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  • Welcome to Oncology Nurse

    DISCLAIMER: This content is designed to enhance the study of nursing. This content is generic and is not designed to take into account the specific objectives, needs, and/or circumstances of any particular region or country. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence. We cannot guarantee that the successful completion of these materials will enable you to practice in your place of residence. Make sure that you are in compliance with the scope of practice of your regulatory body before attempting to put into use or practice any of the knowledge gained.

    Introduction

    This Oncology Nursing Course is designed to provide the learner with an understanding of cancer in the local, regional and global context and the need for nurses with specialized knowledge, skills, and attitudes to provide safe, competent, quality care to individuals. 

    The five (5) modules are designed to help nurses: 

    1. Deliver evidence-based information by enabling them to practice with accurate scientific knowledge, a solid nursing science foundation, excellent communication, and an understanding of the healthcare system for policy development as they work to prevent, identify, and treat patients with cancer.

    2. Identify current treatments in interventional and pharmacological therapeutics with a focus on evidence-based holistic nursing care.

    3. Place emphasis on the development of sound clinical judgment, critical thinking and collaborative care to achieve optimal outcomes for their patients.

    4. Apply safeguards to support a safe practice environment for both patients and healthcare workers.

    5. Identify basic concepts, growth and development considerations, nursing management strategies, stem cell knowledge, blood count interpretation, infection control, side effect management, nutrition, and age-appropriate communication techniques for pediatric oncology and hematology patients.

    Approximate time for completion of this course is 167 hours at an average reading rate of 144 words/minute.       

     

                                              

                                                                                  

    The Oncology Nursing course is sponsored by the Innovative Cancer Care Foundation (ICCF) and was developed in partnership with Nurses International (NI) and NextGenU.org (NGU).  NextGenU.org courses are competency-based and use learning resources from accredited, world-class organizations such as the U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health,  the World Health Organization, the Pan American Health Organization, and International Guidelines, Universities, and peer-reviewed Journals. The Moodle Learning Management System (LMS) is utilized for facilitating distance learning. The course was designed by NextGenU’s Instructional Design team and Nurses International’s team members with particular thanks to Academic Director:Kathleen Capone EdD, CNE, MS, RN; Nurses International Faculty: Stacen Keating PhD, RN; Lillian A Donnelly MSN, RN NPD-BC; Lori Kerley, DNP, MS, RN; Caitlin M. Cartmell, MFS, BSN, RN; and Jordan Wilson, MSN, RN-BC; and oncology subject matter expert reviewers: Beth Hutchason MN, RN, AOCNP; Jennifer Thietz MSN, BSN, RN and Danielle Loumagne BMTCN, BSN, RN.

    Last updated: 07/2024

    Engaging with this course

    • Nurse Educators may register to review all of the course content, and they may instruct students to register for this course by completing the registration form.
    • Nurse Educators may contact NextGenU.org and request to use the platform with their students for free using the contact form. 
    • Begin the course with Module 1. For each lesson, read the description.
    • Each lesson comprises introductory remarks. You may click on the collections of resources in each section. 
    • The Pediatric Oncology Module is offered as a separate course for learners who would like to focus their studies in that area.
    • There is a final quiz to assess your understanding of important concepts. Click on the hyperlinks to take you to these items in each topic.
    • This content is designed to enhance the study of nursing. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence.


    Requirements to obtain the certificate

    You may browse this course for free for your personal enrichment. There are no requirements.

    To obtain a certificate, a learner must successfully complete:

    • all reading requirements
    • all lessons quizzes with a minimum of 80% and unlimited attempts 
    • all discussion forums
    • the final exam with a minimum of 80% and a maximum of 2 attempts and
    • the post-course survey, self, and course evaluation forms

    Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.

  • Module 1: The Science of Cancer

    This module introduces the learner to the basic physiologic characteristics of cancer biology including epidemiology and pathology, symptoms and disease processes, staging and grading, and incidence. An explanation of primary and secondary cancer prevention and treatment options including radiation, surgery, and use of antineoplastic agents, targeted therapies, and stem cell translations are included. Safe handling of chemotherapy agents along with the nurse’s role in providing safe patient care is explained.

    • Module 1: Lesson 1: Cancer Biology
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the concepts of normal and cancer cell growth, proliferation, differentiation, and regulatory mechanisms.
      2. Define the characteristics of benign and malignant cells and tumors.
      3. Recognize the genetic, immunological, and hormonal basis of cancer.
      4.  Describe processes of invasion and metastases.
      5. List common classification systems for cancer.
      6. Compare and contrast common methods for diagnosing, staging, and grading cancer.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 3 hours and 8 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Normal Cell Growth and Development URL
      Students must
      View

      Read the entire page. (12 minutes)

      Winchester Hospital

    • url icon
      Difference Between Cancer Cells and Normal Cells URL
      Students must
      View

      Read sections on 'The Definition of Cancer' and 'Differences between Cancer Cells and Normal Cell'. (3 minutes)

      National Cancer Institute

    • url icon
      Tumor Cell Morphology URL
      Students must
      View

      Read the table: Characteristics of benign and malignant. (1 minutes)

      NCBI

    • url icon
      Tumors: Benign and Malignant URL
      Students must
      View

      Read the entire article. (2 minutes)

      Winchester Hospital

    • url icon
      The Genetics of Cancer URL
      Students must
      View

      Read the entire page. (7 minutes)

      NCI, NIH

    • url icon
      The immune system and cancer URL
      Students must
      View

      Read the entire section. (3 minutes)

      EdCaN

    • url icon
      Hormones and Cancer in Humans URL
      Students must
      View

      Read the entire page. (1 minutes)

      Edcan

    • url icon
      Substance abuse and cancer URL
      Students must
      View

      Read the entire article. (27 minutes)

    • url icon
      Cellular Principles of Invasion and Metastasis URL
      Students must
      View
      Read the section on 'Cellular Principles of Invasion and Metastasis'. (2 minutes)
      Cancer Council Australia
    • url icon
      Cancer Invasion and Metastasis: The Role of Cell Adhesion Molecules URL
      Students must
      View

      Read the sections on 'Cancer Invasion and Metastasis: The Role of Cell Adhesion Molecules'. (39 minutes)

      NCBI

    • url icon
      Cancer Classification URL
      Students must
      View

      Read the entire page. (4 minutes)

      SEER Training Modules, NCI, NIH

    • url icon
      Cancer Staging and Grading URL
      Students must
      View

      Read the entire page. Including related resources at the bottom of the page: 'Tumor Grade' and 'Pathology Reports'. (23 minutes)

      NCI, NIH

    • url icon
      How Is Cancer Diagnosed? URL
      Students must
      View

      Read the entire page. Click the 'Diagnosis' link on this page for more information on how cancer is diagnosed. (10 minutes)

      NCI, NIH

    • Additional Learning Options

    • url icon
      Cancer Immunology URL

      Read the sections COMPONENTS OF THE IMMUNE SYSTEM INVOLVED IN ANTITUMOR RESPONSES and CYTOKINES AND THE PATHOGENESIS OF CANCER. (32 minutes)

      The Global Library of Women's Medicine

    • Slide Deck Presentation

    • url icon
      Topic: Cancer Biology URL

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Oncology Nursing Course Registration is marked complete
    • Module 1: Lesson 2: Cancer Treatment Planning
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe how classification of tumors influences treatment planning.
      2. Describe the individual related factors that influence cancer treatment planning.
      3. Discuss the influence and use of cancer clinical trials in cancer treatment planning.
      4.  Identify the principles for facilitating decision making by people affected by cancer.
      5. Define evidence-based guidelines.
      6. Identify evidence-based guidelines for cancer treatment planning.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 5 minutes.

       
      Required Learning Resources and Activities
    • url icon
      What is the TNM cancer staging system? URL
      Students must
      View

      Read the entire page including the section box titled ' Health Care Professionals'. (4 minutes)

      UICC

    • resource icon
      Principles of Treatment Planning File
      Students must
      View

      Read pages 1-15. ( 27 minutes)

      Edcan

    • url icon
      What Are Clinical Trials? URL
      Students must
      View

      Read the entire page. (3 minutes)

      NCI, NIH

    • url icon
      Decision Making Criteria in Oncology URL
      Students must
      View

      Read the entire page. (25 minutes)

      Journal

    • url icon
      Evidence-Based Guidelines URL
      Students must
      View

      Read the entire article. (6 minutes)

      KT Library

    • Slide Deck Presentation

    • url icon
      Cancer Treatment Planning URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 3: Surgery in Cancer Treatment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the factors influencing the selection of surgery for cancer.
      2. Identify the types of surgery in the prevention, diagnosis, staging, treatment, and palliation of cancer.
      3. Identify upcoming surgery alternatives for cancer management.
      4.  Explore the nurse's role in surgical cancer treatment.
      5. Identify the impact of cancer surgery on various aspects of the patient's overall health.
      6. Discuss the prevention, detection, and management of common health alterations experienced by people undergoing surgery for cancer.
      7. Explore the nurse's role during pre- and post-surgery for cancer.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 3 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Factors influencing the use of surgery URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (3 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Surgery in Cancer Control URL
      Students must
      View

      Read entire sections on, 'prophylactic surgery', 'diagnostic surgery', 'definitive (or curative) surgery',' rehabilitative (or reconstructive) surgery', 'palliative surgery', except for Learning resources. (8 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      The Types of Surgery URL
      Students must
      View

      Read all sections: "Diagnostic Surgery", "Preventive Surgery Curative Surgery Palliative", and "Reconstructive Surgery". (9 minutes)

      National Cancer Institute US

    • url icon
      Future Directions in Surgery in Cancer Control URL
      Students must
      View

      Read the entire page and read other pages. Click on 'Next: Fast track surgery', 'Next: Minimally invasive surgery' and finally 'Next: Robotics' at the bottom of each page and read the contents. (5 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Risks of Cancer Surgery URL
      Students must
      View

      Read the entire page. (11 minutes)

      American Cancer Society

    • url icon
      Care of the Person Affected by Cancer Having Surgery URL
      Students must
      View

      Read the entire page and sections on 'Pre-op assessment', 'Pre-op education', 'Intraoperative issues', and 'Post op care' by clicking on the respective titles. Learning activities are optional. (11 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Bowel Changes After Treatment URL
      Students must
      View

      Read the entire page. (10 minutes)

      Cancer Research UK

    • url icon
      Bladder problems URL
      Students must
      View

      Read the entire page. (6 minutes)

      Canadian Cancer Society

    •  

      Slide Deck Presentation

    • url icon
      Surgery in Cancer Treatment- Part 2 URL
      Students must
      View

      Read all the slides and answer the questions.

