ONC8029 : Managing Pain (E-learning)
- Offered for Year: 2019/20
- Module Leader(s): Dr Victoria Hewitt
- Owning School: FMS Graduate School
- Teaching Location: Off Campus
|Semester 2 Credit Value:||20|
This module looks at how pain affects not only the patients but their families, carers and the healthcare professionals involved in the patient’s management.
Learners will study the physiology of pain and before exploring many of the practical issues that professionals face in multidisciplinary pain management.
Students will explore typical pain presentations in cancer and non-malignant conditions, with the opportunity to reflect on their own experiences and discuss relevant emergent issues arising from authentic clinical contexts.
Outline Of Syllabus
The module will cover the following topics:
•What is pain and how can it be assessed?
•Neurobiology of pain
•Multidisciplinary aspects of care
•The dying patient
•Pharmacology of pain
•Using opioid analgesia
•Managing pain in practice 1
•Managing pain in practice 2
•Non pharmacological approaches
•Social aspects of pain
•Difficult issues in managing patients with pain
•Multidisciplinary approach to pain management
|Guided Independent Study||Assessment preparation and completion||20||2:00||40:00||Independent assessment preparation|
|Guided Independent Study||Directed research and reading||12||2:00||24:00||Online content|
|Guided Independent Study||Reflective learning activity||11||6:00||66:00||Blogs, formative and summative assessment|
|Guided Independent Study||Independent study||10||2:00||20:00||Supplemental reading|
|Guided Independent Study||Online Discussion||10||5:00||50:00||Online Collaboration via Wikis|
Teaching Rationale And Relationship
Module leaders will tutor students through moderation of asynchronous discussions and wiki-based activities and by hosting and facilitating synchronous, online tutorial events. They will also issue regular study announcements to the whole group, based on issues emergent from the above learning activities, and provide one-to-one study support dependent on individual need.
The format of resits will be determined by the Board of Examiners
|Written exercise||2||A||50||Reflective account of impact of learning in the management of a case from student’s own context (2000 Words)|
|Design/Creative proj||2||M||40||Students co-create a knowledge artefact in the form of an evidence-based and clinically relevant pain management guideline|
|Computer assessment||2||M||10||Participation in the collaborative activity described above via wikis.|
|Written exercise||2||M||Reflection of a case of difficult and/ or challenging pain management.|
Assessment Rationale And Relationship
In the formative assessment, students reflect on a case study concerning a patient from their own context with difficult and/ or challenging pain (LOs 2,3,7,8).
In the summative assessment students will present a reflective account of how learning from the module impacts (or would have impacted) on this case (LOs 2,3,5,6,7,8,9). The choice of subject for the group collaborative assessment activity will also be decided by the module leader, depending on the pain topics represented across the group at formative assessment.
For the collaborative group assessment students will be assigned to groups of 4-6 by the module leader, determined by the pain management issue identified at formative assessment. The group will work together to create a pain management guideline, drawing upon module and independently-sourced material and using the Blackboard wiki software (LOs 1,2,3,5,6,7,8,9). Learning activities early in the module introduce students to this wiki platform, whilst a framework of required fields for the guideline is set by the module leader. The final grade for this assessed group activity applies to all participants.
A further 10% of the final grade is available, dependent on participation in collaborative activities throughout the module (LO 3,4,5,6,7,8).
Students who fail the module overall must submit a 2000 word critique of a pain management guideline from their own clinical context for the re-sit.