Table 1 Teaching goals and objectives
Module 1: Basics of evidence-based decision making and evidence-based patient information | ||
Goals | Content | Educational strategies |
Nurses critically reflect the model of informed choice regarding their personal and work experiences. | • Informed choice | • Patient narrative: think, pair, share-method |
Nurses describe and compare the different patient participation models paternalism, shared decision-making and the autonomous decision model for medical decision making. | • Models of medical decision making and patient participation: Paternalism, shared decision-making and autonomous decision model | • Lecture |
Nurses acquire essential communication skills for decision coaching such as teach back and dealing with emotional situations. | • Dialogue techniques • Attentive listening during pauses of dialogue • Confidence building measures • Setting of communication • Dealing with emotions • Summarizing adequately • Teach back | • Lecture • Role plays (experienced learning) |
Nurses deal with risks for their psychosocial strain in their professional field and the prevention of burn out. | • Psycho hygiene • Prevention of burn out | • Lecture • Exercise |
Nurses identify the necessity of randomized controlled trials to proof the efficacy of an intervention and explain quality criteria of randomized controlled trials. | • Randomized controlled trials (example efficacy of vitamin D intake for cancer prevention) • Risk of bias and its prevention | • Group work and lecture |
Nurses describe evidence-based medical guidelines as an implementation tool of evidence-based knowledge for practitioners using the example of the German breast cancer guideline (S3). | • Guideline • Grades of recommendation • Level of evidence | • Lecture |
Nurses appraise commonly available patient information material with the criteria of evidence-based health information and their appropriateness to support informed decision making. | • Criteria of evidence-based health information | • Lecture, exercise, discussion |
Nurses communicate the probabilities of benefits and harms for preventive options as well as predictive values in a comprehensible manner for patients according to the criteria of evidence-based health information. | • Relative risk • Absolute risk • Relative risk reduction • Positive and negative predictive values (example magnetic resonance imaging) • Uncertainty underlying the evidence | • Lecture, exercises, role plays |
Module 2: Shared decision-making and decision coaching | ||
Goals | Content | Educational strategies |
Nurses elucidate the distinct steps of decision coaching. | • Exploration of decision needs such as knowledge gaps, unclear values, lacking support or uncertainty • Provision of support such as health information, value clarification, enhancement of support from others and resources | • Lecture |
Nurses conduct a simulated decision coaching using prompt cards, the decision guidance, the fact sheets and the decision aid and give feedback to each other. | • Decision coaching | • Role play with peers and simulated patients |
Nurses take part in gene diagnostic boards and patient physician consultations and emphasize their role in the inter-professional team. | • Understanding of gene diagnostic test results and their interpretation • Overview of the center’s procedures and the decision-making process. • Gain an insight into mutation carriers’ motives to opt for preventive measure or to do not and women’s different coping strategies. • Nurse’s role in the inter-professional team | • Initial training plan; discussion |