MSc Advanced Leadership for Professional Practice (Nursing)
Year of entry: 2024
- View tabs
- View full page
Course unit details:
|FHEQ level 7 – master's degree or fourth year of an integrated master's degree
|Variable teaching patterns
|Available as a free choice unit?
The module will include the investigation, diagnosis, staging and treatment pathways used in the management of lung cancer. Drivers for future management and service development will be explored, including the role of health education and behaviour change. Symptom management and palliative care issues will be considered and applied to the context of the presentation and management of advanced disease. Concepts such as stigma and blame will also be explored within the module.
Teaching and learning methods
- Directed and self-directed learning
Knowledge and understanding
- Critically analyse the aetiological factors contributing to the development of lung cancer within local, national and international populations and the strategies used to address these.
- Explore in depth the impact of the concepts of stigma and blame on patients with a lung cancer diagnosis.
- Demonstrate in depth critical comprehensive knowledge and understanding of the pathophysiology of lung cancer.
- Engage in critical examination of the investigation, diagnosis and treatment pathways for patients with lung cancer.
- Critically examine the physical, social and psychological needs of patients with lung cancer.
- Critically consider the role of multi professional/multi agency teams in the management of patients with complex needs.
- Critically evaluate the ethical, cultural, religious, and spiritual and quality of life issues associated with a diagnosis of lung cancer.
- Critically analyse the concepts, principles and practices of palliative care and end of life care and their place for supporting people with lung cancer and their families.
- Engage in a critical assessment of the underpinning professional, ethical and legal concepts relating to the care of patients, relatives and service delivery.
- Critically appraise peer reviewed literature and related policies that impact on service delivery for patients with a diagnosis of lung cancer.
- Critically evaluate current practice and service delivery, drawing on a range of evidence
- Propose innovative approaches to enhancing current service provision.
- Consider strategies such as health coaching and motivational interviewing to advise/support people with lung cancer and their families
Transferable skills and personal qualities
- Develop effective communication and leadership skills required for developing services for those with lung cancer
- 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 promoting awareness and behaviour change.
- 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.