SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723311
Module Leader Ben Parkinson
School School of Health and Life Sciences
Subject Nursing
  • A (September start)

Pre-Requisite Knowledge

Completion of Progression Point 2

Summary of Content

This module will focus on a range of evidence base psychosocial approaches in mental health nursing and their application across the lifespan. Emphasis will be placed upon the knowledge and application of various psychologically informed approaches to mental health nursing practice, strengthening the foundations for lifelong learning and continuing professional development post registration. The emphasis in this module will be on the application of evidence based interventions within a practice context.


Assessment and Formulation Problem and goal identification Psychosocial interventions Cognitive behavioural therapy Solution focused therapy Reflective practice Clinical supervision Personal autonomy and accountability Multi-disciplinary team working Clinical outcomes Trauma and Abuse Co-morbidity Personality Disorder NMC Domains/ Competencies D1, MH 1.1, 2.1 D2 , MH 1.1, 1.2, 3,1, 4.1, 8.1 D3 MH 1.1, 4.1, 5.1, 6.1 D4 1, 2, 4, MH 4.1, D1 5, MH 5.1, 6.1

Learning Outcomes

On completion of this module students should be able to:1. Employ skills in 'low intensity' psychological approaches such as psychosocial interventions2. Integrate knowledge from a range of sources to assess, plan, deliver and evaluate nursing care which places the service user at the centre of the care experience3. Critically appraise the literature on the range of evidence based psychological therapies with different client groups across the lifespan4. Evaluate the role of psychological therapies in mental health nursing5. To critically explore the opportunities and challenges in implementing psychological therapies in routine clinical practice6. Critically appraise the role and function of clinical supervision in practice settings7. Demonstrate the ability to develop a psychologically informed case formulation, underpinned by knowledge of psychological theories8. Critically review strategies to assess vulnerability from a person-centred, multi-disciplinary perspective

Teaching / Learning Strategy

The teaching and learning strategy will enable students to synthesise and apply knowledge gained within the module. The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. Strategies used will include a blended approach to facilitate flexibility for students. Teaching methods will include modified lectures, seminars, group work, guided reading and online learning. This combination will encourage the development of critical thinking and evaluation to enable the student to recognise and acknowledge the impact of their new ethical knowledge on health and social care practice. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience.

Indicative Reading

Amering, M. & Schmolke, M. (2009), Recovery in mental health: Reshaping scientific and clinical responsibilities . John Wiley & Sons. Oxford (e-copy available) Gamble, C & Brennan, G (eds) (2009) Working with Serious Mental Illness: A manual for clinical practice, 2 nd edition, Elsevier: London Grant, A, Mills, J., Mulhearn (2010) Cognitive Behavioural Interventions for Mental Health Practitioners: SAGE: London Morris, G. & Morris, J., 2010, The dementia care workbook , McGrawHill: Berkshire Papworth, M., Marrinan, Martin, B. (2013) Low Intensity Cognitive Behaviour Therapy: A practitioners Guide, SAGE: London. Walker, S. 2014, Psychosocial interventions in mental health nursing, SAGE: London Westbrook, D.E, Kennerty, H., Kirk, J. (2011) An Introduction to cognitive behaviour therapy: skills and applications. 2 nd edition, SAGE: London (e-copy available) Williams, C (2003) Overcoming Anxiety: A five areas approach , Arnold: London. Websites Scottish Government, 2012, Mental Health Strategy for Scotland: 2012-2015 Available from: <> <> <> <> <>

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. Demonstrate the use of theory to inform practice using critical, creative and logical thinking. Develop skills of reflection.

Module Structure

Activity Total Hours
Independent Learning (PT) 132.00
Assessment (FT) 20.00
Lectures (FT) 12.00
Seminars (FT) 12.00
Tutorials (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 3.00 100.00 40% exam office