s
Comments/notes
Field Name
Title
Code
Level
Credit rating
Pre-requisites
Professional Practice Mental Health Nursing Year 2
NI518
5
40
Meets Progression Requirements to Year 2 of the Course
Type of module
Aims
Extensive over year 2
To provide students with the opportunity to meet the NMC
competencies for progression from year 2 to year 3 and to
integrate learning from year 2 modules to nursing practice
On successful completion of the module students will be able
to:
Demonstrate the ability to work more independently with less
direct supervision in a safe and increasingly confident way to
extend their knowledge, skills, attitudes and values for
progression to year 3 (NMC 2010)
Learning
outcomes/objectives
Demonstrate achievement of the NMC competencies for
progression from year 2 to year 3 (NMC 2010) in the
following domains:
Domain 1 Professional values
Domain 2 Communication and interpersonal skills
Domain 3 Nursing practice and decision making
Domain 4 Leadership, management and teamwork
Content
In addition to meeting the generic competencies, the module
addresses Mental Health Field Specific Competencies. These
areas are broadly:
Domain 1:
Value based practice, working with Mental Health Legislation,
power relationships, mental health and relationships with
inequality and discrimination, self awareness,
Domain 2:
Developing therapeutic relationships, therapeutic group
facilitation, working with abuse and trauma, well-being, use of
self, enabling relationships,
Domain 3:
Application of psycho-social approaches, promoting physical
and mental well-being, mental health and potentially
marginalised groups/high risk groups, application of
psychosocial and physiological care with a care management
process, enabling informed choices of care, care in crisis and
acute distress, promoting self determination and recovery
within individuals, families and groups.
Domain 4:
Clinical supervision and reflection, multi-professional and
multi-agency work, management of mental health care
environments, risk and safety.
On-line maternity care package
Biological science teaching to support skill development
Related pathophysiology
Supervised clinical practice in a range of settings, including
team work with other professionals and agencies, service
users and carers.
Teaching and learning
strategies
Supported and virtual learning environment, simulation,
lectures, experiential learning, group work, guided study, EBL.
Lectures (SNM staff and clinical practitioners/specialists)
Demonstration
Simulation/OSCE’s
Student Central material, clinicalskills.net
DVD’s
Safemedicate
Relevant websites and CD Rom material
Service user engagement
Lecture hours 60
Simulation hours 60
Practice learning and mentor feedback throughout second
year
Learning support
Students will be provided with support through their contact
with lecturing staff, clinical staff, mentors and personal tutors
Indicative Reading
Barker, P. 2003. Psychiatric and mental health nursing: the
craft of caring. London: Arnold
Barker, P. (ed). 2009. Psychiatric and Mental Health NursingThe craft of caring (2nd edition). London: Arnold.
Callaghan, P., J. Playle, and L. Cooper. 2009. Mental Health
Nursing Skills. Oxford University Press. Oxford
Ci Ci, S. 2006. Assessment, supervision and support in
clinical practice : a guide for nurses, midwives and other
health professionals. 2nd ed. Edinburgh : Churchill
Livingstone.
Clarke, V. and A. Walsh. 2009. Fundamentals of Mental
Health Nursing. Oxford University Press. Oxford.
DeVito, J. A. 2007. The interpersonal communication book.
11th ed. London: Pearson Allyn and Bacon
Egan, G. 2002. The skilled helper : a problem-management
and opportunity-development approach to helping. 7th ed.
Pacific Grove, Calif: Brooks/Cole.
Gray, P. 2006. The Madness of Our Lives. Experiences of
Mental Breakdown and Recovery. London: Jessica Kingsley
Publishers.
Healy, D. 2009. Psychiatric Drugs Explained. Edinburgh ;
New York : Churchill
Livingstone Elsevier.
Johns, C. 2000. Becoming a reflective practitioner: a reflective
and holistic approach to clinical nursing, practice development
and clinical supervision. Oxford : Blackwell Science.
Kinsella, C, and C. Cinsella. 2006. Introducing Mental Health:
A Practical Guide. London: Jessica Kingsley.
Kirby, S., G. Mitchell, D. Cross, D. Hart, 2004. Mental Health
Nursing: Competencies for Practice, Palgrave Macmillan.
McIntosh, P. 2010. Action research and reflective practice :
creative and visual methods to facilitate reflection and
learning. London : Routledge
McGill, I. and A. Brockbank. 2004. The action learning
handbook : powerful techniques for education, professional
development and training. London : Routledge.
Moon, J. A. 2004. A handbook of reflective and experiential
learning : theory and practice. London: Routledge.
Nelson-Jones, R. 2006. Human relationship skills : coaching
and self-coaching. 4th ed. Hove : Routledge.
Norman, I and Ryrie, I. 2004. The Art and Science of Mental
Health Nursing. Buckingham: Open University Press.
Ryan, T and J. Pritchard. 2004. Good Practice in Adult Mental
Health. London: Jessica Kingsley.
Scaife, J. 2009. Supervision in clinical practice : a
practitioner's guide. London : Routledge
Sloan, G. 2006. Clinical supervision in mental health nursing.
Chichester : Wiley.
Stahl, S.M. 2008. Stahl’s essential psychopharmacology:
neuroscientific basis and practical applications. Cambridge
Cambridge University Press
Stringer, S. et al. 2009. Psychiatry PRN: Principles, Reality,
Next Steps. Oxford University Press. Oxford.
Talbot, P., G. Astbury, T. Mason. 2010. Key concepts in
learning disabilities . London: SAGE.
Taylor, B. J. 2006. Reflective practice : a guide for nurses
and midwives. 2nd ed. Maidenhead: Open University Press.
Van Emden J, and L. Becker. 2004. Presentation skills for
students. Basingstoke : Palgrave Macmillan.
Van Ooijen, E. 2003. Clinical supervision made easy : the 3step method. Edinburgh : Churchill Livingstone.
Williams, C. and C.M. Davis. 2004. Therapeutic interaction in
nursing. Thorofare, N.J. : Slack
Sites about Reflective Practice
http://www.learningandteaching.info/learning/reflecti.htm
http://www.infed.org/thinkers/et-schon.htm
Sites about Clinical Supervision
http://www.clinical-supervision.com
http://www.ntstudent.net/nav?page=ntstudent.careers.advice.
story&resource=1462258
Sites about Mentorship and being Mentored.
Royal College of Nursing. 2005. Guidance for mentors of
student nurses and midwives: an RCN toolkit.
Available at
http://www.rcn.org.uk/publications/pdf/guidance_for_mentors.
pdf
Royal College of Nursing. 2002. Helping students get the best
from their practice placements.
Available at:
http://www.rcn.org.uk/publications/pdf/helpingstudents.pdf
Journals
The library stocks a range of journals and electronic journals
relating to mental health.
Useful Web Sites
http://www.evidence.nhs.uk/default.aspx
http://www.nmhdu.org.uk/
http://www.nice.org.uk/
http://www.mentalhealth.org.uk/
Assessment tasks
By the end of the second year the student is required to
complete an assessment of practice document which
includes:




Providing evidence of satisfactory completion of NMC
competencies for Year 2 (NMC 2010).
NMC
competencies will be summatively assessed in
practice by the mentor in accordance with current
NMC Standards (SLAIP 2008).
Completing all mandatory skills and the required
number of optional skills.
Passing identified Objective Structured Clinical
Examinations (OSCEs) assessed by simulation.
Passing an online assessment of numeracy related to


