Common Oncology Clinical Presentations Report Writing – Medical Science Assignment Help

Unit rationale, description and aim:

As oncology clinical care becomes more complex it is important that all care team members work in a collaborative and professional manner to care for healthcare consumers with complex oncology clinical issues. The person-centred care model prioritises involvement of a care team approach that includes not only the health care professionals but also the individual healthcare consumer and immediate family. This unit is required by students to support their development of specialist oncology nursing knowledge and skills and to ensure that they function in this team and continue to advocate for and represent the healthcare consumer’s needs.

This unit focuses on the specialist oncology nursing role and the significance of that role in interprofessional communication, teamwork and shared clinical decision making. Evidence-based specialist clinical knowledge and skills are required to prepare students for the provision of improved
care outcomes for all health care consumers. The aim of this unit is for students to analyse, evaluate and demonstrate knowledge and clinical
competence for safe person- and family-centred care relevant to the area of oncology practice.

Learning Outcomes:

No. Intended Learning Outcomes for Oncology Chemotherapy Course.

01. Apply specialty knowledge and skills to common oncology clinical presentations and complications.

02. Link theoretical concepts to clinical practice regarding pathophysiology of common medical oncology and malignant haematology conditions within oncological specialties.

03. Interpret clinical assessment and diagnostic data to determine priorities for patient and plan nursing care within oncological specialties.

04. Evaluate and monitor patient’s physical and psycho-social response to illness and treatment and revise care plan if required.

05. Develop a plan of care and/or nursing interventions based on clinical priorities of an individual within oncology nursing scope of practice.

Graduate Attributes:

Each unit in your course contributes in some way to developing your theoretical understanding and clinical nursing practice in the oncology specialty. All of your units will enable you to develop some attributes.

On successful completion of this unit, you should have developed your ability to:

Think critically and reflectively.

• Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession.
• Work both autonomously and collaboratively.
• Demonstrate effective communication in oral and written English language and visual media.
• Utilise information and communication and other relevant technologies effectively.

Learning And Teaching Strategy And Rationale:

Teaching and learning strategies utilised in this unit will support students in meeting the aim and achieving the learning outcomes relevant to this unit as well as to the broader course learningoutcomes.

Combining virtual content with the Bendigo Health online learning platform, GOLD, students will have the opportunity to focus on their clinical nursing specialty practice to further synthesise interprofessional teamwork, communication, clinical decision making and person-centred care requirements. In constructing specialist nursing knowledge and skill, students will evaluate care strategies that they will be able to apply in the specialist clinical nursing setting. Modes of delivery in this unit include; live webinars, pre-recorded webinars, self-paced, structured online modules, through the online learning platform (GOLD) as well as personalised self-directed learning. The learning and teaching strategy used in this unit assists students in linking specialist clinical nursing theory to specialist clinical nursing practice and in developing shared meanings through online experiential reflections and discussions. 

Assessment Strategy And Rationale:

In order to pass this unit, students are required to submit four graded assessment items for three assessment tasks in addition to completing all the requirements to pass the clinical hurdle requirement. In addition, students must achieve a cumulative grade of at least 50?ross all assessments. In order to reward students for engagement and performance, a final graded result will be awarded.

The assessment strategy used in this unit encourages the progressive development of specialist clinical nursing knowledge and skills necessary for the student to be able to work effectively in a multidiscipline team to care for clients in the specialty clinical health setting. In order to become an effective specialist clinical nurse, the student must first develop comprehensive understanding of the specialist nursing role, inter-professional communication and teamwork. Shared decision making is a key element of effective inter-professional teams and this is further developed and assessed.

In real world practice, it is a requirement that the registered nurse have the ability to deliver clinical care and understand the theoretical underpinnings which direct these actions. This requirement exists because all registered nurses are accountable for their actions and poor choices may have severeadverse health consequences for healthcare consumers and/or communities. This unit includes specialist competencies (included in a professional portfolio) which must be passed for students to demonstrate sound knowledge required to support safe clinical practice.

The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

Assessment 1: E-Poster

The poster enables students to present a topic exploring an Oncology evidence based issue. Evidence based issues in clinical practice can come from a variety of sources i.e. treatment controversies, clinical practice guidelines, or even emerging issues.Students can apply and evaluate specialist oncology knowledge in relation to patient care and variations in health status of healthcare consumers within the specialist clinical setting which reflects cultural safety practices and person-centred care. Whilst considering the significance of specialist clinical nursing knowledge and skills; inter-professional communication and teamwork in the specialist clinical setting.

Case Study 1:

Brian is a 52yo man with metastatic colon cancer. 5 years ago he was diagnosed with a caecal adenocarcinoma which was resected and he underwent 6 months of adjuvant Capecitabine. After many years he relapsed with multiple metastatic liver deposits in segment 1 and 2. He had a port inserted commenced FOLFOX + Bevacizumab 8 weeks ago.

Brian lives and works on the family farm an hour away from the hospital with his wife and two sons, one works on the farm, the other is completing VCE. Brian has a younger brother who also works on the farm and a younger sister living interstate.

Brian has no significant medical history, and usually an ECOG status of 0. He was discharged from  hospital 4 days ago following a febrile neutropaenic event, following an infection in a laceration received during harvest.

He has described feeling slightly fatigued since discharge and is having difficulty with fine motor activity. He has some mild diarrhoea and mucositis, neither interfering with ADL’s and PADL’s.

Case Study 2:

Ellen is a 68yo woman with an unresectable metastatic melanoma. She is undergoing induction Ipilimumab and Nivolumab and has now has received 2 cycles. She is experiencing mild diarrhoea, currently being controlled by Lomitil. Ellen has a past history of type 2 diabetes, well controlled by dietary management. Ellen is the carer for her husband William who has dementia and requires assistance with mobility and some ADL’s and PADL’s. They have an adult daughter who lives nearby, who helps Ellen with care around her part time job and 13yo daughter. They have a son living interstate. Ellen has recently retired from her job as a supermarket manager, and is receiving a small carer allowance in addition to self-funded superannuation.

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