Cancer Care MSc

This Masters level 7 module is aimed at Health Care professionals, who provide, support or influence the care of those who are facing, or living with, a cancer diagnosis and treatment.
This module provides opportunity for learners to develop their own practice, as part of their role in identifying and addressing needs-led gaps in practice, through development of critical appreciation of the multi-dimensional impact of cancer and cancer treatments, and the drivers that influence contemporary cancer considerations and practices.
Successful achievement of the module would be through demonstrating achievement of the modules specific learning outcomes – through the form of 2 written pieces of academic work: a critical evaluation of practice (that identifies and addresses a need-led practice gap), and a personal critical reflection of learning.

This new and innovative module adopts methods to address theoretical knowledge and clinical components that enable the learner to develop critical appraisal skills and clinical competencies associated with the administration of chemotherapy and systemic agents in solid and haematological tumours. Module content will be delivered by both academics and clinical experts. Content and assessment align closely to the Systemic Anti-Cancer Therapy (SACT) Competency Passport, encompassing key safety principles. The emphasis is on interactive case-based discussions and reflection on clinical skill development in practice.
Students are supported in their clinical setting through close supervision, support and feedback on skill development to achieve the required clinical competencies. They will critically evaluate their own chemotherapy service, chemotherapy management guidelines and explore current evidence to identify a service gap and develop a service improvement strategy, presenting their developed strategy to peers. Students will engage in critical debate with clinical experts and peers on current and emerging issues in the area of safety, chemotherapy and systemic agent administration. Effective engagement with supported and self-directed study will further develop life-long learning skills relevant to students’ professional development. Students will be assessed by completion of competency- based portfolio demonstrating achievement of clinical competencies in SACT administration (Pass/Fail). Also, a critical analysis of current practice in relation to a service improvement need and potential improvement strategy. The second element of assessment encompasses a verbal presentation to peers, of their identified service need and improvement strategy which is directed at service leads in their Trust asking for funding/support for the service development idea they have identified.

This blended teaching and learning module is aimed at Health Care professionals who provide care for people with a cancer diagnosis within their care setting; who wish to develop their critical understanding of palliative and end of life care of the person with cancer. Learners will have the opportunity to critically align knowledge, skills and attitudes to personal practice, in a way that supports personal development that can positively impact on practice and ultimately influence person-centred approaches in meeting the needs of those who are living with progressive life-limiting illness.
In order to inform the learners clinical practice approaches to care, learners will have the opportunity to develop critical knowledge and understanding of: approaches to palliative and end of life care, local, national and international drivers, ethics and legalities, holistic care and the impact of team working.
Assessment will encompass two elements: a written critical review exploring theory versus practice, where learners identify a practice issue/gap and devise a proposal for development and use of a practice- based resource that aims to address the gap/need.
The second element of assessment encompasses a critical reflection of their own knowledge, skills and attitudinal approaches acquired and applied in practice.

This module is designed to provide health and social care professionals with the opportunity to acquire knowledge and skills to become competent and effective leaders and educators. You will work collaboratively with fellow professionals to explore new and contemporary theories and concepts of leadership, management and education with respect to the advanced clinical practitioner role. Apprentices, students and trainee advanced practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships. You will investigate political and professional perspectives of leadership and management, education and the influences on your own style and behaviour as an advanced clinical practitioner. You will assess your own learning needs and apply teaching and learning theories and models in health and care to contribute to the development of an organisational culture that supports lifelong learning, development, evidence-based practice, and succession planning.

The assessment will comprise of two elements.

1.Creation of an educational resource suitable for use in the apprentice, student and trainee advanced practitioner’s area of practice to demonstrate a critical understanding of leadership in health and social care.

2. Following the production of the educational resource each apprentice, student and trainee advanced practitioner will enter into a professional conversation with peers and academic staff to explain and justify the processes involved with the design and content of the resource, including which learning and teaching strategies were engaged with during planning, making and implementation of the educational resource, being mindful of the potential diverse requirements of the audience.

The module has been designed in line with the University of Liverpool Curriculum Hallmarks . Research-connected teaching is embedded in the module through a focus on the appraisal of published literature and application of current evidence . The module assessment is designed to authentically reflect the requirements of the Advanced Clinical Practitioner in a constantly changing inclusive global health and social care environment.