Brief description of module
content and/or aims
Area examination board to
which module relates
Module
team/authors/coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in that
field
Course(s) for which module
is acceptable and status in
that course
School home
External examiner
medication management.
Passing an online maternity care package
Self declaration of good health and conduct.
All elements must be passed.
100% weighting
This module comprises learning opportunities related to
achievement of NMC competencies, clinical practice and
assessment of practice. This module will provide the student
nurse with the knowledge and experience that is fundamental
to nursing in a range of services and settings.
BSc (Hons) Nursing
Penny Dodds (Module Leader) Jamie Auld, Bill McGowan.
Stevan Monkley-Poole
Semester 1, 2 and 3
Year 2, Trimester 1, 2 and 3
Brighton
6th April 2011
Not applicable
6th April 2011
1
N/A
Nursing – Mental Health
Mandatory
BSc (Hons) Nursing – Mental Health
Mandatory
School of Nursing & Midwifery
Nicola Evans
Modules Year 2 Optional
s
Comments/notes
Title
Code
Level
Credit rating
Pre-requisites
Introduction to Global Health
NI504
5
10
Meets Progression Requirements to Year 2 of the Course
Type of module
Aims
Extensive on-line
This module intends to give students an increased understanding of
global health issues and their affect on nursing and health care. In
addition to appraising globalised and cultural dimensions of health.
By the end of this module students will be able to;

Explain globalisation in the context of health and
epidemiology

Review global health principles and social inequalities

Analyse a minimum of one global health issue in depth
using an appropriate theoretical framework and current
research