    • url icon
      Surgery in Cancer Treatment- Part 1 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 3: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Quiz: Module 1: Lesson 3: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 4: Radiotherapy in Cancer Treatment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Recognize the concepts of applied radiation physics and radiation biology.
      2. Describe the factors influencing the selection of radiotherapy for cancer.
      3. Discuss the role of radiotherapy in the treatment and palliation of cancer.
      4.  List the methods for delivering radiotherapy.
      5. Describe the radiation safety principles to limit exposure to ionizing radiation for radiotherapy personnel, people affected by cancer, and the general public.
      6. Identify upcoming radiotherapy alternatives for cancer management.
      7. Identify the impact of radiotherapy on various aspects of the patient's overall health.
      8. Describe the prevention, detection, and management of common health alterations experienced by people undergoing radiotherapy for cancer.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 39 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Key Concepts of Radiobiology URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (3 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      The Radiation Physics URL
      Students must
      View

      Read the entire page. (8 minutes)

      US EPA

    • url icon
      The Radiation Physics URL
      Students must
      View

      Read the sections 'Definition/Introduction' and 'Clinical Significance'. (12 minutes)

      NCBI, NIH

    • url icon
      The Role of Radiotherapy in Cancer Control URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (1 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Treatment Delivery URL
      Students must
      View

      Read the entire page, click on "Gamma knife", "External beam radiotherapy", "Brachytherapy" and "Combined modality". (10 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Types of Radiation Therapy URL
      Students must
      View

      Read the section on 'External Beam Radiation Therapy'. (4 minutes)

      National Cancer Institure

    • url icon
      Brachytherapy to Treat Cancer URL
      Students must
      View

      Read the section 'How Brachytherapy Is Put In Place' and 'Types of Brachytherapy'. (4 minutes)

      National Cancer Institute

    • url icon
      Principles of Radiation Safety URL
      Students must
      View

      Read the entire article. (4 minutes)

      Australian Government Cancer Australia

    • url icon
      11.2 Therapy Patients Treated with Radiopharmaceuticals - Nursing Care Specific Instructions URL
      Students must
      View

      Read the entire article. (4 minutes)

      Stanford University

    • url icon
      What will Radiation Oncology Look Like in 2050? A Look at a Changing Professional Landscape in Europe and Beyond URL
      Students must
      View

      Read the entire article. (27 minutes)

    • url icon
      Treatment Completion and Management of Responses to Radiotherapy URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (2 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Acute Effects URL
      Students must
      View

      Read entire sections on 'Fatigue', 'Radiation enteritis', 'Radiation skin reactions', 'sexual dysfunction' and 'Mucositis' by clicking on respective section titles. Learning activities are optional. (8 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Late Effects URL
      Students must
      View

      Read the entire page (learning activities optional. (3 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • Additional Learning Options

    • url icon
      Planning for the Best: Tripartite National Strategic Plan for Radiation Oncology 2012-2022 URL

      Read the entire page. (4 minutes)

      Tripartite National Strategic Plan for Radiation Oncology 2012-2022

    • url icon
      Radiotherapy in Cancer Care: Facing the Global Challenge URL

      Read 1.2. Radiotherapy in the Context of Cancer Control on pages 15-16. (5 minutes)

      IAEA

    •  

      Slide Deck Presentation

    • url icon
      Topic: Radiotherapy in Cancer Treatment- Part 1 URL

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 4: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Topic: Radiotherapy in Cancer Treatment- Part 2 URL

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 4: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 5: Antineoplastic Agents in Cancer Treatment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the classification of antineoplastic agents.
      2. Explain the role of antineoplastic agents in the treatment and palliation of cancer.
      3. Describe factors influencing the selection of antineoplastic agents for cancer.
      4. Compare the methods for administering antineoplastic agents.
      5. Describe the principles of safe handling of antineoplastic agents.
      6. Identify upcoming alternatives for antineoplastic therapies in the management of cancer.
      7. Describe the experience and impact of antineoplastic therapies on the patient's overall health.
      8. Discuss the prevention, detection, and management of common health alterations experienced by people receiving antineoplastic therapies for cancer.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 54 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Classification of Antineoplastic Agents URL
      Students must
      View

      Read the entire page and click on the five tabs (describing each of the following: Alkylating and alkylating-like agents Antimetabolites, Antitumour antibiotics, Plant alkaloids, Miscellaneous agents, Hormonal agents) at the top and read. (6 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      The Role of Antineoplastic Therapy in Cancer Control URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (2 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Factors Influencing Agent Selection and Administration URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (3 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Routes of Administration URL
      Students must
      View

      Read the entire page except for the 'learning activities'. (1 minute)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Safe Handling and Administration of Antineoplastic Chemotherapy URL
      Students must
      View

      Read the section on ‘Summary of Methods for Preventing Exposure to Antineoplastic Chemotherapy'. (1 minute)

      The Art and Science of Infusion Nursing

    • url icon
      Recent Developments in Tumor Therapy. URL
      Students must
      View

      Read Abstract. (1 minute)

      Anti Cancer Research Journal

    • url icon
      Role of Nurses in the Assessment and Management of Chemotherapy-Related Side Effects in Cancer Patients URL
      Students must
      View

      Read the section from "Side Effects and Their Management " to 'Conclusion'. (24 minutes)

      Nova express

    • url icon
      Responses to Antineoplastic Therapy URL
      Students must
      View

      Read the entire page and click 'Next' to read the other pages on Anticipatory responses, Immediate responses, Short-term responses, and Long-term responses. (4 minutes)

      EdCaN - learning resources for nurses-Cancer Australia

    • url icon
      Behavioral Strategies to Alleviate Nutrition-Related Symptoms URL
      Students must
      View

      Read the section from"Behavioral Strategies to Alleviate Nutrition-Related Symptoms to Weight Gain". (12 minutes)

      NIH

    • Slide Deck Presentation

    • url icon
      Antineoplastic Agents in Cancer Treatment- Part 1 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 5: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Topic: Antineoplastic Agents in Cancer Treatment- Part 2 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 5: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 6: Targeted Therapies in Cancer Treatment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the role of targeted agents in the treatment and palliation of cancer.
      2. Define the classification of targeted therapies.
      3. Describe the factors influencing the selection of targeted therapies for cancer.
      4. Compare and contrast the methods for administering targeted therapies.
      5. Summarize the future directions in therapies on various health domains.
      6. Describe detection of common health alterations experienced by people receiving targeted therapies for cancer.
      7. Describe prevention of common health alterations experienced by people receiving targeted therapies for cancer.
      8. Describe the management of common health alterations experienced by people receiving targeted therapies for cancer.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 2 hours and  52 minutes.

       
      Required Learning Resources and Activities
    • url icon
      How Targeted Therapies Are Used to Treat Cancer URL
      Students must
      View

      Read the entire page. (8 minutes)

      American Cancer Society

    • url icon
      Role of Targeted Therapy URL
      Students must
      View

      Read the entire page. (2 minutes)

      Edcan

    • url icon
      Palliative treatment URL
      Students must
      View

      Read the entire page. (1 minute)

      Cancer Research UK

    • url icon
      The Targeted Cancer Therapy URL
      Students must
      View

      Read the entire page. (15 minutes)

      National Cancer Institute

    • url icon
      The Targeted Therapies URL
      Students must
      View

      Read the entire page. (6 minutes)

      Clinical & Radiation Oncologists

    • url icon
      Targeted Therapy URL
      Students must
      View

      Read the entire page. (11 minutes)

      Cleveland Clinic

    • url icon
      How is it determined whether a patient is a candidate for targeted therapy? URL
      Students must
      View

      Read "How is it determined whether a patient is a candidate for targeted therapy?". (2 minutes)

      NCI

    • url icon
      Factors influencing agent selection and administration URL
      Students must
      View

      Read the entire page. (3 minutes)

      EdCaN

    • url icon
      Regenerative medicine: Current therapies and future directions URL
      Students must
      View

      Read the "THERAPIES AT THE PRECLINICAL STAGE AND IN CLINICAL TESTING". (25 minutes)

      NCBI

    • url icon
      Can skin changes be prevented? URL
      Students must
      View

      Read the entire page. (23 minutes)

      American Cancer Society

    • url icon
      Side Effects of Targeted Therapy URL
      Students must
      View

      Read "What are the side effects of targeted therapy?". (2 minutes)

      NCI

    • url icon
      Other common and serious side effects URL
      Students must
      View

      Read the entire page. (23 minutes)

      American Cancer Society

    • url icon
      Side effects of cancer Treatment URL
      Students must
      View

      Read Diarrhea and Constipation section. (12 minutes)

      NCI

    • url icon
      Cancer in Africa: the way forward URL
      Students must
      View

      Read "Treat all Cancers that can be treated". (13 minutes)

      NCBI

    • url icon
      What is a Bone Marrow Transplant (Stem Cell Transplant) URL
      Students must
      View

      Read What is Bone Marrow Transplant, types. (5 minutes)

      ASCO

    • url icon
      Hematopoetic stem cell transplantation URL
      Students must
      View

      Read " Introduction", "Definition of Histocompatibility", "HLA", and "HLA typing". (13 minutes)

      NCBI

    •  
      Slide Deck Presentation
    • url icon
      Targeted Therapies in Cancer Treatment- Part 1 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 6: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Topic: Targeted Therapies in Cancer Treatment- Part 2 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 6: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 7: Stem Cell Transplantation in Cancer Treatment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the hematological and immunological principles of hematopoietic stem cell transplantation (HSCT).
      2. Define donor histocompatibility.
      3. List the types of HSCT.
      4. Recognize diseases treatable by HSCT.
      5. Explain acute and chronic graft-versus-host disease.
      6. Explain the impact of HSCT on various health domains.
      7. Describe the prevention, detection, and management of common short- and long-term health alterations experienced by people undergoing HSCT.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 33minutes.

       
      Required Learning Resources and Activities
    • url icon
      Fundamentals of haematopoetic stem cell transplantation URL
      Students must
      View

      Read the "Principles of Transplantation" and read the section "Haematopoiesis" and "Transplant immunology". (6 minutes)

      EdCaN

    • url icon
      Principles of Hematopoietic Stem Cell Transplantation URL
      Students must
      View

      Read the entire page. (1 minute)

      Springer Link

    • url icon
      Histocompatibility and Immunogenetics Terms URL
      Students must
      View

      Read the entire page. (8 minutes)

      American Society for Histocompatibility and Immunogenetics

    • url icon
      Histocompatibility URL
      Students must
      View

      Read the meaning of Histocompatibility. (2 minutes)

      ScienceDirect

    • url icon
      The role of HSCT in cancer control URL
      Students must
      View

      Read the entire page. (3 minutes)

      EdCaN

    • url icon
      Types of Stem Cell and Bone Marrow Transplants URL
      Students must
      View

      Read the entire page. (20 minutes)

      American Cancer Society

    • url icon
      Indication of HSCT URL
      Students must
      View

      Read Indication. (5 minutes)

      NCBI

    • url icon
      Diseases treatable by transplants URL
      Students must
      View

      Read the entire page. (4 minutes)

      BetheMatch

    • url icon
      All About Graft Versus Host Disease (GVHD) URL
      Students must
      View

      Read the entire page. (13 minutes)

      MedicineNet

    • url icon
      Long-Term Effects of Haematopoietic Stem Cell Transplantation after Pediatric Cancer: A Qualitative Analysis of Life Experiences and Adaptation Strategies URL
      Students must
      View

      Read "Current Challenges and Difficulties that the Participants Experience due to Their Past Illness and Its Complications". (8 minutes)

      Frontiers in Psychology

    • url icon
      Acute Effects of HSCT URL
      Students must
      View

      Read the entire page. (3 minutes)

      EdCaN

    • url icon
      Late effects URL
      Students must
      View

      Read the entire page. (3 minutes)

      EdCaN

    • url icon
      Early and acute complication of HSCT and Nurses role URL
      Students must
      View

      Read the section from  9.1.1. Introduction to 9.3.9. Nursing Aspects (42 minutes)

      NCBI

    •  
      Slide Deck Presentation
    • url icon
      Topic: Stem Cell Transplantation in Cancer Treatment Part 1 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 7: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Topic: Stem Cell Transplantation in Cancer Treatment Part 2 URL
      Students must
      View

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 7: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 1: Lesson 8: Safe Handling of Hazardous Drugs
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Identify hazardous drugs related to cancer treatment.
      2. Describe the risk of exposure to hazardous drugs and its consequences.
      3. Describe the use of personal protective equipment (PPE), spill cleanup, and waste disposal of hazardous drugs in cancer treatment.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 2 hours and  4 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Safe Handling of Hazardous Chemotherapy Drugs in Limited-Resource Settings URL
      Students must
      View

      Read from pages 1-19. (45 minutes)

      PAHO and WHO

    • url icon
      Safe Handling Cytotoxic Drugs and Related Waste URL
      Students must
      View

      Read pages: 6-8, 53-56, 58-62, 69-86. (70 minutes)

      Government of South Australia

    • Additional Learning Options
    • url icon
      Hazardous Drugs Table URL

      Read the entire page. (9 minutes)

      New South Wales Government

    • Slide Deck Presentation

    • url icon
      Topic: Safe Handling of Hazardous Drugs URL

      Read all the slides and answer the questions.

    • quiz icon
      Quiz: Module 1: Lesson 8
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Case Study for Clinical Judgment

    • forum icon
      Safety and Hazardous Drugs Case Study Forum
      Students must
      View
      Start discussions: 1
    • quiz icon
      Quiz: Safety and Hazardous Drug Case Study (NCSBN Model)
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 2: Nursing Care

    This unit provides a comprehensive description of nursing management and care of the patient with cancer. It includes essential elements of education for the patient and family and addresses the principles of supportive and palliative care, death and dying, and the nurse’s role in supporting the grief and bereavement processes. Nursing ethics and compliance considerations are included along with a detailed description of treatment for oncologic emergencies. 

