Course unit details:
Personalised Care and Survivorship
Course unit fact file
|FHEQ level 7 – master's degree or fourth year of an integrated master's degree
|Variable teaching patterns
|Available as a free choice unit?
This course has been developed for professionals working in both the primary and secondary care sectors.
The module will include opportunities to critically explore and analyse the role of the professional in supporting those living with and beyond cancer. The module will incorporate expert clinical opinion, collaboration with peers and exploration of the patient’s experience to enhance learning.
This unit aims to facilitate students to develop an understanding of what is meant by
"living with and beyond cancer", “survivorship” and “personalised care” and review the many aspects of clinical and non-clinical care which contribute to good patient outcomes and experiences.
Students will evaluate current service provision for this patient group and consider how care and support can best be provided to this growing population and this will include examples in both Secondary and Primary Care.
Teaching and learning methods
- Directed and self-directed learning
Knowledge and understanding
- Critically evaluate current understanding and complexities in defining Survivorship, Living with and Beyond Cancer, and Personalised Care.
- Demonstrate a knowledge of the numbers of cancer survivors and appraise the current models of care, including local practice, where applicable.
- Develop an in depth and critical systematic understanding of the complex impact of late effects/side effects or consequences from treatment on patient experience.
- Critically analyse the psychological impact of living with and beyond cancer.
- Critically analyse and evaluate strategies to educate and support patients, carers, and professionals to live with and beyond cancer.
- Critically assess the importance of Personalised Care on the management of patients living with and beyond cancer.
- Engage in critical interpretation of the impact of ethical, cultural, religious, and spiritual issues on the quality of life of those living with and beyond cancer.
- Critically evaluate strategies such as health coaching and motivational interviewing and consider how these could be integrated into practice
- Develop skills in motivational interviewing
Transferable skills and personal qualities
- Develop effective communication and leadership skills required for developing services for those living with and beyond 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 to support those living with and beyond cancer.
- 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.
|Scheduled activity hours
|Independent study hours
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