Explore the impact of culture on global health and nursing
The module will begin with an introductory session using student
central to orientate students to the units and expectations.
Thereafter the content will be presented as distinct on line units:
Learning
outcomes/objectives
Content
Unit 1 : Introduction to global health studies, globalization and
principles of culture and anthropology.
Unit 2: Contemporary issues in global health and health care
Unit 3: Exploration of one key issue though on line debate: for
example:
`The WHO contributes to the development of health globally`
Unit 4: Intercultural competencies – to include: diversity,
communication and their application in a range of forms of
difference.
Some applied content may vary dependent on the current issues
and trends. Potential topics may be;
 Migration in nursing and health care delivery
 Poverty and disease
 Health inequalities
 International health promotion
 Conflict, migration and health
 Refugee and asylum seeker health
Teaching and learning
strategies
Keynote embedded lectures using a range of media, delivered by
experts in the field.
Personal learning plans agreed with online facilitator.
On line debate and action learning set discussions on line.
Students will be expected to participate in 3 participative student
activities;
12 hours taught
30 hours of practical work
38 hours independent learning
20 hours assessment
TOTAL: 100 hours
Learning support
Online facilitator; selected from a member of module team to
engage with student for a minimum of 3 times during module.
Action learning and debate sets co-ordinated by module team
Technical support from technical advisor
Students will be guided towards specific reading by the online
facilitator or invited guest lecturer and encouraged to identify
International journals
Indicative reading
Gorton, V. 2009. Nursing as a global health activity Chap 5 IN Hall,
C. Ritchie, D. 2009 What is Nursing. Exeter, Learning matters.
Helman, G. 2007. Culture, Health and Illness 5th ed. London.Hodder
Arnold
Kawachi, I and Wamala, S. 2007. Globalization and Health. Oxford.
University Press
Labonte, R. 2008. Global Health Policy in public policy: finding the
right frame. Critical Public Health. 119, 467 - 482
Spector, R. 2004. Cultural diversity in Health and Illness (6th Ed) NJ.
Person/Prentice Hall.
Library Journals (for UK based students)
Critical Public health
International Journal of Health Services
Internet Sources
BMC International health and Human Rights
http://www.biomedcentral.com/bmcinthealthhumrights
European Centre for Disease control and Prevention
http://ecdc.europa.eu/en/
Global Health Council
http://www.globalhealth.org/
Global Health Watch
http://www.ghwatch.org/
PolicyMaker Analysis Tools
http://www.polimap.com/
Rcn Transcultural resources
www.rcn.org.uk/resources/distancelearning/transculturalhealth
http://www.who.int/topics/nursing/en/
United Nations Education and Scientific Cultural Organization
http://www.unesco.org
World Health Organization 2000 Women’s Mental Health an
Evidenced Based Review, Department of Mental Health and
Substance Abuse. Geneva: WHO
http://www5.who.int/mental_health/download.cfm?id=0000000067
The World Bank Group
http://www.worldbank.org
Assessment tasks
A 1500 word essay analyzing one global health topic giving a clear
rationale with relevant trends highlighted. This is to be negotiated
and agreed with an on line facilitator.
This essay should address cultural interpretations and the impact
the health topic has on nursing.
100% weighting
Brief description of module
content and/or aims
(maximum 80 words)
This module develops knowledge of global health concepts and their
related impact on health care and nursing. Cultural theory,
knowledge, skills, experience and sensitivity will be explored and
students will gain an increased understanding of global influences
and organizations such as the WHO, UNESCO and international
professional bodies
BSc (Hons) Nursing
Area examination board to
which module relates
Module team/authors/
coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in that
field
Course(s) for which module
is acceptable and status in
course
School home
External examiner
Nita Muir, Kate Law, Laetitia Zeeman, Patrick Saintas, Jill Durrant,
Rosemary Gaudoin
Semesters 2 and 3
Second year trimesters 2 and 3
Not applicable as on line
6th April 2011
N/A
6th April 2011
1
N/A
Nursing – adult, mental health, child health
Optional mandatory
BSc (Hons) Nursing – adult , mental health child health
Optional mandatory
SNM
Chrysi Leliopoulou
s
Comments/notes
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning
outcomes/objectives
Content
International Nursing Elective
NI505
5
10
Meets Progression Requirements to Year 2 of the Course
The ability to travel abroad, clear self written learning outcomes and
recommendation from personal tutor
Intensive
To develop the students understanding of how global, wider
professional and cultural issues affect nursing, health and health care.
To develop an awareness of their own culture and respect for the
culture of others.
By the end of the module the students should be able to:
 Appreciate and explore the concepts associated with global
health
 Understand and analyse concepts of culture and how culture
can affect health, welfare and professional nursing
 Explore the value of sharing multi-cultural knowledge and
experience;
 Reflect on values and attitudes relating to nursing and health
care.
 Gain an understanding for the experience of being a stranger
through analysis of the experience.
This will be divided into 3 distinct phase over 4 weeks
Week 1 is the preparatory phase which will include the following
content: Notions of cultures, introduction to global health issues, a
review of the provision of health and welfare in their exchange country
and an understanding of the position of professional nursing.
Preparation for travel and being `a stranger`
Review of reflective practice and review of own views/beliefs
Refresh skills to design poster
Week 2 and 3 Exchange Phase
Two weeks exchange with current partner where there is an
established agreement, including 1 day orientation to host institution
and health care setting. 8 days observational experience based in
health care settings. Reflection through e-learning.
Week 4 Debriefing
On return, students will be encouraged to continue to reflect on their
experiences, sharing experiences with those who have visited other
countries and institutions and undertake an assessment
Teaching and learning
strategies
Learning support
The preparatory phase will utilize blended learning with key reading
materials on line followed by tutorials and presentations from students
to fully explore some of the concepts, skills for poster presentation will
be taught
The exchange phase will utilize reflection and experiential learning
and the
The debriefing phase will use group tutorials and seminars
Home students will be involved in teaching as appropriate
Week 1 and 4 of module learning support is provided by home country
institute and the two week overseas placement is supervised by
English speaking mentors and teaching staff or students from the host
country. Structured blog reflection on student central to be used whilst
on placement to ensure in direct contact with student whilst abroad provided by home institution.
Indicative Reading:
Campinha_Bacote J 1999 A model and instrument for addressing
cultural competence in health care, Journal of Nurse Education, 38
(5), 203-207
Gorton, V. 2009. Nursing as a global health activity Chap 5 IN Hall, C.
Ritchie, D. 2009 What is Nursing. Exeter, Learning matters.
Helman, C. 2007 Culture, Health and Illness (5th ed.). New york:
Oxford University Press.
Hardicre, J. et al. 2007. Ten steps to successful poster presentation.
British Journal of Nursing; 16: 7, 398–401
Holland K and Hogg C 2001 Cultural Awareness in Nursing and
Health Care, Arnold.
Papadopoulos, I. 2006., Transcultural Health and Social Care.
Development of Culturally Competent Practitioners Philadelphia:
Churchill Livingstone Elsevier.
Walsh, L. V. & DeJoseph J. 2003 “I saw it in a different light”:
International learning experiences in baccalaureate nursing education.
Journal of Nursing Education, 42(6), 266-272.
www.rcn.org.uk/resources/distancelearning/transculturalhealth
http://www.who.int/topics/nursing/en/
Assessment tasks
The module assessment requires the student to design a poster that
will be A2 in size. The poster should introduce the viewer to the
location of the exchange and include cited references and should also
adddress each of the following equally:
1. One health related issue that is comparatively analysed between
home and host country
2. All related cultural concepts that affect the experience and/or the
health related issue
3. Analysis of a professional nursing issue that arose from the
experience that may or may not be related to the health issue
4. Clear reflection on learning that has taken place.
The poster should be professionally presented using an appropriate
software tool such as Microsoft publisher or powerpoint.
The poster will be then be presented by the student to an audience for
5 minutes with 5 minutes of questions.
80% of the marks will be awarded for the content of the poster and
presentation and 20% of marks will be awarded for the composition of
the poster and style of presentation.
Both elements contribute to the overall marks.100% weighting.
Brief description of
module content and/or
aims (maximum 80
words)
Area examination
board to which module
relates
Module team/authors/
co-ordinator
This modules aims to promote a greater awareness of the influence of
culture on health care and nursing and of global issues affecting
nursing. Experiential learning as part of a 2 week placement abroad is
integral to this module.
BSc (Hons) Nursing
Nita Muir Module leader
Paula Deamer, Don Burnett, Jenny Hassell, Roger Numas, Jill
Durrant, Rosemary Gaudoin, mental health lecturer to be identified
Semester offered,
Semesters 2 and 3
where appropriate
Second year trimesters 2 and 3
Timetable slots
Delivered during year 2 in intensive mode over the 4 weeks
Site where delivered
Brighton, Eastbourne Hastings.
Date of first approval
6th April 2011
Date of last revision
N/A
Date of approval of this 6th April 2011
version
Version number
1
Replacement for
N/A
previous module
Field for which module Nursing – Adult, Child Health, Mental Health
is acceptable and
Optional Mandatory
status in that field
Course(s) for which
BSc (Hons) Nursing – Adult, mental health, child health
module is acceptable
Optional Mandatory
and status in course
Departmental home
SNM
External examiner
Chrysi Leliopoulou
s
Comments/notes
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning
outcomes/objectives
Extended International Nursing Elective
NI503
5
10
Meets Progression Requirements to Year 2 of the Course
The ability to travel abroad, clear self written learning outcomes,
recommendation from personal tutor.
Successful selection interview.
Extensive
To develop the students understanding of how global, wider
professional and cultural issues affect nursing, health and health care.
To develop an awareness of their own culture and respect for the
culture of others.
By the end of the module the students should be able to:
 Appreciate the concepts associated with global health
 Analyse the impact of culture on health, health care, and
nursing.
 Analyse the impact of appropriate international health policy
on health and health care.
 Analyse cultural influences on nursing practice and the
nursing role.
 Demonstrate the skills to practice flexibly and creatively in an
unfamiliar health care setting.
 Demonstrate the skills of self management, reflective practice
and communication across cultural and linguistic borders.
 Reflect on values and attitudes relating to nursing and health
care in an international context.
 Reflect upon and disseminate the personal and professional
development resulting from the experience.
Content
This will include:
One week preparation.
A two-three month nursing practice placement at one of our agreed
partner universities/affiliated hospitals.
Debriefing and assessment following the international experience.
Preparation will include the following content:
Notions of cultures, and an introduction to global health issues.
A review of health care policy and provision within partner country and
an understanding of the position of professional nursing.
Preparation for travel and being `a stranger`
Review of reflective practice and review of own views/beliefs
Refresh skills to design poster
International placement
A two-three month exchange with an international partner with whom
there is an established agreement. During this time the student will
undertake a practical health/nursing placement or possibly some
academic learning. Reflection via on line journaling/discussion.
Teaching and learning
strategies
Debriefing
On return, students will be encouraged to continue to reflect on their
experiences, sharing experiences with those who have visited other
countries and institutions and undertake an assessment
The preparatory phase will utilize blended learning with key reading
materials on line followed by tutorials and presentations from students
to fully explore some of the concepts, skills for poster presentation will
be taught
The exchange phase will utilize reflection and experiential learning
and on line discussion/reflection.
The debriefing phase will use group tutorials and seminars
Home students will be involved in teaching as appropriate
Learning support
During the preparatory and debriefing periods of the module learning
support is provided by home country institute.
The international placement is supervised by English speaking
mentors and teaching staff or students from the host country.
Structured blog/discussion board reflection on student central to be
used whilst on placement to ensure in direct contact with student
whilst abroad -provided by home institution.
Indicative Reading:
Campinha_Bacote J 1999 A model and instrument for addressing
cultural competence in health care, Journal of Nurse Education, 38
(5), 203-207
Gorton, V. 2009. Nursing as a global health activity Chap 5 IN Hall, C.
Ritchie, D. 2009 What is Nursing. Exeter, Learning matters.
Helman, C. 2007 Culture, Health and Illness (5th ed.). New york:
Oxford University Press.
Henly. A .and J. Schott 2004 Culture, Religion and Patient Care in a
Multi-Ethnic Society. A Handbook for Professionals. London:Age
Concern
Hardicre, J. et al. 2007. Ten steps to successful poster presentation.
British Journal of Nursing; 16: 7, 398–401
Holland K and Hogg C 2010 Cultural Awareness in Nursing and
Health Care, Arnold.
Leininger.M. 1995 Transcultural Nursing: Concepts, research and
practices. 2nd edn. New York: McGraw Hill.
Papadopoulos, I. 2006., Transcultural Health and Social Care.
Development of Culturally Competent Practitioners Philadelphia:
Churchill Livingstone Elsevier.
Walsh, L. V. & DeJoseph J. 2003 “I saw it in a different light”:
International learning experiences in baccalaureate nursing education.
Journal of Nursing Education, 42(6), 266-272.
www.rcn.org.uk/resources/distancelearning/transculturalhealth
http://www.who.int/topics/nursing/en/
Assessment tasks
The module assessment has two elements; both elements are
compulsory and must be completed to pass the module.
Poster Presentation contributing 90% of the total mark
The student is required to design a poster that will be A2 in size. The
poster should introduce the viewer to the location of the exchange and
include cited references and should also address each of the following
equally:
2. One health related issue that is comparatively analysed between
home and host country
3. All related cultural concepts that affect the experience and/or the
health related issue
4. Analysis of a professional nursing issue that arose from the
experience that may or may not be related to the health issue
5. Clear reflection on learning that has taken place.
The poster should be professionally presented using an appropriate
software tool such as Microsoft publisher or PowerPoint.
The poster will be then be presented by the student to an audience for
5 minutes with 5 minutes of questions.
80% of the marks will be awarded for the content of the poster and
presentation and 20% of marks will be awarded for the composition of
the poster and style of presentation.
Brief description of
module content and/or
aims (maximum 80
words)
Area examination
board to which module
relates
Module team/authors/
co-ordinator
On line reflective journal/discussion contributing 10% of the total
mark
Whilst undertaking the international exchange the student must
participate in on line reflective journaling/discussion via Student
Central.
A minimum of three entries must be submitted.
Both elements contribute to the overall mark. 100% weighting.
This module aims to promote a greater awareness of the influence of
culture on health care and nursing and of global issues affecting
nursing. Experiential learning as part of a three month international
placement is integral to this module.
BSc (Hons) Nursing
Paula Deamer Module leader
Nita Muir, Don Burnett, Jenny Hassell, Roger Numas, Jill Durrant,
Rosemary Gaudoin, mental health lecturer to be identifed
Semester offered,
Semester 2 and 3
where appropriate
Second year trimesters 2 and 3
Timetable slots
Delivered during year 2
Site where delivered
Brighton, Eastbourne, Hastings and international partner university.
Date of first approval
6th April 2011
Date of last revision
N/A
Date of approval of this 6th April 2011
version
Version number
1
Replacement for
N/A
previous module
Field for which module Nursing – Adult, child health, mental health
is acceptable and
Optional Mandatory
status in that field
Course(s) for which
module is acceptable
and status in course
Departmental home
External examiner
BSc (Hons) Nursing – Adult, mental health, child health
Optional Mandatory
SNM
Chrysi Leliopoulou
s
Comments/notes
Title
Code
Level
Credit rating
Pre-requisites
Student Community Engagement
NI506
5
10
Meets Progression Requirements to Year 2 of the Course
Type of module
Aims
Extensive
 To provide students with an increased understanding of
community engagement and participation.
 To develop transferable skills and accredit relevant practical
experiences of engagement.
By the end of the module students will be able to:

