Course unit details:
||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 will enable students to develop their knowledge and skills in relation to caring for the patient with a gynaecological cancer at any stage in their disease pathway
The unit has 6 main themes within it. These are: the epidemiological aspects of gynaecological cancers; diagnoses; treatment options; support and care during treatment; Living with and Beyond Cancer (LWBC) aspects and palliative/end of life issues.
Enable practitioners to critically analyse their knowledge and understanding of gynaecological cancers and explore the scope of professional practice.
Enable the development of the skills and competencies needed to provide quality care to patients with gynaecological cancer and their families.
Enhance practice through the acquisition, extension and critical appraisal of existing knowledge and skills that develops the basis of a life-long learning approach to delivering care.
Provide opportunity for reflection on practice to develop proposals for change in current service/practice provision.
Give opportunity for inter-professional learning that leads to a greater understanding for multi-disciplinary working.
Teaching and learning methods
- Classroom based teaching
- Directed and self-directed learning
- Blended learning
Knowledge and understanding
- Critically analyse epidemiological data and the literature to gain an in- depth understanding of the public health aspects of gynaecological cancers (incidence, prevalence, risk factors, screening, vaccination).
- Locate and critically synthesize the evidence base that guides treatment decisions around the different gynaecological cancers, staging and treatments that can be part of the management of gynaecological cancer.
- Critically appraise the decisions involved in managing and supporting women who have treatment induced early menopause.
- Engage in a critical way with the decision making surrounding gynaecological cancer treatment and its effect on fertility. Highlight the psychological, social and physical aspect of this and how these can be supported and managed.
- Develop a person-centered approach to assessment and care through exploration and reflection on the psychological, social, sexual, and cultural aspects of care (include Holistic Needs Assessment).
- Distinguish best practice issues that surround the care of patients with gynaecological cancer at different stages of their journey
- Critically analyse the role of professionals involved in the provision of gynaecological cancer care – including own role
- Develop a collaborative knowledge base to apply appropriate assessment strategies to support best practice/evidenced based care
- Develop a comprehensive understanding of the concepts, principles and practices of palliative care and their place in supporting women with gynaecological cancer.
- Engage in critical debate around the impact of gynaecological cancer and its treatment on women’s sexuality.
- Use reflective practice to develop enhanced advanced communication skills to be able to assess and work with patients at a higher level using an appropriate model to support psycho-sexual assessment and concerns.
- Evaluate current treatment options, critically challenging current knowledge and advancing current practice
Transferable skills and personal qualities
- Discuss and critically evaluate national and local guidelines that impact on the provision of care for cancer patients
- Develop information technology skills and be able to identify individual learning needs to support life-long learning.
- Become proficient in systematically searching electronic data bases.
- Critical appraisal skills development.
|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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