Introduction to MH Nursing
Run by School of Health Sciences
40 Credits or 20 ECTS Credits
Organiser: Mr Russell Jones
Overall aims and purpose
To introduce the student to the values and principles which underpin mental health practice, that value diversity and promote recovery. Students will be introduced to the core functions of the mental health nurse in assessment, health care delivery and will consider the factors that influence the development of therapeutic partnerships between health care providers and service users. Students will be introduced to the strategies which support service user expertise and experience in the promotion of mental well-being and recovery.
The course content introduces the student to the core functions and role of the mental health nurse.. • Historical context of mental health care. • Relationship between primary and secondary mental health care provision. • Introduction to legal, ethical and policy context specific to mental health care. • Values based practice and the role and responsibilities of the nurse in a mental health setting • Developing effective therapeutic communication skills. • Use of self in building and maintaining therapeutic relationship and the importance of therapeutic relationships in relation to the use of boundaries. • Protection of vulnerable people including those with complex needs across the lifespan. • Power imbalances between professionals and people experiencing mental health problems. • Understanding mental health, resilience and wellbeing. • Recognising social inequalities, stigma and discrimination that may arise from or contribute to mental health problems. • Person-centred and recovery orientated practice.1000 Lives Plus • Developing and working in partnership with individuals, families, carers, voluntary sector services and other people important to the person experiencing mental health problems. • Collaborative inter professional practice – roles and responsibilities • Advocacy, autonomy and empowerment across health and social care settings. • Introducing frameworks for recognising need and planning care including risk assessment. • Common and complex conditions – competing perspectives. • Presentation of mental health distress and classification systems. • Bio- psychosocial factors influencing the individual experience of mental health problems. • Understanding bio-psychosocial approaches. • Introduction to psychopharmacology, medicine management and numeracy • The relationship between physical and mental health, wellbeing and distress. • Early and timely intervention.
Key clinical skills - with application to the person with a mental health problem • Maintaining a safe environment • Eating, drinking, nutrition and hydration • Moving and positioning • Continence promotion – bladder and bowel care • Skin health/wound management • Infection control
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. This equates to a minimum mark of Grade C- in the Grading Criteria.
Threshold 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.
Good 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. This equates to a minimum mark of Grade C- in the Grading Criteria.
Excellent Excellent 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. This equates to a minimum mark of Grade A- in the Grading Criteria.
Excellent 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. This equates to a minimum mark of Grade A- in the Grading Criteria.
Explore mental health nursing in different contexts, taking into account culture, diversity, groups and the individual across the lifespan;
Demonstrate an understanding of professional, legal and ethical requirements for mental health nursing practice;
Demonstrate an understanding of how professional relationships are built through appropriate communication, information sharing, respect and dignity;
Demonstrate the application of knowledge and skills required for safe, compassionate and effective mental health nursing practice;
Demonstrate an understanding of models of health, wellbeing and disability in the context of mental health nursing practice
Demonstrate the numerical skills and ability to perform drug calculations for safe administration of medicines.
|ESSAY||Commuinication and Empowerment||100|
|LOGBOOK OR PORTFOLIO||Ongoing Record of Achievement of Practice (LO 1,2,3,4,5,6) Pass/Fail||100|
Teaching and Learning Strategy
Clinical placement 200hrs
(a) Contact Time – e.g. in classroom, or fieldwork 100hrs
(b) Private Study – reading time, preparing and taking assessments 100hrs
(c) Clinical placement 200hrs
Lectures 30 Hours
- 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
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- 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
- 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
- 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
Computer and Blackboard access Library registration
Bach S. and Grant A. (2010) Communication and Interpersonal Skills in Nursing 2nd Edition, Learning Matters. Exeter.
Barber P., Brown R., and Martin D. (2012) Mental Health Law in England and Wales: A Guide for Mental Health Professionals, 2nd Edition, Sage. London.
Barker J.P. (Ed) (2009) Psychiatric and Mental health nursing; The Craft of Caring. 2nd edition. Arnold. London.
Cottrell, S. (2008) The Study Skills Handbook. Palgrave Macmillan. London.
Dimond, B.(2011) Legal Aspects of Nursing. 6th Edition. Pearson Education, Harlow.
Dougherty, C. and Lister s. (2011) The Royal Marsden Manual of Clinical Nursing Procedures. 8th Edition. Wiley-Blackwell. London
Green, J. and Tones, K.(2010) Health Promotion 2nd Edition. Sage. London.
Ellis P. (2010) Evidence-based Practice in Nursing. Learning Matters, Exeter
Gask L., Lester, H., Kendrick, A.and Peveler, R. (Eds) (2009) Primary Care Mental Health. London, Royal College of Psychiatrists.
Goodman, B (2010) Nursing and Collaborative Practice; a guide to interprofessional learning, 1st Edition. Learning Matters. Exeter.
Frame, J. (1962) Faces in the Water Virago Press. London.
Griffith R. and Tengnah C. (2010) Law and Professional Issues in Nursing. 2nd Edition. Learning Matters. Exeter
Hastings M. (2009) Clinical Skills Made Incredibly Easy, 1st Edition, Lippincot, Williams and Wilkins. London
Holland, K. and Hogg, C. (2010) Cultural awareness in nursing and health care: An Introductory Text. Hodder Arnold. London.