Discuss and analyse the concept of community engagement
and contemporary contexts for health and social care

Understand the structure and functions of organizations with
reference to the volunteering agenda.

Demonstrate and explore the value of contributing to a
community initiative or project by reporting on the skills and
experience acquired during participation.

Reflect on the transferable nature of this engagement to
professional roles within health and social care
Learning
outcomes/objectives
Content
The module will use a work-based learning approach. Initial
induction to introduce the module will be followed by sessions to
deliver key concepts. Later sessions will explore the work
experience and relate theory to practice.











Concept of community and community engagement
Nature of three sectors: public, private and voluntary
Social enterprise in health and social care
Sociology of volunteering
Social responsibility within organizations
Economic and social engagement as a university agenda
Working in a voluntary capacity
Participating in a project or development work
Recognizing and valuing contribution
Evaluation and reflective practice skills
Report writing
Teaching and learning
strategies
This module is closely aligned to the work of the Community
University Partnership Programme (CUPP). It is a different
‘iteration’ of the Community Participation and Development module
SS250 with adapted aims and learning outcomes.
A tri-partite learning agreement between the student, educational
adviser and a named supervisory contact within the community
project will be negotiated. The educational adviser will be the
module leader or another member of lecturing staff.
A project supervisor’s handbook will include a health and safety
checklist for the student to complete with the community
organization.
Lectures
Volunteering experience in a community setting
On-line media via studentcentral.
Action learning sets
CUPP network
12 hours taught
30 hours of practical work
38 hours independent learning
20 hours assessment
Learning support
Indicative Reading:
Clark J 2009. The state and the voluntary sector: recent trends in
government funding and public service delivery. London: National
Council for Voluntary Organizations.
Day G 2006. Community and Everyday Life. Abingdon: Routledge
Department of Health 2010. Equity and excellence; Liberating the
NHS. Norwich: The Stationery Office
Handy C 2005. The New, Completely Revised Understanding
Organizations. London: Penguin
Handy C 2007. Understanding Nonprofit Organizations. London:
Penguin
Paxton W et al. 2005. The voluntary sector delivering public
services: transfer or transformation? York: Joseph Rowntree
Foundation
Rochester C et al. 2010. Volunteering and society in the 21st
century. Basingstoke: Palgrave Macmillan
Stebbins R and M Graham (eds) 2004. Volunteering as leisure,
leisure as volunteering: an international assessment. Wallingford
Web sites:
Active Student - University of Brighton’s volunteering service
https://www.brighton.ac.uk/careers/jobs-volunteering/activestudent.html
CUPP www.brighton.ac.uk/cupp
Data base of volunteering opportunities. Launched in 2001 as part
of the charity YouthNet.
http://www.do-it.org.uk/
Directgov
http://www.direct.gov.uk/en/HomeAndCommunity/Gettinginvolvediny
ourcommunity/Volunteering/index.htm
Volunteering England
http://www.volunteering.org.uk/IWantToVolunteer
Assessment tasks
A portfolio of evidence to address the learning outcomes. It should
incorporate:
 SWOT analysis
 Learning agreement
 Health and safety check list
 Project completion sheet
 Profile of organization with mission statement / aims and
objectives, internal structures and lines of responsibility
 A 1,500 word report evaluating interpersonal and
organizational skills whist participating in an initiative /
project. This should demonstrate an example of what went
well, what was not so good, ability to prioritize, meet
deadlines and work within a team.
Both elements contribute to the overall marks. 100% weighting.
Brief description of module
content and/or aims
(maximum 80 words)
This module is for students wishing to gain experience of
participating in a community initiative or project. It provides an
opportunity to develop a deeper understanding of the university’s
community and social engagement agenda. Students are supported
to select a suitable volunteering experience and identify transferable
skills that can be developed within the context of the project and
wider professional roles.
B Sc (Hons) Nursing
Area examination board to
which module relates
Module team/authors/
coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in that
field
Course(s) for which module
is acceptable and status in
course
School home
External examiner
Module leader - Debbie Hatfield
Module Team: David Bauckham, Christine Watson.
Juliet Millican from CUPP in an advisory role
Semesters 1 and 2
Year 2 trimester 2
Brighton, Eastbourne/Hastings
6th April 2011
N/A
6th April 2011
1
N/A
Nursing – adult, mental health, child health
Optional Mandatory
BSc (Hons) Nursing – adult, mental health, child health
Optional Mandatory
SNM
Nichola von Fintel
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning outcomes/objectives
Comments/notes
Arts and Health
NI507
5
10
Meets progression requirements to year 2 of the
course.
Extensive
The aim of this module is to for students to gain a
greater understanding of, and compassion for,
human experience, in the development of creative
analytic skills in the interface between art and
healthcare.
On successful completion of this module students
will be able to:

