Module NMA-3203:
Becoming an Effective Prac

Module Facts

Run by School of Health Sciences

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Ms Denise Aspinall

Overall aims and purpose

This module will build on the student’s existing knowledge and skills with particular focus upon evidence based practice, management and decision making skills. The module will enable the student to analyse the impact of mental health policy direction and legislation on healthcare and to evaluate developments and innovations in healthcare practice. It will develop the student’s understanding of the complexity of care and equip them with the skills required in nursing complex individuals. The module will foster practical skills of reflection, personal development planning, empowerment, teamwork and leadership and provide the student with opportunities to analyse and evaluate their knowledge and skills as a key member of the multi-professional team caring for people with mental health problems.

Course content

• Current and emerging trends in assessment and treatments including advances in technology and tele-care. • National and European legislation, policy and professional guidelines which influence mental health practice e.g. dignity and diversity, health and safety, capacity; • Moral and ethical basis of nursing healthcare • Understanding mental health legislation and how it relates to care and treatment of people with mental health problems including those with complex needs - ageing, cognitive impairment, long term conditions and those approaching the end of life. • Critical knowledge of common physical and mental health problems and treatments including co-morbidity and physiological and psychological vulnerability. • Accountability and responsibility; preparing to be a registrant. • Allocation/delegation of care; The nurse’s contribution to healthcare evidence; professional development and practice • Communicating appropriately with adults, children and carers using concepts of empathy, advocacy, dignity and respect; • Complexity of decision making • Emotional intelligence/literacy. • Using evidence based individual and group psychological and psychosocial interventions. • Inter-professional roles and working in teams, communication and relationships,; • Language and cultural awareness and sensitivity; • Critiquing nursing practice in all settings through concepts such as theories of reflection (reflecting on care delivered); examine evidence base for nursing care; • Applying research/evidence to practice. • Self-awareness; e.g. own limitations; addressing limits to one’s own knowledge (unknowns); develop CPD skills (e.g. PREP); linking theory to practice through a reflective portfolio; • Implications of PREP and registered nurse status. • Politics of nursing; management of self and others; delegation; theories of management and teamwork; discipline; positive regard • Effective leadership skills • Change management and knowledge to action frameworks; • Implementing clinical supervision • Mental health promotion - raising awareness of mental health to other members of the multi-professional team and others working in health, social care and other services and settings. • Management of mental health care environments. • Innovations in mental health practice. • Partnerships in care. • Psychopharmacology and medicines management

Key Clinical Practice skills – with application to the person with a mental health problem: • eating, drinking, nutrition and hydration • comfort and sleep • moving and positioning • continence promotion and bowel and bladder care
• skin health and wound management • infection prevention and control • clinical observation, assessment, critical thinking and decision-making • symptom management, such as anxiety, anger, • pain management • risk management • medicines management

Assessment Criteria


Good understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. Evidence of reading around the topics demonstrated. This equates to a minimum mark of Grade C- in the Grading Criteria


Understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module


Excellent understanding of the facts and principles specific to the topics covered in this module demonstrated by wide reading, with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade A- in the Grading Criteria

Learning outcomes

  1. Critically analyse professional, legal and ethical requirements in mental health nursing practice.

  2. Evaluate and apply the appropriate evidence to support decision making during the delivery of care in mental health settings.

  3. Utilise reflection, clinical supervision, life-long learning, collaborative working and self management in order to critically analyse and engage in personal and professional development.

  4. Utilise and critically analyse strategies of leadership in mental health nursing, to ensure the delivery of safe patient management.

  5. Demonstrate the numerical skills and ability to perform drug calculations for safe administration of medicines.

Assessment Methods

Type Name Description Weight
Extended Essay Mark 100
SafeMedicate Exam 0
Portfolio R o A 0

Teaching and Learning Strategy

Private study

reading time, preparing and taking assessments

Lecture 30

Skills simulation

Practical classes and workshops

Enquiry based learning Seminars and e'learning

Work-based learning

Clinical placement


Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others


Resource implications for students

Library access Computer access Blackboard account

Reading list

Resource Implications of Proposal and Proposed Solutions:

Recommended Reading

Bach S. and Ellis P. (2011) Leadership, Management and Team Working in Nursing Exeter. Learning Matters Ltd

Bailey D. (2012) Interdisciplinary Working in Mental Health. Palgrave Macmillan. London

Barr J. and Dowding L. (2012) Leadership in Health Care, Second Edition Sage. London.

