Advanced Programme in Cancer Nursing Programme description

The programme description for the Advanced Programme in Cancer Nursing is based on the national curriculum for further education in cancer nursing, adopted by the Ministry of Education and Research on 1 December 2005, and the pertaining national curriculum regulations.

The programme is taken as a full-time course of study over one year and imparts action competence in the field of cancer nursing, cf. the requirements set out in the national curriculum.

Cancer nursing Cancer nursing entails special expertise in nursing patients who have or have had cancer. Cancer nursing means to nurse cancer patients of all ages and in all phases of the course of the illness in a professionally sound manner. It is to help the patients and their next of kin to live as normally as possible, hold on to hope and maintain a good quality of life. Cancer nursing involves taking active part in the process of restoring patients' health or enabling them to die with dignity and supporting the patients and their next of kin in the final phase of life. The objective of cancer nursing is to establish a therapeutic relationship with cancer patients and their next of kin and to strengthen patients' physical, mental, social and spiritual capacity through preventive, therapeutic, palliative and rehabilitative activities. Safeguarding the patient's autonomy and integrity is a key part of cancer nursing, and the nursing is based on the patient's resources and perception of the disease and treatment.

A cancer nurse's target group comprises:  

• patients undergoing surgical and/or oncological treatment for cancer

• persons who experience varying degrees of failing health as a result of cancer and long-term cancer treatment

• patients in need of support and help in acute oncological situations

• patients who suffer or may suffer a mental crisis in connection with a cancer diagnosis

• patients who may die from their cancer or who die suddenly and unexpectedly in connection with cancer treatment

• persons whose occupation or lifestyle puts them at increased risk of cancer

The cancer nurse's expertise can also be relevant for other patient target groups.

Relevance to working life The Advanced Programme in Cancer Nursing is intended to help to cover society's increasing need for specialist nursing skills in the specialist and municipal health services. Cancer nurses who have a sound clinical foundation for their professional practice are in demand in the health service. Cancer nurses are also required to work in an evidence-based manner where their nursing practice is based on knowledge gained from research and experience, in addition to patient knowledge. A cancer nurse shall be capable of analysing and taking a critical approach to existing theories and methods in advanced medical treatment and cancer nursing. Moreover, a cancer nurse shall be capable of contributing to new ideas and innovation processes in clinical practice and using relevant methods for development work in the field of cancer nursing. Candidates who complete the programme will meet these requirements.

Cancer nurses work both in the specialist health service and in the municipal health service. In big hospitals, cancer nurses mostly work in specialised units such as medical oncology, paediatric oncology and surgical departments, at oncology and radiotherapy outpatient clinics and at palliative care units. Some cancer nurses work at hospices.

Most cancer patients spend most of their period of illness at home, and the responsibilities of the cancer nurse include contributing to the patient's needs being addressed also between hospital stays. Curative and palliative treatment initiated at hospital is increasingly followed up outside a hospital setting. Report No 47 to the Storting (2008-2009) (the Coordination Reform) expresses a wish to give the municipalities a greater role in cancer treatment, in connection with the deterioration of patients' health and in the follow-up care of cancer patients whose hospital treatment is finished. Therefore, the municipal health service's need for specialist cancer nursing skills is growing.

Relevance to further education The programme's learning outcomes are at master's degree level, which means that it can be recognised as part of several master's degree programmes. The programme can be recognised as 60 credits in the Master's Programme in Nursing - Clinical Research and Professional Development at OsloMet in the 2020 version of the programme.

The target group for the programme is authorised general nurses who would like to work as cancer nurses in the specialist health service or the municipal health service.

The academic basis for admission to the programme is a three-year bachelor's degree in nursing or prior learning and work experience. Applicants must also hold a Norwegian authorisation as a general nurse and have at least two years' clinical nursing experience after receiving their authorisation.

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at HiOA and the national curriculum for further education in cancer nursing and the pertaining national curriculum regulations adopted by the Ministry of Education and Research on 1 December 2005.

Additional points are awarded for higher education in health and social care subjects over and above the minimum admission requirement.

Additional points are also awarded for clinical nursing experience over and above the minimum admission requirement.

Further additional points are awarded if special reasons exist. Special reasons include nursing experience from departments that work with cancer patients, both in the specialist and the municipal health service.