Content
Explore the standards and requirements for
professional practice in relation to creative
ways to engage in clinical decision making
across the range of healthcare settings.
 Analyse key nursing issues in relation to
creative and arts-based approaches in
healthcare.
 Demonstrate awareness of being able to
analyse the principles of nursing people
with acute, chronic and long term, and agerelated problems in relation to creative and
arts-based approaches.
 Analyse the evidence-base for the use of
creative and arts-based approaches in
nursing care.
 Demonstrate awareness of the relationship
between the NMC Essential Skills Clusters
and creative and arts-based approaches in
healthcare.
Analytic exposure to:
 Fine art and video
 Drawing
 Visual images
 Photography
 Literary fiction
 Literature and poetry
 Film and film making
 Dance
 Creative writing
 Narrative writing, narrative restorying and
narrative therapy
 Pottery
Teaching and learning strategies
Learning support
Following a core overview lecture on Arts and
Health, teaching and learning on this module will
follow the pattern of core lectures of each topic
above (eg reading and interpreting a book or film)
by named individuals, followed by seminars with
students and student self- and group-study and
activity. It is anticipated that interest in the specific
content areas described above will vary from cohort
to cohort, so that only a proportion of the potential
content will be covered in any one cohort.
12 hours taught
30 hours of practical work
38 hours independent learning
20 hours assessment
TOTAL: 100 hours
Indicative reading will relate to the particular topic
area covered in the module, and each topic lecturer
will provide appropriate references and indicative
reading. Generic reading will include:
Eakin M. 2010. Arts and health. Journal of Public
Health Medicine. 2003. 25(1): 84-85
McLean C. Arts in Culture. Critical Values. 3(3):
37-39;
Staricoff, R.L. 2004. Arts in health: a review of the
medical literature. Research report 36. Arts Council
England.
Assessment tasks
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Tischler V. 2008. Mental Health, Psychiatry and the
Arts. Abingdon: Radcliffe Publishing.
The assignment will be an arts topic related
presentation, linked to healthcare and the student’s
visions of their developing healthcare role. 50% of
the presentation marks will come from peer
assessment of the student’s presentation. The
remaining 50% will come from the student’s 1000
word written reflective account of their presentation.
This will be tutor assessed.
Across the presentation and reflective account, the
student must have demonstrated sufficient
engagement with the module learning outcomes to
achieve a pass.
100% weighting
In line with the focus of concern of the healthcare
professions, art speaks to humanity and human
suffering. A fundamental assumption governing this
module is that engagement with art is therapeutic,
healing, and facilitative of self-growth across the
lifespan, in terms of the development of reflexivity,
analytic skills, compassion and aesthetic sensibility.
Grounded in this assumption of the healing nature
of art, this module is appropriately governed by
aesthetic and moral, as opposed to scientific
principles.
BSc(Hons) Nursing
Module team/authors/ coordinator
Semester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
Alec Grant,Sharon de Goeas, Megha Rajguru,
Annie Chellel, Kathy Martyn, Lyn Tibble, Susanne
Simmons, Laetitia Zeeman
Semester 1 and 2
Second Year, Trimester 2
Brighton
6th April 2011
N/A
6th April 2011
1
N/A
Nursing: Adult, Child, Mental Health
optional/mandatory
BSc(Hons) Nursing, Adult, Mental Health, Child:
optional/mandatory
SNM
Nicola Evans
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Comments/notes
Developing Clinical Research Nurse Careers
NI508
5
10
Meets Progression Requirements to Year 2 of the
Course
Type of module
Aims
Extensive over one semester
To develop an understanding of the purpose of
clinical research, the role of the clinical research
nurse, career pathways for research nurses, and
their relevance for practice.
On successful completion of the module, the
student will be able to:
Learning outcomes/objectives
1. Analyse the strengths and limitations of
common research designs implemented in
clinical research studies.
2. Explore the process of ethical approval
prior to implementing clinical research
studies.
3. Analyse common ethical issues arising in
the process of undertaking clinical
research.
4. Discuss the application of clinical research
outcomes for best practice.
5. Explore the role and competencies of the
clinical research nurse.
6. Discuss career pathways for clinical
research nurses within an NHS context.
Content








Teaching and learning strategies
Strengths and limitations of common
research designs implemented in clinical
research studies, including randomised
control trials, cohort studies, case control
studies, cross-sectional surveys.
Research terminology.
Process of ethical approval prior to
implementing clinical research studies.
Common ethical and legal issues arising in
the process of undertaking clinical
research, including informed consent and
participant safety.
Application of clinical research outcomes
for best practice.
Systematic reviews and meta-analyses.
Role and competencies of the clinical
research nurse.
Career pathways for clinical research
nurses within an NHS context.
Lectures including guest CLRN speakers, small
group activities, formative peer presentations,
online media via StudentCentral.
12 hours taught
30 hours of practical work
38 hours independent learning
20 hours assessment
Total: 100 hours of learning
Learning support
Greenhalgh, T.2010. How to read a paper: the
basics of evidence-based medicine. 4th edition.
Oxford: Wiley.
Kerr, D. et al. 2006. Clinical trials explained: a
guide to clinical trials in the NHS for healthcare
professionals. Oxford: Blackwell.
McMahon, A. 2005. The impact of Agenda for
Change on nurses working in research roles: a
snapshot analysis. London: Royal College of
Nursing.
Mori, C., N. Mullen., E.E. Hill. 2007. Describing the
role of the clinical research nurse. Research
Practitioner 8(6): 220-228
Royal College of Nursing. 2010. A career in
research. [Online]. London: Royal College of
Nursing. Available from:
http://www.rcn.org.uk/development/researchanddev
elopment/career/career
[06 December 2010].
Spilsbury, K. et al 2007. The role and potential
contribution of clinical research nurses to clinical
trials. Journal of Clinical Nursing 17: 549-557.
Assessment tasks
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Module team/authors/coordinator
Semester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
Academic essay (2000 words)
Students will discuss and analyse the role of the
clinical research nurse in relation to a clinical
research study case scenario provided by the
module team. Specific reference to data collection,
ethical issues, and application of findings for best
practice must be included.
100% weighting
This optional module is intended for students who
wish to develop their awareness and understanding
of the purpose of clinical research and its
application to practice. Students will gain an
appreciation of the role of the clinical research
nurse, career pathways available for clinical
research nurses, and their relevance for
professional practice.
Pre-Registration BSc (Hons) in Nursing
Module leader: Ian Taylor
Module team:
Caroline Humphreys (Surrey & Sussex CLRN), Dr
Martha Rigley (Surrey & Sussex CLRN), Ian Taylor,
Roger Numas
Additional members of research sub-group to be
identified.
Semesters 1 and 2
Year 2 trimester 2
Brighton and Eastbourne/Hastings
6th April 2011
N/A
6th April 2011
1
None
Nursing -adult, child, mental health
Optional Mandatory
BSc (Hons) Nursing – Adult, Child Health, Mental
Health
School of Nursing and Midwifery
Cathy Poole
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Comments/notes
Spiritual Health
NI509
5
10
Meets Progression Requirements to Year 2 of the
Course
Type of module
Aims
Extensive
To develop awareness of issues relating to
spirituality to inform practice in order to meet
patients/clients spiritual needs.
On successful completion students will be able to:
Learning outcomes/objectives