Students will be informed that, in exceptional circumstances (e.g. global pandemics), plans for assessment and teaching and learning may be subject to change. Contact will be made via the VLE and an e-mail will be sent to each of the students informing them of any changes that prove to be necessary. The Health and Life Sciences FAQSC will be informed in advance of any such changes, so that approval can be given.

For those facing, or living with, a cancer diagnosis and cancer treatments, the journey is often complex, pebbled with worry, uncertainty, challenges and risks. The impact of cancer and cancer treatments is far reaching, affecting many aspects of people’s lives.
This module provides opportunity for learners to develop learning in approaches to their practice, through critical appreciation of the multi-dimensional impact of cancer and cancer treatments, and the influences that drive contemporary cancer considerations and practices. The module is aimed at those working in nursing and Health and Social care, who provide or support care of those who are facing, or living with, a cancer diagnosis and treatment.
This module adopts a blended approach to address theoretical knowledge and critical appraisal skills associated with the management of cancer with the emphasis on interactive case-based discussions, enabling learners to apply knowledge to the context of their own practice/care setting. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of cancer management.​​ Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development.
Learners will be supported with their preparation for assessment with formative feedback.

This module is aimed at Health Care professionals who provide care for people with a cancer diagnosis within their care setting; who wish to develop their critical understanding of palliative and end of life care of the person with cancer. Learners will have the opportunity to critically align knowledge, skills and attitudes to personal practice, in a way that supports personal development that can positively influence person-centred approaches in meeting the needs of those who are living with progressive life-limiting illness.
In order to inform the learners clinical practice approaches to care, learners will have the opportunity to develop critical knowledge and understanding of: approaches to palliative and end of life care, local, national and international drivers, ethics and legalities, holistic care and the impact of team working.
Assessment will encompass two elements: a written critical evaluation of a patient case, exploring the management pathway and a critical reflection of own practice.

​Work-based learning is a way of facilitating university level education and training in the workplace.
Work-linked features permit learning to take place at work, through work and be centred upon the working environment.
The utilisation of a specific work role together with the organisation’s objective as the focus of enquiry, work-based learning provides students with the unique opportunity to design a bespoke learning experience which will benefit both themselves and their employer in health or social care.
The precise nature of the work-based learning may encompass elements of inter-professional working.
This is a predominantly work-based learning module with 3 x 1/2 day seminar sessions in the university with the majority of the learning taking place under the guidance of a convenor in the work place.
The module is assessed by way of a 3 part portfolio consisting of a learning contract, a critical reflection of practice and evidence of achievement. 

Individuals presenting with colorectal cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This online Level7 module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of colorectal cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate colorectal cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of colorectal cancer management. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development. Learners will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.

Individuals presenting with H&N cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of H&N cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate H&N cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of H&N cancer management. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to students’ professional development. Learners will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.

I ndividuals presenting with prostate cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of prostate cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Students are supported in their development of critical reflection and appraisal skills. They will critically evaluate prostate management guidelines and explore current evidence relevant to their own professional practice. Students will engage in critical debate with clinical experts and peers on current and emerging issues in the area of prostate cancer management.​​ Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to students’ professional development. Students  will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.​ 

There is currently a strong drive throughout many agencies within the NHS and Government to improve the healthcare experience of LGBTQ+ individuals, especially within cancer care. There is a wide range of issues related to cancer including incidence patterns, communication, support, information and highly complex technical challenges arising from the TG postoperative group. A common theme in the published literature and at oncology conferences is the issue of training in order to better support our patients and prepare the workforce for the steadily increasing LGBTQ+ cancer patients. This unique online Masters module is designed to help address this theme by providing cancer care professionals with theoretical learning across a range of themes including gender identity, post-operative changes, impact of treatment on sexuality and holistic care implications. Learners will gain the necessary knowledge and skills to devise evidence-based solutions to improve the lives of their LGBTQ+ cancer patients.

The module delivers a series of fascinating 90-minute podcasts from a range of clinical experts and researchers across a range of LGBTQ+ themes. This research-connected teaching provides understanding of the module content and encourages learners to reflect on the implications of relevant theories on their practice.

These are supported by a series of live online Case Discussions where service users, health professionals and academic experts discuss anonymised case histories in online synchronous Microsoft Teams discussions. These provide context for the theoretical content and enable learners to engage in discourse with peers and a range of stakeholders. Learners are tasked with reading through the case notes prior to the discussion and providing suggestions related to potential challenges and solutions. This teaching method is designed to align holistic care principles with complex LGBTQ+ challenges and issues relevant to living with, and beyond, cancer. The online case discussions provide learners with the opportunity to collaborate with peers and experts. They are encouraged to reflect on their own experience and integrate this into the discussion of potential solutions and care plans.