    • Module 2: Lesson 1: Nursing Management of Tissue Integrity in Cancer Patient
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Identify cancer treatment procedures that affect skin integrity of the patient.
      2. Describe how skin integrity is assessed and cared for in cancer patients.
      3. Explain the concept of maintenance of tissue integrity for cancer patient in nursing care management and planning.
      4. Identify information for patient education/counselling on self-care related to skin integrity.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 54 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Skin and nail changes during cancer treatment URL
      Students must
      View
      Read entire page. (8 minutes)
      National Cancer Institute
    • url icon
      Pruritis URL
      Students must
      Mark as done

      Read contents from 'Overview' to 'Physical Modalities'. (32 minutes)

      National Cancer Institute

    • url icon
      Skin Problems URL
      Students must
      Mark as done

      Read contents of sections ‘Dry Skin’, ‘Itchy Skin’, ‘Skin Rash’ ‘Changes in Skin Color’, ‘Pressure Sores’, and ‘Scars and Wound’. (25 minutes) 

      American Cancer Society

    • url icon
      How does chemotherapy affect the skin? URL
      Students must
      Mark as done

      Read the entire article. (11 minutes)

      MedicalNewsToday

    • url icon
      The Hand-foot Syndrome URL
      Students must
      Mark as done

      Read contents of sections ‘Background’, ‘Assessment’, ‘Management’ and ‘Patient Education’. (7 minutes)

      Cancer Institute NSW, eviQ

    • url icon
      Algorithm for dermocosmetic use in the management of cutaneous side-effects associated with targeted therapy in oncology URL
      Students must
      Mark as done

      Read contents from section 'Side-effects associated with targeted chemotherapeutic agents' to ‘Conclusion’. (15 minutes)

      Journal of the European Academy of Dermatology and Venereology

    • url icon
      How to care for your skin during and after radiation therapy URL
      Students must
      Mark as done

      Read the entire article. (8 minutes)

      American Academy of Dermatology Association

    • Slide Deck Presentation

    • url icon
      Nursing Management of Tissue Integrity in Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 2: Nursing Management of Nutrition in Cancer Patient
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Recognize the importance of promoting nutrition for the cancer patient in nursing care management and planning.
      2. Identify the main cancer treatment-related nutrition issues.
      3. Describe how well nutrition is assessed and addressed in cancer patients.
      4. Identify different nutrition therapy strategies in cancer patients.
      5. Identify information for patient education/counselling on self-care related to nutrition.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 49 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Nutrition in Cancer Care (PDQ®)–Patient Version URL
      Students must
      Mark as done

      Read the sections 'overview to the types of nutritional support'. (30 minutes)

      National Cancer Institute, US

    • url icon
      Principles of Nutritional Assessment: Introduction to Anthropometry URL
      Students must
      Mark as done
      Read the Abstract that covers the main points of the topic. 
    • url icon
      SEOM clinical guidelines on nutrition in cancer patients (2018) URL
      Students must
      Mark as done

      Read contents of sections 'Screening and nutritional assessment' and 'Energy and nutritional requirements. (3 minutes)

      Clinical and Translational Oncology

    • url icon
      New trends in nutritional status assessment of cancer patients URL
      Students must
      Mark as done

      Read contents of the sections ‘physical examination to Dual-energy X-Ray Absorptiometry (DXA)’. (13 minutes)

      European Review for Medical and Pharmacological Sciences

    • Slide Deck Presentation

    • url icon
      Nursing Management of Nutrition in Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Case Study for Clinical Judgment

    • forum icon
      Safety and Nutrition Case Study Forum
      Students must
      View
      Start discussions: 1
    • quiz icon
      Quiz: NCSBN Nutrition Case Study
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 3: Nursing Management of Pain in Cancer Patient
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define the concept and characteristics of pain in cancer care.
      2. Describe the classifications and mechanisms of pain of cancer patients
      3. Describe pain assessment techniques and tools used in cancer care.
      4. Describe pharmacological pain management in cancer patients.
      5. Identify interventions for the management of side effects from pain medication in cancer patients.
      6. Identify non-pharmacological pain management in cancer patients.
      7. Identify information for patient education/counseling on pain management at home.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 2 hours and 55 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Cancer Pain (PDQ®)–Health Professional Version URL
      Students must
      Mark as done

      Read contents from sections 'Background and Definitions' to 'Impact on Function and QOL', and 'Pain Classification'. (17 minutes)

      National Cancer Institute, US

    • url icon
      Cancer Pain Assessment and Classification URL
      Students must
      Mark as done

      Read the content of the sections ‘Clinical Presentation and Assessment of Pain’ and 'Timing and Temporal Variation'. (8 minutes)

      MDPI 'Cancers'

    • url icon
      The Challenge of Cancer Pain Assessment URL
      Students must
      Mark as done

      Read the content of section 'HOW DO WE CURRENTLY ASSESS PAIN IN CANCER PATIENTS?'. (3 minutes)

      The Ulster medical journal

    • url icon
      Addiction in Patients With Cancer: Challenges and Opportunities URL
      Students must
      View
      Read the entire article. (20 minutes)
    • url icon
      The Pain Assessment URL
      Students must
      Mark as done

      Read the sections ‘Instruments for pain-intensity assessment’ and ‘Instruments to measure pain affect'. (12 minutes)

      European Spine Journal

    • url icon
      The McGill Pain Questionnaire as a Multidimensional Measure in People with Cancer: An Integrative Review URL
      Students must
      Mark as done

      Reade contents of sections 'Pain location (sensory dimension)', ' Pain intensity (sensory dimension)', 'Pain quality (sensory, affective, and cognitive dimensions)', 'Pain pattern (sensory dimension)', and 'Alleviating and aggravating factors (behavioral dimension)'. (3 minutes)

       Pain Management Nursing Journal, American Society of Pain Management Nurses

    • url icon
      Optimal Pain Management for Patients with Cancer in the Modern Era URL
      Students must
      Mark as done

      Read the section 'Pain Management', 'Pain Management: Non-opioid', 'Pain Management: Opioids’ and 'Opioids related side effects'. (30 minutes)

      CA: a cancer journal for clinicians

    • url icon
      Cancer Pain Control URL
      Students must
      Mark as done

       Read the content of the section ‘Managing and preventing side effects'. (4 minutes)

      National Cancer Institute

    • url icon
      Adult Cancer Pain URL
      Students must
      Mark as done

      Read contents of pages 1072 to 1075. (6 minutes)

      Journal of National Comprehensive Cancer Network

    • url icon
      Complementary and alternative medicine in cancer pain management: A systematic review URL
      Students must
      Mark as done

      Read the entire section ‘Non-pharmacological therapies in cancer pain management’. (32 minutes)

      Indian Journal of Palliative Care

    • Slide Deck Presentation

    • url icon
      Nursing Management of Pain in Cancer Patient- Part 1 URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 3: Part 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Nursing Management of Pain in Cancer Patient Part 2 URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 3: Part 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Case Study for Clinical Judgment

    • forum icon
      Pain Case Study Forum
      Students must
      View
      Start discussions: 1
    • quiz icon
      Quiz: Pain Case Study
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • url icon
      Cultural beliefs and values in cancer patients URL
      Students must
      Mark as done

      Read: Culture, Myths ad Stigmna about cancer and their effects on patients Upto "How can we develop opportunities  for progress in cancer control" (10 minutes)

      Annals of Oncology

    • Additional Learning Options

    • url icon
      Personal reflections on coping and loss URL

      Read: The Entire Article (13 minutes)

      The British Psychologist Society

    • Slide Deck Presentation

    • url icon
      Nursing Management of Grief and Bereavement URL
    • Module 2: Lesson 4: Nursing Management of Fatigue and Weakness in Cancer Patient
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define the fatigue and weakness normally experienced by cancer patients.
      2. Describe the methods to assess fatigue and weakness.
      3. Use methods of non-pharmacological and pharmacological interventions to address the fatigue generally experienced by cancer patients.
      4. Identify information for patient education/counselling on fatigue management at home.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 5 hours and 9 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Fatigue (PDQ®)–Health Professional Versio URL
      Students must
      Mark as done

      Read contents of sections ‘Assessment’, ‘Interventions’ and ‘Patient Education (58  minutes)

      National Cancer Institute, US

    • url icon
      Barriers to assessment and management of cancer related fatigue URL
      Students must
      Mark as done

      Read 2nd, 3rd and 4th paragraph of section ‘Barriers to the Translation of CRF Guidelines Into Practice’ (4 minutes)

      Clinical Journal of Oncology Nursing

    • url icon
      Fatigue related interventions for patient on active treatment, post-treatment and end-of-life treatment URL
      Students must
      Mark as done

      Read contents of figure FT1-FT2, FT3, FT4, FT5, FT6, and FT7. 
      (32 minutes)

      National Comprehensive Cancer Network

    • forum icon
      Discussion Forum: Nursing Management of Fatigue and Weakness in Cancer Patients (215 minutes)
      Students must
      View
      Start discussions: 1

      In this activity, you will describe the methods of interventions that you will implement to address fatigue experienced by patients with co-occurring advanced cancer and opioid use disorder [OUD]

      Step 1. Review [15 minutes]

      Analyze and review the fictional scenario below

      You are part of the group of panelists in palliative care and addiction who participated in a three-round modified Delphi process. The focus of your discussions is all about the appropriateness of strategies for managing fatigue in individuals with advanced cancer and opioid use disorder.  Information about the managing methods that are currently used is presented to you.

      Step 2. Respond [ 180 minutes]

      Prepare a 300-600 word feedback that covers the following components:

      • Appropriateness of non-pharmacological and pharmacological interventions for managing fatigues in individuals with advanced cancer and opioid use disorder
      • Advantages and disadvantages of both methods
      • Recommendations for fatigue management plan based on these two methods of intervention.

      Step 3. Share [10 minutes]

      To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

      Step 4: Interact [10 minutes]

      To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. Your response should respond to each of the three framework elements indicated in the table. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

      OPTIONAL Step 5: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • Slide Deck Presentation

    • url icon
      Nursing Management of Fatigue and Weakness in Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 4
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 5: Nursing Management of Self-esteem and Body Image Concerns in Cancer Patient

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

        1. Describe the definition of self-esteem and body image.
        2. Identify patients' concerns regarding body image and self-esteem as a consequence of cancer treatment.
        3. Discuss ways to improve body image and self-esteem in the nursing management of cancer patients.
        4. Identify information for patient education/counseling on self-esteem management and positive image at home.

      Approximate time required for the readings for this lesson (at 144 words/minute): 41 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Body image and self confidence URL
      Students must
      Mark as done

      Read the entire page. (4 minutes)

      Cancer Institute NSW

    • url icon
      Coping with body image and self-esteem worries URL
      Students must
      Mark as done

      Read the entire page. (4 minutes)

      Canadian Cancer Society

    • Slide Deck Presentation

    • url icon
      Nursing Management of Self-esteem and Body Image Concerns in Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 5
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 6: Nursing Management of Anemia in Cancer Patient

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Identify the common side effects of chemotherapy and radiation cancer therapies. 
      2. Identify causes, signs/symptoms, and diagnostic factors of anemia in cancer patients.
      3. Describe the management of anemia in cancer patients.
      4. Describe the nurse's role in the management of anemia in cancer patients.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 9 minutes

       
      Required Learning Resources and Activities
    • url icon
      Cancer- and Chemotherapy-induced Anemia URL
      Students must
      Mark as done

      Read content from ‘Screening evaluation’ to ‘NCCN Recommendations’ for iron supplementation. (35 minutes)

      Journal of National Comprehensive Cancer Network

    • url icon
      Management of anaemia and iron deficiency in patients with cancer: ESMO Clinical Practice Guidelines URL
      Students must
      Mark as done

      Read content from ‘ESAs’ to ‘RBC Transfusion’. (34 minutes)

      ESMO Annals of Oncology

    • Slide Deck Presentation

    • url icon
      Nursing Management of Cancer Treatment Related Anemia URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 6
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 7: Nursing Management of Thrombocytopenia/Bleeding in Cancer Patient

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define thrombocytopenia.
      2. Identify causes, signs/symptoms, and diagnostic factors of thrombocytopenia and bleeding in cancer patients.
      3. Describe the management of thrombocytopenia/bleeding in cancer patients.
      4. Describe the nurse's role in the management of thrombocytopenia/bleeding in cancer patients.

