NQCG3130 Palliative and End of Life Care for people with life threatening illness
The five day module will be delivered over a five week period and a written assignment will be submitted upon completion of the taught component of the module within an eight week period.
Aims and Objectives
The aim of this module is to enhance your confidence in caring for people with palliative and end of life care needs and to underpin this care with critically considered theory and research. In recent years there have been significant improvements in the palliative and end of life care provided to people with life-limiting and life-threatening conditions. However, evidence points to the need for continuing efforts to enhance the care and support provided by health and social care professionals (DH 2010a, Godwin 2010; Holloway and Smith 2010a; 2011). The proposed module, Palliative and End of Life Care for people with life threatening illness is designed to prepare practitioners to meet this challenge. The programme is relevant to practitioners of any discipline working with people (and those close to them), of any age with any condition that has resulted in a need for palliative and end of life care. Students will be provided with the opportunity to develop their skills in relation to applied ethics and decision making, assessment and communication with patients and (those close to them). The module will encourage students to reflect on their experience and expand their understanding using a research and inquiry-based approach.
Having successfully completed this module you will be able to:
- Interpersonal learning - through group discussions (verbal) and through discussion of findings with peers.
- Team and Group learning – through group activities, problem solving, handling of information and by discussion.
- Individual learning - through reading, reviewing literature, homework and through formulation of posters and a written Critical Reflection
- Cognitive learning – development of critical reflection, critical analysis and synthesis of information based on a range of knowledge/evidence.
- Electronic learning - through literature searching and utilisation of databases to retrieve information.
- Self-Reflexive learning - in personal and group approaches, identifying an incident upon which to critically reflect and tutorial time.
- Creative learning - Using research/evidence/knowledge to make recommendations in a specific practice area demonstrated through the student’s written assignment.
Having successfully completed this programme you will be able to demonstrate knowledge and understanding of: • Grief and loss over the life span development – children, adults and older people – will include theories of loss, attachment and meaning etc. • Communication skills, including breaking bad news, appropriate challenging, dealing with anger, denial, collusion and interprofessional working. • Working with families / family theory. • Nature of malignant and non-malignant disease. • Holistic care in relation to pain and symptom assessment and management. • Key policies e.g. NHS End of Life Care Programme (DH2006) • Concepts of a ‘good death’ including multicultural aspects. • Dying trajectories. • Ethical decision-making at the end of life, including patient centred perspectives e.g. advanced directives. • Spiritual care e.g. concepts of spiritual health and ‘disease’. • Maintaining personal and professional boundaries. • After death care e.g. last offices, tissue donation, unified DNR form.
The Faculty of Health Sciences is well placed to deliver this module. The module team is constituted from a dynamic group of clinicians, educators and researchers, many of whom are internationally renowned, and most of whom are influential in shaping current policy and practice.
Learning and Teaching
Teaching and learning methods
The teaching and learning methods that will be used to help you achieve the knowledge and understanding outcomes of the programme will be designed to facilitate a contextual exploration of your clinical experience in relation to the integration of theory and research in order to provide quality care for people with palliative and end of life care needs. Learning methods in this module will include: 1. Interpersonal learning - through group discussions (verbal) and through discussion of findings with peers. 2. Team and Group learning – through group activities, problem solving, handling of information and by discussion. 3. Individual learning - through reading, reviewing literature, homework and through formulation of posters and a written Critical Reflection 4. Cognitive learning – development of critical reflection, critical analysis and synthesis of information based on a range of knowledge/evidence. 5. Electronic learning - through literature searching and utilisation of databases to retrieve information. 6. Self-Reflexive learning - in personal and group approaches, identifying an incident upon which to critically reflect and tutorial time. 7. Creative learning - Using research/evidence/knowledge to make recommendations in a specific practice area demonstrated through the student’s written assignment. Inquiry based learning will be the foundation supporting your learning whereby through critical reflection of your practice you will identify the personal, cultural, professional, political and social drivers underpinning your practice.
|Total study time||187.5|
Resources & Reading list
Thomas K. and Lobo B. (2011). Advance care planning in end of life care.
Matzo M. and Witt Sherman D. (2010). Palliative care nursing: quality care to the end of life.
Rolfe G. Jasper M. and Freshwater D. (2010). Critical reflection in practice generating knowledge for care.
Chan R.; Webster J. End-of Life care pathways for improving outcomes in caring for the dying. Cochrane Database of Systematic Reviews. ,Issue 1. Art. No.: CD008006 , pp. 0.
Hanks G.; Nathan I; Nicholas C; Fallon CM; Russell SK and Portenoy K. (2010). Oxford Textbook of Palliative Medicine.
Department of Health (2010a). End of Life Care Strategy.
Goldman A.; Hain R. and Liben S. (2012). Oxford Textbook of Palliative Care for Children.
Formative: Formative assessment: this assessment will involve an in class discussion of the clinical event the students are have identified going to critically reflect upon for their summative assessment. Summative: Critical Reflection 3000 words: The assessment for this module is a critical reflection upon: A critical incident from practice in which you cared for a patient with life threatening illness and/or their family. Your reflection must be guided by a critical reflective framework/cycle. You are free to choose a framework that includes the following dimensions: 1. Succinct description of the practice situation/critical incident. 2. Feelings evoked by the incident/issue. 3. Focus of the analysis and analysis of knowledge in relation to the incident/issue 4. Implications for practice arising from the analysis. 5. Implications for own learning and professional development. 6. Action plan. Examples of critical reflective framework’s that satisfy these dimensions are: • Taylor’s framework for critical reflection (2006). • Rolfe’s framework (et al 2001) • Johns guided reflection (2000) • Duke and Appleton (2000) Assessment requirements You must achieve a minimum of 40% in order to pass the module. The critical reflection carries 100% of the mark for the module.
|Critical Reflection (3000 words)||100%|
Repeat type: Internal & External