Background:
The Introduction to Haematology and Blood and Marrow Transplantation (BMT) course is a foundational eviQ Education resource supporting health professionals caring for patients with haematological malignancies. Rapid advances in targeted therapies, immune effector cell therapies, and transplantation have created an opportunity to review and update the course to reflect contemporary clinical practice and future workforce capability requirements.
Aim:
To identify current and emerging education needs of health professionals working in haematology, BMT, and cellular therapies to inform redevelopment of a contemporary, evidence-informed foundational education pathway.
Methods:
A national survey of health professionals working in cancer care settings was conducted over 12 weeks and promoted through eviQ, professional nursing and pharmacy networks, newsletters, social media, and clinical networks. The survey explored current education approaches, knowledge and skill gaps, emerging treatment areas, confidence in clinical practice, and preferred learning formats.
Results:
A total of 119 responses were received from nurses (66%), pharmacists (29%), and other health professionals (5%), representing metropolitan (66%), regional (30%), and rural/remote (4%) settings. Although over half had more than 11 years’ experience in haematology/BMT, 62% reported significant knowledge and skill gaps. Priority learning areas included cellular therapies, treatment toxicities, transplant principles, supportive care, blood result interpretation, and novel therapies including chimeric antigen receptor (CAR) T-cell therapy and bispecific antibodies. Respondents identified a need for structured learning pathways, competency assessment, case-based learning, and accessible online education.
Conclusion:
Survey findings informed redevelopment of a structured foundational course covering clinical haematology, haematological malignancies, treatment approaches, BMT, and emerging cellular therapies.
Resources will be co-designed with a clinical advisory committee to provide expert input into the learning objectives, clinical content, and assessment materials. Finalised resources will be externally reviewed by clinicians to ensure it is relevant, appropriate, and fit for purpose.