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Session: 2022/23
Last modified: 15/03/2022 11:00:07
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Title of Module: Systemic Anti-Cancer Therapy Administration |
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Code: NURS09208 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Constantina
Papadopoulou |
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| Summary of Module |
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This module is suitable for registered healthcare practitioners directly involved in the administration of systemic anti-cancer therapy (SACT) and will support them to become graduates who are universal, work-ready and successful. Existing and new 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 UKONS Chemotherapy Passport (UKONS, 2017) 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 three trimesters in exceptional circumstances.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion 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 |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| 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.
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| 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.
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| 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.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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/real time 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:
| 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 | 14 |
| Personal Development Plan | 18 |
| Asynchronous Class Activity | 4 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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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.
UKONS (2017) UK Oncology Nursing Society (UKONS) Passport for the Safe Handling and Administration of Systemic Anti-Cancer Therapies (SACT).
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.
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(**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)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. This module requires from students to attend the planned two study day events.
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Elaine Stevens |
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| External Examiner | A Ward |
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| Accreditation Details | N/A |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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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/real time discussion in the classroom or by completed online via the module VLE.
Summative Assessment Component 1: a 1500 word (+10%) written assignment on a psychological issue 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.
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Summative Assessment Category 2: students will complete a list of work based learning competencies based on the UKONS Chemotherapy Passport (UKONS, 2017) and will provide a practice portfolio of evidence to support this. This will be awarded a pass/fail 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 component) can be found below 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Further detail can be found at the UWS Equality and Diversity Policy: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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