Learning Outcomes
On successful completion of this assessment and this module, you will have demonstrated your ability to:
Demonstrate a critical understanding of external influences which have a direct effect on end of life care, and the strategies employed by the practitioner to facilitate the delivery of quality palliative care services.
Critically evaluate a variety of physical, psychological and social factors which impact on the client’s experience in relation to palliative care.
Module Overview
In this module the student will consolidate their learning, drawing on previous knowledge and skills to develop confidence and competence in management of a patient and their carers at the end of life.
Within all health care environments, practitioners are at the forefront in caring for the dying patient. Practitioners are required to work closely with family members in order to support them through the process of the illness and subsequent bereavement.
Managing symptoms, supporting client and carers and utilising one’s own and others’ expertise to the benefit of the client are all important aspects of the role of the palliative care practitioner.
Summative Assessment [Graded Assessment] Guidelines
The phrase ‘internal and external influences’ varies depending on the case study but it denotes aspect such as: pain, pain management, mental health, social situation e.g. support available, economical situation, spiritual health, views from patients and significant others on treatment escalation, DNACPR, life sustaining treatment, whether treatment escalation plans are in place. There is no need to focus on or explain the difference between ‘internal and external’.
Formative Assessment
In preparation for the summative assessment all students will be required to engage in the activities in the different units of the ‘Study Materials’. These need to be posted on the Discussion Board. Tutors will review these and provide comments as necessary.
Rubric
On the following page you will find the rubric that your tutor will use for marking. The rubric will help identify different areas of strength and those areas in need of further improvement. Your tutor will also provide personalised feedback and feedforward in relation to your achievement of the Learning Outcomes for this module.
| Level 6 Rubric | Excellent
(70-100) |
Very Good
(60-69) |
Good (50-59) |
Satisfactory
(40-49) |
Unsatisfactory
(35-39) |
Poor
(21-34) |
Very Poor (1-20) |
| Critical Analysis and Evaluation
(25%) |
A high level of critical analysis and evaluation | A very good level of critical analysis and evaluation | A fairly good level of critical analysis and evaluation | A fair level of critical analysis and evaluation | Lack of critical analysis and evaluation | Significant lack of critical analysis and evaluation | Very significant lack of critical analysis and evaluation |
| Originality of Ideas
(10%) |
Commendable originality of ideas | Significant originality of ideas | Some originality of ideas | Little originality of ideas | Lack of originality of ideas | Lack of evidence of originality of ideas | Significant lack of evidence of originality of ideas |
| Research Informed (Evidence) (20%) |
Exceptionally well researched | Well researched | Quite well researched | Adequately researched | Some lack of research evidence | Lack of research evidence | Significant lack of research evidence |
| Knowledge and Understanding
(Learning outcomes and assessment description or components) (25%) |
Trivial or very minor errors | Minor errors only | Some evidence of misunderstandings | Some significant misunderstandings and errors | Some lack of knowledge and understanding | Lack of knowledge and understanding | Significant lack of knowledge and understanding |
| Clarity and Coherence (Logical flow, introduction, conclusion) (10%) |
Excellent clarity of ideas, coherence and logic | Commendable clarity of ideas; very good sense of coherence and logic | Ideas generally clear and coherent | Ideas fairly clear and coherent | Ideas lack some clarity and coherence | Ideas lack clarity and coherence | Ideas significantly lack clarity and coherence |
| Presentation (Structure, grammar, spelling, referencing) (10%) |
High quality presentation | A very good standard of presentation | A good standard of presentation | A sound standard of presentation | Presentation needs improvement | Presentation significantly needs improvement | Presentation very significantly needs improvement |
Assessment Presentation
Presentation is an important part of your academic work. Please follow the presentation guidelines below.
Title Page
Your title page must include: 1) the name of the university, 2) the course title, 3) the module code and title, 4) the name of the module tutor, 5) the word count, and 6) statements (see below).
Originality statement
‘I declare that this assessment is my own work and that I have correctly acknowledged the work of others using the Harvard referencing. This assessment is in accordance with University guidance on good academic conduct.’
Confidentiality statement (if applicable)
‘I declare that confidentiality of people discussed in this work is maintained; there is no identifiable information of these individuals.’
Manuscript
Your manuscript needs to;
- Include page numbers (pages should be numbered at the top right).
- Be double-spaced
- Have a 1-inch (2.54 cm) margin, Times New Roman or Arial, 12 font.
- Maintain the confidentiality of service users/patients/clients and persons associated with them, service colleagues and organisations.
- Include a reference list (Harvard referencing), headed with ‘References’ centred, do not make it bold.
- Use ‘the author’ to describe yourself (however you can use ‘I’ or ‘my’ etc. in self-reflection e.g., this phenomenon was often present in my practice).
