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
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically discuss ways in which your learning needs will inform your future practice and be disseminated to others.
- Critically analyse and reflect upon the contribution of knowledge to palliative and end of life care.
- Evaluate the implications of your learning in relation to your practice
- Demonstrate sensitivity and understanding of the emotional responses to life-threatening illness of patients, family and self.
- Analyse the experience of patients and families facing life threatening illness.
- 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 inter-professional 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.
Learning and Teaching
Teaching and learning methods
The teaching and learning methods are designed explore your clinical experienceso that you can integrate theory and research in the provision of quality care for people with palliative and end of life care needs.
Learning methods in this module will include group discussions, group activities, problem solving,and individual learning - through reading, reviewing literature, homework, literature searching and utilisation of databases to retrieve information, reflection
Inquiry based learning will be the foundation used to support your learning - through critical reflection of your practice you will identify the personal, cultural, professional, political and social drivers underpinning your practice.
|Guided independent study||219|
|Total study time||250|
Resources & Reading list
End of Life Care Strategy. Department of Health (2010) End of Life Care Strategy. London: DH.
Chan R and Webster J (2010). End-of Life care pathways for improving outcomes in caring for the dying. Cochrane Database of Systematic Reviews, Issue 1(Art. No.: CD008006.).
Matzo M, Sherman DW, eds. (2015). Palliative Care Nursing: Quality Care to the End of Life. New York: Springer Publishing.
Cherny N, Fallon M, Kaasa S, Portenoy RK, and Currow DC (Eds) (2015). Oxford Textbook of Palliative Medicine. Oxford: Oxford University Press.
Rolfe G. Jasper M. and Freshwater D (2010). Critical reflection in practice generating knowledge for care.. Oxford: Oxford University Press.
The module provides students with early feedback in response to a formative assignment during the module taught time, and before the submission of the summative assignment.
The forms of assessment have been designed to develop your skills of academic, critical reflection
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Critical discussion
This is how we’ll formally assess what you have learned in this module.
Repeat type: Internal & External