Course Handbook

Advanced Certificate Palliative Care Practice

2020/21

Course Leader: Alice Thompson

School of Health Sciences

Please read this Handbook in conjunction with the University’s Student Handbook.

All course materials, including lecture notes and other additional materials related to

your course and provided to you, whether electronically or in hard copy, as part of

your study, are the property of (or licensed to) UCLan and MUST not be distributed,

sold, published, made available to others or copied other than for your perso

nal study use unless you have gained written permission to do so from the Dean of

School. This applies to the materials in their entirety and to any part of the materials.

CONTENTS

1 Welcome to the Course

2 Structure of the Course

3 Approaches to teaching and learning

4 Student Support

5 Assessment

6 Classification of Awards

7 Student Feedback

8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course

Welcome to the University of Central Lancashire and in particular, the School of Health

Sciences. This handbook is relevant to students undertaking the Advanced Certificate in

Palliative Care Practice. It contains information that will assist you in completing your course.

Enjoy your programme of study. It is a challenging course, but you will have a lot of help

along the way and at the end you will achieve a relevant award that develops your

knowledge of theory and practice in relation to Palliative Care Practice.

1.1 Rationale, aims and learning outcomes of the course

This 40 credit course will improve your knowledge of contemporary thinking in palliative care

and enhance your skills in delivering a high quality, evidence based service to patients and

those people important to them. At the end of the course you will be awarded the Advanced

Certificate in Palliative Care Practice. This can be studied as a standalone CPD course or

contribute to a wider programme of study such as the BSc Professional Practice.

Learning outcomes-

On successful completion of the course you will be able to:

1. Evaluate current theory and practice in the symptom management of patients

receiving palliative care.

2. Appraise current research and other evidence to underpin interventions and

formulate suggestions for changes in practice.

3. Analyse the impact that the dying process has on members of the dying person’s

family/peer group

4. Critically analyse personal effectiveness in the establishment of a therapeutic

relationship, identifying personal barriers and sources of difficulty in communicating

By achieving these learning outcomes you will realise the aims laid out in the programme

specification (see appendices 8.1).

1.2 Course Team

Alice Thompson is the course leader for this Advanced Certificate. She is responsible for

monitoring student workload and progress during the course, providing support and

guidance to students, and is responsible for the effective operation of the course. If you have

any concerns or worries or wish to make changes to your course you must make an

appointment to see her in the first instance.

Name Speciality Tel: No E mail address

Alice Thompson End of Life and

Palliative Care

01772 893640 AThompson15@uclan.ac.uk

1.3 Expertise of staff

Alice is a Senior Lecturer with a passion for and commitment to driving forward standards of

palliative care practice. In addition to general nursing she has 12 years experience of

working at a senior level within specialist palliative care across acute and community

settings. Alice practised as a Clinical Nurse Specialist and later as an Advanced Nurse

Practitioner within a busy palliative care multi-disciplinary team. Along with her direct clinical

role she was also responsible for developing policies and procedures, education and audit to

ensure compliance with national standards. Alice has presented posters at Palliative Care

Congress and collaborated with other specialties to promote widening access for people in

disadvantaged disease groups. Alice brings this passion and commitment into her teaching

and encourages an interactive and collaborative approach with students.

A variety of other members of the UCLan team and external speakers will contribute to your

learning through this course. These individuals or groups have been invited due to their

specific knowledge and skills within the field of palliative care. It is hoped that this team

approach will provide you with a rich and inspirational learning experience.

1.4 Academic Advisor

You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential.

1.5 Administration details

Course Administration Service provides academic administration support for

students and staff and are located in the following hubs which open from 8.45am

until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general

assistance and advice regarding specific processes such as extenuating circumstances,

extensions and appeals.

Brook Building

Community, Health and Midwifery

Nursing

Health Sciences

Social Work, Care and Community

telephone: 01772 891992/891993

email: BrookHub@uclan.ac.uk

1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and will be discarded unread. This is the preferred means of communication, but you can also telephone or even Skype – all staff have voicemail, so

you can leave a message if the staff member is not available when you call. We will normally respond to emails or voicemail messages within 3 working days.

Your course blackboard space will contain the relevant information and materials to support

your learning. Notifications regarding the course may be posted here and grades will be

posted via Turnitin.

