WAYS OF WORKING AND BUILDING BRIDGES - 2018/9

Module code: NUR2112

Module Overview

This module will provide mental health nursing students with the ability to develop interpersonal engagement and assessment skills and strategies with service users in the mental health care setting.

Module provider

School of Health Sciences

Module Leader

SMITH A Ms (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

JACs code: B700

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

Completion and progression of first year modules

Module content

Indicative content includes:

 

Health and wellbeing

Mental health conditions and diagnoses

Mental health and illness across the life span

Psychosocial interventions- including solution focussed, family therapy, motivational interviewing and cognitive behaviour therapy

Perinatal mental health

Post-Traumatic Responses

Psychodynamic approaches

Rogerian /Humanistic approaches

Self-harming behaviour

Suicide

Personality Disorder

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework ESSAY 100

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate ;

 

Development and understanding of key assessment and clinical engagement skills in the mental health care setting through the use of written analysis and reflection on their rehearsal interaction and assimilation of this experience with their clinical experience.

 

Thus, the summative assessment for this module consists of:


One written essay of 2,000 words


 

Formative assessment

The students are required to undertake a rehearsal/role-play of an assessment and engagement scenario in groups of three with one student acting in the role of observer.

The scenario is provided for the students, there is a choice of four scenarios.

Each student receives verbal feedback on the role-play- this in turn informs the essay plan.

Each student is provided with written feedback via a check list on his or her interaction and role play.

A staff member from the module team gives students feedback on their subsequent essay plans.

 

Feedback

Feedback is given to students via brief meetings with a tutor who has responsibility for responding to the essay plan from each allocated student.

Module aims

  • ┬áTo deepen self-awareness and the ability to use the self therapeutically, in order to begin delivering effective, evidence-based care to people experiencing specific mental health difficulties

Learning outcomes

Attributes Developed
1 Identify the need to work therapeutically with people experiencing a range of mental health problems, drawing upon evidence to support care whilst recognising and adapting own responses.
2 Discuss the theories and concepts of therapeutic engagement, conflict resolution.
3 Critically analyse the value and implications of Clinical Supervision in practice.
4 Demonstrate an enhanced understanding of how ethical principles, judgements and values affect the provision of care for people experiencing mental health problems.
5 Analyse the experiences and personal meaning of mental health problems for individuals, carers, professionals and the wider society.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 114

Lecture Hours: 36

Seminar Hours: 3

Tutorial Hours: 2

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Enhance student understanding of the process of engagement and psychological assessment of service users presenting with a mental health problem, through personal enactment and feedback from peers and tutors.

The learning and teaching methods include:


Role rehearsal
Tutor feedback
Lectures delivered by clinicians currently in practcie
Lectures from University teachers

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

Reading list for WAYS OF WORKING AND BUILDING BRIDGES : http://aspire.surrey.ac.uk/modules/nur2112

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.