Explore and analyse patient/clients spiritual
needs within the context of a multicultural/faith society in order to recognise
and respond to them.
Analyse the resources available to meet
spiritual needs in hospital and community
settings.
Explore and analyse the concept of
spiritual pain and how it can be alleviated
in their patient/client group.
Analyse current evidence based practice
relating to spiritual health in order to share
knowledge and experiences concerning
spiritual health with others.
Develop a heightened awareness of their
own spirituality.
Content
Teaching and learning strategies
Defining spirituality through the analysis of models
and frameworks of spiritual health;
Exploration of the role played by nursing theory in
defining the patient as a spiritual being through
exploring holistic care;
Hope, fears and spiritual pain;
Philosophies of spirituality including atheism and
agnosticism;
The role of religion in spiritual health;
The role of the chaplaincy service;
Suffering and spiritual health;
Spiritualism, religion and transcultural studies;
Spiritual issues in mental health care;
Spiritual healing;
Assessing spiritual needs;
Examination of the historical perspectives of
spiritual care in health;
The patient as a spiritual being;
Pastoral care.
Content will be delivered through module team
lectures and related visiting lecturers such as
chaplains, seminar based debate and discussion
for relevant sessions following guided reading.
Taught hours: 12
Experienced Based Learning: 4
Guided Study: 20
Assessment time: 30
Independent study/reading: 33
TOTAL: 100 hours
Learning support
Exploratory visits to chaplaincy services and other
related agencies.
Group tutorial meetings with module leader and
team.
Online support through Studentcentral and online
forums.
Indicative reading:
Bursell, J & C. Mayers. 2010. Spirituality within
dementia care: perceptions of health professionals.
British Journal of Occupational Therapy. 73(4):
144-151.
Ireland, J. 2010. Palliative care: acase study and
reflections on some spiritual issues. British Journal
of Nursing 19(4): 237-240.
McSherry, W. & L. Ross. 2002. Dilemas of spiritual
assessment: considerations for nursing practice.
Journal of Advanced Nursing 38(5): 479-488.
McSerry, W. 2006 Making sense of spirituality in
nursing and health care practice. London: Kingsley.
Mauk, K.L. & N.K. Schmidt. 2004. Spiritual Care in
Nursing Practice. Philadelphia: Lippincott Williams
& Wilkins.
Richards, P.S. & A.E. Bergin 2005. A spiritual
strategy for counselling and psychotherapy.
Washington: American Psychological Association.
Speck, P., I. Higginson, & J. Addington- Hall. 2004
Spiritual needs in health care. British Medical
Journal. 239 (123):1136.
Assessment tasks
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Module team/authors/ coordinator
Yancy, P. 1997. Where is God when it hurts? New
York: Zondervan.
10-15 minute student presentation to peers on an
aspect of spiritual health (50%) accompanied by a
500 word synopsis of the key elements
underpinning the content of the presentation (50%).
Across the presentation and synopsis, the student
must have demonstrated sufficient engagement
with the module learning outcomes to achieve a
pass.
100% weighting
This module seeks to allow students to explore
within the context of nursing how we can consider a
patient’s/clients spiritual needs when providing
holistic care. It allows students to study and discuss
spirituality and how this is reflected in a care
setting.
BSc (Hons) Nursing
Robert Kinloch (Leader/author)
Karen Thompson, Nigel Green, Debbie Hatfield
Semester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
Semester 1 and 2
Second Year, Trimester 2
Falmer
6th April 2011
N/A
6th April 2011
1
N/A
Nursing: optional/mandatory
BSc (Hons) Nursing – Adult, Mental Health, Child:
optional/mandatory.
SNM
Nicola Evans
Modules Year 3 Generic
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning outcomes/objectives
Content
Teaching and learning strategies
s
Comments/notes
Dissertation
NI641 (used to be NI341)
6
30
Meets Progression Requirements to Year 3 of the Course
Extensive
 To develop skills of critical analysis and apply those skills
to the professional and public world.
 To critically review current literature, research and
practice to pursue and document a line of enquiry to
produce a fully substantiated discussion which
demonstrates the ability to develop professional
knowledge.
By the end of the module students should be able to:
 Explore their own attitudes and beliefs by undertaking a
review of literature in relation to a chosen topic, blended
with their own professional knowledge, to produce a
focused and original study;
 Critically analyse research perspectives and
methodologies;
 Confidently, critically review research and other
literature/media on the basis of appropriately selected
conceptual/theoretical frameworks;
 Integrate prior learning and where appropriate apply that
knowledge to novel situations;
 Apply the methods and techniques that they have learned
to review, consolidate, extend and apply their knowledge
and understanding, particularly in the development of
cohesive and supported arguments.
Further development of skills of critical analysis and their
application to professional intervention, patient care and broader
issues of health care delivery and provision;
Literature searching skills
Review of research methodologies
Critiquing skills for non-research based literature
Strategies and models of research evaluation
Development of skills for creating critical arguments
Review of the ethics of research including research governance,
autonomy, valid consent and confidentiality.
Action learning
Concepts of critical analysis will be further developed in lectures
and action learning sets. Lecturers will provide the opportunity to
review and enhance knowledge gained on the subject of research
in year 2 as basis for generating ideas and developing reasoning
skills. Action learning sets will focus on the relationship between
reflection and action to provide students with support and
guidance for the development of the final integrative study.
Students will be assigned a supervisor to provide tutorial support
and academic guidance.
Learning support
Burns, N. & S.K. Grove. 2011. Understanding Nursing Research 5th ed. Maryland: Elsevier.
Coughlan, M, P.Cronin and F Ryan. 2007. Step'by-step guide to
critiquing research. Part 1: quantitative research. British Journal of
Nursing, 16 (11): 658-663.
P,Cronin, F, Ryan and Ml Coughlan. 2008. Undertaking a
literature review: a step-by-step approach. British Journal of
Nursing, 17 (1): 38-43.
Cutcliffe, J and M. Ward. 2006. Critiquing Nursing Research (2nd
Ed). Salisbury: Quay Books.
LoBiondo-Wood, G. and J, Haber (Eds) 2010. Nursing Research:
methods and critical appraisal for evidence based practice. 7th
Edition. St Louis: Mosby Elsevier.
Newell, R. and P. Burnard. 2010. Research for evidence based
practice (2nd Ed) San Francisco: John Wiley and Sons.
Parahoo, K. 2006 (2nd Ed). Nursing Research: principles process
and issues. Basingstoke: Palgrave Macmillan.
Polit, D.F. and C Tatano Beck. 2008. Nursing Research:;
Principles and Methods (7th ed.) London: JP Lippincott Co.
F. Ryan, M. Coughlan, and P.Cronin 2007. Step-by-step guide to
critiquing research. Part 2: qualitative research. British Journal of
Nursing, 16 (12): 738-744.
Swetnam, D. and R. Swetnam. 2009. Writing your dissertation:
the best selling guide to planning, preparing and presenting first
class work. Oxford: How to books ltd.
Wood, M.J and J. C. Ross-Kerr. 2006. Basic Steps in Planning
Nursing Research from Question to Proposal ( 6th ed). London:
Jones and Bartlett.
www.aber.ac.uk/media
Assessment tasks
Brief description of module
content and/or aims (maximum
80 words)
Area examination board to which
module relates
Module team/authors/coordinator
Semester offered, where
appropriate
Site where delivered
An integrative study on an issue relevant to the professional
practice of the student - 8000 words
100% weighting
This module will focus on the development of skills required for
critical analysis. It will integrate knowledge acquired across the
range of subjects related to the professional practice of the
student, drawing and building on knowledge skills in literature
searching and research appraisal. The production of the
integrative study will form an integral part of the module.
BSc (Hons ) Nursing
Paul Watters (Module leader), Tina Attoe, Fiona Creed, Catherine
Caballero, Helen Stanley, Karen Thompson, Paula Deamer
Semester 1 and 2
Year 3
Brighton: Eastbourne/Hastings
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is
acceptable and status in that field
Course(s) for which module is
acceptable and status in that
course
School home
External examiner
05/07
04/10
04/11
4
NI309, NI310, NI312, NI319 and MI303
Nursing, Paramedic Practice
Mandatory
BSc (Hons)Nursing- Adult, Mental Heatlh, Child: mandatory
BSc (Hons) Paramedic Practice: Mandatory
School of Nursing & Midwifery
Adult - Chrysi Leliopoulou; Child- Cathy Poole; Mental Health –
Nicola Evans
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Comments/notes
Leadership
NI601
6
20
Meets Progression Requirements to Year 3 of the
Course
Type of module
Aims
Extensive over one semester
Provide opportunities for learners to explore their
own leadership role within the healthcare context.
By the end of the module students will be able to:
Learning outcomes/objectives
Content
 understand more about the organisations in
which they work and to critically appraise the
leadership and management of health care in its
wider context;
 evaluate and apply theories of leadership,
management and collaborative ways of working
to the practice setting in order to continuously
improve service delivery to users;
 critically understand the impact and
management of change in relation to personal,
professional and organisational issues;
 recognise and evaluate measures of
effectiveness of leadership including skills such
as communication, delegation, empowerment
etc
Understanding organisations and critically analyse
own and others’ approaches to leading and
managing.
Within this theme the following components will be
explored:
 Leading and managing change in response to
health policy
 Understanding organisations and organisational
behaviour
 Managing information for effective, high quality
services.
Personal qualities for leadership:
 Self awareness and integrity
 Leading and managing others
 Effective team working within and across
professional boundaries and organisations
(NHS Institute for Innovation and Improvement
2010).
 Critical exploration of students’ own leadership
style preferences
Teaching and learning strategies
Keynote lectures, online blogs, analysing scenarios
and case studies.
Each student will have an identified tutor for contact
who will lead the group for the online blogs, direct
group contact times and individual tutorials.
Blended learning approach.
Module hours
200 hours:
10 hours = direct tutor contact
Learning support
Achua C.F. 2007 Leadership: Theory, Application
and Skill Development (2nd Ed) South Western
College
Belbin R.M. 2010. Management teams: why they
succeed or fail (3rd Ed) Ed Oxford: Elsevier /
Butterworth Heinemann
Covey S. 2004. The 7 Habits of Highly Effective
People (rev ed) London: Simon & Schuster
Howell, J.P. & D.L. Costley. 2005. Understanding
Behaviours for Effective Leadership. (2nd Ed) Upper
Saddle River. NJ: Prentice Hall
Jasper, M. and M. Jumaa. (eds) 2006. Effective
Health Care Leadership. Oxford: Blackwell
Publishing.
NHS Institute for Innovation and Improvement,
2010. Leadership Qualities Framework. NHS.
Available from:
http://www.nhsleadershipqualities.nhs.uk/what-isthe-lqf [date accessed 7th October 2010].
Schein E.H. 2010. Organsiational culture and
leadership (4th Ed) Jossey-Bass
Assessment tasks
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Assessment by written two-hour examination.
Unseen questions about scenario, in invigilated
exam conditions. Scenario to be given to students
two weeks before the exam. Unseen questions
about a scenario chosen to enable the student to
demonstrate engagement with the module learning
outcomes
Weighting 100%
The module aims to encourage learners to
embrace self-awareness of their own leading and
managing behaviours in health practice – this will
include defining leadership values of their own
professional role in relation to current leadership
theory, sharing relevant experience, and
developing the confidence and effectiveness to
prepare for their own role in relation to leadership.
This is set in the context of teams and NHS
organisations and their observations of others’
leadership behaviours.
BSc (Hons) Nursing
Module team/authors/ coordinator
Semester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
Marian Willmer (Module Leader), Ian Finch, Helen
Stanley, Robert Kinloch, Louise Goodall, Monty
Perera, Jill Durrant, Janice Wilson.
Semester 1 and 2
Year 3, Trimester 2
Brighton, Eastbourne/Hastings
6th April 2011
Not applicable
6th April 2011
1
Not applicable
Nursing – Adult, Child, Mental Health
Mandatory
BSc (Hons) Nursing - Adult, Child, Mental Health
Mandatory
SNM
Nicola Evans
Modules Year 3 Adult Field
s
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Comments/notes
End of Life Care
NI602
6
10
Meets Progression Requirements to Year 3 of the Course
Extensive


