Module Descriptor

Session: 2017/18

Last modified: 28/02/2017 08:23:59

Title of Module: Systemic Anti-Cancer Therapy Administration

Code: NURS09208	SCQF Level: 9 (Scottish Credit and Qualifications Framework)	Credit Points: 20	ECTS: 10 (European Credit Transfer Scheme)
School:	School of Health, Nursing and Midwifery
Module Co-ordinator:	Constantina Papadopolou

Summary of Module
This module is for registered healthcare practitioners who are directly involved in the administration of systemic anti-cancer therapy (SACT). The module is based on the principle that underlying knowledge and cognitive skills will be developed both in the classroom and the clinical setting, utilising work based learning competencies and theoretical assessment. The content of the course will be consistent with local, regional and national policy and guidelines, including the NHS Education for Scotland Education and Training Framework for the Safe Use of Systemic Anti-Cancer Therapy (SACT) (NES 2013) and it supports the implementation of CEL 30 (2012) (Revised) Guidance for the Safe Delivery of Systemic Anti-Cancer Therapy (SACT) (Scottish Government, Quality Unit, 2012) and CEL 21 (2009) (Safe Administration of Intrathecal Cytotoxic Chemotherapy) by providing a foundation for a consistent approach to education and training. There is also a focus on the potential psychosocial impacts of SACT and ways in which these can be most effectively addressed. Students are required to ensure they are able to fulfil the clinical competencies required for module assessment. This means being able to administer SACT in their clinical area or during placement to another suitable clinical area, which must be organised through their employer. They must also have the support of their line manager and access to a suitably qualified clinical mentor in the workplace. The clinical competences will be completed normally within three months but over no more than two trimesters in exceptional circumstances.

Summary of Module

This module is for registered healthcare practitioners who are directly involved in the administration of systemic anti-cancer therapy (SACT). The module is based on the principle that underlying knowledge and cognitive skills will be developed both in the classroom and the clinical setting, utilising work based learning competencies and theoretical assessment.

The content of the course will be consistent with local, regional and national policy and guidelines, including the NHS Education for Scotland Education and Training Framework for the Safe Use of Systemic Anti-Cancer Therapy (SACT) (NES 2013) and it supports the implementation of CEL 30 (2012) (Revised) Guidance for the Safe Delivery of Systemic Anti-Cancer Therapy (SACT) (Scottish Government, Quality Unit, 2012) and CEL 21 (2009) (Safe Administration of Intrathecal Cytotoxic Chemotherapy) by providing a foundation for a consistent approach to education and training. There is also a focus on the potential psychosocial impacts of SACT and ways in which these can be most effectively addressed.

Students are required to ensure they are able to fulfil the clinical competencies required for module assessment. This means being able to administer SACT in their clinical area or during placement to another suitable clinical area, which must be organised through their employer. They must also have the support of their line manager and access to a suitably qualified clinical mentor in the workplace. The clinical competences will be completed normally within three months but over no more than two trimesters in exceptional circumstances.

Module Delivery Method
Face-To-Face	Blended	Fully Online

Face-To-Face Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision. Fully Online Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning. Blended A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance Learning (D/L) (ie.Virtual Campus): (Provided viable student numbers permit)
Paisley:	Ayr:	Dumfries:	Hamilton:	D/L Virtual Campus:	Other:

Learning Outcomes: (maximum of 5 statements)
At the end of this module the student will be able to: L1. Explain the principles underpinning the prescribing and safe administration of SACT. L2. Identify common toxicities and adverse reactions associated with SACT and rationalise appropriate interventions. L3. Demonstrate a detailed understanding of the potential psychosocial impacts of SACT. L4. Utilise evidence-based interventions to provide effective, person-centred care and support to people undergoing SACT.

Learning Outcomes: (maximum of 5 statements)

At the end of this module the student will be able to:

L1. Explain the principles underpinning the prescribing and safe administration of SACT.

L2. Identify common toxicities and adverse reactions associated with SACT and rationalise appropriate interventions.

L3. Demonstrate a detailed understanding of the potential psychosocial impacts of SACT.

L4. Utilise evidence-based interventions to provide effective, person-centred care and support to people undergoing SACT.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings	During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U)	SCQF Level 9. Demonstrate knowledge and understanding of the evidence base underpinning SACT administration. Demonstrate knowledge and understanding of the psychosocial impact of SACT on patients and their families and the role of the multidisciplinary team in addressing such impacts.
Practice: Applied Knowledge and Understanding	SCQF Level 9. Demonstrate safe practice skills in the management of a patient undergoing SACT. Demonstrate effective management of cannulation and other vascular access devices.
Generic Cognitive skills	SCQF Level 9. Critically assess professional issues relating to SACT administration and provide a problem solving approach to the management of same.
Communication, ICT and Numeracy Skills	SCQF Level 9. Demonstrate effective communication skills with patients, relatives and peers. Utilise IT and web search skills to support the development of evidence based practice. Utilise IT skills to complete and submit academic work.
Autonomy, Accountability and Working with others	SCQF Level 9. Exercise autonomy and initiative when dealing with patients receiving SACT. Work effectively as part of a multidisciplinary team.

Pre-requisites:	Before undertaking this module the student should have undertaken the following:
	Module Code:	Module Title:
	Other:
Co-requisites	Module Code:	Module Title:

* Indicates that module descriptor is not published.