      Approximate time required for the readings for this lesson (at 144 words/minute): 44 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Bleeding in cancer patients and its treatment: a review URL
      Students must
      Mark as done

      Read the entire journal article. (24 minutes)

      Annals of Palliative Medicine, Hong Kong

    • url icon
      Low platelet count URL
      Students must
      Mark as done

      Read the entire page. (9 minutes)

      Canadian Cancer Society

    • url icon
      A Bleeding URL
      Students must
      Mark as done

      Read the entire page. (8 minutes)

      Victoria State Government, BetterHealth Channel 

    • url icon
      Caustic hemostatic agents URL
      Students must
      Mark as done

      Read section ‘Caustic hemostatic agents’. (3 minutes)

      HINDAWI Dermatology Research and Practice Journal

    • Slide Deck Presentation

    • url icon
      Nursing Management of Thrombocytopenia / Bleeding in Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 7
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 8: Nursing Management of Neutropenia and Mouth/Throat Problems in Cancer Patient

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Describe neutropenia and mouth/throat problems as side effects related to cancer and cancer treatment.
      • Describe the management of these side effects.
      • Describe the nurse's role in the management of these side effects.

      Approximate time required for the readings for this lesson (at 144 words/minute): 51 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Low white blood cell count URL
      Students must
      Mark as done

      Read the entire page. (11 minutes)

      Canadian Cancer Society

    • url icon
      A close look at neutropenia among cancer patient: Risk factor and management URL
      Students must
      Mark as done

      Read contents of the section on ‘Neutropenia’, ‘Adverse effect’, ‘Neutropenia diagnosis’ and ‘Management of Neutropenia’. (21 minutes)

      IntechOpen

    • url icon
      Mouth and Throat Problems during Cancer Treatment URL
      Students must
      Mark as done

      Read the entire page. (6 minutes)

      National Cancer Institute, US

    • url icon
      Sore mouth and throat URL
      Students must
      Mark as done

      Read the entire page. (13 minutes)

      Canadian Cancer Society

    • Slide Deck Presentation

    • url icon
      Nursing management of neutropenia and mouth /throat problems in cancer patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 8
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 9: Nursing Management of Extravasation and Peripheral Neuropathy in Cancer Patient 

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe extravasation and peripheral neuropathy as side effects related to cancer and cancer treatment.
      2. Identify risk factors, signs, and symptoms of extravasation and peripheral neuropathy in cancer treatment.
      3. Describe the management of these side effects.
      4. Describe the nurse's role in the management of these side effects.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 33 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Extravasation Management URL
      Students must
      Mark as done

      Read contents of ‘Background’, ‘Assessment’ ‘Management’ and ‘Patient education’. (24 minutes)

      Cancer Institutes of NSW, eviQ

    • url icon
      Management of chemotherapy extravasation: ESMO–EONS Clinical Practice Guidelines URL
      Students must
      Mark as done

      Read the entire article. (22 minutes)

      ESMO Annals of Oncology

    • url icon
      Peripheral nerve damage (peripheral neuropathy) URL
      Students must
      Mark as done

      Read the entire page. (7 minutes)

      Canadian Cancer Society

    • url icon
      Nerve Problems (Peripheral Neuropathy) and Cancer Treatment URL
      Students must
      Mark as done

      Read the entire page. (5 minutes)

      National Cancer Institute, US.

    • url icon
      Systemic anticancer therapy-induced peripheral and central neurotoxicity: ESMO–EONS–EANO Clinical Practice Guidelines URL
      Students must
      Mark as done

      Read contents from section ‘Treatment of CIPN’ to ‘Recommendations’. (24 minutes) 

      ESMO Annals of Oncology

    • url icon
      Prevention and Management of Chemotherapy-Induced Peripheral Neuropathy in Survivors of Adult Cancers: ASCO Guideline Update URL
      Students must
      Mark as done

      Read contents of section ‘Abstract- Recommendations’ and ‘The Bottom Line’. (5 minutes)

      An American Society of Clinical Oncology Journal

    • url icon
      Managing Chemotherapy-Induced Peripheral Neuropathy URL
      Students must
      Mark as done

      Read the entire page. (6 minutes)

      Oncology Nursing News

    • Slide Deck Presentation

    • url icon
      Nursing management of e xtravasation and peripheral neuropathy in cancer patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 9
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 10: Patient Education

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define patient education.
      2. Discuss nurse's role in provision of patient education.
      3. Identify benefits of patient education in cancer patients.
      4. Describe evidence-based approaches and process of patient education.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 2 minutes.

       
      Required Learning Resources and Activities
    • url icon
      WMA DECLARATION OF LISBON ON THE RIGHTS OF THE PATIENT URL
      Students must
      Mark as done

      Read the entire page. (9 minutes)

      World Medical Association

    • url icon
      Patient Education Resource URL
      Students must
      Mark as done

      Read the entire page. (25 minutes)

      Institute of Cancer NSW,  eviQ

    • url icon
      Patient-Clinician Communication: American Society of Clinical Oncology Consensus Guideline URL
      Students must
      Mark as done

      Read the content of ‘THE BOTTOM LINE’.(8 minutes)

      Journal of Clinical Oncology

    • url icon
      Patient Education in Home Care: Strategies for Success URL
      Students must
      Mark as done

      Read the entire article.  (20 minutes)

      Home Healthcare Now, Lippincott Nursing Center

    • Slide Deck Presentation

    • url icon
      Topic: Patient and Family Education URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 10
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 11: Supportive Care

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define supportive care during and after cancer treatment.
      2. Describe the supportive care needs during and after cancer treatment.
      3. Identify the barriers to supportive care provision to cancer patients.
      4. Describe evidence-based screening and assessment approaches to identify supportive care needs.
      5. Explain the role of self-management as part of the supportive care process.
      6. Recognize self-care practices for nurses.

      Approximate time required for the readings for this lesson (at 144 words/minute): 24 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Module Five-Cancer Supportive Care Principle URL
      Students must
      View
      Read pages from 2 to 24 (15 minutes)
      EdCan Cancer Australia
    • url icon
      A Supportive Care URL
      Students must
      Mark as done

      Read the entire page (1 minute)

      National Cancer Institute

    • url icon
      Self Management Support URL
      Students must
      Mark as done

      Read the entire page ( 3 minutes)

      Agency for Healthcare Research and Quality

    • url icon
      Basic Strategies for Self-Care URL
      Students must
      Mark as done

      Read the entire page ( 5 minutes)

      University of Texas

    • Slide Deck Presentation

    • url icon
      Supportive Care for Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 11
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 12: Palliative Care

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define palliative care.
      2. Discuss the role and benefits of palliative care.
      3. Identify the barriers to palliative care.
      4. Outline the requirements for having an effective care team in palliative care.
      5. Discuss the topic of pain management in palliative care.
      6. Identify the common psychosocial issues during end-of-life care of patients and their families.

      Approximate time required for the readings for this lesson (at 144 words/minute): 47 Minutes.

       
      Required Learning Resources and Activities
    • url icon
      What is palliative care till how palliative care URL
      Students must
      Mark as done

      Read: What is palliative care till how palliative care is paid for (8 minutes)

      American Cancer Society

    • url icon
      Barriers to Access to Palliative Care URL
      Students must
      Mark as done

      Read: Current Reach of Palliative Care to Restrictive Program eligibility (18 minutes)

      NCBI

    • url icon
      Cultural and Spiritual Considerations in Palliative Care URL
      Students must
      Mark as done

      Read: The entire article (21 minutes)

      Journal of Pediatric Hematology/Oncology

    • Slide Deck Presentation

    • url icon
      Palliative Care for Cancer Patient URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 12
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 13: On Death and Dying

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the role of spirituality and cross-cultural beliefs and practices surrounding death.
      2. Identify the various aspects of providing support and comfort to terminally ill patients.
      3. Recognize common emergencies in oncology.
      4. Describe actions to address common oncology emergencies.
      5. Describe nurse's role in end-of-life planning and Advanced Directives
      6. Provide insights on Legacy and Life Review Projects.
      7. Describe the nurse's role in respect to funeral practices, rituals, and legalities.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 3 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Cultural beliefs and values in cancer patients URL
      Students must
      Mark as done

      Read from ‘Introduction' to 'spirituality to cancer patients in ME countries’ (6 minutes)

      Annals of Oncology

    • url icon
      Oncologic Emergencies: Recognition and Initial Management URL
      Students must
      Mark as done

      Read Table 1. Summary of Oncologic Emergencies (3 minutes)

      American Family Physician

    • url icon
      Oncology Nurses’ Role in Recognizing and Addressing Oncologic Emergencies URL
      Students must
      Mark as done

      Read the entire page (9 minutes)

      ONS VOICE

    • url icon
      Advance care planning and advance directives URL
      Students must
      Mark as done

      Read the section “Advance Care Planning’ and ‘Advance Directives’ (16 minutes)

      Up ToDate

    • url icon
      Making Memory Last: The Art of Legacy Work URL
      Students must
      Mark as done

      Read the entire page (4 minutes)

      The University of Texas

    • url icon
      Compassionate Care of the Terminally Ill URL
      Students must
      Mark as done

      Read the contents of the sections ‘What Characteristics of Treaters Are Important in the Care of Dying Patients?’ And ‘How Can a Clinician Be Helpful to a Patient Who Is Terminally Ill?’ (15 minutes)

      The Primary Care Companion, Journal of Clinical Psychiatry

    • url icon
      Facing End of Life URL
      Students must
      Mark as done

      Read the section ‘providing psychological supports’ (10 minutes)

      Cancer Council Victoria

    • Slide Deck Presentation

    • url icon
      Nursing Care on Death and Dying URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 13
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 14: Grief and Bereavement

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the stages and expressions of grief.
      2.  Identify the grieving process around cancer diagnosis, trajectory, and prognosis.
      3. Describe the importance of self-reflection in grief and bereavement management
      4. Identify resources and support networks to face the diagnosis, trajectory, and prognosis of cancer.
      5. Summarize the understanding on self-reflection on one's own mortality, myths, beliefs, and attitudes facing the death.

      Approximate time required for the readings for this lesson (at 144 words/minute): 54 Minutes

       
      Required Learning Resources and Activities
    • url icon
      American Cancer Society Cancer Action Network URL
      Students must
      Mark as done

      Read: The Entire Article (4 minutes)

    • url icon
      Coping with Grief URL
      Students must
      Mark as done

      Read: The Entire Article (8 Minutes)

      Cancer 

    • url icon
      Grief and Bereavement What are grief, mourning, and bereavement? URL
      Students must
      Mark as done

      Read: The entire Article (10 minutes)
      American Cancer Society
    • url icon
      Loss, Grief, and Bereavement URL
      Students must
      Mark as done

      Read: Complicated Grief (2 minutes)

      MedicineNet

    • url icon
      Cancer Support Groups URL
      Students must
      Mark as done

      Read: The Entire Article (5 minutes)

      National Cancer Institute

    • quiz icon
      Quiz: Module 2: Lesson 14
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 15: Nursing Ethics 

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the main principles of Nursing practice ethics.
      2. Identify the provisions of the Nursing Code of Ethics specific guidance for nursing practice.
      3. Discuss the role and challenges of nursing ethics in oncology.
      4. Discuss the ethical issues and dilemmas that oncology nurses face in oncology nursing practice.
      5. Compare and contrast different ethical problem-solving strategies.

      Approximate time required for the readings for this lesson (at 144 words/minute): 36 minutes.

