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 faeces 3.7 (1–5)
Identify a child or adolescent with nausea and/or vomiting 3.3 (1–5)
Identify a child or adolescent with gastrointestinal problems such as mucositis 3.0 (1–5)
Identify a child or adolescent with pain 4.1 (2–5)
Be forthcoming to wishes from the patient and their families 5.0 (3–5)
Apply communication with patients or families in crisis 4.5 (3–5)
Apply communication with patients in palliative care and their families 4.5 (3–5)
Identify ethical dilemmas 4.5 (3–5)
Alleviate physical, psychological and spiritual issues 4.5 (3–5)
Identify a child or adolescent in need of palliative care 4.0 (2–5)
Identify barriers of communication, such as grieving and crisis, and how these may culturally different 4.0 (3–5)
Ensure access to psychological support for both patients and families and healthcare professionals 3.5 (2–5)
Assist in procuring necessary aids to ease everyday life at home or at the department 3.5 (2–5)
Encourage participation of siblings and friends in daily routines 3.0 (2–5)
Limit isolation 4.6 (3–5)
Identify the importance of play and activities in respect to physical and mental development 4.6 (3–5)
Encourage participation in normal social relations such as school and social activities 4.5 (3–5)
Include siblings and friends from school in the treatment whenever possible 4.2(1–5)
Include play and activity in treatment and procedures 4.0 (1–5)
Inform children. adolescents and their families about age appropriate play and activities 3.9 (1–5)
identify a child or adolescent in need of play and activity 3.9 (1–5)
Assist children and adolescents in planning and performing age appropriate play and activities 3.9 (1–5)
Identify how various cancer diseases affect the musculoskeletal function 3.5 (1–5)
Respect non-disturbance zones at the department 4.3 (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 radiological 4.2 (1–5)
Apply local, national and international palliative collaboration possibilities 4.1 (1–5)
Coordinate and in cooperate play and activities in everyday treatment 3.7 (1–5)
Examine medical records in relations to allergies/cave/actual weight daily 4.5 (1–5)
Report and document medication errors when encountered 4.4 (1–5)
Check dose calculations at every administration 4.4 (1–5)
Ensure that relevant healthcare professionals and patients understand the prescription correctly 4.4 (1–5)
Communicate medical prescription preferences with relevant healthcare professionals and patients and parents 4.3 (1–5)
Assess and train patients and family in administration of medicines orally and in nasogastric tube 4.3 (1–5)
Document medical records vigilantly in relations to allergies/cave/actual weight 4.3 (1–5)
Identify most common pit falls for medication error with children and adolescents 4.3 (1–5)
Assist colleagues in controlling calculus and administration form 4.2 (1–5)
Identify pharmaceutical treatment used most 4.1 (1–5)
Discuss treatment options with relevant healthcare professionals and patient and family 4.1 (1–5)
Differentiate between how most used pharmaceutical treatments are prepared and administered 4.0 (1–5)
Distinguish between the term generic and brand names of medicines 4.0 (1–5)
Identify various options for treatment at department 3.9 (1–5)
Identify various options for preparation and administration at department 3.9 (1–5)
Identify, plan, coordinate and evaluate rehabilitation options for the individual child or adolescent with cancer 4.6 (3–5)
 Play therapists or equivalent and physiotherapistsOffer play assistance to stimulate social interaction with other children at the same age 4.3 (3–5)
Identify need for communication with other relevant staff, including the paediatric oncologist 4.0 (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 occur 4.4 (1–5)
Assess the severity of the medication error and inform relevant partners 4.4 (1–5)
Encourage a no blame policy 4.2 (1–5)