Learning and Teaching
This module takes a blended approach to learning and utilises a range of student centred learning activities. A number of clinical experts are involved in the development and delivery of learning materials. Students are required to attend the Beatson West of Scotland Cancer Centre for a maximum of four days. A Virtual Learning Environment (VLE) will also be used to complement face to face teaching sessions and provide additional learning resources and access to the electronic library and e-books. Students must ensure they have access to suitable IT facilities and internet access in order to undertake the module learning activities and submit course work.
Learning Activities During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:	Categories	Student Learning Hours (Normally totalling 200 hours): (Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery	Scheduled	36
Personal Development Plan	Scheduled	6
Asynchronous Class Activity	Independent	10
Independent Study	Independent	148
		200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)
The following materials form essential underpinning for the module content and ultimately for the learning outcomes: Scottish Government (2012)Guidance for the safe delivery of systemic anti-cancer therapy, CEL 30. UKONS (2010)Safe practice and nursing care of patients receiving oral anticancer medicines: a position statement from UKONS. UKONS (2012)Best practice in nurse-led chemotherapy review: a position statement from the United Kingdom Oncology Nursing Society. In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.
(*N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk) to wait until the start of session for confirmation of the most up-to-date material)

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Scottish Government (2012)Guidance for the safe delivery of systemic anti-cancer therapy, CEL 30.

UKONS (2010)Safe practice and nursing care of patients receiving oral anticancer medicines: a position statement from UKONS.

UKONS (2012)Best practice in nurse-led chemotherapy review: a position statement from the United Kingdom Oncology Nursing Society.

In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Attendance Requirements
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.7

Course Reference Numbers (CRNs) (if known)
Paisley:	Ayr:	Dumfries:	Hamilton:	D/L Virtual Campus:	Other:
False	False	False	False	True x	True Beatson West of Scotland Cancer Centre

Trimester(s) for Module Delivery
(Provided viable student numbers permit).
Trimester 1		Trimester 2		Trimester 3

For Internal Use Only

Programme Board	Undergraduate HNM
Assessment Results (Pass/Fail)	No
Subject Panel	Undergraduate HNM
Moderator	Stuart Milligan
External Examiner	Melissa Symonds
Accreditation Details	N/A
Changes/Version Number	05 module co-ordinator, subject panel Updated SDG and Subject Panel. Removed pass/fail confirmation.

Assessment: (also refer to Assessment Outcomes Grids at end of document)
Formative Assessment This module is formatively assessed by individual learning activities that are embedded within each of the learning units. This may be achieved in face to face discussion in the classroom or by completed online via the module VLE. Summative Assessment Category 1: a 1500 word (+10%) written assignment on the psychological issues of a patient or family member during SACT administration. This assessment contributes to 100% of the module mark. This assessment must achieve a mark of at least 40% to pass the module.
Summative Assessment Category 2: students will complete a list of work based learning competencies based on the Workforce Education and Training Framework for the Safe Use of Systemic Anti- Cancer Therapy (NES 2007, revised 2013) and will provide a practice portfolio of evidence to support this, which will be awarded a pass/fail a pass grade (0% weighting). Equivalent to 2500 words. Note component 2: portfolio of competence requires demonstration that all learning outcomes have been met to evidence safe practice in relation to SACT administration. PLEASE NOTE BOTH COMPONENTS MUST BE PASSED TO ACHIEVE THE MODULE CREDIT.
(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrate how the learning outcomes of the module will be assessed. (ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Assessment Category 1
Assessment Category	Assessment Type (Footnote B.)	Learning Outcome (1)	Learning Outcome (2)	Learning Outcome (3)	Learning Outcome (4)	Weighting (%) of Assessment Element	Timetabled Contact Hours
Assignment	Essay					100	1

Assessment Category 2
Assessment Category	Assessment Type (Footnote B.)	Learning Outcome (1)	Learning Outcome (2)	Learning Outcome (3)	Learning Outcome (4)	Weighting (%) of Assessment Element	Timetabled Contact Hours
Practical	Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral					0	1
Combined Total For All Assignment Categories						100%	2 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

Note(s):

More than one assessment method can be used to assess individual learning outcomes.
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The School of Health, Nursing and Midwifery believes that education and practitioner diversity are central to achieving quality of care. Within the module, quality of care, inclusiveness and employability are achieved by: • Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective students • Promotion of confidence and knowledge of their rights as a student and employee • Promotion of respect and knowledge of client diversity, their needs, rights and associated practitioner responsibilities The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation. Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments. Online students must be able to access and use appropriate IT equipment, and to gain access to the University Virtual Learning Environment, student email and the internet resources available to all enrolled students. Further detail is available in the specific section of the Programme Specification UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

Equality and Diversity

The School of Health, Nursing and Midwifery believes that education and practitioner diversity are central to achieving quality of care.

Within the module, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective students
• Promotion of confidence and knowledge of their rights as a student and employee
• Promotion of respect and knowledge of client diversity, their needs, rights and associated practitioner responsibilities

The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.

Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.

To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.

Online students must be able to access and use appropriate IT equipment, and to gain access to the University Virtual Learning Environment, student email and the internet resources available to all enrolled students.

Further detail is available in the specific section of the Programme Specification

UWS Equality and Diversity Policy

(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)