       
      Required Learning Resources and Activities
    • url icon
      THE ICN CODE OF ETHICS FOR NURSES URL
      Students must
      Mark as done

      Read pages from 2 to 10 ( 10 minutes)

      International Council of Nurses

    • url icon
      Introduction to Professional Nursing and Ethics URL
      Students must
      Mark as done
      Read the section ethical principles, pages 67-81. (15 minutes)
    • url icon
      Ethics: Nursing Around the World: Cultural Values and Ethical Conflicts URL
      Students must
      Mark as done

      Read the entire page (11 minutes)

      Online Journal of Issues in Nursing

    • Slide Deck Presentation

    • url icon
      Ethical Concepts in Patient Care URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 15
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 16: Scope of Nursing Practice

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define the scope of nursing practice.
      2. Recognize the provision of nursing care within the scope of practice.
      3. Discuss the liabilities and limitations, such as negligence and malpractice, in the scope of nursing oncology practice.
      4. Identify the ethical considerations in the documentation and medical record-keeping.
      5.  Identify the legal considerations in the documentation and medical record-keeping.
      6. Discuss the role of documentation and medical record-keeping in oncology nursing.

      Approximate time required for the readings for this lesson (at 144 words/minute): 43 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Scope of Practice URL
      Students must
      Mark as done

      Read the section 'scope of practice' (2 minutes)

      ANA

    • url icon
      Code of Ethics for Nursing Practitioners in South Africa URL
      Students must
      Mark as done

      Read the section 'ethical principle' and  'value statement' (4 minutes)

      South African Nursing Council

    • url icon
      Guidelines for reporting a case of Professional Misconduct URL
      Students must
      Mark as done

      Read the entire page (3 minutes)

      South African Nursing Council

    • url icon
      Nurses Negligence and Malpractice URL
      Students must
      Mark as done

      Register for free on the Nursingcenter website and read the sections 'Defining and Tracking Malpractice' and 'Reducing Potential Liability' of this open-access article. (5 minutes)
      American Journal of Nursing

    • url icon
      Ethical issues in electronic health records: A general overview URL
      Students must
      Mark as done

      Read the entire page (15 minutes)

      Indian Society for Clinical Research

    • url icon
      Nursing documentation and recording systems of nursing care URL
      Students must
      Mark as done

      Read the section ‘purpose of Nursing Documentation' (7 minutes)

      Health Science Journal

    • Additional Learning Options

    • url icon
      Record Keeping and Documentation URL

      Read the entire page (7 minutes)

      Ausmed

    • Slide Deck Presentation

    • url icon
      Topic: Scope of Nursing Practice URL
    • quiz icon
      Quiz: Module 2: Lesson 16
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 17: Oncological emergencies - Cardiac Tamponade

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of cardiac tamponade. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for cardiac tamponade.
      5. List the nursing role to address cardiac tamponade in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 12 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Cardiac Tamponade URL
      Students must
      Mark as done

      Read: Entire article (4 minutes)

      MedlinePlus: Medical Encyclopedia

    • url icon
      The Cardiac Tamponade URL
      Students must
      Mark as done

      Read: Introduction, Etiology, Epidemiology, Pathophysiology, Evaluation, Treatment and Management, Enhancing Health care Team Outcomes (8 minutes)

      Statpearls

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergency_ Cardiac Tamponade URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 17
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 18: Oncological emergencies_ Disseminated Intravascular Coagulation (DIC)

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Disseminated Intravascular Coagulopathy (DIC).
      2. Describe the risk factors associated with DIC.
      3. List the clinical manifestations (signs and symptoms) associated with DIC. 
      4. Explain the nursing assessment for DIC.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 20 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Disseminated Intravascular Coagulation URL
      Students must
      Mark as done

      Read: Entire article till Living With (13 minutes)

      National Heart, Lungs, and Blood Institute

    • url icon
      Merck Manual: Disseminated Intravascular Coagulation (DIC) URL
      Students must
      Mark as done

      Read: Entire article up to Treatment of DIC (4 minutes)

      Merkmanual

    • url icon
      MedlinePlus: Disseminated intravascular coagulation (DIC) URL
      Students must
      Mark as done

      Read: Entire article up to possible complications (3 minutes)

      Medline Plus 

    • Slide Deck Presentation 

    • url icon
      Nursing Management of Oncological Emergency DIC URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 18
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 19:  Oncological Emergencies_ Hypercalcemia of Malignancy

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Hypercalcemia of Malignancy. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3.  List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 39 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Pathophysiology and management of hypercalcemia in malignancy URL
      Students must
      Mark as done

      Read the entire page. (44 minutes)

      Asian Journal of Oncology

    • url icon
      Hypercalcemia of malignancy: An update on pathogenesis and management URL
      Students must
      Mark as done

      Read: Entire Article (34 minutes)

      North American Journal of Medical Sciences

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergency_ Hypercalcemia of Malignancy URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 19
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 20: Oncologic Emergencies- Septic Shock

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of septic shock. 
      2. Describe the scope of the problem including etiology and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for septic shock, including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 52 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Surviving Sepsis Campaign: International Guidelines for Management of Sepsis and Septic Shock: 2016 URL
      Students must
      Mark as done

      Read contents of section ‘APPENDIX 1.: Recommendations and Best Practice Statements’. (17 minutes)

      Critical Care Medicine

    • url icon
      The Septic Shock URL
      Students must
      Mark as done

      Read the entire page. (5 minutes)

      Canadian Cancer Society

    • url icon
      The Third International Consensus Definitions for Sepsis and Septic Shock (Sepsis-3) URL
      Students must
      Mark as done

      Read contents of ‘Box1’, ‘Box 2’, ‘Box 3’, and ‘Box 4’. (3 minutes)

      Journal of American Medical Association

    • url icon
      Management of septic shock in the critically ill URL
      Students must
      Mark as done

      Read the entire article. (22 minutes)

      Oxford Medicine Online, Oxford Textbook of Critical Care (2 ed.)

    • url icon
      International critical care nursing considerations and quality indicators for the 2017 surviving sepsis campaign guidelines URL
      Students must
      Mark as done

      Read contents from section ‘International critical care nursing interventions for patients with sepsis’. (5 minutes)

      Intensive Care Medicine Journal

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncologic Emergency- Septic Shock URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 20
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Case Study

    • forum icon
      Sepsis Case Study Forum
      Students must
      View
      Start discussions: 1
    • quiz icon
      Quiz: NCSBN Sepsis Case Study
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 21: Nursing Management of Oncological Emergencies- Spinal Cord Compression

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Spinal Cord Compression. 
      2. Describe the scope of the problem, including the etiology and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for spinal cord compression including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 35 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Spinal cord compression URL
      Students must
      Mark as done

      Read the entire page (5 minutes)

      Cancer Research UK

    • url icon
      The Spinal Cord Compression URL
      Students must
      Mark as done

      Read the entire page (8 minutes)

      JOHNS HOPKINS MEDICINE

    • url icon
      Oncology Emergency Series: Understanding spinal cord compression URL
      Students must
      Mark as done

      Read the entire pages 44-50 (22 minutes)

       Wolters Kluwer Health

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - Spinal Cord Compression URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 21
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 22: Nursing Management of Oncological Emergencies- Increased Intracranial Pressure

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Increased Intracranial Pressure (ICP).
      2. Describe the scope of the problem including the etiology and risk factors for this oncologic emergency. 
      3. List the clinical manifestations associated with this emergency situation. 
      4. Explain the nursing assessment for ICP, including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute):  24 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Increased Intracranial Pressure URL
      Students must
      Mark as done

      Read the section  from 'Introduction' to 'Prognosis' (11 minutes)

      NCBI

    • url icon
      The Increased Intracranial Pressure URL
      Students must
      Mark as done

      Read the entire page (5 minutes)

      Canadian Cancer Society

    • url icon
      Raised Intracranial Pressure URL
      Students must
      Mark as done

      Read the section 'Management' (8 minutes)

      BMJ

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - Increased Intracranial Pressure URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 22
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 23: Nursing Management of Oncological Emergencies-Superior Vena Cava Syndrome

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Superior Vena Cava Syndrome. 
      2. Describe the scope of the problem, including the etiology and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for superior vena cava syndrome, including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute):  13 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Superior Vena Cava Syndrome URL
      Students must
      Mark as done

      Read the entire page (5 minutes)

      American Society of Clinical Oncology

    • url icon
      The Superior Vena Cava Syndrome URL
      Students must
      Mark as done

      Read the entire page (8 Minutes)

      StatPearls

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - Superior Vena Cava Syndrome URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 23
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 24: Nursing Management of Oncological Emergencies-SIADH

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of SIADH. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for SIADH, including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.
      Approximate time required for the readings for this lesson (at 144 words/minute):  26 mins.
       
      Required Learning Resources and Activities
    • url icon
      A Syndrome of Inappropriate Antidiuretic Hormone URL
      Students must
      Mark as done

      Read the entire page (4 minutes)

      Canadian Cancer Society

    • url icon
      Guidelines for the Management of Oncologic Emergencies in Adult Patients – Full Version URL
      Students must
      Mark as done

      Download the PDF document ‘Oncologic Emergencies Guidelines’ and read page 20. (1 minute)
      Cancer Care Nova Scotia

    • url icon
      Clinical management of SIADH URL
      Students must
      Mark as done

      Read the section from 'What is SIADH?' to Treatment of SIADH using general and indirect means (21 minutes)

      SAGE Journals

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - SIADH URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 24
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 2: Lesson 25: Oncological Emergency_ Tumor Lysis Syndrome

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Tumor Lysis Syndrome. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for Tumor Lysis Syndrome, including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute): 29 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Diagnosis and management of tumor lysis syndrome. URL
      Students must
      Mark as done

      Read the entire article. (12 minutes) 

      NCBI

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergency- Tumor Lysis Syndrome URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 25
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module: 2: Lesson: 26 Nursing Management of Oncological Emergencies- Hemorrhagic Cystitis

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of hemorrhagic cystitis. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for hemorrhagic cystitis including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute):  39 mins.

       
      Required Learning Resources and Activities
    • url icon
      The Hemorrhagic Cystitis URL
      Students must
      Mark as done

      Read the entire page (7 minutes)

      NSW

    • url icon
      Hemorrhagic cystitis in cancer patients URL
      Students must
      Mark as done

      Read the section 'Prevention' and 'Management' (26 minutes)

      UpToDate

    • url icon
      Mechanisms of hemorrhagic cystitis URL
      Students must
      Mark as done

      Read the section ‘Mechanisms of bladder inflammation in people’ (6 minutes)

      NCBI

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - Hemorrhagic Cystitis URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 26
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module: 2 Lesson: 27: Nursing Management of Oncological Emergencies- Anaphylaxis

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the underlying pathophysiology of Anaphylaxis. 
      2. Describe the scope of the problem including the incidence, etiology, and risk factors for this oncologic emergency. 
      3. List the clinical manifestations that are associated with this emergency situation. 
      4. Explain the nursing assessment for Anaphylaxis including relevant diagnostic tests.
      5. Characterize the nursing interventions and supportive care important to address this problem in a timely and effective manner.

      Approximate time required for the readings for this lesson (at 144 words/minute):  43 mins.

       
      Required Learning Resources and Activities
    • url icon
      The Pathophysiology of Anaphylaxis URL
      Students must
      Mark as done

      Read the section ‘Immunologic Mechanism of Anaphylaxis’ to ‘Other potential mediators’ (32 minutes)
      The Journal of allergy and clinical immunology

    • url icon
      The Anaphylaxis URL
      Students must
      Mark as done

      Read the section Etiology of Anaphylaxis’ and ‘Pathophysiology’ (1 minutes)

      MSD Manual

    • url icon
      The Allergic Reaction URL
      Students must
      Mark as done

      Read the entire page (4 minutes)

      Virginia Cancer Institute

    • url icon
      Management of infusion reactions to systemic anticancer therapy: ESMO Clinical Practice Guidelines URL
      Students must
      Mark as done

      Read Table 2. Clinical criteria for diagnosing Anaphylaxis and Management (6 minutes)

      ESMO

    • Slide Deck Presentation

    • url icon
      Nursing Management of Oncological Emergencies - Anaphylaxis URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 2: Lesson 27
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Case Study for Clinical Judgment

    • forum icon
      Anaphylactic Drug Reaction Case Study Forum
      Students must
      View
      Start discussions: 1
    • quiz icon
      Quiz: NCSBN Anaphylactic Drug Reaction
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

  • Module 3: Enablers and Traits

    This unit addresses the skills the nurses need related to cancer prevention and treatment, including effective communication, knowledge of change and conflict management, and use of technology. The concepts of critical thinking and clinical judgment, along with learning agility and self-care, are introduced as essential skills needed by the oncologic nurse. The importance of cultural competence and the identification of unconscious bias is introduced as key elements in nursing practice.

