SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB724518
Module Leader Jacquie Lindsay
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Students undertaking this module will be registered health care professional who has already attained academic credits at a minimum of Level 9, or will be studying at undergraduate level within a health or social work related degree programme (The module is appropriate for Registered Nurses - Physiotherapists - Occupational Therapists - Complementary Therapists - Radiographers - Chaplains - Social Workers) It can be taken on a standalone basis for CPD purposes or as part of a programme of study on which the student is registered.

Summary of Content

The aim of this module is to present an overview of national and international vision, policy and priority specific to the planning, provision and delivery of end of life care. Key issues underpinning death and dying will be appraised within both a clinical and societal context. Discussion and debate will centre on the application of principles specific to end of life care as identified in strategic directives and initiatives contained within government policy and action plans. Key concepts such as holistic assessment, prognostic indication, recognising dying and the challenges surrounding professional and societal openness to death, dying and bereavement will be interwoven throughout the module programme. This module will contextualise the correlation between the quality of end of life care delivery and the bereavement outcome of carers and families, whilst being cognisant of the emotional cost of 'professional' caring from a resilience perspective.


The historical context of palliative care and hospice care National and international vision, policy and priorities for end of life care provision Professional and Societal Openness to Death, Dying and Bereavement - Good Life Good Death Good Grief Holistic Assessment Prognostic Indication Diagnosing Dying The Essential Principles of 'High Quality' End of Life Care Challenging Communication Scenarios Emotional Support of the Dying Person Communicating with Families Ethical tensions and end of life decision making Loss, grief and bereavement theory and the identification of risk Supporting Children & Young People Care of self and the Development of Emotional Resilience

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically analyse legislation and policy directives underpinning end of life care provision and delivery.2. Analyse and discuss the signs and symptoms of 'dying' based on the analysis of previous experience, reflective discussion, evidence base and current literature.3. Critically analyse the application of a person centred approach to end of life care planning that incorporates anticipatory care planning; patient wishes and preferences; and current health and social care resources.4. Analyse the association of professionalism and professional attributes with the delivery of high quality end of life care5. Evidence clinical learning using a learning log.

Teaching / Learning Strategy

This module offers only a blended delivery that uses a combination of lectures, seminars, tutorials, interactive discussions, and workshops. Directed and self-directed study will be utilised. The student will always obtain the equivalent of 36 hours of contact time with the module team, excluding individual academic support. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support the development of autonomous, independent problem solving and critical decision making within the parameters of the student's professional competence and role; and their employer ' s agreed vicarious liability (or equivalent).

Indicative Reading

CLARK, D., 2002. Cicely Saunders - Founder of the Hospice Movement, Selected Letters 1959 - 1999. Oxford: Oxford University Press CLARK, D., 2016. To Comfort Always: A History of Palliative Care. Oxford: Oxford University Press DE HENZEL, M., 1997. Intimate Death, How the dying teach us to live. New York: Random House FERREL, B. & COYLE, N., 2010. Oxford Textbook of Palliative Nursing. Oxford: Oxford University Press GWANDE, A., 2015. Being Mortal: Medicine and What Matters in the End. New York: Metropolitan Books HAYES, A., HENDRY, C., HOLLOWAY, M., LINDSEY, K., SHERWIN, E. & SMITH, T., 2014. Pathways through Caring at the End of Life. London: Jessica Kingsley JOHNS, C., 2009. Becoming a Reflective Practitioner, 3rd edition. West Sussex: Wiley-Blackwell STROEBE, M.S., STROEBE, W., HANSSON, R.O. & SCHUT, H., 2013. Handbook of Bereavement Research and Practice. Washington: American Psychological Association WORTHINGTON, R., 2005. Ethics and Palliative Care a case based manual, Oxford: Radcliffe Publishing Ltd

Transferrable Skills

-360 1. Independent learning by working in a self-directed manner 2. Study and IT skills to underpin effective learning 3. Critical thinking and analytical skills, decision making and communication skills 4. Interprofessional and interpersonal skills underpinning effective team working and care delivery 5. Underpin professional practice through reflection and the integration of theory and practice 6. An appreciation of the need for high level ethical and professional conduct

Module Structure

Activity Total Hours
Independent Learning (FT) 144.00
Lectures (FT) 14.00
Assessment (FT) 20.00
Tutorials (FT) 22.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% 3000 word essay