RETURN TO PRACTICE (MENTAL HEALTH NURSING)

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B723029
Module Leader Margaret Caldwell
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Participants will be nurses who are re-entering mental health nursing after a break in practice. Confirmation of having previously completed a Pre-registration Programme of Nurse Education will be required. The participants must complete an appropriate induction programme prior to commencing the module.

Summary of Content

The aim of this practice/theory module is to comprehensively prepare nurses, who have a lapse of registration with the Nursing and Midwifery Council (NMC), the opportunity to return to the register. The module updates students on knowledge and skills required of a registered nurse working in mental health nursing practice. Return to Practice students will normally undertake up to a maximum of 450 hours in practice learning. The theory component comprises of 8 days in total, 4 generic and 4 field specific. With guidance from the Nursing Midwifery Council (NMC) Standards for pre-registration education (2010) and the Standards for Learning and Assessment in Practice (SLAiP) (2008), an Ongoing Achievement Record (OAR) is adapted for Return to Practice students which will encompass a range of learning outcomes and supervised by a sign off mentor.

Syllabus

An awareness of the Protection of Vulnerable Groups Clinical Disorders Clinical Supervision Code of Practice Communication Skills Contemporary and Contextual Issues in Mental Health Nursing Evidence Based Practice Frameworks of Care Health Promotion Holistic Person Centred Planning Inter-agency and inter-professional working Legal, accountability and ethical principles Ongoing Achievement Record (OAR) Person centred, safe and effective practice Psychological Approaches in Mental Health Nursing Recovery Oriented Practice Reflective Practice and Writing Research Awareness Risk Assessment and Management Standards for Medicines Management

Learning Outcomes

By the end of the module, the learner should be able to:Demonstrate an ability to analyse the influence of Health and Social Policy on the practice of contemporary mental health nursing practice.Demonstrate an ability to integrate knowledge of legislation, guidelines, codes of practice and policies into contemporary mental health nursing.Evaluate the current structure and organisation of care nationally and locally.Reflect on and evaluate the current issues in mental health nursing, education and practice.Critically analyse relevant literature and research to inform practice of mental health nursing.Demonstrate an ability to prioritise and manage client/patient care using holistic and evidence based practice.Explore the role of mental health nursing within the multidisciplinary team.Discuss and reflect on own strengths and weaknesses with a view to further developing personal and professional competence.Demonstrate the ability to use appropriate communications, teaching and learning skills in the practice learning environment.Successfully meets the practice learning competencies of the module.

Teaching / Learning Strategy

The teaching and learning strategy is defined as blended as it seeks to provide an educational framework, which promotes active learning. Within this context there is a balance of teaching methods, including; face to face lectures, seminars, problems solving workshops, student presentations, experiential learning, directed reading, appraisal of contemporary literature and online discussion. Normally, students with a lapse of registration up to 12 years will be required to undertake 300 hours of practice learning and 450 hours of practice learning for a lapse in registration more than 12 years. Students will be encouraged to reflect upon their current knowledge of clinical expertise to develop skills commensurate with effective practice. To develop this further, students will be asked to submit a formative essay . These teaching and learning strategies expose students to a range of learning styles and will guide those most conducive to Lifelong Learning.

Indicative Reading

Amering, M. & Schmolke, M. (2009), Recovery in mental health: Reshaping scientific and clinical responsibilities . John Wiley & Sons. Oxford Barker, P. J. 2009, Psychiatric and Mental Health Nursing: The craft of caring , (2 nd edition), Arnold: London Clarke, V., Walsh, A. 2009, Fundamentals of Mental Health Nursing. Oxford University Press: Oxford Cottrell, S. 2008, The Study Skills Handbook , 3rd edn, Palgrave: Hampshire Gamble, C. & Brennan, G. (eds) (2009) Working with Serious Mental Illness: A manual for clinical practice, 2 nd edition, Elsevier: London Gerrish, K. and Clayton, A. (2010) The Research Process in Nursing, 6 th Ed. Wiley Blackwell, Oxford Harris, N.,Baker, J., Gray, R. 2009 Medicines Management in Mental Health Care Wiley-Blackwell Jasper, M., 2003, Beginning Reflective Practice , Nelson Thornes: Cheltenham McCormack, B., McCance, T. 2010, Person- centred Nursing: Theory and practice. Wiley- Blackwell. Oxford Morris, G. & Morris, J., 2010, The dementia care workbook , McGrawHill: Berkshire Nash, M. 2010, Physical Health and Well-Being in Mental Health Nursing: clinical skills for practice , Open University Press: Berkshire Norman, I. & Ryrie, I. 2009, The art and science of mental health nursing: A textbook of principles and practice (2nd ed), McGrawHill: Maidenhead URLs National Institute for Health and Care Excellence (NICE) - <http://www.nice.org.uk/> NES - <http://www.nes.scot.nhs.uk/> Nursing and Midwifery Council (NMC) - <http://www.nmc-uk.org/> Scottish Government Health Department. 2010, NHS Scottish Healthcare Quality Improvement Strategy. Available at: <http://scotland.gov.uk/topics/health/NHSScotland/NHSQuality> Scottish Government, 2012, Mental Health Strategy for Scotland: 2012-2015 Available from: <http://www.scotland.gov.uk/Resource/0039/00398762.pdf> SIGN Guidelines - <http://www.sign.ac.uk/>

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Lectures (BL) 36.00
Tutorials ( Bl) 6.00
Independent Learning (BL) 70.00
Assessment (BL) 30.00
Placement 300.00
Seminars (BL) 8.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 02 n/a 0.00 35% Ongoing Acheivement Record (OAR)
Coursework 01 n/a 100.00 40% Essay (3000 words)