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Module Descriptors

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Session: 2022/23

Last modified: 14/03/2022 13:30:53

Title of Module: An Introduction to Palliative Care

Code: NURS09205 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Elaine  Stevens

Summary of Module

This module will explore the history, development and current principles and practices of palliative care. After tracing the roots of modern palliative care in the hospice movement and its development into a global phenomenon, it will go on to critically analyse current provision around the world. Time will be devoted to a review of current trends in palliative care, particularly in symptom control, supportive and psychoeducational approaches, and the extension of services to previously neglected groups.

The module will be of interest to health and social care professionals working in primary, secondary and specialist areas. It will be relevant to those who work with children, adults and older people with a range of malignant and non-malignant conditions. The content of this module maps onto the skilled level of the NHS Education for Scotland (NES) (2017) Palliative and End of Life Care Framework to support the learning and development needs of the health and social care workforce.

Students undertaking the module will be supported to work towards the “I am UWS” graduate attributes in the following ways: Exploring the development of palliative care from an international perspective will make students more inquiring and knowledgeable, as well as increasing their cultural awareness. Critically analysing the roles of providers, legislators and practitioners will enable students to become more resilient and better equipped to innovate and lead practice or service developments. Applying the principles of integrated management will enhance analytical thinking, promote creativity and emotional intelligence and encourage autonomy and collaboration.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Evaluate the origins, development and principles of palliative care from an international perspective.

L2. Critically analyse the provision of palliative care and the respective roles of providers (both statutory and voluntary), legislators, and individual practitioners from a range of different professional disciplines.

L3. Apply the principles of integrated management to a range of common physical symptoms.

L4. Determine and evaluate the factors influencing the extension of palliative care to different client groups: children, adults and older people, and those with malignant and non-malignant conditions.

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.

Understanding of origins, development and principles of palliative care.
Knowledge of the factors affecting access to palliative care.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Adopting integrated management approaches to a range of common symptoms.
Maintaining and improving quality of life, even when lifespan is limited.

Generic Cognitive skills SCQF Level 9.

Critical evaluation of evidence as it relates to practice in the management of symptoms.

Communication, ICT and Numeracy Skills SCQF Level 9.

Analysis and interpretation of research data relating to efficacy of palliative care interventions.

Autonomy, Accountability and Working with others SCQF Level 9.

Recognition of the key determinants of effective multi-disciplinary team working.
Challenging discriminatory attitudes and inequities in access to palliative care services.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:None
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered as a hybrid learning module as well as by full online learning utilising a Virtual Learning Environment (VLE).

Hybrid learning students will participate in a range of synchronous and asynchronous learning and teaching activities supported by the quality assured resources.

All 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.

Students who are learning fully online and are supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
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 Delivery20
Tutorial/Synchronous Support Activity10
Asynchronous Class Activity6
Independent Study158
Personal Development Plan6
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:

Ferrell, B.R., Coyle, N. and Paice, J.A. (eds) (2015) Oxford textbook of palliative nursing (4th Ed). Oxford: Oxford University Press.

Cherny, N.I., Fallon, M., Kaasa, S., Portenoy, R.K. and Currow, D. (eds) (2015) Oxford textbook of palliative medicine (5th ed). Oxford: Oxford University Press.

Ingleton, C. and Larkin, P.J. (eds) (2015) Palliative care nursing at a glance. Chichester. John Wiley and Sons Ltd.

Kissane, D.W., Bultz, B.B., Butow, P.N., Bylund, C.L., Noble, S. and Wilkinson, S. (eds) (2018) Oxford Textbook of Communication in Oncology and Palliative Care. Oxford. Oxford University Press.

Pryde, N. (ed) (2021) Enhanced Palliative Care: A Handbook for Paramedics, Nurses and Doctors. Bridgewater: Class Publishing.

Stevens, E., Jackson, S., Milligan, S. (eds) (2009) Palliative Nursing: Across the Spectrum of Care. Chichester: Wiley.

Walshe, C., Preston, N. and Johnston, B. (eds) (2018) Palliative Care Nursing: Principles and evidence for practice (3rd Ed). Oxford. Oxford University Press.

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)

Engagement Requirements

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 BoardBiological Sciences and Health
Assessment Results (Pass/Fail) No
Subject PanelHealth L7-11
ModeratorJo Oliver-Hartley
External ExaminerA Ward
Accreditation DetailsN/A
Version Number

1.08

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Assessment: (also refer to Assessment Outcomes Grids below)
Formative Assessment
This module is formatively assessed by group discussions on the content of the individual and group 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 discussion remotely managed via the module VLE.

Component 1. Essay: 30% of overall module assessment/1300 words.
Component 2: Essay: 50% of overall module assessment / 2,200 words
Component 3: On-line discussion: 20% of overall module assessment / equivalent to approximately 800 words
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck mark  300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essay  check mark 500

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral   check mark200
Combined Total For All Components100% 0 hours

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

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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
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.

Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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