FORENSIC LEARNING DISABILITY NURSING

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726114
Module Leader Linda Steven
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module will provide students with opportunities to develop their knowledge and clinical nursing practice using the principles and theories of learning disability nursing within forensic LD practice, services for clients with offending behaviour, the Criminal Justice System and behaviours that challenge services. Students will explore the development of constructional approaches and positive methods of intervention including evidence based psychosocial interventions such as cognitive-behavioural therapy, behavioural activation, wellness planning and psychosocial interventions and how these may be applied for people with learning disabilities

Syllabus

-360b7 Forensic inpatient LD nursing b7 Positive behavioural support and risk assessment b7 Criminal justice system, working with offenders b7 Adult support and protection b7 Psychological literacy, formulation b7 Challenging Behaviour, mental health, adults with incapacity, legal issues b7 Values base for learning disability nursing including, human rights, personalisation, equality and inclusion, person centred, strengths based, respect, partnerships NMC Proficiencies 1.1, 1.2, 1.3, 1.4, 1.8, 1.9, 1.10, 1.12, 1.14, 1.15, 1.17, 1.18, 1.19 2.7, 2.8 3.5, 3.6, 3.8, 3.9, 3.10 4.8, 4.10, 4.11 6.3, 6.5, 6.6, 6.8, 6.10 7.9, 7.11

Learning Outcomes

On successful completion of the module the student should be able to:-1. Explore the impact of abuse and trauma on well-being and mental health, and how this can influence communication and relationship-building in people with learning disabilities.2. Critically evaluate psychological models and ways of working when behaviours are perceived as challenging, including risk assessment.3. Critically review the definitions, principles, and values of behavioural models, including positive behavioural support, cognitive behavioural support, and behaviour family therapy. 4. Identify the physiological, emotional and physical risks associated with the use of physical restraint and restrictive practices.5. Critically examine the relationship between forensic learning disability services and the Criminal Justice System.6. Critically evaluate approaches to behavioural assessments, functional assessment and positive behavioural support plans.

Teaching / Learning Strategy

The module will be delivered using blended learning approaches, including simulation and case-based scenarios to improve the student experience. 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

ATHERTON, H., CRICKMORE, D., 2011. Learning Disabilities, Towards Inclusion . 6 th ed. Edinburgh: Churchill Livingstone Elsevier. BARR, O. & GATES, B., 2018. Oxford handbook of learning and intellectual disability nursing . Oxford: Oxford University Press. EMERSON, E. & HATTON, C., 2014. Health Inequalities and People with Learning Disabilities . Cambridge: Cambridge University Press. HEALTH EQUALITIES FRAMEWORK, 2013. The Health Equalities Framework (HEF). An outcomes framework based on the determinants of health inequalities. [online]. UK Learning Disability Nurse Consultant Network. [viewed 25 August 2019]. Available from: <https://www.ndti.org.uk/uploads/files/The_Health_Equality_Framework.pdf> JENKINS, R. & MIDDLETON, A., 2018. Safeguarding Adults with Learning Disabilities in MACINTYRE, G., STEWART, A. & MCCUSKER, P., Safeguarding Adults, Key Themes and Issues. UK: Macmillan Education, pp132-151. LINDSAY, R.W. AND TAYLOR, J.L., 2018. The Wiley Handbook on Offenders with Intellectual and Developmental Disabilities: Research, Training, and Practice . Oxford: Wiley-Blackwell. MOULSTER, G., LORIZZO, J., AMES, S. & KERNOHAN, J., 2019. The Moulster and Grifiths Learning Disability Nursing Model - A Framework for Practice . London: Kingsley Publishers. NORTHWAY, R., REES, S., DAVIES, M., WILLIAMS, S., 2017. Hospital passports, patient safety and person centred care: A review of documents currently used for people with intellectual disability in the UK. Journal of Clinical Nursing . 26 (23-24), pp.5160-5168. SCOTTISH GOVERNMENT, 2012. Strengthening the Commitment: The report of the UK Modernising Learning Disabilities Nursing Review [online] Edinburgh: Scottish Government. [viewed 25 August 2019] Available from: <https://www2.gov.scot/resource/0039/00391946.pdf> SCOTTISH GOVERNMENT, 2013. T he keys to life - Improving Quality of Life for People with Learning Disabilities. [online] Edinburgh: The Stationary Office. [viewed 25 August 2019]. Available from: <http://keystolife.info/> TAGGART, L., COUSINS, W., 2013. Health Promotion for People with Intellectual and Developmental Disabilities . Oxford: Open University Press. WILLIAMS, V., 2013. Learning Disability Policy and Practice. Great Britain: Palgrave Macmillan. WOLVERSON, M., 2015. Learning disability in forensic settings . In B. Gates & K. Mafuba. Learning Disability Nursing; Modern Day Practice. London: CRC Press.

Transferrable Skills

Development, or enhancement, of -360a7 Independent learning skills a7 Critical thinking and decision making skills a7 Study, IT and time management skills a7 Professional and ethical values aligned with professional practice a7 Communication and team working a7 Theory and practice integration and problem solving

Module Structure

Activity Total Hours
Lectures (FT) 12.00
Tutorials (FT) 12.00
Practicals (FT) 16.00
Independent Learning (FT) 140.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 50.00 40% 2000 word written care plan
Course Work 01 n/a 50.00 40% OSCE