It is an NMC requirement that all students have an enhanced Disclosure and Barring Service (DBS) check prior to starting the programme Self- declaration of continued health and character is completed at the start of every academic year.
Develop a critical understanding of altered health occurring in common conditions and symptoms in mental health care;
Develop knowledge of pharmacology, pharmacokinetics and therapeutics of common medicines and the ability to identify differences in pharmacology raised by factors such as age, weight, route and concordance;
Undertake shared assessments and shared decision-making and facilitate transition from service to service or between care settings;
Develop further in-depth knowledge of field specific therapeutic mental health nursing related to commonly occurring conditions;
Evaluate the effectiveness of strengths-based person centred evidence-based care prioritisation and planning.
Content
Therapeutic mental health nursing for children, young people with;
Nursing children, young people and adults with learning disabilities – including approaches to reasonable adjustments, medication management, empowerment, independence and inclusion in therapeutic management.
A range of learning and teaching activities will be used, including lead lectures, digital learning packages, tutorials, case studies, digital learning, and involvement of service users, other agencies and professionals, as appropriate.
Learning Outcomes
By the end of the module students should be able to:
Demonstrate a critical understanding of altered mental health within commonly occurring conditions;
Demonstrate a critical understanding of pharmacology, pharmacokinetics and pharmacodynamics as applied to a range of individuals and common medication groups within mental health care and calculate drug dosages accurately;
Evaluate the effectiveness of evidence-based, holistic person centred care for an individual with a commonly occurring mental health condition;
Discuss the role of shared assessment, shared decision-making and facilitation of transitions between services or care contexts in supporting a strengths-based approach to care;
Using an evidence-based approach, defend the prioritisation of decisions made in the delivery of holistic person centred mental health nursing care;
Analyse the role of the family and/or carers in the decision-making process and delivery of holistic care.
0% drug calculation exam (1 hour, Pass/Fail, pass mark 100%). Internal hurdle.
100% 3000-word essay (example below)
Example brief: an extended plan and evaluation of care using a provided template to include: a) A brief case study introducing the patient (and relevant family members or carers), and the reason for their admission or referral to services. b) An explanation of the patient’s medical condition including relevant pathophysiology and medications. c) A discussion of the non-pharmacological therapy, treatment, or intervention that the patient needs with evidence-based justification. d) A discussion of the way(s) that the patient’s response to treatment or ongoing assessment of their condition can be monitored. e) A discussion of an effective discharge or transfer plan that includes shared decision-making, multidisciplinary teamwork, and cross-organisational communication. f) Advice that needs to be given to the child, family or carers regarding medicines management, demonstrating an in depth understanding of three medicines.
Reassessment:
Students will resubmit the failed component.
Failure in SafeMedicate will require the student to engage with the online programme and sit formative assessments. Tutorial support should improvement not be achieved prior to the summative examination.
Failure in the essay will require the students to resubmit the entire essay,