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that

the standards of your course are comparable to those provided at other higher education

institutions in the UK. The name of this person, their position and home institution can be

found below. If you wish to make contact with your External Examiner, you should do this

through your Course Leader and not directly. External Examiner reports will be made

available to you electronically. The School will also send a sample of student coursework to

the external examiner(s) for external moderation purposes, once it has been marked and

internally moderated by the course tutors. The sample will include work awarded the highest

and lowest marks and awarded marks in the middle range.

The External Examiner for this academic year is;

Name Position Home institution

Dion Smyth Senior Lecturer Birmingham City University

2. Structure of the course

2.1 Overall structure

There are 40 credits attached to the course, which is taught on a part-time basis over 24 weeks. The course is based on a student centred approach to study which involves an active partnership between yourself, your clinical mentor and the course leader. This will require you to attend regular taught

sessions, engage with knowledge share amongst the group and complete self-directed study. It will encourage you to examine current health care practice and enquire into the approaches which underpin your professional practice. You are expected to contribute your knowledge, skills and experience to the course with the intent of expanding these to further develop your

professional practice.

The course is closely related to national guidelines and policies such as those from NICE, CQC, The Leadership Alliance and the local Clinical Strategic Network. This ensures the course remains current and relevant to clinical practice and uses the best evidence available as the basis for your learning. You will be encouraged to access contemporary research and literature such as the Cochrane Collaboration and scholarly journal articles and apply these to your own clinical area.

You will be required to complete a small number of negotiated learning days during the course allowing you experience elements of palliative practice in other settings. These will need to contribute to your achievement of the learning outcomes. It is your responsibility to seek out and organise these opportunities however Alice can assist with ideas and contacts if required.

2.2 Modules available

Each module is a self-contained block of learning with defined aims, learning outcomes and

assessment. A standard module is worth 20 credits. It equates to the learning activity

expected from one sixth of a full-time undergraduate year. Modules may be developed as

half or double modules with credit allocated up to a maximum of 120 credits per module.

Successful completion of the Advanced Certificate is an end point in itself. However, if you

wish to use the module towards the BSc (Hons) Professional Practice, please see Alice or

Debi so that your course route can be planned according to your own personal and

professional needs.

Programme Structures

14. Awards and Credits*

Level Module

Code

Module Title Credit

rating

Level 6 NU3041 Palliative Care Practice 40 Advanced Certificate

Requires 40 credits at Level 5 or above

2.3 Course requirements To gain the award of Advanced Certificate in Palliative Care Practice, you must engage with the study sessions offered and successfully pass the summative assessment. It is advised that you should attend all of the timetabled learning activities. Any difficulties with this or if you think you need to take time away from the course altogether, please discuss this with Alice at the earliest opportunity.

Students should also report non-attendance to the hub email – BrookHubAttendance@uclan.ac.uk or by telephoning the hub on 01772 891993. You should also consider whether your Manager in practice be notified of any absence from the course.

2.4 Module Registration Options

Discussions about your progression through the course normally take place in February

each year. It is an opportunity for you to make plans for your study over the next academic

year. The course team will tell you about the various modules / combinations available and

you will both agree on the most appropriate (and legal) course of study for you.

2.5 Study Time

2.5.1 Weekly timetable

A timetable will be available once you have enrolled on the programme, through the student

portal.

2.5.2 Expected hours of study

12 full study days will be timetabled including taught sessions, negotiated learning days and self-directed study. The normal amount of work involved in achieving a successful outcome to your studies is to

study for 10 hours per each credit you need to achieve – this includes attendance at UCLan

and time spent in private study. The 40 credits attached to this course implies 400 hours of

student learning.

2.5.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to:

BrookHubAttendance@uclan.ac.uk or by telephoning the hub on 01772 891993 Please also inform Alice Thompson of any difficulties attending timetabled events.

3. Approaches to teaching and learning

3.1 Learning and teaching methods

There will be a range of teaching and learning methods available throughout this course.

These will include taught sessions, workshops, group knowledge sharing, simulation, guest

speakers, journal club discussion, service user involvement and guided self-directed study.

In addition your Blackboard space will contain relevant electronic resources to support

learning including an interactive reading list.

