NMHS42560

Learning Outcomes:

On completion of this module, you will be able to:

•Describe the pathophysiology of cancer.
•Discuss the principles of epidemiology and critically evaluate the incidence, prevalence and determinants of the most common cancers.
•Critically evaluate the different modalities of cancer treatment (including effects/side effects).
Critically analyse the factors (physical, psychological, social) that need to be considered with reference to the selection of anticancer treatment for patients with cancer.
•Cognisant of the impact of the social determinants of health, critically analyse the informational, educational and supportive care needs of PABC particularly with reference to patients receiving local and/or systemic anti-cancer treatments.

Indicative Module Content:

An overview of the development of cancer
Cancer epidemiology
Cancer treatments
Complications of cancer and cancer treatments
Psychological impact of cancer and cancer treatments
Informational, educational and supportive care needs of PABC and the impact of the social determinants of health in this context

Student Effort Hours:

Approaches to Teaching and Learning:

Self-directed learning, lectures, peer discussions and shared learning;
Facilitating learning through the development of metacognitive awareness.
Connecting learning through the development of individual learning goals.
Supporting learning using a universal design for learning (UDL) approach: providing regular practice online quizzes using H5P software, thereby supporting learning in a low-stakes environment, providing authentic assignments, providing different formats for assessments, assigning authentic assessments and giving detailed individual (written and verbal) feedback.

Students must declare the use of generative AI in assignment writing/presentation upon submission of assignments. Generative AI (GenAI) and AI-assisted technologies should only be used in the writing process to improve the structure and clarity of the assignment. If GenAI technology has been used in assignment writing/presentation, students should thoroughly review and edit the final assignment prior to submission as GenAI may produce incorrect, incomplete and/or biased information. Students are ultimately responsible and accountable for the contents of their assignments.

Before my virtual meetings with students, I request that they set their goals as they relate to the clinical and theoretical content of their programme so that their goals are personalised and specific to each of them. This speaks to Providing Multiple Means of Engagement primarily but also to Providing Multiple Means of Action and Expression.

Requirements, Exclusions and Recommendations

Learning Requirements:

•Completion of level 8 (UCD 3) modules or equivalent (Consideration of application for prior experiential learning (RPEL) if no degree)

Registration with NMBI as a Registered General Nurse (RGN) /Registered Children's Nurse (RCN)
•Minimum of one year’s experience in cancer nursing (applicants for the Adult Cancer Nursing and Children's Cancer Nursing strands who have at least one years experience in Cancer Nursing, at least 9 months of this experience will need to be in the oncology/haematology setting (i.e., if currently or previously based in surgical oncology).

•Must work a minimum of 75 hours per month in a cancer unit or related cancer setting prior to commencing, and for the duration of the programme

Module Requisites and Incompatibles

Equivalents:
Fundamentals of Cancer Care (NMHS40410), Cancer Treatments (NURS40410)


 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback

How will my Feedback be Delivered?

Feedforward and feedback provides you with information regarding the type, breadth and depth of detail that is required in order to meet the learning outcomes of the module. Feedforward and feedback provides you with information on areas such as knowledge, understanding, application, analysis, synthesis, evaluation and academic writing.

Essential Reading (additional readings will be assigned)

Aveyard, H., Sharp, P. and Woolliams, M. (2015) A Beginner's guide to critical thinking and writing in health and social care [E-book]. 2nd edn. Maidenhead: Open University Press.

Brant, J.M., Cope, D. G. and Saria, M. (2023) Core Curriculum for Oncology Nursing, 7th edn. Oncology Nursing Society (ONS). Elsevier, Health Sciences Division.

Greenhaugh, T. and O’Riordan, L. (2019) The Complete Guide to Breast Cancer: How to Feel Empowered and Take Control. Vermilion, London. 9781785041877 (Breast Care Nursing Strand ONLY).

Hastings, C.A., Torkildson,J.C. and Agrawa, A.K. (2021) Handbook of Pediatric Hematology and Oncology, 3rd edn, Children's Hospital & Research Center Oakland. (Children's Cancer Nursing Strand ONLY).

Olsen, M. (2023) Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (2nd edn,) Oncology Nursing Society (ONS). Elsevier Health Sciences.

Vickers, E. (2018) A Beginners Guided to Targeted Cancer Treatments. West Sussex: Wiley-Blackwell.

Wilkes, G.M. and Barton-Burke, M. (2020) 2020-2021 Oncology Nursing Drug Handbook. Burlington, MA: Jones and Bartlett Learning.

Suggested Reading

Basset, B. (2015) The Reflective Practice Guide: An interdisciplinary approach to critical reflection (1st edn.). London: Routledge (Available as an eBook from the UCD library)

Brown, C.G. (2015) A Guide to Oncology Symptom Management (2nd edn). Pittsburgh: Oncology Nursing Society. (Available as an eBook from the UCD library)

Lister, S., Dougherty, L. and McNamara, L. (Eds.) (2019) The Royal Marsden Manual of Cancer Nursing Procedures. Wiley Blackwell. (Available as an eBook from the UCD library) (relevant for Clinical Practicum modules)

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.