Slides 28-30 content tool/resources notes Early breast cancer journey • Projector • Learner’s Resource - pages 13-16 • Learner’s Guide - activity 6 • Provide participants with an overview of the breast cancer journey using the slides giving brief definition of the following stages: − awareness and early detection − diagnosis − treatment − follow-up. • Participants to complete Activity 6. Activity 6 Case Study provided in Learner’s Guide. Work through individually then discuss in small groups. 10
4. Investigation and diagnosis of breast cancer Slides 51-58 content tool/resources notes How is breast cancer diagnosed? • Learner’s Resource - pages 35-40 • Present information on breast cancer diagnostic tests, specifically explain the Triple Test, which includes: − breast examination − imaging tests including mammogram and ultrasound − biopsy. • Encourage participants to share with the wider group information about their own organisation, the service they provide and its role with other organisations. • Facilitate discussion on types of communication between services to optimise service delivery. Slide 59 content tool/resources notes Test results and what they mean • The pathology reporting of breast cancer • Learner’s Resource - pages 41-45 • Learner’s Guide activity 11 • Present on breast cancer test results as displayed in a pathology report. • Give a brief summary of the resource, The Pathology Reporting of breast cancer using the summary on the Resources chapter at the end of this guide. • Participants to complete Activity 11. Activity 11 Case Study provided in Learner’s Guide. 12
Slides 95-96 content tool/resources notes Complementary and alternative therapies • Learner’s Resource - pages 93 • Learner’s Guide - activity 17 • Facilitate discussion on the use of and alternative therapies including ‘bush medicine’ in cancer treatment and prevention. • Highlight the key message being encourage open communication about traditional bush medicine between patients and doctors. • Participants to complete Activity 17 Activity 17 What is the difference between ‘complementary’ and ‘alternative’ therapies? What advice would you give to a client considering bush medicine or other types of complementary/ alternative therapies in their cancer treatment? Slides 97-98 content tool/resources notes Treatment for breast cancer in Aboriginal and Torres Strait Islander women • Learner’s Resource - pages 94-96 • Facilitate participants to identify barriers for Aboriginal and Torres Strait Islander women in accessing cancer treatment, make sure the following topics are discussed: − living in a remote area − isolation from family and community − family responsibilities − lack of understanding − lack of suitable culturally sensitive services − access to Aboriginal and Torres Strait Islander Health Workers. Role of the Aboriginal and Torres Strait Islander Health Worker in a Multi- disciplinary Team •• Learner’s Resource - pages 97-100 •• Learner’s Resource - pages 137-143 • Facilitate discussion on participants collaborating with clients, their family/significant others and the multidisciplinary team in planning and implementing treatment of breast cancer to meet the multiple health and support needs of clients. • Provide continuity of care for the patient, communicating regularly and work collaboratively with the multidisciplinary health care team. • Present on the importance of maintaining confidentiality to reflect community and organisation guidelines. 16
7. Psychosocial issues and support Slides 118-126 content tool/resources notes Psychosocial issues • Learner’s Resource - pages 117-124 • Learner’s Guide - activity 20 • Present on the key psychosocial issues for Aboriginal and Torres Strait Islander women with breast cancer including: − emotional issues including shame − psychological − physical − practical including travel and time away from family, financial and accommodation. • Participants to complete Activity 20. Activity 20 Case Study provided in Learner’s Guide with several questions. Slides 127-129 and 133-141 content tool/resources notes Providing support to women • Learner’s Resource - pages 125-131 • Learner’s Guide - activities 21 & 22 • on basic skills to support women being treated for breast cancer: − express empathy − listen actively − repeat and summarise important information. • Provide information to participants to effectively identify patients at higher risk of psychosocial distress who may benefit from additional assessment and appropriate referral for psychosocial care, including: − psychological issues requiring special treatment − anxiety − depression − traumatic symptoms − difficulties in relationships. • Participants to complete Activities 21 and 22. Activity 21 Case Study provided in Learner’s Guide with several questions. Activity 22 Case Study provided in Learner’s Guide with several questions. In small groups of 3 ask participants to role play ‘Pauline’ using communica- tion skills with one person as the client with breast cancer, one as the health professional and one as an observer who will present back to the larger group.
8. Multidisciplinary team approach Slides 147-150 content tool/resources notes Multi- disciplinary team approach • Learner’s Resource - pages 137-144 • Learner’s Guide - activity 25 • Present on multidisciplinary team approach including: − definition − principles of Multidisciplinary Care. • Participants to complete Activity 25. Activity 25 On the table provided list some of the people you interact with at work, their relationship/role and comment on your interaction with them. Also identify some new professional relationships you could make. 21
c) The Facilitator’s Guide and the Learner’s Resource provided adequate information to prepare and implement the course i) Assessments were appropriate to the level of skills and knowledge of the participants. effectively. STRONGLY DISAGREE DISAGREE UNDECIDED AGREE DISAGREE AGREE j) The course had a good balance of structure and flexibility. d) The Facilitator’s Guide and the Learner’s Resource provided adequate guidance and information for the content to be conveyed to the participants. DISAGREE DISAGREE UNDECIDED AGREE STRONGLY AGREE DISAGREE DISAGREE AGREE 7 Were you able to source and invite guest speakers to present some sections of the course?  No e) The PowerPoint slides were relevant to the course material and were easy to present to the participants.  Yes – please list DISAGREE AGREE f) The Facilitator’s Guide and the Learner’s Resource provided adequate guidance and information for the content to be conveyed to the participants. STRONGLy DISAGREE DISAGREE UNDECIDED AGREE STRONGLy AGREE 8 Would your organisation implement this unit of competency again? g) The course content was appropriate to the course participants in terms of level of detail.  No  Yes Please explain DISAGREE
5 The candidate was able to work in a multidisci- plinary team, facilitating communication between Aboriginal and Torres Strait Islander women and health professionals.  Yes  No Your observations 8 Additional feedback on candidate: What are the candidate’s strengths in this area? 6 The candidate was able to refer clients on to appropriate health professionals and services for psychosocial needs, practical needs and physical needs.  Yes  No Your observations What are the candidate’s development opportunities? 7 Please provide signatures for both the observer and the candidate. Observer’s signature Candidate’s signature 33