3.2 Study skills

Students will start the course with a range of experience in study skills, in the use of academic sources and in academic writing. During the course, we will assist you in developing your skills further, through tutorials, feedback in class, comments on draft work and feedback on your submitted work. There are timetabled sessions provided by LIS to aid with assignment preparation. Further learning materials will also be made available via Blackboard. For help in relation to study there are a variety of services to support students and these include:

WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1

‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?”

3.3 Learning resources

3.3.1 Learning and Information Services (LIS)

Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

The best place to start when exploring the Library resources available to you is; • Your ‘Subject Guide’ can be found in the Library Resources • Your ‘My Library’ tab in the Student Portal • Library search

3.3.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases,

ebooks, images and texts. In addition, relevant resources may be supplied via Blackboard

module sites where appropriate

3.4 Personal development planning

Personal Development Planning (PDP) is a process designed to assist you to get the most

from your time at University. It is intended to provide you with a structured and supported

process through which you can reflect on your learning, performance and/or achievements

and plan for your personal, educational and career development. By becoming actively

involved in PDP you can improve your capacity to understand what and how you are

learning, and how to review, plan and take responsibility for your own learning and future

development. PDP provides an opportunity for you to develop your capacity for learning by

encouraging an on-going cycle of:

• Self-reflection on why and how you are learning

• identification of your ‘next steps’ through target setting and action planning

• monitoring and recording of your academic learning, personal development, your

skills development and career management.

For example, you should Reflect, Action Plan and Record your Progress for each module

that you take, this may include consideration of past or current clinical experience associated

with the module.

The main benefits you will achieve by participating in the PDP process are that you will

become more:

• self-aware, self-confident, reflective and self-directed in your learning

• able to plan and take responsibility for your own learning

• able to articulate personal goals and evaluate progress and achievement

• able to link your current learning to a wider context and to your future development.

Therefore, by actively participating in PDP you will take control of your own learning and

personal development and you will find that you will become increasingly able to work

autonomously through the development of critical self-awareness. Another important aspect

of PDP is that it integrates personal development with academic activity and helps you to

become more self-aware. It also helps you recognise value and further develop core skills

such as personal and interpersonal skills, problem solving and team working.

PDP is an on-going process using self-evaluation on completion of modules and each year

of your course will be integral to the process. It can be argued that PDP is more valuable

when used continuously throughout a course as an integral part of the learning experience,

as opposed to a reporting mechanism used after the main body of learning is completed. To

affect this, there are three important aspects:

• Reflection – you can map out your thoughts on a course, a piece of work, or more

general experiences.

• Communication – you can communicate your reflections to other students, staff,

tutors and lecturers.

• Sharing – you can give selected other users access to your digital objects.

Learning is not as effective in isolation; there is a great deal of discussion involved in your

course, and it is important that you engage fully in this, taking opportunities to explore new

ideas and thinking creatively. The importance of linking together people, ideas and

resources cannot be overestimated.

3.5 Preparing for your career

Your future is important to us, so to make sure that you achieve your full

potential whilst at university and beyond, your course has been designed

with employability learning integrated into it. This is not extra to your

degree, but an important part of it which will help you to show future

employers just how valuable your degree is.

Throughout this course you will construct a portfolio of evidence demonstrating knowledge

and skills you have acquired. This portfolio will be a good example to share with others of

both your academic and practice based development.

4. Student Support

The 'i' is a central Student Information Centre and your first point of contact. You can obtain

information on a wide range of topics including Council Tax Exemption Certificates, Bank

and Confirmation of Study Letters, Portable Financial Credits, (continuing students only,

Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary

(first year students only).

Personnel such as module leader, course leader, academic advisor and the School of Health

Sciences SpLD lead are available to support you during your studies. Contact details will be

made available at the start of the course.

Explain who is available in your School / in relation to this course to support students and

connect them into central services e.g. Year Tutor, Academic Advisor.

4.1 Academic Advisors

You will be assigned an academic advisor for this course. They will be

available to support you with the academic aspects of your learning. They

will be able to offer feedback on small excerpts of draft assignments by

email or face to face consultations. It is for you to make arrangements with

your advisor in the early stages of the course to ensure timely feedback and adequate

support. You will be provided with direct contact details for your advisor.