    • Module 3: Lesson 1: Effective Communication

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the fundamentals of communicating clearly and concisely, both orally and in writing.
      2. Summarize the principles of facilitation skills to help in decision-making. 
      3. Describe the learning needs of the adult learner.
      4. Describe the principles to effectively teach virtual coaching/learning situations to inspire and engage team members.
      5. Use skills to effective coaching in individual and group situations to inspire and engage team members.

      Approximate time required for the readings for this lesson (at 144 words/minute):  2 hours and 38 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Effective communication in Nursing URL
      Students must
      Mark as done

      Read the contents from ‘Principles of Communication’ to ‘Counter-productive communication techniques’. (30 minutes)

      IntechOpen

    • url icon
      The Nurse's Role in Patient Education URL
      Students must
      Mark as done

      Read the entire article. (5 minutes)

      Arkansas State University

    • url icon
      Principles of adult learning URL
      Students must
      Mark as done

      Read the contents of sections ‘Educating adult patients, carers and family members’, ‘Communication in cancer care’. (5 minutes)

      Cancer Australia Website, eviQ

    • url icon
      Tips on Facilitating Effective Group Discussions URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)

      Brown University

    • url icon
      What is nurse coaching? URL
      Students must
      Mark as done

      Read the contents of section ‘What is nurse coaching?’. (3 minutes)

      American Holistic Nurses Association

    • url icon
      Barriers to communication URL
      Students must
      Mark as done

      Watch the video clip and take notes of the good and poor communication. Identify barriers and promoters of effective communication. (5 minutes)

      Mesa Community College

    • Additional Learning Options

    • url icon
      Patient-Centered Communication and Shared Decision Making URL

      Read the entire article. (1 hour and 40 minutes)

      Institute of Medicine

    • Slide Deck Presentation

    • url icon
      Effective Communication URL
    • quiz icon
      Quiz: Module 3: Lesson 1
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 2: Evidence Based Practice

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define Evidence Based Practice (EBP). 
      2. Discuss the significance of EBP to positive patient outcomes. 
      3. Describe the components and process of EBP.
      4. Explain the role of nursing research in patient care.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 33 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice URL
      Students must
      Mark as done

      Read the entire article. (11 minutes)

      American Journal of Nursing

    • url icon
      Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context URL
      Students must
      Mark as done

      Read the contents of section ‘Expertise’ in the literature review of this article. (2 minutes)

      Research in Nursing and Health

    • url icon
      What do patient values and preferences mean? URL
      Students must
      Mark as done

      Read the contents of section ‘Determinants of patient’s values’, pages 876-878. (6 minutes).

      Patient Education and Counselling Journal

    • url icon
      Igniting a Spirit of Inquiry URL
      Students must
      Mark as done

      Read the entire article. (12 minutes)

      American Journal of Nursing

    • url icon
      Asking the Clinical Question URL
      Students must
      Mark as done

      Read the entire article. (12 minutes). 

      American Journal of Nursing

    • url icon
      Searching for the Evidence URL
      Students must
      Mark as done

      Read the entire article. (19 minutes). 

      American Journal of Nursing

    • url icon
      Rapid Critical Appraisal URL
      Students must
      Mark as done

      Read the contents from ‘Rapid Critical Appraisal’. (16 minutes)

      American Journal of Nursing

    • url icon
      Implementing an Evidence-Based Practice Change URL
      Students must
      Mark as done

      Read the contents starting from ‘Engaging the Stakeholders’. (15 minutes). 

      American Journal of Nursing

    • url icon
      Addiction, Opioids and Pain: Exemplar Nursing Science URL
      Students must
      View
      Watch the entire video. (60 minutes)

    • Slide Deck Presentation

    • url icon
      The Evidence-Based Practice URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module: 3 Lesson 3: Change Management

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe several change theories.
      2. Explain the change process. 
      3. Describe what is meant by learning organizations.
      4. Identify strategies to bring about change.

      Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 8 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Choosing Strategies for Change URL
      Students must
      Mark as done

      Read the entire article starting from 'Diagnosing Resistance'. (30 minutes)

      Harvard Business Review

    • url icon
      The Force field Analysis URL
      Students must
      Mark as done

      Read the entire article. (2 minutes)

      University of Cambridge

    • url icon
      Chaos Theory and Nursing URL
      Students must
      Mark as done

      Read the contents from 'Introduction' to 'Conclusion' (12 minutes)

      International Journal of Caring Sciences

    • url icon
      5 CRITICAL STEPS IN THE CHANGE MANAGEMENT PROCESS URL
      Students must
      Mark as done

      Read the entire page (7 minutes)

      Harvard Business School Online

    • url icon
      Learning Organization URL
      Students must
      Mark as done

      Read the contents from 'The learning organizations' to 'Team learning'. (16 minutes). 

      Infed.org

    • url icon
      Change management and Communication URL
      Students must
      Mark as done

      Read the entire document. (22 minutes). 

      Commonwealth of Australia

    • url icon
      Factors influencing large-scale change in healthcare URL
      Students must
      Mark as done

      Read the contents of 'Table: 2 Factors influencing large-scale change in healthcare'. (6 minutes)

      Sax Institute

    • url icon
      Leading change URL
      Students must
      Mark as done

      Read the contents of 'Idea in brief' and 'Idea in practice' of page no.1. (4 minutes).

      Harvard Business Review

    • url icon
      9 key healthcare trends in the 2020s URL
      Students must
      Mark as done

      Read the content of section '9 key healthcare trends in 2020s'. (3 minutes)

      Healthcare Financial Management Association

    • url icon
      Organizational Change URL
      Students must
      Mark as done

      Read the contents starting from 'Planning and Executing Change Effectively'. (16 minutes)

      University of Minnesota

    • url icon
      Diffusion of Innovation Theory URL
      Students must
      Mark as done

      Read the entire article. (6 minutes)

      Boston University School of Public Health

    • url icon
      Bridges Transition Model URL
      Students must
      Mark as done

      Read the entire article. (4 minutes)

      William Bridges Associates

    • Slide Deck Presentation

    • url icon
      Change Management. URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 3
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 4: Critical Thinking

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define Critical Thinking, Clinical Reasoning, and Clinical Judgment.
      2. Identify the components of Critical Thinking. 
      3. Explain the relationship of Critical Thinking, Critical Reasoning, and Clinical  Judgment.

      Approximate time required for the readings for this lesson (at 144 words/minute): 49 minutes.

       
      Required Learning Resources and Activities
    • url icon
      The Praxis of Critical Thinking in Nursing URL
      Students must
      Mark as done

      Read contents of pages 18-19, 22-23, 25, 39-42, 44, 54, 58, 67, 83, 87, 97-98, and 114. (39 minutes)

      By Nancyruth Leibold

    • url icon
      Next Generation NCLEX News URL
      Students must
      Mark as done

      Read contents of page 3. (2 minutes)

      NCSBN

    • url icon
      Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing URL
      Students must
      Mark as done

      Read the content of the section 'Research-based model of clinical judgment'. (8 minutes). 

      Christine A. Tanner

    • Slide Deck presentation

    • url icon
      Critical Thinking and Clinical Judgment URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 4
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 5: Conflict Management

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe conflict management and its benefits in health workplace.
      2. Describe the optimal environment for dialogue in conflict management and resolution.
      3. Describe communication skills to manage a conflict, taking into account the roles of those involved.

      Approximate time required for the readings for this lesson (at 144 words/minute): 48 minutes.

       
      Required Learning Resources and Activities
    • url icon
      What is Conflict and What Does it Look Like in the Workplace? URL
      Students must
      Mark as done

      Read the entire article (6 minutes)

      Cranaplus

    • url icon
      Causes of Conflict in Organizations URL
      Students must
      Mark as done

      Read contents of section 'Why organizations have so much conflict?'. (3 minutes)

      OpenStax

    • url icon
      Five Methods for Managing Conflict URL
      Students must
      Mark as done

      Read the entire page (4 minutes)

      University of Southampton

    • url icon
      Top Tips for Handling Conflict in Your Team URL
      Students must
      Mark as done

      Read the entire page (5 minutes)

      University of Southampton

    • url icon
      Taking an Assertive Approach to Conflict Resolution URL
      Students must
      Mark as done

      Read the "Different approach of Conflict Management" (2 minutes)

      American Management Association

    • url icon
      Being assertive: Reduce stress, communicate better URL
      Students must
      Mark as done

      Read the entire page (8 minutes)

      Mayo Clinic

    • url icon
      The Assertive Communication URL
      Students must
      Mark as done

      Read the entire article (6 minutes)

      Healthy WA, Department of Health, Government of Western Australia.

    • url icon
      What Are the Five Conflict Resolution Strategies? URL
      Students must
      Mark as done

      Read: The Thomas-Kilmann Model (2 Minutes)

      Community Portland College

    • url icon
      How to Be Assertive (Without Losing Yourself) URL
      Students must
      Mark as done

      Read: The Entire Article (12 Minutes)

      Harvard Business Review

    • Slide Deck Presentation

    • url icon
      Conflict Management URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 5
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 6: Use of Technology

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Identify the significance of technology related to patient care. 
      2. Describe various types of technology resources.
      3. Explore the elements of systematic inquiry.
      4. Describe the nurse’s role in the use of technology resources related to patient care and outcomes.
      5. Explore future trends in information technology in healthcare.

      Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 12 minutes.

       
      Required Learning Resources and Activities
    • url icon
      What is Nursing Informatics and Why is it so Important? URL
      Students must
      Mark as done

      Read the entire first page, contents of 'Building blocks of nursing communication' in the second page, and contents of the section 'Privacy, confidentiality and security of health information' on the third page. (6 minutes)

      Canadian Nurses Association

    • url icon
      Balancing care with technology URL
      Students must
      Mark as done

      Read the entire article. (3 minutes)

      Nursing Management (Springhouse)

    • url icon
      Health IT Standards URL
      Students must
      Mark as done

      Read the entire article. (3 minutes)

      The Office of the National Coordinator for Health Information Technology (ONC)

    • url icon
      An Informatics Infrastructure Is Essential for Evidence-based Practice URL
      Students must
      Mark as done

      Read the entire article. (6 minutes)

      Journal of the American Medical Informatics Association

    • url icon
      Nurses and the use of computer technology URL
      Students must
      Mark as done

      Read the entire article. (5 mintes)

      Registered Nurse's Association of Ontario

    • url icon
      The Impact of Emerging Technology on Nursing Care URL
      Students must
      Mark as done

      Read the entire article. (47 minutes)

      Online Journal of Issues in Nursing

    • url icon
      Computerized Provider Order Entry URL
      Students must
      Mark as done

      Read the entire article. (7 minutes).

      Agency of Healthcare Research and Quality

    • url icon
      2020: Emerging Technology in Global Nursing Care URL
      Students must
      Mark as done

      Read the entire page (11 minutes)

      HIMSS

    • url icon
      Digital Technology and the Future of Health Systems URL
      Students must
      Mark as done

      Read the contents starting from 'A New World of Healthcare' to 'Challenges'. (16 minutes).

      Health Systems & Reforms Journal

    • Additional Learning Material

    • url icon
      New Technology in Nursing Education and Practice URL

      Read the entire page (22 minutes)

      IOSR Journal of Nursing and Health Science (IOSR-JNHS)

    • Slide Deck Presentation

    • url icon
      Use of Technology URL
    • quiz icon
      Quiz: Module 3: Lesson 6
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 7: Learning Agility

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define learning agility.
      2. Describe the importance of learning agility in oncology nursing.
      3. Describe the dimensions of learning agility and the practices for assessing learning.
      4. Identify the capabilities needed to perform in a new situation.

      Approximate time required for the readings for this lesson (at 144 words/minute): 22 minutes.