The module assessments challenge students to locate and appraise emerging evidence in order to synthesise clinically appropriate guidelines and care plans. The assessments tasks are grounded in real-world clinical cases and ensure that learners not only demonstrate achievement of the learning outcomes but also develop tools that can impact on their future clinical practice.

Individuals presenting with breast cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of breast cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate breast cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of breast cancer management. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development. Learners will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.

Individuals presenting with gynaecological cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of gynaecological cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate gynaecological cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of gynaecological cancer management. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development. Learners will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.

Individuals presenting with lung cancer have complex and diverse needs requiring a holistic approach to care provided by all members of the allied health professional team. This module adopts an on-line approach to address theoretical knowledge and critical appraisal skills associated with the management of lung cancer. Module content will be delivered by both academics and clinical experts. The emphasis is on interactive case based on-line discussions. Learners are supported in their development of critical reflection and appraisal skills. They will critically evaluate lung cancer management guidelines and explore current evidence relevant to their own professional practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of lung cancer management. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development. Learners will be supported in writing an article suitable for publication in a professionally relevant journal and a critical reflection of their own learning journey.

This new and innovative module adopts methods to address theoretical knowledge and clinical components that enable the learner to develop critical appraisal skills and clinical competencies associated with the administration of chemotherapy and systemic agents in solid and haematological tumours. Module content will be delivered by both academics and clinical experts. Content and assessment align closely to the Systemic Anti-Cancer Therapy (SACT) Competency Passport, encompassing key safety principles. The emphasis is on interactive case-based discussions and reflection on clinical skill development in practice.
Students are supported in their clinical setting through close supervision, support and feedback on skill development to achieve the required clinical competencies. They will critically evaluate their own chemotherapy service, chemotherapy management guidelines and explore current evidence to identify a service gap and develop a service improvement strategy, presenting their developed strategy to peers. Students will engage in critical debate with clinical experts and peers on current and emerging issues in the area of safety, chemotherapy and systemic agent administration. Effective engagement with supported and self-directed study will further develop life-long learning skills relevant to students’ professional development. Students will be assessed by completion of competency- based portfolio demonstrating achievement of clinical competencies in SACT administration (Pass/Fail). Also, a critical analysis of current practice in relation to a service improvement need and potential improvement strategy. The second element of assessment encompasses a verbal presentation to peers, of their identified service need and improvement strategy which is directed at service leads in their Trust asking for funding/support for the service development idea they have identified.

This new and innovative module adopts a blended approach including pre-recorded and live online lectures, directed study, case studies and individual tutorials to address theoretical knowledge and critical appraisal skills associated with the administration of chemotherapy and systemic agents in solid and haematological tumours. Module content will be delivered by both academics and clinical experts. Content and assessment align closely to the Systemic Anti-Cancer Therapy (SACT) Competency Passport, encompassing key safety principles. The emphasis is on interactive case-based discussions and reflection on clinical skill development in practice and achievement of SACT clinical competencies.
Learners are supported in their clinical setting through close supervision, support and feedback on skill development. They will critically evaluate chemotherapy management guidelines and explore current evidence relevant to their own scope of practice. Learners will engage in critical debate with clinical experts and peers on current and emerging issues in the area of safety, chemotherapy and systemic agent administration. Effective engagement with supported and self-directed study will further develop life- long learning skills relevant to learners’ professional development. They will be assessed by completion of competency based portfolio demonstrating achievement of SACT clinical competencies, a clinical scenario based on-line exam and a critical reflection of their own learning journey and skill development.

​This module provides students with high level knowledge and critical evaluation skills relevant to use of Magnetic Resonance Imaging (MRI) in radiotherapy. Content will be delivered by both academic staff and clinical experts. Online resources will provide teaching related to core knowledge of MRI equipment and theory. The physical principles underpinning MR imaging will be presented in an accessible format and will be applied to understanding the differences between different imaging sequences. MRI artefacts, safety and clinical usage will be presented and students will be guided to identify key indications for different MRI sequences and options. In addition to core knowledge, students will also engage in critical debate with clinical experts and peers on current issues in radiotherapy MR imaging and evaluate use of MRI across a range of case studies. Module learning outcomes will be assessed via submission of an article critique and an assignment evaluating the imapct of MRI on an aspect of modern clinical practice. 