4.2 Students with disabilities

There is a named lead for students with disabilities within the School who you are welcome

to contact for guidance and support

Susan Anderson

01772 893659

Sanderson3@uclan.ac.uk

In addition, please use Starfish to identify your Inclusive Support Adviser.

Please also feel welcome to contact the course leader, Alice Thompson who will be happy to

discuss your needs throughout the course.

4.3 Students’ Union

The Students’ Union offers thousands of volunteering opportunities ranging from

representative to other leadership roles. We also advertise paid work and employ student

staff on a variety of roles. You can find out more information on our website:

http://www.uclansu.co.uk/

5. Assessment

5.1 Assessment Strategy

Your course has been written from the perspective of integrated theory and practice. This is reflected in the learning outcomes, teaching and learning strategies, and assessment processes. The course maintains a coherent structure which links content, teaching and learning, outcomes and assessment strategies.

This programme has elements of both formative and summative assessment. Formative assessment is described as the process through which the summative assessment is achieved. Formative assessment is related to any number of activities e.g. the generation of evidence to meet the learning outcomes and classroom activities such as group discussion and debate, directed study activities presentations and student led teaching. Summative assessment is a judgement of student’s achievement of the learning outcomes. It contributes to the overall achievement of your 40 credit award at Level 6 (degree level). For this course, there is not one single assessment, but a collection of short pieces of work i.e. ‘formative patches’ that will form your portfolio of learning. This is not a new concept and this type of assessment is often referred to as ‘patchwork text assignment’. Instead of writing one formal essay, the 'patchwork' form of assessment will not only provide depth of knowledge, but also breadth of knowledge related to care of the dying patient and their loved ones. Included in your portfolio of learning will be compulsory ‘patches’ that make up your summative assessment worth a maximum of 100%. Your minimum pass mark is 40%. You will start to develop your Portfolio of Learning upon commencement of this module and continue to develop it whilst progressing through the module. Upon completion (in order to pass) your portfolio must demonstrate your achievement of the module’s learning outcomes. During the module you will also be directed to work on and develop certain materials as part of your formative learning experience. These ‘patches’ should be included in your Portfolio of Learning even though they are not included as part of your summative assessment. Your portfolio will be useful to you as it: • Records your learning, development and achievement • Provides evidence of your knowledge and skills • Supports personal and professional practice development • Encourages the development of skills of reflection • Promotes personal development planning skills What should your summative portfolio of learning contain? You have the opportunity to decide how to compile your portfolio, depending on your individual preferences. You will need to choose from the following options, creating a portfolio equivalent to 4000 words of writing. Patch A - A critical evaluation of patient care (2500 words, compulsory patch)

Patches B, C, D – (choose at least 2 different options, making a total of 1500 words)

• Reflective account (500 words)

• Annotated bibliography (500 words)

• Power point slide and notes (500 words)

• Blog or other online discussion (500 words)

• Conference style poster (500 words) You will need to ensure that the choices you make enable you to demonstrate your achievement of the module learning outcomes. Guidance on assessment options Critical evaluation (2500 words, compulsory patch) This patch requires you to present a critical evaluation of the holistic care of a patient with palliative care needs and their family/loved ones. In order to do this you will need to identify a suitable patient, benchmark their care against contemporary best practice guidance, challenge decisions and provide recommendations for improvements. It is vital that this patch demonstrates a critical awareness of the care provided and that your arguments are supported by underpinning literature. A full reference list should accompany this piece of writing. Reflective account (500 words) This patch requires you to utilise a recognised model of reflection in order to examine your own practice and draw up an action plan for your ongoing professional development. You are welcome to reflect on learning as a result of one of your negotiated learning days or from your own practice. It is vital that you demonstrate your ongoing learning journey as a practitioner. This must be underpinned by relevant literature to support your discussion. Annotated bibliography (500 words) This patch requires you to provide a summary and evaluation of two sources you have utilised within your portfolio. You will need to provide the full references of each piece then demonstrate the deep learning that has occurred from accessing these sources. You will need to evaluate their place as a credible source for learning and how the information impacts on palliative practice through a written account. It is vital that you are able to demonstrate your ability to access appropriate and credible literature, read critically and apply the learning to practice. Power point slide and notes (500 words) This patch requires you to devise one power point slide and provide speaker notes to illustrate an element of palliative care practice. The slide should be considered as a visual presentation, containing images, diagrams or text which an audience would find easy to understand. The notes should guide the reader as to how you as a speaker would elaborate on the message you are presenting. The slide and notes must be referenced. Remember to acknowledge the sources of any images you use if not your own. Blog or other online discussion (500 words) This patch requires you to provide a copy of or link to a blog or online discussion where you have demonstrated a critical awareness of an element of palliative care practice. This should be a professional discussion and contain references to underpinning literature. Conference style poster (1000 words)