       
      Required Learning Resources and Activities
    • url icon
      High Potentials as High Learners URL
      Students must
      Mark as done

      Read ‘People Agility’, ‘ Results Agility’, ‘Mental Agility’, ‘Change Agility’ and ‘Summary of the characteristics of the learning agile’. (2 minutes)

      Human Resource Management Journal

    • url icon
      Workforce agility: An answer to turbulence in acute care nursing environments? URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)

      Nursing Management (Springhouse)

    • url icon
      Tips for Improving Your Learning Agility URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)

      Center for Creative Leadership

    • Slide Deck Presentation

    • url icon
      Learning Agility URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 7
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 8: Self-Care

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the concept of compassion fatigue, triggers, signs and symptoms, and treatment.
      2. Compare and contrast self-care practices that promote psychological and physical well-being.
      3. Describe stress management techniques such as yoga, meditation, mindfulness, and journaling.

      Approximate time required for the readings for this lesson (at 144 words/minute): 12 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Preventing Compassion Fatigue: Caring for Yourself URL
      Students must
      Mark as done

      Read: Section ‘Self-care strategies’ (6 minutes)

      National Association for the Education of Young Children

    • url icon
      Self-care for nurses URL
      Students must
      Mark as done

      Read the entire page (2 minutes)

      Australian Government Cancer Australia: EdCaN

    • url icon
      Compassion Fatigue in Oncological Nursing URL
      Students must
      Mark as done

      Read the entire page (2 minutes)

      New Jersey City University

    • url icon
      Continuing Education URL
      Students must
      Mark as done

      Read ‘DEFINITIONS AND DISTINCTIONS’ and table 1. Symptoms of compassion fatigue (2 minutes)

      Oncology Nurse Advisor

    • Slide Deck Presentation

    • url icon
      Topic: Self-Care URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 8
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 3: Lesson 9: Unconscious Bias - Conscious Inclusion

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define Implicit and explicit bias.
      2. Describe the concept of implicit bias on the judgment and behavior of health practices.
      3. Recognize nursing's best practices to avoid and address implicit biases.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 19 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Module 3: Bias and Well-Meaning People URL
      Students must
      Mark as done

      Read the content of sections on 'Introduction, 'Two types of Bias', 'How is it Possible', 'It's HOw We are Wired' and 'The Neuroscience'. Videos are optional. (9 minutes)

      National Center for Cultural Competence, Georgetown University

    • url icon
      The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It URL
      Students must
      Mark as done

      Read the entire article. (36 minutes) 

      The Journal of Infectious Disease

    • url icon
      Implicit Racial/Ethnic Bias Among Health Care Professionals and Its Influence on Health Care Outcomes: A Systematic Review URL
      Students must
      Mark as done

      Read sections on ‘PLAIN-LANGUAGE SUMMARY’. (3 minutes)

      American Journal of Public Health

    • url icon
      Implicit bias in healthcare professionals: a systematic review URL
      Students must
      Mark as done

      Read the content of pages 8-16. (22 minutes)

      American Academy of Family Physicians

    • url icon
      Long-term reduction in implicit race bias: A prejudice habit-breaking intervention URL
      Students must
      Mark as done

      Read content on section ‘Strategies for reducing implicit race bias’. (4 minutes)

      Journal of Experimental Social Psychology

    • url icon
      Five strategies to combat unconscious bias URL
      Students must
      Mark as done

      Read the content on ‘Tapping five strategies’ and ‘Positive changes’.(5 minutes)

      Nursing2021

    • Slide Deck Presentation

    • url icon
      Unconscious Bias- Conscious Inclusion URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 3: Lesson 9
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 4: Health Care Systems and Legislation

    This unit provides an overview of the health care landscape within the local community and addresses how it affects nursing case management. Concepts related to nursing management and multidisciplinary team roles are explored.

    • Module 4: Lesson 1: Health Care Landscape in South Africa

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the South African healthcare system.
      2. Describe how Medical Aid Schemes function.
      3. Define Prescribed Minimum Benefits.
      4. Define a “treatable” cancer.

      Approximate time required for the readings for this lesson (at 144 words/minute): 10 minutes.

       
      Required Learning Resources and Activities

    • Slide Deck Presentation

    • url icon
      Health Care Landscape in South Africa. URL
      Students must
      Mark as done

    • Module 4: Lesson 2: Nursing Case Management, Nurse Manager, and Multidisciplinary Team Roles

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Define case management.
      2. Describe the role of the Oncology Case Manager in a multidisciplinary team when caring for cancer patients.
      3. Describe the role of the Nurse Manager in a multidisciplinary team when caring for cancer patients.
      4. Describe the importance of a multidisciplinary team approach when caring for cancer patients.

      Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 7 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Role of case manager URL
      Students must
      View

      Read entire page starting from 'Introduction' section.

    • url icon
      A multidisciplinary approach in providing transitional care for patients with advanced cancer URL
      Students must
      View

      Read the entire article.

    • forum icon
      Discussion Forum: Nursing Case Management, Nurse Manager, and Multidisciplinary Team Roles (230 minutes)
      Students must
      View
      Start discussions: 1

      In this activity, you will describe the important role of a nurse manager in a multidisciplinary team and using a multidisciplinary approach when caring for patients with co-occurring advanced cancer and substance use disorder [SUD]

      Step 1. Review [30 minutes]

      Review the hypothetical scenario below

      Imagine yourself applying for the position of nurse manager in a healthcare facility caring for patients with co-occurring cancer and substance use disorder.  You are about to be interviewed by the soon-to-retire nurse manager of the facility. As this is the final interview, you are asked to create a fictional case scenario simulating the role of a nurse manager in a multidisciplinary team in the same facility.

      Step 2. Respond [180 minutes]

      Prepare a 200-500 word response to present your fictional case scenario with the following inclusions:

      • Description of your tasks and responsibilities as a nurse manager in a multidisciplinary team within the healthcare facility mentioned in Step 1.
      • Daily challenges that you may encounter as a nurse manager
      • Strategies and practices that you will apply as a nurse manager to surpass these challenges.
      • Importance of a multidisciplinary team approach in this kind of setting.

      Step 3. Share [10 minutes]

      To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

      Step 4: Interact [10 minutes]

      To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. Your response should respond to each of the three framework elements indicated in the table. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

      OPTIONAL Step 5: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • Slide Deck Presentation

    • url icon
      Nursing Case Management URL
      Students must
      Mark as done
    • quiz icon
      Quiz: Module 4: Lesson 2
      Students must
      View
      Receive a grade
      Receive a passing grade

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Pediatric Oncology (Optional)

    This unit offers an overview of the care and management of pediatric patients with cancer and hematologic disorders, covering assessment, treatment modalities, specific cancers, emergencies, and holistic care, while emphasizing both medical and nursing management strategies to prepare healthcare professionals for the unique challenges of caring for children with cancer and their families.

  • Module 5: Unit 1: Overview Unit Objectives

    Learning Unit Outcomes:
    • Discuss the basic concepts related to pediatric oncology and hematology care.
    • Apply knowledge of child growth and development to pediatric oncology and hematology patients.
    • Interpret lab values and understand their implications for a child’s health status.
    • Implement nursing management strategies based on assessing children and interpreting lab values.
    • Apply concepts related to care, including understanding the hematopoietic stem cell chart, interpreting a CBC, implementing neutropenic precautions, and managing fevers.

    • Module 5: Unit 1: Lesson 1: Assessment of Children

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Assess the physical and emotional state of a child with cancer or a hematologic disorder.
      2. Identify signs and symptoms that may indicate changes in the child’s condition.
      3. Apply nursing management principles to plan and implement appropriate care based on the assessment findings.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 14 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Assessment of Children Summary URL

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 1 Assessment of Children URL
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 2: Growth and Development

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Identify the impact of cancer or a hematologic disorder on a child’s growth and development.
      2. Describe the developmental milestones and how they may be affected by disease or treatment.
      3. Identify nursing interventions to support average growth and development and address identified issues.

      Approximate time required for the readings for this lesson (at 144 words/minute): 53 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Growth and Development URL
      Students must
      View

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 2 Growth and Development URL
      Students must
      View
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 3: Lab Values

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Interpret lab values and understand their implications for a child’s health status.
      2. Identify abnormal lab values that may indicate complications or side effects of treatment.
      3. Utilize nursing management strategies to monitor lab values and manage any identified issues.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 12 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Lab Values URL

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 3 Lab Values URL
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 3

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 4: Risk of Infection and Neutropenic Precautions

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Explain the rationale for neutropenic precautions and the potential consequences of neutropenia.
      2. Describe how to implement neutropenic precautions to prevent infections in children with cancer or a hematologic disorder.
      3. Apply nursing management strategies to monitor for signs of infection and intervene.

      Approximate time required for the readings for this lesson (at 144 words/minute): 36 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Neutropenic Precautions URL

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 4 Risk of Infection and Neutropenic Precautions URL
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 4

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 5: Management of Common Side Effects

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the side effects and include cause, treatment, and nursing management of the following common side effects of cancer treatment: Fevers; Skin concerns; Nausea and vomiting; Diarrhea and constipation; Fatigue; Knowledge deficit.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 30 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Management of Common Side Effects URL
      Students must
      View

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 5 Management of Common Side Effects URL
      Students must
      View
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 6: Nutrition and Hydration

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Discuss the significance of nutrition and hydration in children undergoing cancer treatment.
      2. Describe the causes of alterations in nutrition and hydration in children undergoing cancer treatment.
      3. Outline the nursing management and interventions related to nutrition and hydration in a child undergoing cancer treatment.

      Approximate time required for the readings for this lesson (at 144 words/minute): 50 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Nutrition and Hydration Summary URL

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 6 Nutrition and Hydration URL
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 6

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 1: Lesson 7: Communication and Age-Specific Concerns in Pediatric Oncology

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Discuss the unique communication considerations of pediatric oncology patients at varying developmental stages.
      2. Describe how age influences the experience of pediatric oncology patients in terms of communication.
      3. Develop nursing interventions and strategies to support appropriate communication with pediatric oncology patients based on their age and developmental level.

      Approximate time required for the readings for this lesson (at 144 words/minute): 52 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Communication and Age-Specific Concerns in Pediatric Oncology URL

    • Slide Deck Presentation

    • url icon
      Unit 1 Lesson 7 Communication and Age-Specific Concerns in Pediatric Oncology URL
    • quiz icon
      Quiz: Module 5: Unit 1: Lesson 7

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Unit 1 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Unit 2: Treatment Modalities

    Unit Learning Outcomes:
    • Describe the various treatment modalities in pediatric oncology and hematology.
    • Identify the impact of these treatments on the growth and development of pediatric patients.
    • Evaluate the late effects of these treatments.
    • Apply nursing management strategies in the care of pediatric patients undergoing these treatments.

    • Module 5: Unit 2: Lesson 1: Immunotherapy, Chemotherapy, Surgery and Radiation 

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the principles and mechanisms of immunotherapy, chemotherapy, surgery, and radiation in pediatric oncology.
      2. Evaluate the effect of immunotherapy, chemotherapy, surgery, and radiation on the growth and development of pediatric patients.
      3. Identify the potential late effects of immunotherapy, chemotherapy, surgery, and radiation.
      4. Apply nursing management strategies in the care of pediatric patients undergoing immunotherapy, chemotherapy, surgery, and radiation.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 17 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Immunotherapy, Chemotherapy, Surgery and Radiation URL

    • Slide Deck Presentation

    • url icon
      Unit 2 Lesson 1 Immunotherapy, Chemotherapy, Surgery and Radiation URL
    • quiz icon
      Quiz: Module 5: Unit 2: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 2: Lesson 2: Stem Cell Transplant and Advanced Therapies

       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      1. Describe the principles and mechanisms of stem cell transplants and T-cell therapies in pediatric oncology.
      2. Explain the potential impact of these advanced therapies on the growth and development of pediatric patients.
      3. Identify the potential acute and late effects of these advanced therapies.
      4. Apply nursing management strategies in the care of pediatric patients undergoing these.

      Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 15 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Stem Cell Transplant and Advanced Therapies URL

    • Slide Deck Presentation

    • url icon
      Unit 2 Lesson 2 Stem Cell Transplant and Advanced Therapies URL
    • quiz icon
      Quiz: Module 5: Unit 2: Lesson 2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Unit 2 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Unit 3: Cancers in Childhood

    Unit Learning Outcomes:
    • Describe the definitions and presentations of pediatric leukemias and lymphomas.
    • Identify the symptoms associated with pediatric leukemias and lymphomas.
    • Discuss the medical management of pediatric leukemias and lymphomas.
    • Outline the nursing management of pediatric patients with leukemias and lymphomas.

