Table 2

Specific interprofessional learning objectives

Specific interprofessional learning objectivesAcute life-threatening situationsGastrointestinal toxicitiesPainPalliationPlay and activityPrescription and administration of medicine
Mean (range)Mean (range)Mean(range)Mean (range)Mean (range)Mean (range)
ALL PROFESSIONALS (teachers, pedagogues. social workers, physiotherapists, all medical doctors, nurses and other professionals working with children and adolescents with cancerIdentify a child or adolescent in urgent need of help4.6 (3–5)
Apply basic paediatric resuscitation3.7 (1–5)
Identify how to handle waste material, such as vomit, urine or faeces3.7 (1–5)
Identify a child or adolescent with nausea and/or vomiting3.3 (1–5)
Identify a child or adolescent with gastrointestinal problems such as mucositis3.0 (1–5)
Identify a child or adolescent with pain4.1 (2–5)
Be forthcoming to wishes from the patient and their families5.0 (3–5)
Apply communication with patients or families in crisis4.5 (3–5)
Apply communication with patients in palliative care and their families4.5 (3–5)
Identify ethical dilemmas4.5 (3–5)
Alleviate physical, psychological and spiritual issues4.5 (3–5)
Identify a child or adolescent in need of palliative care4.0 (2–5)
Identify barriers of communication, such as grieving and crisis, and how these may culturally different4.0 (3–5)
Ensure access to psychological support for both patients and families and healthcare professionals3.5 (2–5)
Assist in procuring necessary aids to ease everyday life at home or at the department3.5 (2–5)
Encourage participation of siblings and friends in daily routines3.0 (2–5)
Limit isolation4.6 (3–5)
Identify the importance of play and activities in respect to physical and mental development4.6 (3–5)
Encourage participation in normal social relations such as school and social activities4.5 (3–5)
Include siblings and friends from school in the treatment whenever possible4.2(1–5)
Include play and activity in treatment and procedures4.0 (1–5)
Inform children. adolescents and their families about age appropriate play and activities3.9 (1–5)
identify a child or adolescent in need of play and activity3.9 (1–5)
Assist children and adolescents in planning and performing age appropriate play and activities3.9 (1–5)
Identify how various cancer diseases affect the musculoskeletal function3.5 (1–5)
Respect non-disturbance zones at the department4.3 (3–5)
Specific interprofessional learning objectives (cont.)Acute life-threatening situationsGastrointestinal toxicitiesPainPalliationPlay and activityPrescription and administration of medicine
Mean (range)Mean (range)Mean (range)Mean (range)Mean (range)Mean (range)
Medical doctors and nursesIdentify potential acute life-threatening conditions in paediatric cancer4.62 (1–5)
Identify acute respiratory insufficiency and acute cardiovascular problems4.6 (1–5)
Perform the Paediatric Early Warning Score on arrival, in case of fever above 38.5°C (or above 38°C>1 hour) and neutrocytes <0.5 mio/L (or leucocytes<1 mio/L)4.5 (1–5)
Stabilise patient, including initiation of intravenous fluids to maintain stable blood pressure4.5 (1–5)
Confer with specialised paediatricians in case of clinical deterioration4.3 (1–5)
Document observations and actions4.1 (1–5)
Assess palliative treatments possibilities both medical, surgical and radiological4.2 (1–5)
Apply local, national and international palliative collaboration possibilities4.1 (1–5)
Coordinate and in cooperate play and activities in everyday treatment3.7 (1–5)
Examine medical records in relations to allergies/cave/actual weight daily4.5 (1–5)
Report and document medication errors when encountered4.4 (1–5)
Check dose calculations at every administration4.4 (1–5)
Ensure that relevant healthcare professionals and patients understand the prescription correctly4.4 (1–5)
Communicate medical prescription preferences with relevant healthcare professionals and patients and parents4.3 (1–5)
Assess and train patients and family in administration of medicines orally and in nasogastric tube4.3 (1–5)
Document medical records vigilantly in relations to allergies/cave/actual weight4.3 (1–5)
Identify most common pit falls for medication error with children and adolescents4.3 (1–5)
Assist colleagues in controlling calculus and administration form4.2 (1–5)
Identify pharmaceutical treatment used most4.1 (1–5)
Discuss treatment options with relevant healthcare professionals and patient and family4.1 (1–5)
Differentiate between how most used pharmaceutical treatments are prepared and administered4.0 (1–5)
Distinguish between the term generic and brand names of medicines4.0 (1–5)
Identify various options for treatment at department3.9 (1–5)
Identify various options for preparation and administration at department3.9 (1–5)
Identify, plan, coordinate and evaluate rehabilitation options for the individual child or adolescent with cancer4.6 (3–5)
 Play therapists or equivalent and physiotherapistsOffer play assistance to stimulate social interaction with other children at the same age4.3 (3–5)
Identify need for communication with other relevant staff, including the paediatric oncologist4.0 (3–5)
Consider differential diagnostic proposals4.2 (1–5)
 Specialised paediatricians (not trainee doctors) and Experienced /Specialised Paediatric NursesEncourage clinicians to report medication errors as they occur4.4 (1–5)
Assess the severity of the medication error and inform relevant partners4.4 (1–5)
Encourage a no blame policy4.2 (1–5)