Widening Participation The development of a collaborative undergraduate programme

1. Widening Participation The development of a collaborative undergraduate programme Liz Travers Senior Lecturer Marie Curie Education Service

2. Introduction • A key strategic objective of the MCES is to deliver high quality cancer and palliative care education to health professionals within and out-with the charity • Discuss the development of our collaborative undergraduate programme • Share its successes • Offer case examples • Consider the future

3. Programme Development • 1998 – MCES (Scotland) identified need for undergraduate opportunities in cancer and palliative care and approached Napier University • Programme launched in 1999 • Current programme re-validated in 2002 • Multi-professional approach • Incorporated work based learning and PBL modules • Improved content and assessment strategy • Introduced double modules

4. Programme Aims • To develop practitioners with graduate level skills in reflection, critical analysis, research, problem solving and decision making to meet the challenges of cancer and palliative care practice • To deepen students’ knowledge, understanding and analysis of issues in cancer and palliative care • To encourage an holistic evidence based approach which recognises the diverse and complex needs of patients with cancer and other life threatening conditions • To offer a platform for future academic and professional development

5. Current Programme – 2002:2007 • Offers 2 exit points • Diploma of Higher Education in Cancer and Palliative Care • BSc Cancer and Palliative Care • Most modules involve attendance at 4 study days • The study days are supported by Guided Open Learning Materials • The programme was designed to be accessible to practitioners and acknowledges the needs of adult learners

6. Facts and Figures - Enrolment

7. Graduates - 158

8. Students Content relevant to practice Open learning materials are a good resource Meets their professional needs Do not have to use annual leave – easier to get managers on board Managers Less time away from clinical area Relevant content – encourages reflection on practice and transferable skills Meets clinical standards Meets organisational development needs Comments

9. Case Study (1) • RN – qualified pre 1992 scheme • Working in palliative care since 1994 • No accredited education since qualification • Commenced Diploma programme:1999 • Moved onto Degree programme:2001 • Graduated 2005 with University medal • Article being published in a peer reviewed journal: November 2005

10. Case Study (2) • Nurse working in oncology unit • Qualified in 2003 • MC option chosen to ‘top up’ to degree • 60 credits required = 4 modules • Awarded BSc in Cancer and Palliative Care 2005

11. Case Study (3) • Qualified Occupational Therapist with OT diploma awarded in 1986 • Now working in Palliative care • Commenced Degree programme in Oct 03 • 120 credits required – still on programme

12. Future Developments • How do we make our programme even more accessible and flexible to practitioners? • Online component • Clinically relevant content (multidisciplinary) • Reduction in face to face days • Use of videoconferencing • Addition of new delivery sites • Novel assessment strategies • Recognition of prior learning

13. Summary • Health professionals need access to programmes of study that take into account • Their work commitment • Their family commitment • Their professional needs • The needs of their organisation • Principles of life long learning

14. Widening Participation through Flexible Provision Thank you for your time and attention – additional information on MCCC programmes of study can be accessed from: http://www.mariecurie.org.uk/healthcare/education.html