Care Services Improvement Partnership/National Institute for Mental health in England (2007) New Ways of Working for Everyone: A best practice implementation guide. Department of Health. London.

Chambers, R. (Ed) (2007) Clinical effectiveness and clinical governance made easy. 4th edition Radcliffe Publishing, Oxon.
Department of Health. (2010) Equity and excellence: Liberating the NHS. Department of Health. London. Fawcett B., Weber, Z. and Wilson S. (2011) International Perspectives on Mental Health: Critical issues across the lifespan. Palgrave Macmillan. London.

Gallagher A., and Hodge S. (2012) Ethics, Law and Professional Issues A Practice-Based Approach for Health Professionals. Palgrave Macmillan London. Goodman, B. (2010) Nursing and Collaborative Practice. Learning Matters. Exeter. Gopee N. (2011) Mentoring and Supervision in Healthcare, Second edition. Sage. London. Iles V. (2005) Really Managing Healthcare Open University Press. Buckingham. Kent, B. and McCormack B. (Eds) (2010) Clinical Context for Evidence-based Nursing Practice Sigma Theta Tau International and John Wiley and Sons. Singapore. Linsley, P., Kane, R. and Owen, S. (Eds) (2011) Public health and the nursing role: contemporary principles and practice. Oxford University Press. New York. McCormack B, McCance T (2010) Person-centred Nursing: Theory and Practice. Wiley-Blackwell, Oxford. Melnyk, B.M., and Fineout-Overholt, E. (2010) Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. Lippincott Williams and Wilkins. Philadelphia, Pilgrim D. (2010) Key Concepts in Mental Health. Sage. London

Pryjmachuk,S.ed(2011) Mental Health Nursing. Sage. London. Standing ,M. (2011) Clinical Judgement and Decision Making for Nursing Students. Learning Matters. Exeter

Electronic Resources

Barker P, (2010) Mental Health Ethics: The Human Context. Taylor and Francis. Hoboken. Department of Health (2010) Clinical governance and adult safeguarding: an integrated process. London. Department of Health Dimond B., (2008) Legal Aspects of Mental Capacity. John Wiley and Sons, Ltd. Hoboken.

Pattison S, (2010) Emerging Values in Health Care: The Challenges for Professionals. London Jessica Kingsley Publishers

Web links

Involving People Betsi Cadwalader University Health Board Chief Medical Officer E-Library for Health Health and Safety Executive (HSE) National Institute for Health and Clinical Excellence National Leadership and Innovation Agency for Health (NLIAH) NHS Wales Nursing and Midwifery Council Centre for Mental Health National Mental Health Development Unit Public Health Wales UK National Statistics Welsh Government Joseph Rowntree Foundation Mental Health Measure Wales 1000 lives+ Mental Health Research Network Cymru National Institute for Social Care and Health Research Royal College of Nursing Quality Improvement The Centre for Welfare Reform Healthcare Inspectorate Wales The Kings Fund

Social media The course team have highlighted some twitter feeds that may assist the student develop understanding, building on positive values and enabling the student to have access to contemporary news and developments. Judgement and analysis should be taken when relying on sources of social media and news feeds. If the student is in doubt, advice from lecturing staff should be sought.

All students must adhere to professional codes of conduct and expression when using social network media and self-monitor their interactions in these sites.

Year 3 Trip data base(clinical search database quick and effective) Twitter @TRIP_Database Web:

Centre for Welfare Reform (working to redesign welfare state, some excellent publications) Twitter @CforWR Web:

Joseph Rowntree Foundation ( UK based social policy research) Twitter: @jrf_uk Web:

The Society of Arts (UK based society for the promotion of 21st Century solutions to challenges and problems) Twitter: @theRSAorgWeb:

Journals and e-journals International Journal of Mental Health Nursing Mental Health Review Journal of Advanced Nursing Journal of the American Psychiatric Nurses Association. Issues in Mental Health Nursing British Journal of Mental Health Nursing