Semin Oncol Nurs. 2026 Mar 9:152172. doi: 10.1016/j.soncn.2026.152172. Online ahead of print.
ABSTRACT
OBJECTIVES: Prostate cancer (PC) is the second most diagnosed cancer in men worldwide, causing specific physical, psychosocial, and supportive care needs. In Australia, over 120 PC Specialist Nurses (PCSNs) provide comprehensive, personalized care and support to people dealing with PC. PCSNs require specialized education to optimize knowledge of PC diagnosis and management, enabling them to provide high-quality, person-centered care. Electronic learning courses are vital for enhancing the knowledge and skills of these skilled practitioners. This study aimed to evaluate the effectiveness of seven eLearning modules for improving PCSNs’ knowledge of PC diagnosis, treatment, and care.
METHODS: This article presents a nonexperimental evaluation study using pre- and post-tests. PCSNs completed pre-post knowledge and attitudes surveys about the eLearning modules. Knowledge acquisition and learning progress were assessed with bespoke scales and surveys, developed by researchers for each module. Responses were matched and compared using, respectively, McNemar’s statistic (n range: 10-36) and Wilcoxon signed rank tests (n range: 41-61). Satisfaction was measured using the Satisfaction with Asynchronous eLearning Scale (n range: 15-118).
RESULTS: Participants demonstrated significant improvements in knowledge against learning outcomes for all modules and satisfaction. In particular, knowledge of specific aspects of PC symptoms, treatment, and care, including patient’s sexual concerns, increased. The results indicated a high level of satisfaction with the modules’ format, content, and relevance.
CONCLUSIONS: Engaging, targeted eLearning courses can significantly enhance PCSNs’ knowledge and learner satisfaction. Learner confidence and clinical preparedness were also noted to be improved.
IMPLICATIONS FOR NURSING PRACTICE: The findings reinforce the need for specific education for specialist nurses to address the distinct clinical and psychosocial challenges faced by people with PC and their families. Further research should examine the longer-term impact of similar codesigned, online professional education.
PMID:41807176 | DOI:10.1016/j.soncn.2026.152172