    • Module 5: Unit 3: Lesson 1: Leukemias and Lymphomas

      Student Learning Outcomes:

      a. Leukemias:
          i) Acute lymphoblastic leukemia 
          ii) Acute myeloid leukemia 
      b. Lymphomas:
          i) Hodgkin lymphoma
          ii) Non-Hodgkin lymphoma

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 40 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Leukemias and Lymphomas URL

    • Slide Deck Presentation

    • url icon
      Unit 3 Lesson 1 Leukemias and Lymphomas URL
    • quiz icon
      Quiz: Module 5: Unit 3: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 3: Lesson 2: Solid Tumors

      Student Learning Outcomes:

      1. Define and describe the presentation of common pediatric solid tumors, including medulloblastoma, gliomas, neuroblastoma, Wilms tumor, rhabdomyosarcoma, retinoblastoma, and Ewing sarcoma.
      2. Identify the symptoms associated with each of these pediatric solid tumors.
      3. Discuss the medical management of pediatric solid tumors.
      4. Outline the nursing management of pediatric patients with solid tumors.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 44 minutes.

      Required Learning Resources and Activities
    • url icon
      Solid Tumors URL

    • Slide Deck Presentation

    • url icon
      Unit 3 Lesson 2 Solid Tumors URL
    • quiz icon
      Quiz: Module 5: Unit 3: Lesson 2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Unit 3 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Unit 4: Pediatric Emergencies

    Unit Learning Outcomes:

    • Describe the following pediatric emergencies in children with cancer.
    • Describe the medical management and the nursing management of pediatric oncologic emergencies.

    • Module 5: Unit 4: Lesson 1: Pediatric Emergencies 

      Student Learning Outcomes:

      • Describe the following pediatric oncologic emergencies in children with cancer:

        a. Tumor lysis syndrome

        b. Febrile neutropenia

        c. Increased intracranial pressure/brain herniation

        d. Superior vena cava obstruction

        e. Spinal cord compression

        f. Hyperleukocytosis

        g. Typhlitis

        h. Malignant GI obstruction

        i. Hypercalcemia

        j. Posterior reversible encephalopathy syndrome

        k. Cardiac tamponade l. disseminated intravascular coagulation

      • Discuss the medical management of each pediatric oncologic emergency listed above.

      • Outline the nursing management for each pediatric oncologic emergency listed above.

      Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 22 minutes.

      Required Learning Resources and Activities
    • url icon
      Pediatric Emergencies URL

    • Slide Deck Presentation

    • url icon
      Unit 4 Lesson 1 Pediatric Emergencies URL
    • quiz icon
      Quiz: Module 5: Unit 4: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Unit 4 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Unit 5: Hematologic Disorders

    Unit Learning Outcomes:

    • Describe the various hematologic disorders in pediatric patients.
    • Identify the symptoms and presentation of these disorders.
    • Define the medical management of these disorders.
    • Apply nursing management and interventions in pediatric patients with hematologic disorders.

    • Module 5: Unit 5: Lesson 1: Red Blood Cell and Iron Disorders

      Student Learning Outcomes:

      1. Describe the various red blood cell and iron disorders in pediatric patients, including:

        a. Sickle cell disease

        b. Anemias

        c. Thalassemia

        d. Iron deficiency anemia

        e. Megaloblastic anemia

        f. Hemolytic anemia

        g. Hemochromatosis

      2. Identify the symptoms and presentation of red blood cell and iron disorders mentioned above in pediatric patients

      3. Define the medical management of red blood cell and iron disorders mentioned above in pediatric patients

      4. Apply nursing management and interventions in pediatric patients with the red blood cell and iron disorders mentioned above

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 41 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Red Blood Cell and Iron Disorders URL

    • Slide Deck Presentation

    • url icon
      Unit 5 Lesson 1 Red Blood Cell and Iron Disorders URL
    • quiz icon
      Quiz: Module 5: Unit 5: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 5: Lesson 2: Bleeding Disorders

      Student Learning Outcomes:

      1. Describe the various bleeding disorders in pediatric patients, including:

        a. Hemophilia

        b. Von Willebrand Disease

        c. Thrombocytopenia and platelet dysfunctions

        d. Fibrinogen disorders

      2. Identify the symptoms and presentation of bleeding disorders mentioned above in pediatric patients

      3. Define the medical management of the bleeding disorders mentioned above in pediatric patients

      4. Apply nursing management and interventions in pediatric patients with the bleeding disorders mentioned above

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 10 minutes.

      Required Learning Resources and Activities
    • url icon
      Bleeding Disorders URL

    • Slide Deck Presentation

    • url icon
      Unit 5 Lesson 2 Bleeding Disorders URL
    • quiz icon
      Quiz: Module 5: Unit 5: Lesson 2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 5: Lesson 3: Thrombosis and Coagulation Disorders

      Student Learning Outcomes:

      1. Describe the various thrombosis and coagulation disorders in pediatric patients, including Inherited coagulation disorders and Thrombosis
      2. Identify the symptoms and presentation of the thrombosis and coagulation disorders mentioned above in pediatric patients
      3. Define the medical management of the thrombosis and coagulation disorders mentioned above in pediatric patients
      4. Apply nursing management and interventions in pediatric patients with the thrombosis and coagulation disorders mentioned above

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 42 minutes.

      Required Learning Resources and Activities
    • url icon
      Thrombosis and Coagulation Disorders URL

    • Slide Deck Presentation

    • url icon
      Unit 5 Lesson 3 Thrombosis and Coagulation Disorders URL
    • quiz icon
      Quiz: Module 5: Unit 5: Lesson 3

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 5: Lesson 4: Autoimmune Blood Cell Disorders

      Student Learning Outcomes:

      1. Describe the various autoimmune blood cell disorders in pediatric patients, including Immune thrombocytopenia and Autoimmune hemolytic anemia
      2. Identify the symptoms and presentation of the autoimmune blood cell disorders mentioned above in pediatric patients
      3. Define the medical management of the autoimmune blood cell disorders mentioned above in pediatric patients
      4. Apply nursing management and interventions in pediatric patients with the autoimmune blood cell disorders mentioned above

      Approximate time required for the readings for this lesson (at 144 words/minute): 53 minutes.

      Required Learning Resources and Activities
    • url icon
      Autoimmune Blood Cell Disorders URL

    • Slide Deck Presentation

    • url icon
      Unit 5 Lesson 4 Autoimmune Blood Cell Disorders URL
    • quiz icon
      Quiz: Module 5: Unit 5: Lesson 4

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 5: Lesson 5: Bone Marrow Failure Syndromes

      Student Learning Outcomes:

      1. Describe the various bone marrow failure syndromes in pediatric patients, including Aplastic anemia and Myelodysplastic syndrome
      2. Identify the symptoms and presentation of the bone marrow failure syndromes mentioned above in pediatric patients
      3. Define the medical management of the bone marrow failure syndromes mentioned above in pediatric patients
      4. Apply nursing management and interventions in pediatric patients with the bone marrow failure syndromes mentioned above

      Approximate time required for the readings for this lesson (at 144 words/minute): 55 minutes.

      Required Learning Resources and Activities
    • url icon
      Bone Marrow Failure Syndromes URL

    • Slide Deck Presentation

    • url icon
      Unit 5 Lesson 5 Bone Marrow Failure Syndromes URL
    • quiz icon
      Quiz: Module 5: Unit 5: Lesson 5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • quiz icon
      Unit 5 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

  • Module 5: Unit 6: Holistic Care

    Unit Learning Outcomes:

    • Demonstrate comprehensive understanding and proficiency in providing holistic care to pediatric oncology patients and their families.
    • Assess and manage pain effectively, utilizing various methods of pain management.
    • Navigate ethical dilemmas commonly encountered in pediatric oncology care.
    • Communicate empathetically with patients and families about end-of-life care decisions.
    • Support families through pediatric oncology treatment challenges, providing emotional and educational support.
    • Facilitate informed decision-making by patients and families regarding treatment options.
    • Provide survivorship support, addressing both the long-term physical and psychological effects of pediatric cancer treatment.
    • Address fertility preservation needs and discuss reproductive rights with patients and families.
    • Integrate alternative and adjunctive therapies into patient care plans as appropriate.

    • Module 5: Unit 6: Lesson 1: Pain Management

      Student Learning Outcomes:

      1. Identify common sources of pain in pediatric oncology patients.
      2. Describe the various methods of pain management 
      3. Apply effective nursing interventions for pain management.
      4. Educate patients and families about pain management strategies.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 9 minutes.

      Required Learning Resources and Activities
    • url icon
      Pain Management URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 1 Pain Management URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 2: Palliative Care and End-of-Life

      Student Learning Outcomes:

      1. Define the role of palliative care in pediatric oncology.
      2. Describe compassionate end-of-life care to pediatric oncology patients.
      3. Communicate effectively with patients and families about end-of-life decisions.
      4. Discuss ethics in end-of-life care

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 12 minutes.

      Required Learning Resources and Activities
    • url icon
      Palliative Care and End-of-Life URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 2 Palliative Care and End-of-Life URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 3: Treatment of the Family

      Student Learning Outcomes:

      1. Describe the impact of pediatric oncology on the family unit.
      2. Define the elements of supportive care and education to families of pediatric oncology patients.
      3. Discuss methods to facilitate family involvement in the child’s care.

      Approximate time required for the readings for this lesson (at 144 words/minute): 53 minutes.

      Required Learning Resources and Activities
    • url icon
      Treatment of the Family URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 3 Treatment of the Family URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 3

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 4: Ethical Concerns

      Student Learning Outcomes:

      1. Identify and describe ethical issues commonly encountered in pediatric oncology (including Consent, Assent, and Dissent).
      2. Apply ethical principles in decision-making processes
      3. Describe how an ethics decision-making model can assist nurses in the care of pediatric clients and their families
      4. Advocate for the rights and best interests of pediatric oncology patients.

      Approximate time required for the readings for this lesson (at 144 words/minute): 56 minutes.

      Required Learning Resources and Activities
    • url icon
      Ethical Concerns URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 4 Ethical Concerns URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 4

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 5: Survivorship

      Student Learning Outcomes:

      1. Describe the long-term physical and psychological effects of pediatric cancer treatment.
      2. Describe supportive care and education to pediatric cancer survivors.
      3. Discuss ways to facilitate the transition from active treatment to survivorship.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 5 minutes.

      Required Learning Resources and Activities
    • url icon
      Survivorship URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 5 Survivorship URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 6: Fertility Preservation

      Student Learning Outcomes:

      1. Describe the impact of pediatric cancer treatment on future fertility.
      2. Discuss fertility preservation options with patients and families.
      3. Discuss the reproductive rights of pediatric oncology patients.

      Approximate time required for the readings for this lesson (at 144 words/minute): 50 minutes.

      Required Learning Resources and Activities
    • url icon
      Fertility Preservation URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 6 Fertility Preservation URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 6

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Module 5: Unit 6: Lesson 7: Alternative and Adjunctive Therapies

      Student Learning Outcomes:

      1. Define the role of alternative and adjunctive care in treating pediatric oncology patients.
      2. Describe various adjunctive therapies.
      3. Identify how various belief systems impact the care of children with cancer.
      4. Describe patient self-care activities and the use of spiritual and traditional healers.
      5. Describe the nurse’s role in the adaptation of care in managing varied health beliefs as they relate to a child with cancer.

      Approximate time required for the readings for this lesson (at 144 words/minute): 57 minutes.

      Required Learning Resources and Activities
    • url icon
      Complementary and Traditional Care in Pediatric Oncology URL

    • Slide Deck Presentation

    • url icon
      Unit 6 Lesson 7 Alternative and Adjunctive Therapies URL
    • quiz icon
      Quiz: Module 5: Unit 6: Lesson 7

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      Unit 6 Exam Quiz

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  • Clinical Resources

  • Practice Exam

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      Practice Exam Quiz
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      Oncology Nursing Post Course Survey URL
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      Course Evaluation Questionnaire
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      Self Evaluation Questionnaire
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  • Course Activities