2022/3, Trimester 1, BLENDED,
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Occurrence: | 002 |
Primary mode of delivery: | BLENDED |
Location of delivery: | UK PARTNER |
Partner: | |
Member of staff responsible for delivering module: | Charlotte Taylor |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
You will engage in a range of interactive learning opportunities that will facilitate the integration of theory to the practice of SACT administration. Discussion groups and small group activities; video’s, case studies, quizzes, mind mapping, flipped learning and practical simulation will promote extension of prior learning, provide the opportunity for students to construct and communicate their working knowledge of the action of different therapies (LO1). Promoting exploration and application of national and local policy guidelines to determine best practice in the management of patients (LO2, LO4) and discuss ethical and legal issues surrounding administration (LO3).
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Students will work in a formal 'learning set' group to explore one aspect of the SACT practice and consider its alignment with local and national policies for safe handling (LO 1) and administration (LO 4). Each student should then submit 500 words using evidence to support their discussion regarding their own practice in this manner. (LO1 and LO4)This will feed forward into the summative assessment by supporting self directed learning and facilitating identification of link between evidence and practice. Group discussion will support students to refine ideas, evaluate rationale for use and the impact on delivery of safe, effective person-centred care.
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Provide a written case study which includes critical reflection on your role as an autonomous practitioner in the assessment and management of a person undergoing Systemic Anti-Cancer Therapy, incorporating local and national guidelines in your analysis (LO’s 1,2,3,4).
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Practical classes and workshops | 16 |
Face To Face | Groupwork (Scheduled) | 5 |
Independent Learning | Guided independent study | 179 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Project - Written | 100 | 1-4 | 12 | HOURS= 00.00, WORDS= 3000 |
Component 1 subtotal: | 100 | |
Component 2 subtotal: | 0 | | | |
Module subtotal: | 100 | | | |
2022/3, Trimester 2, BLENDED,
VIEW FULL DETAILS
Occurrence: | 003 |
Primary mode of delivery: | BLENDED |
Location of delivery: | UK PARTNER |
Partner: | |
Member of staff responsible for delivering module: | Charlotte Taylor |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
You will engage in a range of interactive learning opportunities that will facilitate the integration of theory to the practice of SACT administration. Discussion groups and small group activities; video’s, case studies, quizzes, mind mapping, flipped learning and practical simulation will promote extension of prior learning, provide the opportunity for students to construct and communicate their working knowledge of the action of different therapies (LO1). Promoting exploration and application of national and local policy guidelines to determine best practice in the management of patients (LO2, LO4) and discuss ethical and legal issues surrounding administration (LO3).
|
Students will work in a formal 'learning set' group to explore one aspect of the SACT practice and consider its alignment with local and national policies for safe handling (LO 1) and administration (LO 4). Each student should then submit 500 words using evidence to support their discussion regarding their own practice in this manner. (LO1 and LO4)This will feed forward into the summative assessment by supporting self directed learning and facilitating identification of link between evidence and practice. Group discussion will support students to refine ideas, evaluate rationale for use and the impact on delivery of safe, effective person-centred care.
|
Provide a written case study which includes critical reflection on your role as an autonomous practitioner in the assessment and management of a person undergoing Systemic Anti-Cancer Therapy, incorporating local and national guidelines in your analysis (LO’s 1,2,3,4).
|
Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Practical classes and workshops | 16 |
Face To Face | Groupwork (Scheduled) | 5 |
Independent Learning | Guided independent study | 179 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Project - Written | 100 | 1-4 | 12 | HOURS= 00.00, WORDS= 3000 |
Component 1 subtotal: | 100 | |
Component 2 subtotal: | 0 | | | |
Module subtotal: | 100 | | | |