CN78 Chimeric antigen receptor T cell (CAR T) nursing educational pathway: Reporting on participant feedback

New interventions require training programmes or pathways. This project was initiated to provide evidence-based nursing education pathway for CAR T cell therapy. The underpinning standards were the JACIE 8th edition standards and the Irish Nursing Scope of Practice. The aim of this poster is to present participant feedback from this education pathway. CAR T therapy is a treatment that involves removing a patient’s own T lymphocytes through apheresis, genetically altering the T lymphocytes in the laboratory, and returning the altered cells to the patient via infusion to detect and destroy cancer cells. The pathway combines self-directed learning, simulation session and clinical practice. Access to the pathway was limited to experienced haematology nurses based at the study site. To date n=15 participants have completed the pathway. N=14 participants agreed to take part in the feedback survey, no reason for the one missing participant was noted. Evaluation of the pathway aimed to identify learning that could be integrated into future courses. To gather participant feedback, a survey consisted of 16 item questionnaire using 5-point Likert scale and two open ended questions, was used. The survey was anonymous and distributed to the participants, haematology nurses that had completed the programme. A total of n=14 responses were returned. Participants agreed that they enjoyed the simulation learning experience but would have liked additional time in the simulation lab practicing skills learned. Overall, participant feedback noted they were confident in caring for a patient receiving CAR T following their engagement with the learning pathway. Feedback found (n=14 strongly agree or agree) that the learning that occurred in step 1 (self-directed) and step 2 (simulated learning) was applied in the third step (clinical practice). The main finding from the participant survey was that pathway was easy to follow and that learning that occurred in steps 1 and 2 was applied in clinical practice (step 3). Additional simulation sessions were identified as something to consider for future courses.