This patch requires you to develop a conference style poster. This should be considered as a visual display of an element of palliative care practice through which you are demonstrating achievement of the module learning outcomes. Remember that any visual display should be suitable for public view and therefore sensitivity should be exercised. You may wish to develop something which can be utilised within your service or organisation to demonstrate commitment to improvements in care. The poster should be fully referenced. Further guidance on all the options above will be provided during the module. As this is a level 6 assessment, you are required to demonstrate the ability to present, justify and sustain arguments which are supported by relevant literature from credible sources. This should be evident throughout the portfolio. You must also adhere to professional regulations around maintaining confidentiality of both individuals and organisations. Students are recommended to seek support in the preparation of theoretical assignments. It is essential that you meet the course tutors early in the course to discuss development of your portfolio. The course tutors will identify specific dates and times when tutorial support will be available, which may not be on the day you normally attend University. Tutors cannot review completed drafts of assignments, but can look at excerpts from the portfolio. Within this module we will utilise group supervision and peer review activities to support this. 5.2 Notification of assignments and examination arrangements Arrangements for submission of coursework, doing presentations and completing other assessments will be made clear by course leader, in the course handbook, via Blackboard and as discussion in class. Marking criteria for the School of Health Sciences can be found in the School of Health Sciences Student Handbook. 5.3 Referencing

The School of Health Sciences uses the American Psychological Association (APA) referencing guidelines 6th edition. Please note that other Schools may have different requirements, so check with the module leader as to what their expectations are when undertaking their module. The current referencing guide will be available on Blackboard. 5.4 Confidential material

Some assignments on the course might require you to engage with issues from your workplace. Please remember that you must respect the right to confidentiality and anonymity of patients/clients, relatives and carers, staff and organisations. You should not include such details in assignments. If you are unsure about what to do in a particular assignment, discuss this with a member of the teaching team. 5.5 Cheating, plagiarism, collusion or re-presentation

Please refer to the information included in section 6.6 of the University Student Handbook for

full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-

Turnitin assignment will be set up using the School space on Blackboard to allow students to

check as many drafts as the system allows before their final submission to the ‘official’

Turnitin assignment. Students are required to self-submit their own assignment on Turnitin

and will be given access to the Originality Reports arising from each submission. By

submitting your work into Turnitin, you are agreeing that your work is your own and any

sources used have been cited/acknowledged appropriately. In operating Turnitin, Schools

must take steps to ensure that the University’s requirement for all summative assessment to

be marked anonymously is not undermined and therefore Turnitin reports should either be

anonymised or considered separately from marking. Turnitin may also be used to assist with

plagiarism detection and collusion, where there is suspicion about individual piece(s) of

work.

5.6 How do I know that my assessed work had been marked fairly?

Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades, but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.

6. Classification of Awards

The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student Feedback

You can play an important part in the process of improving the quality of this course through the feedback you give. You will be requested to complete a mid-module and end of module evaluation survey. Details of how the course has been improved following student feedback will be available from the course leader.

The Students Union can also support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook.

8. Appendices 8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the

programme and the learning outcomes that a typical student might reasonably be

expected to achieve and demonstrate if he/she takes full advantage of the learning

opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

UCLAN

2. Teaching Institution and Location of Delivery

Preston campus

3. University School/Centre

School of Health Sciences

4. External Accreditation

N/A

5. Title of Final Award

Advanced Certificate Palliative Care Practice

6. Modes of Attendance offered

Part-time

7a. UCAS Code

N/A

7b. JACS code B701

7c. HECOS code 100290

8. Relevant Subject Benchmarking Group(s)

N/A

9. Other external influences

The NHS long term plan (NHS 2019); Ambitions

for palliative and end of life care 2015-2010

(NEOLCP, 2015); One chance to get it right

(LACDP, 2014); End of life care strategy (DH,

2008); Improving supportive and palliative care for

adults with cancer (2004).

