Foundations in Palliative Care (Level Seven)
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Jo Jones
Overall aims and purpose
This innovative module will prepare the healthcare professional to provide palliative and end of life care to people affected by a life-limiting illness in hospital, hospice, community or care home settings. The module will assist in the development of specialist subject specific knowledge and skills required for the professional to understand the importance of developing effective therapeutic partnerships with individuals with life-limiting illnesses, their caregivers and family according to individual needs, circumstances and preferences.
The context and principles of palliative and end of life care may include:
- Specialist and generalist palliative care
- Palliative and end of life care across acute, hospice and community settings
- Recognising the dying adult
- Ethical decision making
- Involving patients and significant others in care
- Advanced communication training
- Educating the patient and significant others in their care
- Dealing with strong emotions, denial and unrealistic expectations
- Care planning and the textual organisation of care
- Symptom control and complications
- Pain and the management of pain
- Delirium, confusion, restlessness and agitation
- Noisy breathing
- Mouth care
C- to C+
Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of the impact of the nurse within the institution of palliative care across settings. Students will be required to achieve a minimum of C- grade in all of the assessments in order to pass the theory component of the module.
Very good understanding of the complexity, facts and principles specific to the topics covered in this module. Good understanding of the impact of the nurse within the institution of palliative care across settings. This equates to a minimum mark of Grade B- in the Grading Criteria.
An excellent understanding of the complexity, facts and principles specific to the topics covered in this module. Excellent understanding of the impact of the nurse within the institution of palliative care across settings. This equates to a minimum mark of Grade A- in the Grading Criteria.
Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of the impact of the healthcare professional within the institution of palliative care across settings. Students will be required to achieve a minimum of D- grade in all of the assessments in order to pass the theory component of the module.
- Critically reflect on the multidisciplinary input for patients with palliative care needs and their families.
- Critically evaluate palliative and end of life care needs in a variety of patient settings.
- Demonstrate a critical understanding of holistic assessment and care in relation to patients with palliative and end of life care needs.
- Critically analyse and evaluate the role of communication with patients with palliative and end of life needs and their families.
|INDIVIDUAL BLOG||Individual Blog||
5 blogs of 300 words each related to the taght topics in the course content. See handbook for precise guidance
|INDIVIDUAL BLOG||Long Blog||
One 2500 word blog developed from a short blog. See handbook for exact details.
Teaching and Learning Strategy
These tutorials facilitate , assessment requirements and assessment supervision.
Facilitation of group supervision related to assignment
As this is a blended learning module you are required to undertake directed private study as outlined on the course timetable to support the seminar sessions and fulfilment of the assessment.
14 hours of seminars spread across the course. Facilitated with the appropriate specialist after directed learning has been completed.The purpose of these is to address any gaps in knowledge or to answer any pressing issues with the subject related to the seminar.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
Funding from employer or personal provision for fees. Students must have access to the internet and a computer due to the blended nature of this course.
An, Ah Reum; Lee, June-Koo; Yun, Young Ho; Heo, Dae Seog. (2014): Terminal cancer patients’ and their primary caregivers’ attitudes toward hospice/palliative care and their effects on actual utilization: A prospective cohort study. Palliative Medicine Vol. 28, Iss. 7, 976-985.
Burt, Jenni; Shipman, Cathy; White, Patrick; Addington-Hall, Julia. (2006): Roles, service knowledge and priorities in the provision of palliative care: A postal survey of London GPs. Palliative Medicine Vol. 20, Iss. 5, 487-492.
Chuang, Elizabeth; Hope, Aluko A.; Allyn, Katherine; Szalkiewicz, Elissa. (2017) Gaps in provision of primary and specialty palliative care in the acute care setting by race and ethnicity. Journal of Pain and Symptom Management Vol. 54, Iss. 5: 645-653.
Fink, Regina M.; Oman, Kathleen S.; Youngwerth, Jeanie; Bryant, Lucinda L.(2013) A palliative care needs assessment of rural hospitals. Journal of Palliative Medicine Vol. 16, Iss. 6: 638-644.
Gardiner, Clare; Gott, Merryn; Ingleton, Christine; Seymour, Jane; Cobb. (2013) Extent of palliative care need in the acute hospital setting: A survey of two acute hospitals in the UK. Palliative Medicine Vol. 27, Iss. 1: 76-83.
Hoerger, Michael; Perry, Laura M.; Gramling, Robert; Epstein, Ronald M.; Duberstein, Paul R. (2017) Does educating patients about the Early Palliative Care Study increase preferences for outpatient palliative cancer care? Findings from Project EMPOWER. Health Psychology Vol. 36, Iss. 6: 538-548.
Kumar, Senthil P. (2011) Reporting characteristics of cancer pain: a systematic review and quantitative analysis of research publications in palliative care journals. Indian journal of palliative care Vol. 17, Iss. 1: 57-66.
Murray, Scott A; Firth, Adam; Schneider, Nils; Van den Eynden, Bart; Gomez-Batiste, Xavier. (2015) Promoting palliative care in the community: Production of the primary palliative care toolkit by the European Association of Palliative Care Taskforce in primary palliative care. Palliative Medicine Vol. 29, Iss. 2: 101-111.
Pavlish, Carol; Ceronsky, Lyn.(2007) Oncology nurses' perceptions about palliative care. Oncology Nursing Forum Vol. 34, Iss. 4: 793-800.
Reimer‐Kirkham, Sheryl; Sawatzky, Richard; Roberts, Della; Cochrane, Marie; Stajduhar, Kelli.( 2016): ‘Close to’ a palliative approach: Nurses' and care aides' descriptions of caring for people with advancing chronic life‐limiting conditions Journal of Clinical Nursing Vol. 25, Iss. 15-16, 2189-2199.
Tanuseputro, Peter; Budhwani, Suman; Bai, Yu Qing; Wodchis, Walter P. (2017): Palliative care delivery across health sectors: A population-level observational study. Palliative Medicine Vol. 31, Iss. 3, 247-257.
Key Texts 1. Twycross, R and Wilcock, A. eds. (2016). Introducing Palliative Care (5th edition). Radcliffe Medical Press. 2. Faull, C. et al. eds. (2012). Handbook of Palliative Care (3rd edition). Wiley-Blackwell 3. Ferrell, R. et al. eds. (2015). Oxford textbook of palliative nursing 4th ed. Oxford: Oxford University Press 4. World Health Organisation. (2007). WHO Definition of Palliative Care. WHO. Available from: www.who.int/cancer/palliative /definition/en/ 5. National Council for Hospice and Specialist Palliative Care Services. 2002. Definition of Supportive and Palliative Care (Briefing Bulletin 11). London: NCHSPCS 6. National Council for Palliative Care. 2006. End of Life Care Strategy. London: NCPC