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    Introduction
    Oncology Nursing Course Registration Form
    Course Registration
    Peer Corner
    Knowledge Assessment
    Pre-Test
    Module 1: Lesson 1: Cancer Biology
    Normal Cell Growth and Development
    Difference Between Cancer Cells and Normal Cells
    Tumor Cell Morphology
    Tumors: Benign and Malignant
    The Genetics of Cancer
    The immune system and cancer
    Hormones and Cancer in Humans
    Substance abuse and cancer
    Cellular Principles of Invasion and Metastasis
    Cancer Invasion and Metastasis: The Role of Cell Adhesion Molecules
    Cancer Classification
    Cancer Staging and Grading
    How Is Cancer Diagnosed?
    Cancer Immunology
    Topic: Cancer Biology
    Module 1: Lesson 2: Cancer Treatment Planning
    What is the TNM cancer staging system?
    Principles of Treatment Planning
    What Are Clinical Trials?
    Decision Making Criteria in Oncology
    Evidence-Based Guidelines
    Cancer Treatment Planning
    Quiz: Module 1: Lesson 2
    Module 1: Lesson 3: Surgery in Cancer Treatment
    Factors influencing the use of surgery
    Surgery in Cancer Control
    The Types of Surgery
    Future Directions in Surgery in Cancer Control
    Risks of Cancer Surgery
    Care of the Person Affected by Cancer Having Surgery
    Bowel Changes After Treatment
    Bladder problems
    Surgery in Cancer Treatment- Part 1
    Quiz: Module 1: Lesson 3: Part 1
    Surgery in Cancer Treatment- Part 2
    Quiz: Module 1: Lesson 3: Part 2
    Module 1: Lesson 4: Radiotherapy in Cancer Treatment
    Key Concepts of Radiobiology
    The Radiation Physics
    The Radiation Physics
    The Role of Radiotherapy in Cancer Control
    Treatment Delivery
    Types of Radiation Therapy
    Brachytherapy to Treat Cancer
    Principles of Radiation Safety
    11.2 Therapy Patients Treated with Radiopharmaceuticals - Nursing Care Specific Instructions
    What will Radiation Oncology Look Like in 2050? A Look at a Changing Professional Landscape in Europe and Beyond
    Treatment Completion and Management of Responses to Radiotherapy
    Acute Effects
    Late Effects
    Planning for the Best: Tripartite National Strategic Plan for Radiation Oncology 2012-2022
    Radiotherapy in Cancer Care: Facing the Global Challenge
    Topic: Radiotherapy in Cancer Treatment- Part 1
    Quiz: Module 1: Lesson 4: Part 1
    Topic: Radiotherapy in Cancer Treatment- Part 2
    Quiz: Module 1: Lesson 4: Part 2
    Module 1: Lesson 5: Antineoplastic Agents in Cancer Treatment
    The Classification of Antineoplastic Agents
    The Role of Antineoplastic Therapy in Cancer Control
    Factors Influencing Agent Selection and Administration
    Routes of Administration
    Safe Handling and Administration of Antineoplastic Chemotherapy
    Recent Developments in Tumor Therapy.
    Role of Nurses in the Assessment and Management of Chemotherapy-Related Side Effects in Cancer Patients
    Responses to Antineoplastic Therapy
    Behavioral Strategies to Alleviate Nutrition-Related Symptoms
    Antineoplastic Agents in Cancer Treatment- Part 1
    Quiz: Module 1: Lesson 5: Part 1
    Topic: Antineoplastic Agents in Cancer Treatment- Part 2
    Quiz: Module 1: Lesson 5: Part 2
    Module 1: Lesson 6: Targeted Therapies in Cancer Treatment
    How Targeted Therapies Are Used to Treat Cancer
    Role of Targeted Therapy
    Palliative treatment
    The Targeted Cancer Therapy
    The Targeted Therapies
    Targeted Therapy
    How is it determined whether a patient is a candidate for targeted therapy?
    Factors influencing agent selection and administration
    Regenerative medicine: Current therapies and future directions
    Can skin changes be prevented?
    Side Effects of Targeted Therapy
    Other common and serious side effects
    Side effects of cancer Treatment
    Cancer in Africa: the way forward
    What is a Bone Marrow Transplant (Stem Cell Transplant)
    Hematopoetic stem cell transplantation
    Targeted Therapies in Cancer Treatment- Part 1
    Quiz: Module 1: Lesson 6: Part 1
    Topic: Targeted Therapies in Cancer Treatment- Part 2
    Quiz: Module 1: Lesson 6: Part 2
    Module 1: Lesson 7: Stem Cell Transplantation in Cancer Treatment
    Fundamentals of haematopoetic stem cell transplantation
    Principles of Hematopoietic Stem Cell Transplantation
    Histocompatibility and Immunogenetics Terms
    Histocompatibility
    The role of HSCT in cancer control
    Types of Stem Cell and Bone Marrow Transplants
    Indication of HSCT
    Diseases treatable by transplants
    All About Graft Versus Host Disease (GVHD)
    Long-Term Effects of Haematopoietic Stem Cell Transplantation after Pediatric Cancer: A Qualitative Analysis of Life Experiences and Adaptation Strategies
    Acute Effects of HSCT
    Late effects
    Early and acute complication of HSCT and Nurses role
    Topic: Stem Cell Transplantation in Cancer Treatment Part 1
    Quiz: Module 1: Lesson 7: Part 1
    Topic: Stem Cell Transplantation in Cancer Treatment Part 2
    Quiz: Module 1: Lesson 7: Part 2
    Module 1: Lesson 8: Safe Handling of Hazardous Drugs
    Safe Handling of Hazardous Chemotherapy Drugs in Limited-Resource Settings
    Safe Handling Cytotoxic Drugs and Related Waste
    Hazardous Drugs Table
    Topic: Safe Handling of Hazardous Drugs
    Quiz: Module 1: Lesson 8
    Safety and Hazardous Drugs Case Study
    Quiz: Safety and Hazardous Drug Case Study (NCSBN Model)
    Module 2: Lesson 1: Nursing Management of Tissue Integrity in Cancer Patient
    Skin and nail changes during cancer treatment
    Pruritis
    Skin Problems
    How does chemotherapy affect the skin?
    The Hand-foot Syndrome
    Algorithm for dermocosmetic use in the management of cutaneous side-effects associated with targeted therapy in oncology
    How to care for your skin during and after radiation therapy
    Nursing Management of Tissue Integrity in Cancer Patient
    Quiz: Module 2: Lesson 1
    Module 2: Lesson 2: Nursing Management of Nutrition in Cancer Patient
    Nutrition in Cancer Care (PDQ®)–Patient Version
    Principles of Nutritional Assessment: Introduction to Anthropometry
    SEOM clinical guidelines on nutrition in cancer patients (2018)
    New trends in nutritional status assessment of cancer patients
    Nursing Management of Nutrition in Cancer Patient
    Quiz: Module 2: Lesson 2
    Safety and Nutrition Case Study
    Quiz: NCSBN Nutrition Case Study
    Module 2: Lesson 3: Nursing Management of Pain in Cancer Patient
    Cancer Pain (PDQ®)–Health Professional Version
    Cancer Pain Assessment and Classification
    The Challenge of Cancer Pain Assessment
    Addiction in Patients With Cancer: Challenges and Opportunities
    The Pain Assessment
    The McGill Pain Questionnaire as a Multidimensional Measure in People with Cancer: An Integrative Review
    Optimal Pain Management for Patients with Cancer in the Modern Era
    Cancer Pain Control
    Adult Cancer Pain
    Complementary and alternative medicine in cancer pain management: A systematic review
    Nursing Management of Pain in Cancer Patient- Part 1
    Quiz: Module 2: Lesson 3: Part 1
    Nursing Management of Pain in Cancer Patient Part 2
    Quiz: Module 2: Lesson 3: Part 2
    Pain Case Study
    Quiz: Pain Case Study
    Module 2: Lesson 4: Nursing Management of Fatigue and Weakness in Cancer Patient
    Fatigue (PDQ®)–Health Professional Versio
    Barriers to assessment and management of cancer related fatigue
    Fatigue related interventions for patient on active treatment, post-treatment and end-of-life treatment
    Discussion Forum: Nursing Management of Fatigue and Weakness in Cancer Patients (215 minutes)
    Nursing Management of Fatigue and Weakness in Cancer Patient
    Quiz: Module 2: Lesson 4
    Module 2: Lesson 5: Nursing Management of Self-esteem and Body Image Concerns in Cancer Patient
    Body image and self confidence
    Coping with body image and self-esteem worries
    Nursing Management of Self-esteem and Body Image Concerns in Cancer Patient
    Quiz: Module 2: Lesson 5
    Module 2: Lesson 6: Nursing Management of Anemia in Cancer Patient
    Cancer- and Chemotherapy-induced Anemia
    Management of anaemia and iron deficiency in patients with cancer: ESMO Clinical Practice Guidelines
    Nursing Management of Cancer Treatment Related Anemia
    Quiz: Module 2: Lesson 6
    Module 2: Lesson 7: Nursing Management of Thrombocytopenia/Bleeding in Cancer Patient
    Bleeding in cancer patients and its treatment: a review
    Low platelet count
    A Bleeding
    Caustic hemostatic agents
    Nursing Management of Thrombocytopenia / Bleeding in Cancer Patient
    Quiz: Module 2: Lesson 7
    Module 2: Lesson 8: Nursing Management of Neutropenia and Mouth/Throat Problems in Cancer Patient
    Low white blood cell count
    A close look at neutropenia among cancer patient: Risk factor and management
    Mouth and Throat Problems during Cancer Treatment
    Sore mouth and throat
    Nursing management of neutropenia and mouth /throat problems in cancer patient
    Quiz: Module 2: Lesson 8
    Module 2: Lesson 9: Nursing Management of Extravasation and Peripheral Neuropathy in Cancer Patient
    Extravasation Management
    Management of chemotherapy extravasation: ESMO–EONS Clinical Practice Guidelines
    Peripheral nerve damage (peripheral neuropathy)
    Nerve Problems (Peripheral Neuropathy) and Cancer Treatment
    Systemic anticancer therapy-induced peripheral and central neurotoxicity: ESMO–EONS–EANO Clinical Practice Guidelines
    Prevention and Management of Chemotherapy-Induced Peripheral Neuropathy in Survivors of Adult Cancers: ASCO Guideline Update
    Managing Chemotherapy-Induced Peripheral Neuropathy
    Nursing management of e xtravasation and peripheral neuropathy in cancer patient
    Quiz: Module 2: Lesson 9
    Module 2: Lesson 10: Patient Education
    WMA DECLARATION OF LISBON ON THE RIGHTS OF THE PATIENT
    Patient Education Resource
    Patient-Clinician Communication: American Society of Clinical Oncology Consensus Guideline
    Patient Education in Home Care: Strategies for Success
    Topic: Patient and Family Education
    Quiz: Module 2: Lesson 10
    Module 2: Lesson 11: Supportive Care
    Module Five-Cancer Supportive Care Principle
    A Supportive Care
    Self Management Support
    Basic Strategies for Self-Care
    Supportive Care for Cancer Patient
    Quiz: Module 2: Lesson 11
    Module 2: Lesson 12: Palliative Care
    What is palliative care till how palliative care
    Barriers to Access to Palliative Care
    Cultural and Spiritual Considerations in Palliative Care
    Palliative Care for Cancer Patient
    Quiz: Module 2: Lesson 12
    Module 2: Lesson 13: On Death and Dying
    Cultural beliefs and values in cancer patients
    Oncologic Emergencies: Recognition and Initial Management
    Oncology Nurses’ Role in Recognizing and Addressing Oncologic Emergencies
    Advance care planning and advance directives
    Making Memory Last: The Art of Legacy Work
    Compassionate Care of the Terminally Ill
    Facing End of Life
    Nursing Care on Death and Dying
    Quiz: Module 2: Lesson 13
    Module 2: Lesson 14: Grief and Bereavement
    American Cancer Society Cancer Action Network
    Coping with Grief
    Grief and Bereavement What are grief, mourning, and bereavement?
    Loss, Grief, and Bereavement
    Cancer Support Groups
    Cultural beliefs and values in cancer patients
    Personal reflections on coping and loss
    Nursing Management of Grief and Bereavement
    Quiz: Module 2: Lesson 14
    Module 2: Lesson 15: Nursing Ethics
    THE ICN CODE OF ETHICS FOR NURSES
    Introduction to Professional Nursing and Ethics
    Ethics: Nursing Around the World: Cultural Values and Ethical Conflicts
    Ethical Concepts in Patient Care
    Quiz: Module 2: Lesson 15
    Module 2: Lesson: 16. Scope of Nursing Practice
    Scope of Practice
    Code of Ethics for Nursing Practitioners in South Africa
    Guidelines for reporting a case of Professional Misconduct
    Nurses Negligence and Malpractice
    Ethical issues in electronic health records: A general overview
    Nursing documentation and recording systems of nursing care
    Record Keeping and Documentation
    Topic: Scope of Nursing Practice
    Quiz: Module 2: Lesson 16
    Module 2: Lesson 17: Oncological emergencies - Cardiac Tamponade
    The Cardiac Tamponade
    The Cardiac Tamponade
    Nursing Management of Oncological Emergency_ Cardiac Tamponade
    Quiz: Module 2: Lesson 17
    Module 2: Lesson 18: Oncological emergencies_ Disseminated Intravascular Coagulation (DIC)
    The Disseminated Intravascular Coagulation
    Merck Manual: Disseminated Intravascular Coagulation (DIC)
    MedlinePlus: Disseminated intravascular coagulation (DIC)
    Nursing Management of Oncological Emergency DIC
    Quiz: Module 2: Lesson 18
    Module 2: Lesson 19: Oncological Emergencies_ Hypercalcemia of Malignancy
    Pathophysiology and management of hypercalcemia in malignancy
    Hypercalcemia of malignancy: An update on pathogenesis and management
    Nursing Management of Oncological Emergency_ Hypercalcemia of Malignancy
    Quiz: Module 2: Lesson 19
    Module 2: Lesson 20: Oncologic Emergencies- Septic Shock
    Surviving Sepsis Campaign: International Guidelines for Management of Sepsis and Septic Shock: 2016
    The Septic Shock
    The Third International Consensus Definitions for Sepsis and Septic Shock (Sepsis-3)
    Management of septic shock in the critically ill
    International critical care nursing considerations and quality indicators for the 2017 surviving sepsis campaign guidelines
    Nursing Management of Oncologic Emergency- Septic Shock
    Quiz: Module 2: Lesson 20
    Sepsis Case Study
    Quiz: NCSBN Sepsis Case Study
    Module:2 Lesson : 21: Nursing Management of Oncological Emergencies- Spinal Cord Compression
    The Spinal cord compression
    The Spinal Cord Compression
    Oncology Emergency Series: Understanding spinal cord compression
    Nursing Management of Oncological Emergencies - Spinal Cord Compression
    Quiz: Module 2: Lesson 21
    Module 2: Lesson 22: Nursing Management of Oncological Emergencies- Increased Intracranial Pressure
    The Increased Intracranial Pressure
    The Increased Intracranial Pressure
    Raised Intracranial Pressure
    Nursing Management of Oncological Emergencies - Increased Intracranial Pressure
    Quiz: Module 2: Lesson 22
    Module 2: Lesson: 23 Nursing Management of Oncological Emergencies-Superior Vena Cava Syndrome
    The Superior Vena Cava Syndrome
    The Superior Vena Cava Syndrome
    Nursing Management of Oncological Emergencies - Superior Vena Cava Syndrome
    Quiz: Module 2: Lesson 23
    Module 2: Lesson 24: Nursing Management of Oncological Emergencies-SIADH
    A Syndrome of Inappropriate Antidiuretic Hormone
    Guidelines for the Management of Oncologic Emergencies in Adult Patients – Full Version
    Clinical management of SIADH
    Nursing Management of Oncological Emergencies - SIADH
    Quiz: Module 2: Lesson 24
    Module 2: Lesson 25: Oncological Emergency_ Tumor Lysis Syndrome
    Diagnosis and management of tumor lysis syndrome.
    Nursing Management of Oncological Emergency- Tumor Lysis Syndrome
    Quiz: Module 2: Lesson 25
    Module: 2: Lesson: 26 Nursing Management of Oncological Emergencies- Hemorrhagic Cystitis
    The Hemorrhagic Cystitis
    Hemorrhagic cystitis in cancer patients
    Mechanisms of hemorrhagic cystitis
    Nursing Management of Oncological Emergencies - Hemorrhagic Cystitis
    Quiz: Module 2: Lesson 26
    Module: 2 Lesson: 27: Nursing Management of Oncological Emergencies- Anaphylaxis
    The Pathophysiology of Anaphylaxis
    The Anaphylaxis
    The Allergic Reaction
    Management of infusion reactions to systemic anticancer therapy: ESMO Clinical Practice Guidelines
    Nursing Management of Oncological Emergencies - Anaphylaxis
    Quiz: Module 2: Lesson 27
    Anaphylactic Drug Reaction Case Study
    Quiz: NCSBN Anaphylactic Drug Reaction
    Module 3: Lesson 1: Effective Communication
    Effective communication in Nursing
    The Nurse's Role in Patient Education
    Principles of adult learning
    Tips on Facilitating Effective Group Discussions
    What is nurse coaching?
    Barriers to communication
    Patient-Centered Communication and Shared Decision Making
    Effective Communication
    Quiz: Module 3: Lesson 1
    Module 3: Lesson 2: Evidence Based Practice
    Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice
    Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context
    What do patient values and preferences mean?
    Igniting a Spirit of Inquiry
    Asking the Clinical Question
    Searching for the Evidence
    Rapid Critical Appraisal
    Implementing an Evidence-Based Practice Change
    Addiction, Opioids and Pain: Exemplar Nursing Science
    The Evidence-Based Practice
    Quiz: Module 3: Lesson 2
    Module: 3 Lesson 3: Change Management
    Choosing Strategies for Change
    The Force field Analysis
    Chaos Theory and Nursing
    5 CRITICAL STEPS IN THE CHANGE MANAGEMENT PROCESS
    Learning Organization
    Change management and Communication
    Factors influencing large-scale change in healthcare
    Leading change
    9 key healthcare trends in the 2020s
    Organizational Change
    Diffusion of Innovation Theory
    Bridges Transition Model
    Change Management.
    Quiz: Module 3: Lesson 3
    Module 3: Lesson 4: Critical Thinking
    The Praxis of Critical Thinking in Nursing
    Next Generation NCLEX News
    Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing
    Critical Thinking and Clinical Judgment
    Quiz: Module 3: Lesson 4
    Module 3: Lesson 5: Conflict Management
    What is Conflict and What Does it Look Like in the Workplace?
    Causes of Conflict in Organizations
    Five Methods for Managing Conflict
    Top Tips for Handling Conflict in Your Team
    Taking an Assertive Approach to Conflict Resolution
    Being assertive: Reduce stress, communicate better
    The Assertive Communication
    What Are the Five Conflict Resolution Strategies?
    How to Be Assertive (Without Losing Yourself)
    Conflict Management
    Quiz: Module 3: Lesson 5
    Module 3: Lesson 6: Use of Technology
    What is Nursing Informatics and Why is it so Important?
    Balancing care with technology
    Health IT Standards
    An Informatics Infrastructure Is Essential for Evidence-based Practice
    Nurses and the use of computer technology
    The Impact of Emerging Technology on Nursing Care
    Computerized Provider Order Entry
    2020: Emerging Technology in Global Nursing Care
    Digital Technology and the Future of Health Systems
    New Technology in Nursing Education and Practice
    Use of Technology
    Quiz: Module 3: Lesson 6
    Module 3: Lesson 7: Learning Agility
    High Potentials as High Learners
    Workforce agility: An answer to turbulence in acute care nursing environments?
    Tips for Improving Your Learning Agility
    Learning Agility
    Quiz: Module 3: Lesson 7
    Module 3: Lesson 8: Self-Care
    Preventing Compassion Fatigue: Caring for Yourself
    Self-care for nurses
    Compassion Fatigue in Oncological Nursing
    Continuing Education
    Topic: Self-Care
    Quiz: Module 3: Lesson 8
    Module 3: Lesson 9: Unconscious Bias - Conscious Inclusion
    Module 3: Bias and Well-Meaning People
    The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It
    Implicit Racial/Ethnic Bias Among Health Care Professionals and Its Influence on Health Care Outcomes: A Systematic Review
    Implicit bias in healthcare professionals: a systematic review
    Long-term reduction in implicit race bias: A prejudice habit-breaking intervention
    Five strategies to combat unconscious bias
    Unconscious Bias- Conscious Inclusion
    Quiz: Module 3: Lesson 9
    Module 4: Lesson 1: Health Care Landscape in South Africa
    Health Care Landscape in South Africa.
    Module 4: Lesson 2: Nursing Case Management, Nurse Manager, and Multidisciplinary Team Roles
    Role of case manager
    A multidisciplinary approach in providing transitional care for patients with advanced cancer
    Discussion Forum: Nursing Case Management, Nurse Manager, and Multidisciplinary Team Roles (230 minutes)
    Nursing Case Management
    Quiz: Module 4: Lesson 2
    Module 5: Unit 1: Lesson 1: Assessment of Children
    Assessment of Children Summary
    Unit 1 Lesson 1 Assessment of Children
    Quiz: Module 5: Unit 1: Lesson 1
    Module 5: Unit 1: Lesson 2: Growth and Development
    Growth and Development
    Unit 1 Lesson 2 Growth and Development
    Quiz: Module 5: Unit 1: Lesson 2
    Module 5: Unit 1: Lesson 3: Lab Values
    Lab Values
    Unit 1 Lesson 3 Lab Values
    Quiz: Module 5: Unit 1: Lesson 3
    Module 5: Unit 1: Lesson 4: Risk of Infection and Neutropenic Precautions
    Neutropenic Precautions
    Unit 1 Lesson 4 Risk of Infection and Neutropenic Precautions
    Quiz: Module 5: Unit 1: Lesson 4
    Module 5: Unit 1: Lesson 5: Management of Common Side Effects
    Management of Common Side Effects
    Unit 1 Lesson 5 Management of Common Side Effects
    Quiz: Module 5: Unit 1: Lesson 5
    Module 5: Unit 1: Lesson 6: Nutrition and Hydration
    Nutrition and Hydration Summary
    Unit 1 Lesson 6 Nutrition and Hydration
    Quiz: Module 5: Unit 1: Lesson 6
    Module 5: Unit 1: Lesson 7: Communication and Age-Specific Concerns in Pediatric Oncology
    Communication and Age-Specific Concerns in Pediatric Oncology
    Unit 1 Lesson 7 Communication and Age-Specific Concerns in Pediatric Oncology
    Quiz: Module 5: Unit 1: Lesson 7
    Unit 1 Exam
    Module 5: Unit 2: Lesson 1: Immunotherapy, Chemotherapy, Surgery and Radiation
    Immunotherapy, Chemotherapy, Surgery and Radiation
    Unit 2 Lesson 1 Immunotherapy, Chemotherapy, Surgery and Radiation
    Quiz: Module 5: Unit 2: Lesson 1
    Module 5: Unit 2: Lesson 2: Stem Cell Transplant and Advanced Therapies
    Stem Cell Transplant and Advanced Therapies
    Unit 2 Lesson 2 Stem Cell Transplant and Advanced Therapies
    Quiz: Module 5: Unit 2: Lesson 2
    Unit 2 Exam
    Module 5: Unit 3: Lesson 1: Leukemias and Lymphomas
    Leukemias and Lymphomas
    Unit 3 Lesson 1 Leukemias and Lymphomas
    Quiz: Module 5: Unit 3: Lesson 1
    Module 5: Unit 3: Lesson 2: Solid Tumors
    Solid Tumors
    Unit 3 Lesson 2 Solid Tumors
    Quiz: Module 5: Unit 3: Lesson 2
    Unit 3 Exam
    Module 5: Unit 4: Lesson 1: Pediatric Emergencies
    Pediatric Emergencies
    Unit 4 Lesson 1 Pediatric Emergencies
    Quiz: Module 5: Unit 4: Lesson 1
    Unit 4 Exam
    Module 5: Unit 5: Lesson 1: Red Blood Cell and Iron Disorders
    Red Blood Cell and Iron Disorders
    Unit 5 Lesson 1 Red Blood Cell and Iron Disorders
    Quiz: Module 5: Unit 5: Lesson 1
    Module 5: Unit 5: Lesson 2: Bleeding Disorders
    Bleeding Disorders
    Unit 5 Lesson 2 Bleeding Disorders
    Quiz: Module 5: Unit 5: Lesson 2
    Module 5: Unit 5: Lesson 3: Thrombosis and Coagulation Disorders
    Thrombosis and Coagulation Disorders
    Unit 5 Lesson 3 Thrombosis and Coagulation Disorders
    Quiz: Module 5: Unit 5: Lesson 3
    Module 5: Unit 5: Lesson 4: Autoimmune Blood Cell Disorders
    Autoimmune Blood Cell Disorders
    Unit 5 Lesson 4 Autoimmune Blood Cell Disorders
    Quiz: Module 5: Unit 5: Lesson 4
    Module 5: Unit 5: Lesson 5: Bone Marrow Failure Syndromes
    Bone Marrow Failure Syndromes
    Unit 5 Lesson 5 Bone Marrow Failure Syndromes
    Quiz: Module 5: Unit 5: Lesson 5
    Unit 5 Exam
    Module 5: Unit 6: Lesson 1: Pain Management
    Pain Management
    Unit 6 Lesson 1 Pain Management
    Quiz: Module 5: Unit 6: Lesson 1
    Module 5: Unit 6: Lesson 2: Palliative Care and End-of-Life
    Palliative Care and End-of-Life
    Unit 6 Lesson 2 Palliative Care and End-of-Life
    Quiz: Module 5: Unit 6: Lesson 2
    Module 5: Unit 6: Lesson 3: Treatment of the Family
    Treatment of the Family
    Unit 6 Lesson 3 Treatment of the Family
    Quiz: Module 5: Unit 6: Lesson 3
    Module 5: Unit 6: Lesson 4: Ethical Concerns
    Ethical Concerns
    Unit 6 Lesson 4 Ethical Concerns
    Quiz: Module 5: Unit 6: Lesson 4
    Module 5: Unit 6: Lesson 5: Survivorship
    Survivorship
    Unit 6 Lesson 5 Survivorship
    Quiz: Module 5: Unit 6: Lesson 5
    Module 5: Unit 6: Lesson 6: Fertility Preservation
    Fertility Preservation
    Unit 6 Lesson 6 Fertility Preservation
    Quiz: Module 5: Unit 6: Lesson 6
    Module 5: Unit 6: Lesson 7: Alternative and Adjunctive Therapies
    Complementary and Traditional Care in Pediatric Oncology
    Unit 6 Lesson 7 Alternative and Adjunctive Therapies
    Quiz: Module 5: Unit 6: Lesson 7
    Unit 6 Exam
    Clinical Resources
    Patient Care Sheets for Breast Cancer
    Patient Care Sheets for Lung Cancer
    Patient Care Sheets for Colon and Rectal Cancer
    Patient Care Sheets for Prostrate Cancer
    Patient Care Sheets for Stomach Cancer
    Change of Shift Report Draft
    Report Sheet
    Hand Washing and Hand Rub- Procedure Checklist
    Hand Washing- Video by WHO
    Hand Rub- Video by WHO
    Radial Pulse Procedure Checklist
    Radial Pulse- video
    Apical Pulse- Procedure Checklists
    Brachial Pulse - Procedure checklist
    Carotid Pulse- Procedure Checklist
    Respiration assessment- Procedure Checklist
    Respiration assessment - Video by Health Education England
    Manual Blood Pressure measurement- Procedure Checklist
    Taking Temperature - Procedure Checklist
    Taking Oral Temperature- Video by Hennepin Healthcare
    Tympanic Temperature- Video by Health Education England
    Skin, Hair, Nail Assessment - Procedure Checklist
    Skin, Hair, Nail Assessment- Video by Harper College Nursing
    Eye Assessment- Procedure Checklist
    Eye, Ear, Nose, Throat, Mouth Assessment- Video by Harper College Nursing
    External Ear Assessment- Procedure Checklist
    Nose, Mouth, Throat, Neck Examination- Procedure Checklist
    Nose, Mouth, Throat Exam- Video by Harper College Nursing
    Chest Assessment- Procedure Checklist
    Thorax and Lung Assessment- Video by Harper College Nursing
    Breast Exam- Procedure Checklist
    Breast Exam- Video by Stanford Medicine
    Assessment of Abdomen- Procedure Checklist
    Abdominal Assessment- Video by Harper College
    Upper/Lower Extremities Musculoskeletal Assessment - Procedure Checklist
    Musculoskeletal Assessment- Video by Harper College Nursing
    Donning and Doffing of PPE- Procedure Checklist
    Donning and Doffing PPE- Video by CDC
    Donning and Doffing Clean Gloves- Procedure Checklist
    Donning and Doffing Sterile Gloves- Procedure Checklist
    Donning and Doffing of Sterile Gloves- Video by Boston Children's Hospital
    Body Fluid Exposure- Procedure Checklists
    Setting Up Sterile Field- Procedure Checklist
    Setting up sterile field - Video by College of Southern Maryland
    Using Bedpan- Procedure Checklist
    Helping Patient with Urinal- Procedure Checklist
    Tracheostomy Care- Procedure Checklist
    Indwelling Catheter Removal- Procedure Checklist
    Emptying Urine Collection Bag- Procedure Checklist
    Oral Administration of Anti-Cancer Drug- Procedure Checklist
    Oral Chemotherapy at Home- Video by Canadian Cancer Society
    Intravenous Administration of Anti-Cancer Drug- Procedure Checklist
    Administration of Anti-Cancer Drug Through Central Venous Access Device - Procedure Checklist
    CAVD Anti-Cancer Drug Administration- Video by OpenPaediatrics Organisation
    Subcutaneous Administration of Anti-Cancer Drug- Procedure Checklist
    Subcutaneous Chemotherapy- Cleveland Clinic
    Intramuscular Administration of Anti-Cancer Drug- Procedure Checklist
    Intramuscular Injection- Video by CDC
    End of Shift Report- Procedure Checklist
    Fluid Intake/Output Net Balance - Procedure Checklist
    . Nursing Skills by Chippewa Valley Technical College
    Practice Exam
    Practice Exam
    Final Exam
    Course and Self Evaluation & Certificate
    Course Activities
    Slide Decks
    Participant Workbooks
    Powerpoint Participant Workbooks
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      Nursing

      Oncology Nursing

      CC Caitlin Cartmell
      KC Kathleen Capone
      SK Stacen Keating
      VK Vivien Katzav
      • Course
      • Competencies
      • Nursing

        Oncology Nursing

        CC Caitlin Cartmell
        KC Kathleen Capone
        SK Stacen Keating
        VK Vivien Katzav
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        Introduction





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        • questionnaire icon
          Oncology Nursing Course Registration Form Questionnaire
          Students must
          Student must submit this questionnaire to complete it
        • questionnaire icon
          Course Registration Questionnaire
          Students must
          Student must submit this questionnaire to complete it
        • forum icon
          Peer Corner Forum
        • quiz icon
          Knowledge Assessment Quiz
          Students must
          View
          Receive a grade
        • quiz icon
          Pre-Test Quiz
          Students must
          View
          Receive a grade
        Show More

      • How to create an account and enroll in the course?

           

      • Oncology Nurse Homepage


        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:
        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 for the readings for this lesson (at 144 words/minute): 3 hours and 8 minutes.

        Click here to start this lesson

        • 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

        • Students must
          Mark as done

          Additional Learning Options

        • url icon
          Cancer Immunology URL
          Students must
          View

          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
          Students must
          View

          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 "Preview quiz now" button to view the case studies and respond to the questions.

          Not available unless: The activity Course Registration is marked complete

      • Module 1: Lesson 2: Cancer Treatment Planning

        Student Learning Outcomes:
        1. Describe how classification of tumors influence treatment planning.
        2. Describe the individual related factors that influence cancer treatment planning.
        3. Discuss 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 for the readings for this lesson (at 144 words/minute): 1 hour and 5 minutes.

        Click here to start this lesson

        • 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 "Preview quiz now" button to view the case studies and respond to the questions.

      • Module 1: Lesson 3: Surgery in Cancer Treatment

        Student Learning Outcomes:
        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 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 for the readings for this lesson (at 144 words/minute): 1 hour and 3 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          Slide Deck Presentation

        • 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 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 "Preview quiz now" button to view the case studies and respond to the questions.

        • url icon
          Surgery in Cancer Treatment- Part 2 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 "Preview quiz now" button to view the case studies and respond to the questions.

      • Module 1: Lesson 4: Radiotherapy in Cancer Treatment

        Student Learning Outcomes:
        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 patients overall health.
        8. Describe the prevention, detection, and management of common health alterations experienced by people undergoing radiotherapy for cancer.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 39 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          Additional Learning Options

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

          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
          Students must
          View

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

          IAEA

        • Students must
          Mark as done

          Slide Deck Presentation

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

          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 "Preview quiz now" button to view the case studies and respond to the questions.

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

          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 "Preview quiz now" button to view the case studies and respond to the questions.

      • Module 1: Lesson 5: Antineoplastic Agents in Cancer Treatment

        Student Learning Outcomes:
        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 patients overall health.
        8. Discuss the prevention, detection, and management of common health alterations experienced by people receiving antineoplastic therapies for cancer.
        Approximate time required for the readings for this lesson (at 144 words/minute): 54 minutes.

        Click here to start this lesson

        • 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 "Preview quiz now" button to view the case studies and respond to the questions.

        • 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 "Preview quiz now" button to view the case studies and respond to the questions.

      • Module 1: Lesson 6: Targeted Therapies in Cancer Treatment

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute):  2 hours and  52 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done
          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 "Preview quiz now" button to respond to the questions.

        • 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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute):  1 hour and 33minutes.

        Click here to start this lesson

        • Students must
          Mark as done
          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

        • Students must
          Mark as done
          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 "Preview quiz now" button to respond to the questions.

        • 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 "Preview quiz now" button to respond to the questions.

      • Module 1: Lesson 8: Safe Handling of Hazardous Drugs

        Student Learning Outcomes:
        1. Identify hazardous drugs related to cancer treatment.
        2. Describe the risk of exposure to hazardous drugs and its consequences.
        3. Describe use of personal protective equipment (PPE), spill cleanup and waste disposal of hazardous drugs in cancer treatment.
        Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 4 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done
          Additional Learning Options
        • url icon
          Hazardous Drugs Table URL
          Students must
          View

          Read the entire page. (9 minutes)

          New South Wales Government

        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Topic: Safe Handling of Hazardous Drugs URL
          Students must
          View

          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 "Preview quiz now" button to respond to the questions.

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • 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 consideration are included along with detailed description of treatment for oncologic emergencies.

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

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute): 1 hour and 54 minutes.

        Click here to start this lesson

        • 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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute):  49 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute):  2 hours and 55 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

        • 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 "Preview quiz now" button to respond to the questions.

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 4: Nursing Management of Fatigue and Weakness in Cancer Patient

        Student Learning Outcomes:
        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 for the readings for this lesson (at 144 words/minute): 5 hours and 9 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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.”

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        1. Describe the definition of self-esteem and body image.
        2. Identify patient's 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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        1. Describe neutropenia and mouth/throat problems as side effects related to cancer and cancer treatment.
        2. Describe the management of these side effects.
        3. 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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 10: Patient Education

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 11: Supportive Care

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done
          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 12: Palliative Care

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 13: On Death and Dying

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • 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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 14: Grief and Bereavement

        Student Learning Outcomes:
        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

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • 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

        • Students must
          Mark as done

          Additional Learning Options

        • url icon
          Personal reflections on coping and loss URL
          Students must
          Mark as done

          Read: The Entire Article (13 minutes)

          The British Psychologist Society

        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Nursing Management of Grief and Bereavement URL
          Students must
          Mark as done
        • 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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 15: Nursing Ethics

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson: 16. Scope of Nursing Practice

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          Additional Learning Options

        • url icon
          Record Keeping and Documentation URL
          Students must
          Mark as done

          Read the entire page (7 minutes)

          Ausmed

        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Topic: Scope of Nursing Practice URL
          Students must
          Mark as done
        • 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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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 

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

        • Students must
          Mark as done

          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:
        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.

        Click here to start this lesson

        • 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
          Students must
          Mark as done

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

          Institute of Medicine

        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Effective Communication URL
          Students must
          Mark as done
        • 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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 2: Evidence Based Practice

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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)
        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module: 3 Lesson 3: Change Management

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 4: Critical Thinking

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 5: Conflict Management

        Student Learning Outcomes:
        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

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 6: Use of Technology

        Student Learning Outcomes:
        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

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          Additional Learning Material

        • url icon
          New Technology in Nursing Education and Practice URL
          Students must
          Mark as done

          Read the entire page (22 minutes)

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

        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Use of Technology URL
          Students must
          Mark as done
        • 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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 7: Learning Agility

        Student Learning Outcomes:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • Module 3: Lesson 8: Self-Care

        Student Learning Outcomes:
        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, journaling.
        Approximate time required for the readings for this lesson (at 144 words/minute): 12 minutes.

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

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

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

        Click here to start this lesson

        • Students must
          Mark as done

          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

        • Students must
          Mark as done

          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 "Preview quiz now" button to respond to the questions.

      • 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:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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:
        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.

        Click here to start this lesson

        • Students must
          Mark as done

          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.”

        • Students must
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          Slide Deck Presentation

        • url icon
          Nursing Case Management URL
          Students must
          Mark as done
        • quiz icon
          Quiz: Module 4: Lesson 2
          Students must
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          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 5: Pediatric Oncology

        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:
        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Assessment of Children Summary URL
          Students must
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        • Students must
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          Slide Deck Presentation

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

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Growth and Development URL
          Students must
          View
        • Students must
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          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
          Students must
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          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 5: Unit 1: Lesson 3: Lab Values

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Lab Values URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 1 Lesson 3 Lab Values URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 1: Lesson 3
          Students must
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          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 5: Unit 1: Lesson 4: Risk of Infection and Neutropenic Precautions

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Neutropenic Precautions URL
          Students must
          View
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          Slide Deck Presentation

        • url icon
          Unit 1 Lesson 4 Risk of Infection and Neutropenic Precautions URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 1: Lesson 4
          Students must
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          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 5: Unit 1: Lesson 5: Management of Common Side Effects

        Student Learning Outcomes:

        1. Describe the side effects and include cause and 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Management of Common Side Effects URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 1 Lesson 5 Management of Common Side Effects URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 1: Lesson 5
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          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 5: Unit 1: Lesson 6: Nutrition and Hydration

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Nutrition and Hydration Summary URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 1 Lesson 6 Nutrition and Hydration URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 1: Lesson 6
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          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 5: Unit 1: Lesson 7: Communication and Age-Specific Concerns in Pediatric Oncology

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Communication and Age-Specific Concerns in Pediatric Oncology URL
          Students must
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          Slide Deck Presentation

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

        • quiz icon
          Unit 1 Exam Quiz
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      • 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:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Immunotherapy, Chemotherapy, Surgery and Radiation URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 2 Lesson 1 Immunotherapy, Chemotherapy, Surgery and Radiation URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 2: Lesson 1
          Students must
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          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 5: Unit 2: Lesson 2: Stem Cell Transplant and Advanced Therapies

        Student Learning Outcomes:

        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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Stem Cell Transplant and Advanced Therapies URL
          Students must
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          Slide Deck Presentation

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

        • quiz icon
          Unit 2 Exam Quiz
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          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 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Leukemias and Lymphomas URL
          Students must
          View
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          Slide Deck Presentation

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

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Solid Tumors URL
          Students must
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          Slide Deck Presentation

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

        • quiz icon
          Unit 3 Exam Quiz
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          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 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:

        1. 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
        2. Discuss the medical management of each pediatric oncologic emergency listed above.
        3. 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Pediatric Emergencies URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 4 Lesson 1 Pediatric Emergencies URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 4: Lesson 1
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        • quiz icon
          Unit 4 Exam Quiz
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          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 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Red Blood Cell and Iron Disorders URL
          Students must
          View
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          Slide Deck Presentation

        • url icon
          Unit 5 Lesson 1 Red Blood Cell and Iron Disorders URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 5: Lesson 1
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          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 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Bleeding Disorders URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 5 Lesson 2 Bleeding Disorders URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 5: Lesson 2
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          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 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Thrombosis and Coagulation Disorders URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 5 Lesson 3 Thrombosis and Coagulation Disorders URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 5: Lesson 3
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          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 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.

        Click here to start this lesson

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          Required Learning Resources and Activities

        • url icon
          Autoimmune Blood Cell Disorders URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 5 Lesson 4 Autoimmune Blood Cell Disorders URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 5: Lesson 4
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          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 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.

        Click here to start this lesson

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          Required Learning Resources and Activities

        • url icon
          Bone Marrow Failure Syndromes URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 5 Lesson 5 Bone Marrow Failure Syndromes URL
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        • quiz icon
          Quiz: Module 5: Unit 5: Lesson 5
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        • quiz icon
          Unit 5 Exam Quiz
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      • 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.

        Click here to start this lesson

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          Required Learning Resources and Activities

        • url icon
          Pain Management URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 1 Pain Management URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 6: Lesson 1
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      • 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.

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          Required Learning Resources and Activities

        • url icon
          Palliative Care and End-of-Life URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 2 Palliative Care and End-of-Life URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 6: Lesson 2
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      • 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.

        Click here to start this lesson

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        • url icon
          Treatment of the Family URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 3 Treatment of the Family URL
          Students must
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        • quiz icon
          Quiz: Module 5: Unit 6: Lesson 3
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      • 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.

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          Required Learning Resources and Activities

        • url icon
          Ethical Concerns URL
          Students must
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          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 4 Ethical Concerns URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 6: 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 "Preview quiz now" button to respond to the questions.

      • 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Survivorship URL
          Students must
          View
        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 5 Survivorship URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 6: 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 "Preview quiz now" button to respond to the questions.

      • 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.

        Click here to start this lesson

        • Students must
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          Required Learning Resources and Activities

        • url icon
          Fertility Preservation URL
          Students must
          View
        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 6 Fertility Preservation URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 6: 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 "Preview quiz now" button to respond to the questions.

      • 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.

        Click here to start this lesson

        • Students must
          Mark as done

          Required Learning Resources and Activities

        • url icon
          Complementary and Traditional Care in Pediatric Oncology URL
          Students must
          View
        • Students must
          Mark as done

          Slide Deck Presentation

        • url icon
          Unit 6 Lesson 7 Alternative and Adjunctive Therapies URL
          Students must
          View
        • quiz icon
          Quiz: Module 5: Unit 6: 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 "Preview quiz now" button to respond to the questions.

        • quiz icon
          Unit 6 Exam Quiz
          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.

      • Clinical Resources

        • Students must
          Mark as done

          Cancer-specific Patient Care Sheets

          These patient care sheets provide a quick reference for the nurse regarding patient information, disease process, treatment, patient care needs, nursing care, and intervention. 

        • url icon
          Patient Care Sheets for Breast Cancer URL
          Students must
          Mark as done
        • url icon
          Patient Care Sheets for Lung Cancer URL
          Students must
          Mark as done
        • url icon
          Patient Care Sheets for Colon and Rectal Cancer URL
          Students must
          Mark as done
        • url icon
          Patient Care Sheets for Prostrate Cancer URL
          Students must
          Mark as done
        • url icon
          Patient Care Sheets for Stomach Cancer URL
          Students must
          Mark as done
        • Students must
          Mark as done

          'Nursing Brain Sheet'

          The following sheets provide the nurse with a working template to organize their clinical work. Download and customize this sheet as per your need. 

        • url icon
          Change of Shift Report Draft URL
          Students must
          Mark as done
        • url icon
          Report Sheet URL
          Students must
          Mark as done
        • Students must
          Mark as done

          Clinical Nursing Skills Procedure Checklists/Videos

          Use the following checklists as instructional guides for performing clinical procedures. May be used for self-assessment, peer practice assessments, and competency assessment. 

        • url icon
          Hand Washing and Hand Rub- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Hand Washing- Video by WHO URL
          Students must
          Mark as done
        • url icon
          Hand Rub- Video by WHO URL
          Students must
          Mark as done
        • url icon
          Radial Pulse Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Radial Pulse- video URL
          Students must
          Mark as done
        • url icon
          Apical Pulse- Procedure Checklists URL
          Students must
          Mark as done
        • url icon
          Brachial Pulse - Procedure checklist URL
          Students must
          Mark as done
        • url icon
          Carotid Pulse- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Respiration assessment- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Respiration assessment - Video by Health Education England URL
          Students must
          Mark as done
        • url icon
          Manual Blood Pressure measurement- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Taking Temperature - Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Taking Oral Temperature- Video by Hennepin Healthcare URL
          Students must
          Mark as done
        • url icon
          Tympanic Temperature- Video by Health Education England URL
          Students must
          Mark as done
        • url icon
          Skin, Hair, Nail Assessment - Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Skin, Hair, Nail Assessment- Video by Harper College Nursing URL
          Students must
          Mark as done
        • url icon
          Eye Assessment- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Eye, Ear, Nose, Throat, Mouth Assessment- Video by Harper College Nursing URL
          Students must
          Mark as done
        • url icon
          External Ear Assessment- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Nose, Mouth, Throat, Neck Examination- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Nose, Mouth, Throat Exam- Video by Harper College Nursing URL
          Students must
          Mark as done
        • url icon
          Chest Assessment- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Thorax and Lung Assessment- Video by Harper College Nursing URL
          Students must
          Mark as done
        • url icon
          Breast Exam- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Breast Exam- Video by Stanford Medicine URL
          Students must
          Mark as done
        • url icon
          Assessment of Abdomen- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Abdominal Assessment- Video by Harper College URL
          Students must
          Mark as done
        • url icon
          Upper/Lower Extremities Musculoskeletal Assessment - Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Musculoskeletal Assessment- Video by Harper College Nursing URL
          Students must
          Mark as done
        • url icon
          Donning and Doffing of PPE- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Donning and Doffing PPE- Video by CDC URL
          Students must
          Mark as done
        • url icon
          Donning and Doffing Clean Gloves- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Donning and Doffing Sterile Gloves- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Donning and Doffing of Sterile Gloves- Video by Boston Children's Hospital URL
          Students must
          Mark as done
        • url icon
          Body Fluid Exposure- Procedure Checklists URL
          Students must
          Mark as done
        • url icon
          Setting Up Sterile Field- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Setting up sterile field - Video by College of Southern Maryland URL
          Students must
          Mark as done
        • url icon
          Using Bedpan- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Helping Patient with Urinal- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Tracheostomy Care- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Indwelling Catheter Removal- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Emptying Urine Collection Bag- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Oral Administration of Anti-Cancer Drug- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Oral Chemotherapy at Home- Video by Canadian Cancer Society URL
          Students must
          Mark as done
        • url icon
          Intravenous Administration of Anti-Cancer Drug- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Administration of Anti-Cancer Drug Through Central Venous Access Device - Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          CAVD Anti-Cancer Drug Administration- Video by OpenPaediatrics Organisation URL
          Students must
          Mark as done
        • url icon
          Subcutaneous Administration of Anti-Cancer Drug- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Subcutaneous Chemotherapy- Cleveland Clinic URL
          Students must
          Mark as done
        • url icon
          Intramuscular Administration of Anti-Cancer Drug- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Intramuscular Injection- Video by CDC URL
          Students must
          Mark as done
        • url icon
          End of Shift Report- Procedure Checklist URL
          Students must
          Mark as done
        • url icon
          Fluid Intake/Output Net Balance - Procedure Checklist URL
          Students must
          Mark as done
        • Students must
          Mark as done

          Open Access Textbook on Nursing Clinical Skills

        • url icon
          . Nursing Skills by Chippewa Valley Technical College URL
          Students must
          Mark as done

          This is an open-access textbook on fundamental nursing skills, provided by Chippewa Valley Technical College licensed under Creative Commons – Attribution 4.0 International.  Please feel free to download it and use it. For other open-access nursing textbooks, please visit XanEdu.com website.



      • Practice Exam

        • quiz icon
          Practice Exam Quiz
          Students must
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          Receive a grade
          Receive a passing grade

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

      • Final Exam

        Click here to start the Final Examination.

        • quiz icon
          Final Exam Quiz
          To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 60 questions, and you will have 150 minutes to answer and submit them. In case you fail the exam in the first attempt, you can retake the final exam again after 1 week. 

          To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
          Not available unless any of: All of: ...
          Not available unless any of:
          • All of:
            • The activity Course Registration is marked complete
            • The activity Knowledge Assessment is marked complete
            • The activity Quiz: Module 2: Lesson 1 is marked complete
            • The activity Quiz: Module 2: Lesson 2 is marked complete
            • The activity Quiz: NCSBN Nutrition Case Study is marked complete
            • The activity Quiz: Module 2: Lesson 3: Part 1 is marked complete
            • The activity Quiz: Module 2: Lesson 3: Part 2 is marked complete
            • The activity Quiz: Pain Case Study is marked complete
            • The activity Quiz: Module 2: Lesson 4 is marked complete
            • The activity Quiz: Module 2: Lesson 5 is marked complete
            • The activity Quiz: Module 2: Lesson 6 is marked complete
            • The activity Quiz: Module 2: Lesson 7 is marked complete
            • The activity Quiz: Module 2: Lesson 8 is marked complete
            • The activity Quiz: Module 2: Lesson 9 is marked complete
            • The activity Quiz: Module 2: Lesson 10 is marked complete
            • The activity Quiz: Module 2: Lesson 11 is marked complete
            • The activity Quiz: Module 2: Lesson 12 is marked complete
            • The activity Quiz: Module 2: Lesson 13 is marked complete
            • The activity Quiz: Module 2: Lesson 14 is marked complete
            • The activity Quiz: Module 2: Lesson 15 is marked complete
            • The activity Quiz: Module 2: Lesson 16 is marked complete
            • The activity Quiz: Module 2: Lesson 17 is marked complete
            • The activity Quiz: Module 2: Lesson 18 is marked complete
            • The activity Quiz: Module 2: Lesson 19 is marked complete
            • The activity Quiz: Module 2: Lesson 20 is marked complete
            • The activity Quiz: NCSBN Sepsis Case Study is marked complete
            • The activity Quiz: Module 2: Lesson 21 is marked complete
            • The activity Quiz: Module 2: Lesson 22 is marked complete
            • The activity Quiz: Module 2: Lesson 23 is marked complete
            • The activity Quiz: Module 2: Lesson 24 is marked complete
            • The activity Quiz: Module 2: Lesson 25 is marked complete
            • The activity Quiz: Module 2: Lesson 26 is marked complete
            • The activity Quiz: Module 2: Lesson 27 is marked complete
            • The activity Quiz: NCSBN Anaphylactic Drug Reaction is marked complete
            • The activity Quiz: Module 3: Lesson 1 is marked complete
            • The activity Quiz: Module 3: Lesson 2 is marked complete
            • The activity Quiz: Module 3: Lesson 3 is marked complete
            • The activity Quiz: Module 3: Lesson 4 is marked complete
            • The activity Quiz: Module 3: Lesson 5 is marked complete
            • The activity Quiz: Module 3: Lesson 6 is marked complete
            • The activity Quiz: Module 3: Lesson 7 is marked complete
            • The activity Quiz: Module 3: Lesson 8 is marked complete
            • The activity Quiz: Module 3: Lesson 9 is marked complete
            • The activity Quiz: Module 4: Lesson 2 is marked complete
            • The activity Quiz: Module 5: Unit 1: Lesson 1 is complete and passed
            • The activity Quiz: Module 5: Unit 1: Lesson 2 is complete and passed
            • The activity Quiz: Module 5: Unit 1: Lesson 3 is complete and passed
            • The activity Quiz: Module 5: Unit 1: Lesson 4 is complete and passed
            • The activity Quiz: Module 5: Unit 1: Lesson 5 is complete and passed
            • The activity Quiz: Module 5: Unit 1: Lesson 6 is complete and passed
            • The activity Unit 1 Exam is complete and passed
            • The activity Quiz: Module 5: Unit 2: Lesson 1 is complete and passed
            • The activity Quiz: Module 5: Unit 2: Lesson 2 is complete and passed
            • The activity Unit 2 Exam is complete and passed
            • The activity Quiz: Module 5: Unit 3: Lesson 1 is complete and passed
            • The activity Quiz: Module 5: Unit 3: Lesson 2 is complete and passed
            • The activity Unit 3 Exam is complete and passed
            • The activity Quiz: Module 5: Unit 4: Lesson 1 is complete and passed
            • The activity Unit 4 Exam is complete and passed
            • The activity Quiz: Module 5: Unit 5: Lesson 1 is complete and passed
            • The activity Quiz: Module 5: Unit 5: Lesson 2 is complete and passed
            • The activity Quiz: Module 5: Unit 5: Lesson 3 is complete and passed
            • The activity Quiz: Module 5: Unit 5: Lesson 4 is complete and passed
            • The activity Quiz: Module 5: Unit 5: Lesson 5 is complete and passed
            • The activity Unit 5 Exam is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 1 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 2 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 3 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 4 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 5 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 6 is complete and passed
            • The activity Quiz: Module 5: Unit 6: Lesson 7 is complete and passed
            • The activity Unit 6 Exam is complete and passed
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      • Course and Self Evaluation & Certificate

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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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          Not available unless: The activity Final Exam is marked complete

      • Course Activities

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          Slide Decks Page
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          Participant Workbooks Page
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          Powerpoint Participant Workbooks Page
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