MSc Advanced Leadership for Professional Practice (Allied Health Profession) / Course details

Year of entry: 2024

Course unit details:
Lung Cancer

Course unit fact file
Unit code NURS60095
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Variable teaching patterns
Available as a free choice unit? No


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.


Enable practitioners to critically analyse their knowledge and understanding of lung cancer and explore the scope of professional practice, developing and applying the skills and competencies needed to provide quality care to patients and their families. 
Enhance practice through the acquisition, extension and critical appraisal of existing knowledge and skills that develop 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

  • E-Learning
  • 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.  

Intellectual skills

  • 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.

Practical skills

  • 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

Assessment methods

Method Weight
Written assignment (inc essay) 100%

Feedback methods

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. 

Recommended reading

Teaching staff

Staff member Role
Cathy Heaven Unit coordinator

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