to varied outcomes for women with breast cancer. The project reported in this paper illustrates how a set of competency standards for SBNs were developed by the National Breast Cancer Centre. The competency standards were developed through a review of published literature and consultation with key stakeholders. The resulting SBN Competency Standards reflect the core domains and elements of SBN practice seen as integral to achieving optimal outcomes for women with breast cancer. This project identifies the SBN as a registered nurse who applies advanced knowledge of the health needs, preferences and circumstances of women with breast cancer to optimise the individual's health and well-being at various phases across the continuum of care, including diagnosis, treatment, rehabilitation, follow-up and palliative care. The five core domains of practice identified are: Supportive care; Collaborative care; Coordinated care; Information provision and education; and Clinical leadership. A variety of education programs are currently available for nurses who wish to learn about breast cancer nursing. The majority of stakeholders consulted in this project agreed that a Graduate Diploma level of education is required at minimum in order for an SBN to develop the minimum level of competence required to perform the role. The evidence supports the view that as an advanced role, nurses practising as SBNs require high-quality programs of sufficient depth and scope to achieve the required level of competence.
authors.affiliation: School of Nursing, Queensland University of Technology, Queensland. p.yates@qut.edu.au
authors.forename: Patsy
authors.initials: P
authors.lastname: Yates
authors.forename: Alison
authors.initials: A
authors.lastname: Evans
authors.forename: Andy
authors.initials: A
authors.lastname: Moore
authors.forename: Marie
authors.initials: M
authors.lastname: Heartfield
authors.forename: Terri
authors.initials: T
authors.lastname: Gibson
authors.forename: Karen
authors.initials: K
authors.lastname: Luxford
mesh_terms: D001294:Attitude to Health; D001943:Breast Neoplasms / Q000451:nursing* / Q000523:psychology; D002983:Clinical Competence / Q000592:standards*; D003266:Continuity of Patient Care / Q000458:organization & administration; D003299:Cooperative Behavior; D004511:Education, Nursing, Graduate / Q000458:organization & administration; D006801:Humans; D007587:Job Description; D007857:Leadership; D016294:Models, Nursing; D020380:Needs Assessment; D009720:Nurse Clinicians / Q000193:education / Q000458:organization & administration; D024802:Nurse's Role; D009859:Oncology Nursing / Q000193:education / Q000458:organization & administration; D010353:Patient Education as Topic; D017410:Practice Guidelines as Topic; D017009:Professional Autonomy; D012944:Social Support