Course unit details:
Delivery of systemic anti-cancer therapies for solid tumour malignancies
||FHEQ level 7 – master's degree or fourth year of an integrated master's degree
||Variable teaching patterns
||Division of Nursing, Midwifery and Social Work
|Available as a free choice unit?
The course unit is designed to enable students to develop their knowledge and skills in relation to caring for the patient receiving systemic anti- cancer therapies.
The course unit is structured to enable qualified health professionals caring for individuals with solid tumour cancers to review and modify their own area of practice.
Develop students’ critical understanding of the delivery of Systemic Anti-Cancer Therapies (SACT) for solid tumour malignancies, and provide insight into recent developments in anti-cancer treatments, identifying implications for patient care. The module will discuss the information and educational needs of individuals receiving treatment and those delivering treatment, demonstrating the ability to share knowledge and good practice.
The module will discuss the legal, ethical and professional issues involved in nursing responsibilities related to administering SAC therapies, relating evidence to local and national policy.
Students will examine practice and service delivery, using reflective practice and identifying an area of service improvement.
Teaching and learning methods
- Classroom based teaching
- E-Learning – discussion forums, pre-course materials
- Directed and self-directed learning
Knowledge and understanding
- Critically examine the physical, social and psychological needs of patients undergoing SACT
- Demonstrate how these are assessed and managed in practice
- Demonstrate a critical awareness of the ethical, cultural, religious, and spiritual and quality of life issues associated with solid tumour malignancies
- Evaluate patient-centred care and patient choice in decision-making.
- Develop educational tools to underpin the patient pathway strategy for SACT.
- Critically evaluate current treatment options and best practice, identifying areas for service development and delivery.
- Engage in a critical debate regarding the legal, ethical and professional issues involved in nursing responsibilities related to administering SACT, relating evidence to local and national policy
- Assess the underpinning professional, ethical and legal concepts relating to the care of patients, relatives and service delivery.
- Critically evaluate and synthesise peer reviewed literature and national/local policies
- To propose innovative approaches to service development for people receiving SACT, considering optimal strategies for evaluating the implementation of these.
- Evaluate the ethical, cultural, religious, and spiritual and quality of life issues associated with solid tumour malignancies and critically examine how such issues are addressed in day-to-day practice.
- Develop educational tools related to the delivery of SACT for patients and staff, evaluating and challenging current practices
- Facilitate a collaborative approach to service delivery improvement
Transferable skills and personal qualities
- 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 delivery of SACT.
- 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.
|Written assignment (inc essay)
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 class 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.
|Independent study hours
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