​Work-based learning is a way of facilitating university level education and training in the workplace.
Work-linked features permit learning to take place at work, through work and be centred upon the working environment.
The utilisation of a specific work role together with the organisation’s objective as the focus of enquiry, work-based learning provides students with the unique opportunity to design a bespoke learning experience which will benefit both themselves and their employer in health or social care.
The precise nature of the work-based learning may encompass elements of inter-professional working.
This is a predominantly work-based learning module with 3 x 1/2 day seminar sessions in the university with the majority of the learning taking place under the guidance of a convenor in the work place.
The module is assessed by way of a 3 part portfolio consisting of a learning contract, a critical reflection of practice and evidence of achievement. 

This module aims to prepare practitioners for their role in supporting the learning and assessment of others.  Practitioners will explore critically the importance of creating an environment conducive to learning, which includes the establishment of effective working relationships.  Practitioners will investigate learning strategies, and consider critically how these might be adapted to a variety of individual and environmental contexts.  Evidence based practice will underpin the teaching strategy and practitioners will be expected to ensure all teaching interventions are supported by appropriate pedagogy. Assessment is by means of a 5,000 word portfolio.

Evidence based practice is a dominant theme throughout the international nursing and professional health care community, which means that all health and social care professionals need an understanding of how research relates to professional knowledge and practice, and how evidence may be generated and used by health professionals. Many pre-registration and undergraduate health professional programmes introduce students to the key principles of health and social research methods, but there is less attention paid to the means by which practitioners may develop enhanced skills for generating, interpreting and using the findings of professional research. The emphasis of this module therefore builds on post graduate students’ existing understanding of research methods, and focuses on facilitating knowledge and skills development in generating and using evidence in professional practice. The theoretical debate around legitimate sources of professional knowledge will be explored throughout the course of the module, and students will be expected to reflect critically on the assumptions and orthodoxies which underpin their everyday work.  Using online co-ordinated learning activities, this module introduces postgraduate students to the extensive debate around the generation and use of health professional evidence, and considers the wider context in which health and social care research is carried out. Seminars are facilitated by experienced health researchers, and students will explore the mechanisms by which nursing and health research can be designed, executed, reported, interpreted and synthesised, and considers theories and methods for the implementation of research findings into practice. Participation in the module facilitates the development of skills for using applying health and social research methods to ethical study design, and for interpreting, appraising critically, and synthesising published health research findings. The module serves as an important foundation module for postgraduate students wishing to develop or change practice in the workplace, and for those progressing to dissertation or higher degree study.  Library resources to support learning will be accessible through the module reading list, and other key learning resources and lecture notes will accessible through VITAL.  Together with the lecture content these resources will furnish postgraduate students with key indicators to guide their own reading and scholarship. This module aims to ensure practitioners have an indepth knowledge and understanding of the research methods typically used in health and social care. The module will be of interest to those nurses or health professionals seeking to enhance their own professional practice, or wishing to pursue their own research studies. PGT students registered in the SHS will continue to have access to specific methodological modules,such as ILT701 (Research methods online) and HEAL452 (Principles and practice of qualitative enquiry). Learning will be facilitated by online lectures and activities, seminars, tutorials and participation in collaborative learning. Assessment is by means of a 5,000 word critical review of published evidence.

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​

The purpose of a Masters level dissertation is to provide evidence of academic study involving critical engagement with ideas at the forefront of professional knowledge, which meets the requirements of the QAA level descriptors for a Masters degree. In the dissertation module students have the opportunity to carry out their own supervised study through which they can apply their knowledge, develop or test ideas, and gain skills and understanding of how the boundaries of professional knowledge are advanced through research. Dissertation projects in the School of Health Sciences may be evidence reviews, empirical studies, structured service evaluations or clinical audit studies. Students undertaking the dissertation module work with a designated supervisor, who is  normally a member of academic staff from their professional  discipline. The supervisor guides and supports students in the development of their dissertation proposal, the execution of the study, and the writing of the dissertation report. Individual supervison is complemented by a series of group tutorials which provide a revision of key methodological principles, and an opportunity for peer discussion and support in the development of the dissertation ideas and project plan.     ​