MSc Specialist Practice (Cancer)

This course unit is designed for professionals with some prior experience in oncology to enable them to develop their knowledge and skills in relation to caring for the patient with acute oncology conditions e.g. neutropenic sepsis, spinal cord compression, hypercalcaemia. This unit is delivered entirely online.

Equip healthcare professionals working with people with acute oncology conditions with the knowledge and skills necessary to perform an accurate assessment in order to reach an initial differential diagnosis. The module will introduce appropriate interventions, recognise the need for referral to other members of the interdisciplinary team, and evaluate on going management of this patient group. Students will be expected to draw upon their own clinical practice to explore inter-professional working and the support of patients and relatives during these acute situations. 
 

The unit is delivered online with materials for students to study at their own pace, with further opportunities for 1:1 support from the course leader.

• Demonstrate an advanced understanding of the underlying physiology, signs and symptoms of acute oncology conditions.
• Formulate appropriate clinical decisions for acute oncology conditions. 
• Critically analyse and evaluate the role of key members of the multidisciplinary team in relation to the management of acute oncology conditions. 
• Demonstrate the ability to manage complexity, recognising the role of the multidisciplinary team in the support of this. 
• Critically examine the social and psychological needs of patients presenting with acute oncology conditions and critically evaluate how these are assessed and managed in the students own service.
• Critically analyse and synthesise the application of relevant policies and evidence base in relation to acute oncology conditions.
• Understand the importance of undertaking a systematic assessment including a complete patient history and identify the appropriate physical assessment. 
   

• Critically evaluate and synthesise peer reviewed literature and national and local policies to justify clinical decision making and recommendations for practice and service delivery. 
• Critically evaluate current practice and service delivery. 
   

• Demonstrate the ability to use advanced communication skills when supporting patients and their family members.
• Critically evaluate strategies used in the management and care of patients with an acute oncology condition, by challenging practice and proposing developments which advance clinical practice. 
• Demonstrate the importance 

• Develop information technology skills to support lifelong learning and participate in  identification of individual learning needs and develop strategies to meet those needs.
• Evaluate own role in leading and developing practice and service delivery in relation to the care of patients with cancer in a range of settings. 
• Participate in collaborative learning and peer support. 
• Promote independent learning through critical evaluation and synthesis of evidence that enhances and challenges current practice.
• Systematically evaluate a range of evidence to inform clinical decision-making and professional practice. 
   

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in scheduled live chats and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced. Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. 
 

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