Hutchfield,K.(2010) Information Skills for Nursing Students. Learning Matters. Exeter,
Morrissey J and Callaghan P. (2011) Communication Skills for Mental Health Nurses, McGraw-Hill. Maidenhead.
Mutsatsa S. (2011) Medicines Management in Mental health Nursing Learning Matters, Exeter
Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion, 3rd edition, Bailliere Tindall/Elsevier. Edinburgh
Norman, I Ryrie, I (Eds) (2009) The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice Maidenhead. Open University Press.
Price, B. and Harrington, A.(2010) Critical Thinking and Writing for Nursing Students. Learning Matters Exeter.
Pryjmachuk, S. (Ed) (2011) Mental Health Nursing. Sage. London,
Read J. (2009) Psychiatric Drugs; Key Issues and Service User Perspectives, Mind/Palgrave MacMillan. London.
Repper, J and Perkins, (2003) Social Inclusion and Recovery: A Model for Mental Health Practice Balliere Tindall. London.
Rogers, A and Pilgrim D, (2001) Mental Health Policy in Britain: A Critical Introduction Palgrave Macmillan. London
Ryan P., Ramon S., and Greacen T., (Eds) (2012) Empowerment, Lifelong Learning and Recovery in Mental Health: Towards a New Paradigm. Palgrave Macmillan. London.
Soloman A. (2002) The Noonday Demon: An Anatomy of Depression Vintage. London.
Starkings, S and Krause, L. (2010) Passing Calculations Tests for Nursing Students. Learning Matters, Exeter
Panos V. (Ed) (2007) Mental Health Interventions and Services for Vulnerable Children and Young People. Jessica Kingsley Publishers. London
Barker P, (2010) Mental Health Ethics: The Human Context. Hoboken. Taylor and Francis
Blows W T. (2011) The Biological Basis of Mental Health Nursing. 2nd Edition. Routledge. Abingdon.
Dogra N, Leighton S, (2009) Nursing in Child and Adolescent Mental Health Open University Press. Maidenhead. .
Keady J, (2007) Community Mental Health Nursing and Dementia Care McGraw-Hill Education.Maidenhead.
Nash M, (2010) Physical Health and Well-being in Mental Health Nursing. Clinical Skills for Practice. McGraw-Hill. Maidenhead.
Pattison S, (2010) Emerging Values in Health Care: The Challenges for Professionals. Jessica Kingsley Publishers. London.
Raghaven R, and Patel P. R. (2008) Learning Disabilities and Mental Health Nursing Perspectives. Hoboken. John Wiley and Sons
Reed J, (2011) Nursing Older Adults. Partnership Working McGraw-Hill. Maidenhead.
Betsi Cadwalader University Health Board http://www.wales.nhs.uk/sitesplus/861/home Joseph Rowntree Foundation www.jrf.org.uk NHS Wales http://www.wales.nhs.uk/ National Institute for Health and Clinical Excellence http://www.nice.org.uk/ Nursing and Midwifery Council http://www.nmc-uk.org/ Welsh Government http://wales.gov.uk 1000 Lives Plus http://www.1000livesplus.wales.nhs.uk/home Mind http://www.mind.org.uk/ Rethink mental illness http://www.rethink.org/ Mental Health Wales http://www.mentalhealthwales.net/mhw/ Mental Health Measure Wales http://www.assemblywales.org/bus-home/bus-legislation/bus-leg-measures/business-legislation-measures-mhs-2.htm WHO guide to mental and neurological health in Primary Care http://www.mentalneurologicalprimarycare.org/index.asp Mental Health Foundation http://www.mentalhealth.org.uk/ Centre for Mental Health http://www.centreformentalhealth.org.uk/ National Mental Health Development Unit http://www.nmhdu.org.uk/ The Centre for Child Mental Health http://www.childmentalhealthcentre.org/ The Alzheimer’s Society http://alzheimers.org.uk/ Bevan Foundation Changing Wales http://www.bevanfoundation.org/ Carers Strategy http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_085345
Journals Mental Health Practice Nursing Standard Nursing Times Social Media Twitter feeds: 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 one Time to Change Wales (campaigning to end mental health stigma and discrimination) Twitter @TTCWales Web http://www.timetochangewales.org.uk/
Gofal (Welsh mental health charity support, campaigning and increasing public understanding) Twitter @Gofal Web http://www.gofal.org.uk/mental-health-information
Mind (UK based charity for providing information and support on mental health) Twitter @MindCharity Web: http://www.mind.org.uk
Alzheimer’s Society (leading charity providing information and support on dementia for carers and professionals) Twitter @alzheimerssoc Web: http://www.alzheimers.org.uk/
Hafal (user-led charity for people with serious mental health problems Twitter: @Hafal Web: http://www.hafal.org/
Diverse Cymru (Welsh based charity promoting equality for all, challenging discrimination and stigma) Twitter: @DiverseCymru Web: http://www.diversecymru.org.uk Mental Health Cop (serving police inspector with interest of mental health and criminal justice) Twitter: @MentalHealthCop Web: http://www.mentalhealthcop.wordpress.com
Bangor University Blackboard site – ‘Safe Medicate’ registration and access