SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723336
Module Leader Chris Darbyshire
School School of Health and Life Sciences
Subject Nursing
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Completion of progression point 2

Summary of Content

This module incorporates theory and practice over one trimester to facilitate students' development of professional skills for nursing practice. The module is comprised of one practice learning experience of 400 hours. This module aims to 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 carry a case load under supervision with a focus on clients who have offended or are referred through the Criminal Justice System and / or clients whose behaviour challenges the service within Health and Social integration. Students will explore the development of constructional approaches and positive methods of intervention 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


Development of constructional approaches and positive methods of intervention 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 Needs of people with learning disabilities requiring support and protection and the systems and processes that protect people from neglect, danger, harm and abuse factors that result in neglect, harm, abuse or failure to protect, including early identification and prevention Nature and prevalence of behaviour that is harmful to self and others Reasons for violence, aggression and abuse of an emotional, sexual and physical nature in childhood and adulthood Measures for the recognition, prevention and reduction of violence, aggression and abuse of an emotional, sexual and physical nature Empowerment - service user participation, value base and attitudinal perspectives Mental Disorder and the complexity of diagnosis Definitions, Principles and Policy for Mentally Disordered Offenders Learning Disabilities Legislation Attitudes towards mentally disordered offenders Relationship between Forensic Learning Disability Services and the Criminal Justice System Psychiatric Defences and Legislation for Mentally Disordered Offenders Assessment, Treatment and Management of Mentally Disordered Offenders Risk Enablement Psychological literacy and positive behavioural support skills NMC Competencies All Domains listed in the Scottish OAR for entry to the register. Essential skills clusters are mapped to the NMC Domain competencies within the OAR D1 1, 1.1, 2, 2.1, 3, 3.1, 4, 4.1, 5, 6, 7, 8, 9 D2 1, 1.1, 2, 2.1, 3, 3.1, 4, 4.1, 5, 6, 7, 8 D3 1, 1.1, 2, 3, 3.1, 4, 5, 5.1, 6, 7, 8, 8.1, 9, 10 D4 1, 1.1, 1.2,2, 2.1, 3, 6, 6.1, 6.2, 7

Learning Outcomes

On completion of this module students should be able to:1. Explore the impact of abuse and trauma on people's well-being and mental health, how this can influence communication and relationship-building and how it may present in people with learning disabilities2. Critically evaluate psychological models and ways of working and why these are important in relation to behaviours perceived as challenging3. Discuss the definitions, principles, and values of behavioural models, especially positive behavioural support, cognitive-behavioural support and behaviour family therapy (BFT)4. Identify the physiological, emotional and physical risks associated with the use of physical restraint and restrictive practices5. Critically evaluate approaches to behavioural assessment, functional assessment and positive behavioural support plans6. Apply the principles of crisis intervention, supporting people in crisis and offering intensive support in people's own homes7. Discuss the principles of risk assessment of clients with behaviours that challenge and/or offending behaviours8. Discuss the relationship between forensic learning disability services and the Criminal Justice System9. Gain an understanding and development of personal and professional leadership skills within the area of safeguarding all who are vulnerable

Teaching / Learning Strategy

The module will be delivered using blended learning approaches, including simulation, 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. Students will be supported and supervised in practice by a qualified mentor in the Practice Learning Experience (PLE). Students will be allocated a PLE and a qualified mentor with whom they will work at least 40% of the time to develop professional skills in practice. The PLE will be in the form of one twelve week block. Formative assessment will replicate OSCE and allow students to practice Formative assessment of practice using Practice Grading Criteria Assessment of numeracy skills will be incorporated in the formative assessment.

Indicative Reading

Dale, C., Riding, T., Swann, C., Swann, B., 2005 The handbook of forensic learning disabilities, Radcliffe Publishing, London Lindsay, W., Taylor, J., Sturmey, P., 2004 Offenders with developmental disabilities (Wiley series in forensic clinical psychology), Wiley-Blackwell, Edinburgh Lindsay, W., 2009 The treatment of sex offenders with developmental disabilities: A practice workbook, Wiley-Blackwell, Edinburgh Health Equalities Framework (2013) The Health Equalities Framework (HEF) An outcomes framework based on the determinants of health inequalities. UK learning Disability Nurse Consultant Network. available at <http://www.ndti.org.uk> Mental Health (Care and Treatment) (Scotland) Act, Stationery Office, Edinburgh Metal Welfare Commission for Scotland (2013) Good practice guide: rights, risks and limits to freedom MWC Edinburgh McVily K Gelman S Leighton D O'Neil S (2011) Active support: organisational preparation and implementation Melbourne Australia Paley S (2012) Promotign positive behaviour when supporting people with a learning disability and people with Autism BILD Kidderminister The Challenging behaviour foundation available at <http://www.challengingbehaviour.org.uk> New to Forensics <http://www.forensicnetwork.scot.nhs.uk/sofmh/new-to-forensic> Sellars, C. 2002, Risk Assessment in People with Learning Disabilities, Blackwell, London The Scottish Government (2012) Strengthening the Commitment The report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh, APS Group Scotland. The Scottish Government (2012a) The same as you? 2000-2012: Consultation Report Edinburgh, APS Group Scotland The Scottish Government (2013) 'The keys for life, improving quality of life for people with learning disabilities'. Edinburgh, APS Group Scotland Williams V (2013) Learning Disability Policy And Practice . Palgrave MacMillan. Great Britain.

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
Practicals (FT) 24.00
Placement 400.00
Assessment (FT) 20.00
Independent Learning (FT) 138.00
Lectures (FT) 18.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 01 n/a 0.00 40% Scottish Ongoing Achievement Record12 weeks of Practice Learning Experience
Exam (Dept) 01 1.00 100.00 40% OSCE Pass mark is 70% prior to normalisation