NMHS42850

Learning Outcomes:

On completion of this module you will be able to:

Critically discuss the clinical presentation of the most common adult cancers.
Critically discuss the diagnosis and treatment of the most common adult cancers.
Critically evaluate specific evidence-based assessment and management strategies (nursing and medical) used for the most common disease and treatment-related complications in adults with cancer.
Discuss the cancer experience for children and adolescents with cancer.
Mindful of the social determinants of health, critically appraise the specialist nursing role in relation to the provision of support (physical, psychological, social, spiritual, and informational) to PABC including referral to hospital and credible community-based support services in this context.

*PABC: those at high risk of developing cancer, patients, cancer survivors, families/significant others.

Indicative Module Content:

The clinical presentation of the most common adult cancers.
The workup and diagnosis of adult cancers.
The first line treatments used for treating early, locally advanced and advanced cancers.
Complications of cancer (disease and treatment-related).
Assessment and management of the complications of cancer.
Nursing interventions related to the complications of cancer in the context of patient centred care.

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 a non-graded online examination using H5P software, thereby supporting learning in a low-stakes environment, as students are provided with immediate 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.

Supporting learning by using a UDL approach by providing authentic assignments, providing different formats for assessments, assigning authentic assessments, and giving detailed individual (written and verbal) feedback.
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)
• Minimum of one year’s experience in adult cancer nursing (for applicants for the Adult Cancer Nursing 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 (caring for adults with cancer) prior to commencing, and for the duration of the programme.

Module Requisites and Incompatibles

Additional Information:
NMHS42850 and NMHS42570 should normally be undertaken in the same trimester as part of the Adult Cancer Nursing strand. The only exception is where a student has already successfully completed one module but has to repeat the other module.

Equivalents:
Adult Cancer Nursing (NMHS41030), Adult Cancer Nursing (NURS41030)


 

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 provide you with information regarding the type, breadth and depth of detail that is required to meet the learning outcomes of the module. Feedforward and feedback provide 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.

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 (Available as an eBook from the UCD library).

Wilkes, G.M. and Barton-Burke, M. (2020) 2020-2021 Oncology Nursing Drug Handbook. Burlington, MA: Jones and Bartlett Learning (Available as an eBook from the UCD library).

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).

Reading list provided at the beginning of term.

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