10. Date of production/revision of this form

December 2018

11. Aims of the Programme

• The aim of this course is to:

enable the practitioner to integrate a variety of skills and intervention possibilities into a

palliative care approach which will improve the care of patients at the end of their lives and

respect the uniqueness and individuality of both the client and family.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A.

Knowledge and Understanding

A1. Evaluate current theory and practice in the symptom management of patients

receiving palliative care.

A2. Analyse the impact that the dying process has on members of the dying person’s

family/peer group

A3. Appraise current research and other evidence to underpin interventions and formulate

suggestions for changes in practice.

A4. Evaluate current theory and practice in the symptom management of patients

receiving palliative care.

Teaching and Learning Methods

A range of teaching and learning methods will be employed including: lectures, group

discussion, workbooks, directed reading and e-learning

Assessment methods

Portfolio

B. Subject-specific skills

B1. Critically discuss issues surrounding care management in advanced disease from a

professional, patient and carer perspective

B2. Critically review the therapeutic relationship, reflecting on own interpersonal personal

skills

B3. Critically review research evidence to assess, plan, implement and evaluate

individualised care for patients nearing the end of their lives

Teaching and Learning Methods

Blended learning with key lectures; e-learn activity; directed study, workbooks, guest

speakers and student led-seminars. The teaching and learning strategy will also include

in-class, workbooks and reflections in and on practice. The student will maintain a portfolio

of learning and development demonstrating evidence of learning, reflection and personal

development

Assessment methods

Portfolio

C. Thinking Skills

C1. Critically reflect on the role of the nurse in the holistic care and management of

patient and carer with advanced disease

C2. Critically reflect the political, professional and socio-economic influences on the

development of patient services to reflect the need for holistic care and support

C3. Critically examine the ethical and legal issues

Teaching and Learning Methods

A range of teaching and learning methods will be employed including: lectures, group

discussion and debate, workbooks, directed reading, e-learning. The student will maintain

a portfolio of learning and development demonstrating evidence of learning, reflection and

personal development

Assessment methods

Portfolio

D. Other skills relevant to employability and personal development

D1. I.T skills.

D2 Portfolio development and PDP

Teaching and Learning Methods

E-learning, maintaining a portfolio of learning, reflection and personal development

Assessment methods

Portfolio

13. Programme Structures*

14. Awards and Credits*

Level Module

Code

Module Title Credit

rating

Level 6 NU3041 Palliative Care Practice 40 Advanced Certificate

Requires 40 credits at Level

5 or above

15. Personal Development Planning

Personal Development Planning (PDP) is a process designed to assist students to get the

most from their time at University. It is intended to provide them with a structured and

supported process through which they can reflect on their learning, performance and/or

achievements and plan for personal, educational and career development. By becoming

actively involved in PDP students can improve their capacity to understand what and how

they are learning, and how to review, plan and take responsibility for their own learning

and future development.

16. Admissions criteria

Programme Specifications include minimum entry requirements, including academic

qualifications, together with appropriate experience and skills required for entry to study.

These criteria may be expressed as a range rather than a specific grade. Amendments to

entry requirements may have been made after these documents were published and you

should consult the University’s website for the most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

The candidate will typically have successfully attained a Diploma in Higher

Education, hold a relevant professional qualification and be working with patients

nearing the end of their lives

17. Key sources of information about the programme

• School of Health NHS Contracts Unit

• School of Health Website

• NHS CPD Apply

• School of Health CPD Brochure

18

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level

Module

Code Module Title

Core (C),

Compulsory

(COMP) or

Option (O)

Programme Learning Outcomes

Knowledge and

understanding

Subject-specific

Skills Thinking Skills

Other skills

relevant to

employability and

personal

development

A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2

LE

VE

L 6

NU304

1 Palliative Care Practice C ✓ ✓ ✓ ✓ ✓

✓

✓ ✓ ✓ ✓ ✓ ✓