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education Chapter 6.

The use of clothing that covers the face is incompatible with taking the programme. During periods of practical training, the rules on clothing at the institution/enterprise where the training takes place apply

After completing the programme, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge The candidate

• has advanced knowledge within a cancer nurse's areas of work and responsibility

• has in-depth knowledge of different forms of cancer, their causes, diagnosis and different forms of treatment

• has in-depth knowledge of complications related to cancer treatment

• has specialised insight into nursing of cancer patients

• has in-depth knowledge of scientific theory and methodology

• has in-depth knowledge of the experiences, reactions and needs of patients and next of kin in connection with cancer, throughout the course of the illness and in an age and multicultural perspective

• has advanced knowledge of how to prevent and relieve complications following from cancer treatment throughout the course of the illness

• is capable of analysing problems relating to cancer nursing on the basis of the discipline's history, traditions, distinctive nature and place in society

• has in-depth knowledge of nursing science and ethics as they relate to cancer nursing

• has in-depth knowledge of networking and interdisciplinary cooperation

Skills The candidate

• is capable of practising cancer nursing in accordance with ethical principles and legal guidelines

• is capable of independent work on practical and theoretical problem-solving relating to the functions and responsibilities of a cancer nurse

• is capable of observing and assessing patient needs throughout the course of their illness in an age and multicultural perspective

• is capable of contributing to reducing and relieving complications from cancer and cancer treatment and helping patients to maintain a good quality of life

• is capable of communicating with patients with serious diseases and their next of kin and is capable of safeguarding patients’ autonomy and user participation

• is capable of applying the principles of pedagogy and subject didactics when informing, teaching and providing guidance to patients and next of kin from different cultures, as well as to colleagues and other partners

• is capable of maintaining and restoring vital functions if they are compromised

• is capable of analysing and taking a critical approach to different sources of information and of using them to structure and formulate cancer nursing argumentation

• is capable of analysing and taking a critical approach to existing theories and methods in advanced cancer treatment and cancer nursing

• is capable of using relevant development work methods in an independent manner in the field of cancer nursing

General competence The candidate

• has action competence in the field of cancer nursing

• is capable of analysing relevant academic, professional and research ethics issues in cancer nursing based on relevant discipline, research, experience and patient knowledge

• is capable of communicating about issues, analyses and conclusions in cancer nursing, both with professionals and with the general public

• is capable of cooperating with members of his/her own profession and across professions in patient treatment

• is capable of contributing to new ideas and innovation processes in cancer nursing

The programme comprises five compulsory courses, which make up a total of 60 credits. Theoretical studies make up 40 credits, while clinical training accounts for 20 credits. The programme is organised as a full-time course of study over one year with 30 credits per semester.

National curriculum for further education in cancer nursing In order to ensure that students who complete the Advanced Programme in Cancer Nursing are qualified to work as cancer nurses, the programme meets the requirements set out in the national curriculum for further education in cancer nursing, adopted by the Ministry of Education and Research on 1 December 2005, both in terms of content and the breakdown of credits. Clinical training makes up 20 credits, which is in accordance with the national curriculum requirements.

The work and teaching methods used in the programme are based on a sociocultural perspective on learning. This means that the student participates in and contributes to a learning community where fellow students, lecturers and others are important to his/her learning. The goal of the work methods is to encourage independence, fresh thinking, own activity and reflection. Feedback, formative assessment and supervision are the learning community's key activities to advance learning. Learning is considered a process that involves the whole person and is manifested through the change in the person learning.

Study methods that promote evidence-based practice are used throughout the programme in that the student integrates knowledge from research and experience and patient knowledge.

The programme emphasises student-active methods intended to encourage the students to actively seek relevant and reliable sources of knowledge. The process will alternate between individual work and interaction with fellow students and others in group work, seminars, simulations and clinical training.

Lectures

Lectures are primarily used to introduce new subject matter, give an overview and highlight main elements and links between different topics, and also to communicate relevant issues. Lectures in some courses will be organised as joint lectures with students from other programmes. Most lectures are held in Norwegian, but they can also take place in English.

Group work

Group work is used as a teaching method to encourage cooperation between students, support the learning of subject matter and provide training in cooperation and interaction skills, which are necessary skills in professional practice.

