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

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

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

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

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

6. Facts and Figures - Enrolment
2002/03
2003/04
2004/05
Total no of students
202
217
201
BSc 86
103
108
Diploma 95 84 64
Stand Alone 21 30 25

7. Graduates - 158 Nov 03 Nov 04 Nov 05 Total Number 44 53 61 BSc Award16 25 36
Dip HE 28 26

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

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

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

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

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

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

14. Widening Participation through Flexible Provision
Thank you for your time and attention – additional information on MCCC programmes of study can be accessed from: