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PCC4U in practice

At December 2018, 83% of undergraduate and entry to practice health courses nationally (n=206) are either using the PCC4U resources or are reviewing the resources and /or the palliative care content of their curriculum.

  • PCC4U collaborated with the Griffith University team to redesign elements of a Simulation Based Learning Experience to develop palliative care and interprofessional capabilities. The PCC4U palliative care graduate capabilities and Griffith University Threshold learning outcomes informed the review of learning objectives for four discipline cohorts and curriculum mapping. The curriculum mapping identified opportunities to improve palliative care learning. The PCC4U team provided advice on increased alignment to the palliative care graduate capabilities and integrating PCC4U learning and teaching resources to strengthen the inclusion of palliative care in the online, pre-simulation learning module and the five and a half hour face-to-face high-fidelity human-patient simulation experience. The PCC4U case study "Michelle's Story" was used and adapted. Contact the PCC4U team to access the poster describing this collaboration.

  • Palliative care content is integrated within a four-year Physiotherapy program and adapted to meet student needs. Students watch Module 4: Bob’s story  and reflect upon the impact of a diagnosis of Motor Neurone Disease within a Neurological Interventions unit. Within the Physiotherapy in Ageing unit, students reflect upon 79-year-old Betty who has Stage 3 Chronic Kidney Disease in Topic 1: Betty’s story. The principles of palliative care communication are explored through a reflection upon Module 2: Michelle’s story using face-to-face lecture and online learning.  Access the poster describing the blended leaning approach used.
  • Palliative care incorporated into a first year subject on communication and interpersonal skills in nursing practice, a second year subject on legal and ethical decision making in nursing, and a third year subject on community-based nursing within the Bachelor of Nursing Science. 
  • Incorporated into the 2nd year unit Pathophysiology and Nursing Implications: Students have a 2 hour session every 2 weeks to go through each module from  PCC4U over an 8 week block. The final week is an intensive palliative care presentation. Assessment includes a case presentation where students apply a pathophysiology outlook using one of the vignettes.
  • Vignettes embedded into the MBBS course Ageing and Endings 1 andAgeing and Endings 2, focusing on clinical placements. Students receive CDs for self-directed learning and preparation for tutorial discussion.
  • Modules used in MBBS program to introduce palliative care and teach communication skills to second year students in groups and online independent study, to teach symptom assessment during third year in a large group format (maximum of 50 students) and optimisation during fourth year through online independent study.
  • Use of the modules to assist fourth year physiotherapy students preparing a seminar on palliative care. A two hour tutorial on palliative care in the pharmacy context based upon and using two of the video vignettes.
  • Vignettes used within a lecture and a tutorial session for the first year unit Promoting Health Across the Lifespan.
  • A video vignette uploaded into Blackboard and used as the basis of a reflective activity in occupational therapy.
  • An extra-curricular multidisciplinary course (students from nursing, paramedicine, physiotherapy, speech therapy, occupational therapy and social work) - four tutorials over four weeks utilising the learning modules.