Seminars

Seminars are held in which students present assignments they have been working on and receive oral feedback from their fellow students and lecturers. The purpose of the seminars is to stimulate each other's learning process, clarify one's own understanding of the subject and develop cooperation skills. The students are given the opportunity to practise their academic formulation skills, and academic discussions between students and lecturers are facilitated.

Simulation

Simulation is used to practise procedures and become familiar with equipment and machines. Simulation is also used to gain teamwork experience and skills in relation to rarely occurring life-threatening situations, particularly complex situations that require prompt and appropriate action.

Self-study Not all topics are covered by organised teaching activities, and students are expected to acquire knowledge of the remaining topics through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus more on. Self-study also helps to encourage independent activity and reflection.

Clinical training Clinical training makes up an important work method in the programme. See the more detailed descriptions below.

The clinical field is a vital qualification arena for developing action competence in cancer nursing. Professionally sound cancer nursing practice must be learned in direct interaction with patients. This is the only way in which students can gain experience and encounter challenges of sufficient complexity to allow them to achieve the programme's learning outcomes. When nursing cancer patients, decisions must often be made based on a broad knowledge base, and through clinical training, students acquire the clinical experience to develop an immediate understanding of the patients' situation and the knowledge and action required.

The clinical training makes up 20 credits and is organised as two courses taken in the second semester of the programme:

• KREFTPRA1, 10 credits over six weeks

• KREFTPRA2, 10 credits over six weeks

The clinical training is organised such that on completion of the programme, the student will have gained experience of and developed cancer nursing action competence in relation to all common conditions, important forms of treatment and different patient situations.

The clinical training includes specialist departments where cancer patients receive treatment and follow-up or end of life care. Students will primarily undergo clinical training at:

• oncology departments (chemotherapy and/or radiotherapy)

• paediatric oncology departments

• oncology and radiotherapy outpatient clinics

• hospices

• palliative care units

• the municipal health service

• units that provide cancer-related rehabilitation

At least 90% of the clinical training should be linked to actual patient situations, cf. the national curriculum for further education in cancer nursing.

The student is expected to demonstrate clear progress, take responsibility and, to an increasing extent, demonstrate the ability to make independent analyses and assessments in cancer nursing practice. On completion of the final clinical course, Clinical Studies in Cancer Nursing 2, the student is expected to have achieved cancer nursing action competence.

Supervision The clinical training is supervised, and the student is guaranteed supervision by qualified nurses with up-to-date knowledge and experience from the relevant field of practice.

Specification of learning outcomes The student shall specify the learning outcomes for each clinical course based on his/her own preconditions for learning and the framework conditions at the units where each course is taken. This must be approved by the practical training supervisor and lecturer. The learning outcome descriptions must be concrete, relevant, realistic and measurable. They are intended to help to clarify what the student needs to learn and which learning situations are required to achieve this. This provides a direction for the supervision/instruction required and indications for use in the assessment.

Shifts The clinical courses normally require 30 hours' attendance at the practical training establishment and one study day per week. A normal practical training day lasts for 7.5 hours (not including the lunch break). The student has to plan his/her attendance, and the schedule must be approved by the lecturer and practical training supervisor. In order for the student to experience good learning situations, he/she should, as far as possible, follow the shifts of the nurse supervising him/her.

Compulsory attendance in clinical training

Students' practical training can only be assessed if their attendance is sufficiently high. It is the student's responsibility to ensure that their absence from clinical courses does not exceed the permitted amount. These are the rules:

• Less than 10% absence: The student can complete the practical course as normal.

• 10-20%: If possible, the student can make up for the practical training missed, by agreement with the practical training supervisor and the university supervisor.

• More than 20% absence: The student must re-take the whole practical training course.

Sickness absence during periods of practical training If a student falls ill and his/her absence from a practical course exceeds 20%, a medical certificate is required for all days of absence in excess of 10%. The absence will be deemed to be valid, and the student will have to re-take the practical course in its entirety. This will lead to delayed progress in the programme.

Absence without a valid reason If the student does not have a valid reason for absence, the practical course will be registered as failed and count as an attempt. Students who fail a practical course twice will normally have to leave the programme.

