/ Course details

You may undertake this course unit as part of your diploma/degree pathway, or you may undertake the unit as a 'stand-alone' course unit.

To provide the practicing healthcare professional with a comprehensive evaluative overview of the physiological, behavioural and socio-cultural aspects of caring for patients in pain. To increase the practitioner's awareness of the process of pain and critically evaluate the importance of pain assessment and available methods of assessing pain. To critically analyse current issues in pain management using a theoretical approach. To enhance the practitioners use of research evidence to develop and improve pain management practice within their clinical environment.

Online delivery consists of three individualised scenarios designed to give an appreciation of all areas of pain and pain management. Resources are available specific to each scenario to help facilitate and aid student exploration. These include lectures, reference lists, links to recognised websites and all course materials. The three online EBL scenarios (Acute pain, Chronic Non-Malignant pain and Chronic Malignant pain) are investigated stepwise using triggers within each theme, Preparation, Assessment, Intervention and Normalisation (PAIN). These triggers allow the student to comprehensively identify and solve the problems associated with each PBL scenario. Online seminars and activities are designed to facilitate and expand exploration of the subject and its application to clinical practice.
 

Critically analyse the physiological, psychological, behavioural and sociological aspects of pain and their potential influence on pain and pain perception. Demonstrate an appreciation of the different types of pain and how management may differ in each situation. Critically analyse the different treatment strategies pharmacological and nonpharmacological available and their application in clinical practice.

Critically evaluate and analyse current scholarship and research associated with pain Management. Identify through critical analysis and synthesis of pain management research, an area requiring strategies for innovation in practice. Examine models of change and/or quality improvement strategies to identify ways of developing pain management practice in complex and unpredictable situations. Reflect on how learning about pain management may be used to develop professionally, including future research and/ or practice development. 
 

Refer to theory and literature to demonstrate the ability to assess, plan implement and evaluate the care of the adult in pain, taking into account physical, psychological, sociocultural and environmental factors. Identify aspects of own practice where improvement and enhancement could be made in light of the review and analysis of evidence based practice. Identify one area of pain management practice where currently best evidence may not be used adequately and develop a strategy for a practice development or innovation in relation to these areas and how these change may be disseminated. 
 

Develop information technology skills. Participate in collaborative learning and peer support. Foster autonomous and independent learning. Understand the role of leadership and developing or changing practice in relation to managing pain.

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.