Competency-based training for cancer nurses: a qualitative inquiry

Background Competency-Based Training (CBT) is increasingly recognized as a critical strategy for enhancing cancer nursing practice, yet its specific impacts on nurses’ knowledge, skills, attitudes, and care quality remain underexplored. This study investigated how CBT influences cancer nurses’ professional competencies and care delivery, with a focus on identifying actionable recommendations to optimize training effectiveness in low-resource settings, such as Palestine. Methods A qualitative grounded theory design, informed by Charmaz’s constructivist framework and Strauss and Corbin’s systematic coding techniques, was employed. Purposive sampling recruited 18 nurses (7 male, 11 female; 5–16 years of experience) from An-Najah National University Hospital. Data were collected via Google Forms with open-ended questions addressing CBT’s impact on knowledge, skills, attitudes, consistency, and care quality. Ethical approval was secured from the Arab American University’s IRB, with participant anonymity ensured. Iterative line-by-line coding, memo writing, and external auditing ensured analytical rigor and theoretical saturation. Results CBT significantly enhanced knowledge in patient evaluation, emergency response (e.g., chemotherapy allergies), and chemotherapy side-effect management. Skills improvements included advanced medical equipment proficiency, precise chemotherapy administration, and palliative care. Nurses reported more empathetic attitudes, prioritizing psychological support and patient-centered care. Consistency in practice increased through standardized protocols (e.g., infection control, chemotherapy administration) and teamwork. Participants noted improved care quality via better symptom management, hygiene adherence, and holistic risk understanding. However, variability in individual practices and perceived training efficacy underscored the need for tailored approaches. Recommendations included integrating clinical simulations, expanding practical training hours, continuous education, patient engagement in training, and alignment with global standards. Conclusion CBT strengthens oncology nursing competencies, fostering standardized, empathetic, and high-quality care. While the training elevated knowledge, skills, and attitudes, sustained improvements require context-sensitive adaptations, ongoing education, and robust evaluation mechanisms. This study advocates for systemic implementation of CBT frameworks enriched with practical, patient-centered elements to optimize both professional development and cancer patient outcomes.