Students will experience a variety of teaching and learning methods designed to facilitate the achievement of all learning outcomes at level 7 within a student-centred approach, and to foster personal and professional development.
The course is underpinned by adult education approaches to teaching and learning. The varieties of teaching and learning strategies aim to meet the different learning styles of students in addition to the programme learning outcomes.
Emphasis will be placed on experiential learning, role play, discussion, lectures, blended learning, directed and self directed learning, interactive demonstrations, seminar presentations and reflection. Students will be encouraged to access electronic learning materials and resources within module spaces on the University's Virtual Learning Environment.
Self-directed, interprofessional and peer-learning will be encouraged throughout and, consistent with the philosophy of the programme, peer and self-assessment will be used in the formative assessment process to complement lecturer assessment.
Student support and direction will be provided by interactive discussion and individual feedback, which at level 7 will promote the development of the critical thinking skills required to analyse practice issues.
Students will be exposed to a variety of assessment methods designed to ensure that the content, outcomes and level of the modules are measured in a fair and transparent manner. Examples include written assignments, seminar presentations, report writing, online discussions, OSCEs and reflective analysis.
Knowledge and understanding will be tested through written assignments, a seminar presentation, and online discussions. Intellectual skills will be assessed normally through course work, and students will be asked to demonstrate thinking and cognitive ability through written assignments, a presentation and reflective accounts. Application of skills will be tested through an OSCE. All aspects of the assessment strategy will be used to evaluate transferable/key skills and, where relevant, mapped against national standards. Formative feedback will be provided during each module.
Assessment methods for each module are:
Enhancing quality in cancer care
Contribution to online discussion with emphasis on quality aspects in relation to cancer care (1000 word equivalent, 20% weighting).
A proposal written in essay or report format which proposes a strategy for overcoming one challenge to quality in the practitioner’s area of practice (4000 words, 80% weighting).
Improving the experiences of people living with and beyond cancer
Seminar presentation focusing on an issue from practice which impacts on those living with and beyond cancer (1500 word equivalent, 30% weighting).
A proposed strategy to improve the experiences of people living with and beyond cancer in relation to the chosen issue (3500 words, 70% weighting).
Advanced communication skills in cancer and palliative care
OSCE competence-based assessment of communication skills (2500 word equivalent, 50% weighting).
Written critique and analytical reflection of the recorded assessment interview supported by research-based literature (2500 words, 50% weighting).
Communication and collaboration in palliative care
Written assignment which critically analyses the management of one communication issue in palliative care within the student’s own work place (4000 words, 80% weighting).
Learning profile showing a critical evaluation of practice in relation to learning outcomes 2, 3, 4 and 5 (1000 words, 20% weighting).