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Session: 2022/23
Last modified: 15/03/2022 10:40:40
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Title of Module: Essentials of Cancer Care |
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Code: NURS09207 |
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 a range of professionals who work with people who have had a diagnosis of cancer and provides the student with an overview of the fundamental principles which underpin cancer care. This is a theoretical module therefore no workplace supervisor is required.
The science and global epidemiology of cancer will be explored in order to provide the student with knowledge and understanding of the evidence base which supports contemporary cancer care. Students will develop a detailed understanding of the methods used to detect, diagnose and stage cancer and how this information contributes to the process of planning appropriate anti-cancer interventions. A number of key therapeutic interventions in contemporary cancer care will be examined including systemic anti-cancer therapy, radiation therapy, surgery and other interventional techniques. Gaining a detailed understanding of the physical and psychosocial impacts of cancer and its treatment will allow students to evaluate and plan appropriate interventions to support people undergoing treatment for cancer and their significant others.
This module is suitable for students from anywhere in the world who are involved in caring for people undergoing anti-cancer treatment, as it allows the application of theory to practice regardless of geography or care setting. Students will be encouraged to reflect upon cancer care in different geographical, cultural and socio-economic contexts, including the care of people undergoing treatment for cancer within their societal group. This enhances the global citizenship of students by providing a critical understanding of issues which may transcend individual contexts of cancer care.
- The module content aims to enable students to work towards and achieve the 'I am UWS' graduate attribute themes of becoming a Universal, Work ready and Successful individual. The module content and the teaching ethos aims to address these graduate attribute themes in an academic, a personal and a professional context aiming to transform the experience of academic learning, motivating the student to continue with their learning. This is in alignment with the programme themes of research-skill development, professional development and contemporary healthcare issues.
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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.
Demonstrate knowledge and understanding of the scientific basis and global epidemiology of cancer.
L2.
Discuss global strategies and those utilised in the student’s own health authority area in the detection, diagnosing and staging of cancer.
L3.
Critically examine the role of key therapeutic interventions which are utilised in the management and treatment of cancer.
L4.
Demonstrate a detailed knowledge and understanding of the potential adverse impacts of both cancer and the therapeutic interventions used to manage cancer. |
| 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 an understanding of the evidence base underpinning contemporary cancer care. Demonstrate knowledge and understanding of the psychosocial impacts of cancer on patients and their families. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Utilise a range of interpersonal and professional skills to influence and promote evidence based practice in own area of work. Practice in a range of professional level contexts in order to improve the quality of care offered to people with cancer. |
| Generic Cognitive skills |
SCQF Level 9.
Critically analyse and evaluate current research and information to support best practice in cancer care. Utilise cancer knowledge to contribute to and challenge care practices. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicate sensitively with patients, relatives and peers in potentially difficult situations.
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 people with cancer and their significant others. Work effectively as part of a multidisciplinary team. Deal with ethical and professional issues which may arise when caring for people with cancer. |
| 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 is delivered as fully online learning utilising a Virtual Learning Environment(VLE), Moodle.
In this mode of delivery students will take part in a range of student centred activities utilizing materials delivered in Units related to relevant content. Students have access to direct individual and tutorial support from their tutors and will be directed to wider reading, including access to electronic library and books. The VLE is also a mechanism for communication and dissemination of information.
Students will participate in a range of activities supported by quality assured resources via the Virtual Learning Environment platform, Moodle. |
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 | 24 |
| Asynchronous Class Activity | 8 |
| Tutorial/Synchronous Support Activity | 4 |
| Independent Study | 164 |
| Personal Development Plan | 0 |
| 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:
Lister S & Dougherty L (Eds.) (2018). The Royal Marsden Manual of Cancer Nursing Procedures. London: Wiley-Blackwell
Cassidy, J., Bissett, D., Spence, R., & Payne, M. (Eds.) (2010). Oxford handbook of oncology. Oxford: Oxford University Press.
Palmieri C, Bird E, & Simcock R (Eds.). (2013). ABC of Cancer Care. Chichester: John Wiley & Sons.
Wyatt, D. & Hulbert-Williams, N. (2015) Cancer and cancer care. SAGE: London.
Corner J & Bailey C (2008) Cancer Nursing, Care in Context. Blackwell Publishing.
Howard P & Chady B (2012). Placement Learning in Cancer & Palliative Care Nursing. London: Bailliere Tindall.
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. |
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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 | Jo Oliver-Hartley |
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| External Examiner | A Ward |
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| Accreditation Details | N/A |
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| Version Number | 1.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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This module is formatively assessed by individual learning activities that are embedded within each of the learning units. This may be achieved through discussion or structured activities remotely managed via the module VLE.
The summative assessment for this module has two components;
Component 1: Unseen online class test of the science of cancer, the detection diagnosis and staging of the disease, the epidemiology of cancer, cancer screening and therapeutic cancer interventions. This assessment contributes to 40% of the overall mark for the module and is equivalent to 1500 words.
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Component 2: Essay providing a critical analysis of a cancer-related issue based on a case scenario. This assessment contributes to 60% of the overall mark for the module and is equivalent to 2500 words (+10%).
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(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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