OsloMet - Oslo Metropolitan University has established cooperation with universities and university colleges in and outside Europe, and is a member of various academic networks. Students can apply to take parts of the programme abroad, preferably at institutions that OsloMet cooperates with. Students who wish to go on exchanges at other institutions, will have to organise the exchange themselves and obtain the university's approval.

It is primarily the clinical courses that are suitable for exchanges. Only students who have passed all exams so far in the programme can take these courses abroad.

The programme uses guest lecturers from foreign partner institutions, and the programme's own lecturers gain knowledge and experience through exchanges with the same institutions.

Required coursework is all types of work and tests that are conditions for being permitted to take the exam. In this programme, the required coursework comprises:

• written assignments with oral presentations
• specification of learning outcomes for clinical courses

The purpose of the coursework requirements is to:

• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on cancer nursing issues

Assessment of required coursework The required coursework is assessed as approved/not approved by the person responsible for the course/lecturer. Fellow students can also participate in providing feedback on some of the coursework.

Validity of required coursework If more than one academic year passes between the time a student¿s required coursework is approved and the exam in the course in question, the faculty can require the student to retake the coursework before taking the exam.

Not approved coursework Normally, students are given three attempts to have required coursework approved. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

As far as possible, the second attempt will be given before the ordinary exam, unless otherwise stated in the course description. The student must agree with the person responsible for the course/lecturer in each individual case.

If a second attempt is impossible due to the nature of the coursework requirements (e.g. attendance requirements or taking a course that is only held once), the person responsible for the course/lecturer will consider whether alternative coursework can be set.

Such alternative work has in the past been set in the form of a written assignment, a video recording or similar to demonstrate that the student possesses the knowledge specified in the coursework requirement.

A third and final attempt is normally given before resit and rescheduled exams.

Valid absence documented by e.g. a medical certificate does not exempt students from meeting the coursework requirements.

The student will encounter different forms of assessment during the programme. The forms of assessment shall ensure a continuous process towards a twofold objective: to promote learning and document the student's competence.

Each course concludes with a summative assessment. The assessment is based on the learning outcomes for the course and on whether the student has achieved the planned learning outcomes.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations Relating to Studies and Examinations, and the Guidelines for Appointment and Use of Examiners at the university.

Assessment The grades pass/fail or a grade scale with letter grades from A to F, where A is the best grade, E is the lowest pass grade and F is a fail, are used. For group exams, all students in a group are awarded the same grade.

Resits/rescheduled exams Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against grades Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with a group exam, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Assessment during clinical training

Students are subject to formativeassessment (continuous assessment) on a continuous basis throughout the two clinical courses. The assessment is intended to provide advice and guidance by determining progress, help to improve strengths and draw attention to areas the student needs to continue to work on. It shall take account of the student's preconditions for learning, framework conditions at the practical training establishment, the learning outcomes in the course, the student's specification of the learning outcomes, the content of the supervision and the choice of learning situations.

The student is expected to demonstrate clear progress, take responsibility and, to an increasing extent, demonstrate the ability to make independent assessments in cancer nursing practice. Progress is demonstrated through the requirement for gradually increasing independence in cancer nursing practice and in the expectation that the student will master more and more areas of cancer nursing, cf. the learning outcome descriptions for the two clinical courses.

The summative assessment (product assessment) takes place at the end of each clinical course. The assessments are based on the learning outcomes for the course, the student's specification of the learning outcomes and the formative assessment made of the student during the course. The purpose of these assessments are to:

• check that the student has achieved the learning outcomes for the course

• discuss the possibilities and limitations that the student has encountered at the practical training establishment

• clarify strengths and weaknesses and the changes that have to be made in order for the student to achieve the learning outcomes when a student has failed the course

The student writes his/her own assessment based on the programme's assessment form. This assessment, together with the practical training supervisor's assessments, form the basis for the decision on whether or not the student has passed the clinical course.

External programme supervisor An external programme supervisor scheme exists for the programme as required by the Guidelines for Appointment and Use of Examiners at the university. The duties of the external programme supervisor are to:

• assess the connections between the programme description's learning outcome descriptions, teaching and types of assessment

• give the academic environments/faculties feedback and advice that can be used in the ongoing work on programme quality.

The reading list totals approx. 4,000 pages, of which approx. 1,000 pages is chosen by the student. The syllabus selected by the students should be related to the in-depth paper (approx. 500 pages) and the written assignments that make up the required coursework.