Learning outcomes/objectives
To explore the challenges and potential solutions that
people with life threatening illness experience at the end
of life.
To apply the principles of End of Life care to the care
management of patients who are dying.
At the end of the module students will be able to:
1. Demonstrate the ability to apply the principles and
philosophy of End of Life Care with reference to physical,
psychological, social, emotional and spiritual needs;
2. Reflect on the notion of equity, choice and justice in
relation to the care of those who are dying;
3. Critically discuss therapeutic interventions required
following the assessment of symptoms experienced by
people who are dying;
4. Critically analyse documentation which impacts on the
care and management of the dying patient.
Content







Teaching and learning strategies
Philosophy and principles of end of life care
Equity, choice and justice: The disadvantaged dying
Governmental initiatives/political dimension of end of life
care.
End of life care pathways
Care of the carers/support groups
Resource allocation
Ethics associated with end of life e.g. withdrawal of
treatment, resuscitation instructions, suicide, assisted
suicide, persistent vegetative states, futility.
Module hours
12 Hours of taught session
4 experience based learning
20 hours guided study
30 hours assessment time
33 hours independent study
Total 100 hrs of study
Teaching and learning strategies will include key note delivery
from course lecturers and specialists in end of life care practice, ,
reflection on experience, indicative reading/websites and the use
of Studentcentral.
Learning support
Abbas, S. Q. and S, Panjwani 2008. The Necessity of Spiritual
Care Towards the End of Life. Ethics and Medicine 24 (2): 113118
Addington-Hall, J. & I. Higginson. 2001. Palliative Care for Noncancer Patients Oxford: Oxford University Press
Addicott, R. 2010. Delivering Better End-of-Life Care: Improving
Skills and Knowledge for a Better Patient Experience,
International Journal of Palliative Nursing 16 (2) 56-57
Badger, F.K. Thomas and C. Clifford. 2007. Raising Standards for
Elderly People Dying in Care Homes
European Journal of Palliative Care 14 6 238-241
Dimond, B. 2009. Understanding Advance Decisions, Mental
Capacity and Proxy Decision-Making in Medical Treatment
International Journal of Palliative Nursing 15 5 212-213
Taylor. V, and S, Ashelford. 2008. Understanding Depression in
Palliative and End-of-Life Care. Nursing Standard 23 12 48-56
Payne, S., J. Seymour. & C. Ingleton. 2008. Palliative Care
Nursing Principles and Evidence for Practice Millton Keynes:
Open University: Second edition
Assessment tasks
A reflective account of the student’s own experiences when they
cared for someone at the end of life in relation to 1 or 2 aspects of
care, utilising an established model of reflection which contains
reference to contemporary evidence relating to end of life care –
1500 words.
This account must be clearly linked to the learning outcomes for
the module.
Weighting 100%
Assesses learning outcomes 1-4
Brief description of module
content and/or aims (maximum
80 words)
Area examination board to which
module relates
Module team/authors/coordinator
The main focus of the module is to apply the principles of end of
life care. This will consider the physical, social, spiritual and
emotional needs of those people at the end of life. A sound
theoretical underpinning will be provided regarding key
issues/concepts which affect practice enabling students to
develop knowledge and competence in caring for patients who are
dying.
BSc (Hons ) Nursing
Semester offered, where
appropriate
Site where delivered
Di Collins (Module Leader), Paul Watters, Robert Kinloch, Gill
Morrison
Semester 1 and 2
Year 3, Trimester 1
Brighton; Eastbourne/Hastings
Date of first approval
Date of last revision
Date of approval of this version
Version number
6th April 2011
N/A
6th April 2011
1
Replacement for previous module
Field for which module is
acceptable and status in that field
Course(s) for which module is
acceptable and status in that
course
School home
External examiner
N/A
Nursing – Adult
mandatory
BSc (Hons) Nursing- Adult
Mandatory
SNM
Chrysi Leliopoulou
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning outcomes/objectives
Content
Comments/notes
Physical Assessment
NI603
6
20
Meets Progression Requirements to Year 3 of the
Course.
The module aims to :
1. Develop physical assessment knowledge
skills and understanding
By the end of this module the students will be able
to:
1. Carry out a systematic integrated patient
assessment
 Demonstrate critical knowledge and
understanding of systematic patient
assessment processes
 Recognise changes in physical parameters
and interpret their significance
 Prioritise monitoring and care needs in
response to the critical analysis
assessment findings
 Critically anlayse the need for effective
patient centred assessment and care
planning
The module will utilise a systems based approach
to enable the student to be able to understand the
complexities associated with physical assessment
and will include:
 Revision of vital signs and their meanings
 Systematic and integrated physical
assessments of:
o Cardiac system
o Respiratory system
o Neurological system
o Fluid balance
o Psychological assessment
 Common pathophysiology affecting vital
signs
 Changing care needs in relation to physical
parameters
 Communication responsibilities within the
multi -disciplinary team and multidisciplinary decision making
Teaching and learning strategies
The main theoretical concepts will be introduced,
and developed incrementally through teacher led
sessions from which student centred learning can
then proceed. The use of guided reading prior to
sessions will encourage independent learning and
enable students to explore concepts related to
assessment.
The module will be clinically focused, participative
in nature and encourage experiential learning.
Methods will include the use of scenarios and
simulation exercises; reflective activities; small
group work; discussion; lectures; reflection on and
in practice; and guided study
Students shall be encouraged to reflect upon and
share their own experiences
Taught 24 hours
Experience based learning 4 hours
Guided Study 40 hours
Assessment time 40 hours
Independent study/reading 92 hours
Total 200 hours
Learning support
Students will be provided with an indicative reading
list and have access to the University learning
resources.
Students will be supported by the module leader
and module team in order to facilitate learning and
provide support during the duration of the module.
Indicative reading:
Creed, F. and C. Spiers.2010 Care of the acutely ill
adult : an essential guide for nurses Oxford:
University Press Oxford.
Cox, C. 2004. Physical assessment for nurses.
Oxford: Blackwell Publishing
Douglas, G., F. Nicol and C. Robertson. 2009.
Macleods Clinical examination. 12th edition
Edinburgh: Churchill Livingstone.
Jarvis, C. 2008.Physical Examination & Health
Assessment.5th Ed. St. Louis: Elsevier
Muralitharan, M. and I Peate. 2009. Fundamentals
of Applied Pathophysiology: An Essential Guide for
Nursing Students. Chichester: John Wiley & Sons
Rawles, Z., B. Griffiths and T. Alexander. 2010.
Physical Examination Procedures for Advanced
Nurses and Independent Prescribers; Evidence
and rationale. London: Hodder Arnold.
Rushforth, H. 2009. Assessment made incredibly
easy. London: Lippincott Williams and Wilkins.
Website:
http://clinicalcases.org/2005/01/physicalexamination-videos.html
Assessment tasks
A two hour, two part examination (one hour each
part) using scenario based exercises to:


Identify and prioritise patients’ needs using
physical assessment tools demonstrating
the ability to carry out a systematic,
integrated patient assessment
Critically analyse underlying physiological
basis for changes in physical assessment
findings and their significance in prioritising
monitoring and care needs to provide
effective patient-centred care.
Weighting 100%
Assesses learning outcomes 1-5
.
Brief description of module content and/or
aims (maximum 80 words)
The module focuses on preparing students to
undertake a systematic, integrated patient
assessment with particular emphasis on
identification of normal and abnormal physical
parameters. From understanding normal and
abnormal assessment findings the student will be
able to prioritise monitoring and care needs.
Area examination board to which module
relates
Module team/authors/ coordinator
BSc (Hons) Nursing
Trimester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
Fiona Creed (Module leader), Annie Chellel, Eda
Hensler, Jane Lovegrove, Sue Dawson ( practice
contributor)
Semester 1 and 2
Year 3, Trimester 1
Brighton: Eastbourne/Hastings
6th April 2011
N/A
6th April 2011
1
N/A
Nursing – Adult
mandatory
BSc (Hons) Nursing – Adult
mandatory
SNM
Nichola von Fintel
s
Comments/notes
Title
Code
Level
Credit rating
Pre-requisites
Professional Practice Adult Nursing Year 3
NI604
6
40
Meets Progression Requirements to Year 3 of the Course
Type of module
Aims
Extensive over 1 Year
To provide students with the opportunity to further develop
their knowledge, skills, values and attitudes to enable them to
deliver and co-ordinate safe, competent, compassionate and
person centred care.
On successful completion of this module students will be able
to:
Learning
outcomes/objectives
Demonstrate independent, creative, flexible, problem solving,
clinical practice.
Demonstrate their ability to work as autonomous practitioners
prior to registration.
Demonstrate achievement of generic and field specific
competencies for entry to the register (NMC 2010) in the
following domains:
Domain 1: Professional Values
Domain 2: Communication and interpersonal skills
Domain 3: Nursing Practice and Decision Making
Domain 4: Leadership, management and team working
Content
In addition to meeting the generic competencies, the module
addresses Adult Field Specific Competencies. These areas
are broadly:
Domain 1:
Value based practice, working with Nursing Legislation, power
relationships, self awareness,
Domain 2:
Developing therapeutic relationships, interpersonal
communication particularly applied to aspects of nursing care
and managing teams,
Domain 3:
Developing knowledge and practice skills required to care for
a group of patients, demonstrating sound understanding of a
broad range of common patient conditions and treatments, to
enable students to correctly make informed decisions,
Domain 4:
Understanding clinical supervision and reflection, multiprofessional and multi-agency work, management of health
care environments, leading teams and risk and safety
measures.
Biological science teaching to support skill development
Related pathophysiology
Supervised clinical practice in a range of settings, including
team work with other professionals and agencies, service
users and carers.
Teaching and learning
strategies
Supported and virtual learning environment, simulation,
lectures, experiential learning, group work, guided study, EBL.
Lectures (SNM staff and clinical practitioners/specialists)
Demonstration
Simulation/OSCE’s
Student Central material, clinicalskills.net
DVD’s
Safemedicate
Relevant websites and CD Rom material
Service user engagement
Lecture hours 60
Simulation hours 60
Practice learning and mentor feedback throughout the third
year
Learning support
Students will be provided with support through their contact
with lecturing staff, clinical staff, mentors and personal tutors.
Indicative Reading
Baranoski S 2007 Wound Care essentials practice and
principles London: Lippincott Williams an Wilkins
Campbell, P. 2007. Nursing in General Practice Abingdon:
Radcliffe
Clinicalskill.net
Craig J (ed) 2007 The evidence based practice manual for
nurses Edinburgh:Churchill Livingstone
Creed, F. and C. Spiers. 2010. Care of the acutely ill adult :
an essential guide for nurses Oxford: Oxford University press
Cooper, J. 2006 .Stepping into palliative care 2
Abingdon:Radcliffe
Department of Health. 2003. The Essence of Care: Patient
focussed benchmarking for health care practitioners. London:
HMSO.
Endacott R. Jevon P. and Cooper S. 2009. Clinical Nursing
Skills: Core and Advanced: Oxford University Press
Huber, D. 2006. 3rd ed. Leadership and Nursing Care
management. Philadelphia:Saunders Elsevier
MacLellan, K .2006. Management of Pain: a practical
approach for health care professionals Cheltenham: Nelson
Thornes
McNichol,E. and S. Hamer 2007 Leadership and
management: a 3 dimensional Approach Cheltenham: Nelson
Thornes
Pender, N. 2006. Health promotion in Nursing Practice NJ:
Prentice Hall
Scholes, J.2006. Developing expertise in critical care nursing
Oxford: Blackwell
Woodrow, P. 2006. Intensive care nursing: a Framework for
Practice Abingdon:Routledge
Useful websites
www.bacccn.org.uk British Association Critical Care Nurses
www.sussexcritcare.nhs.uk Sussex Critical Care Network
www.ics.ac.uk The Intensive Care Society
www.resus.org.uk Resuscitation
http://www.doh.gov.uk/nsf/diabetes/impcat.htm.
http://www.foodwatch.com.au/basics.htm.
(http://www.givingupsmoking.co.uk/helpssomeone/ifare.htm.
http://www.macmillan.org.uk
http://www.ohn.gov.uk/ohn/priorities/accidents.htm.
Assessment tasks
By the end of the third year the student is required to
complete an assessment of practice document which
includes:






Brief description of module
content and/or aims
Area examination board to
Providing evidence of satisfactory completion of NMC
competencies for Year 3 (NMC 2010).
NMC
competencies will be summatively assessed in
practice by the mentor in accordance with current
NMC Standards (SLAIP 2008).
Assessment will be completed by a sign off mentor.
Completing all mandatory skills and the required
number of optional skills.
Passing identified Objective Structured Clinical
Examinations (OSCEs) assessed by simulation.
Passing an online assessment of numeracy related to
medication management.
Self declaration of good health and conduct.
All elements must be passed
100% weighting
This module comprises learning opportunities related to
achievement of NMC competencies, clinical practice and
assessment of practice for entry to the register (NMC 2010).
The student nurse will be able to demonstrate the ability to
work as an autonomous practitioner in a range of services
and settings prior to registration.
BSc (Hons) Nursing
which module relates
Module
team/authors/coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in that
field
Course(s) for which module
is acceptable and status in
that course
School home
External examiner
Theresa Corkill, Module Leader,
Clare Cree, Maureen Walker, Edda Hensler, Jane Lovegrove,
Gill Morrison, Louise Goodall, Ian Finch, Paula Deamer, Tina
Attoe, Nigel Green, Jane Lovegrove and Dr Catherine
Caballero.
Year 3, Semester 1,2 and 3.
Eastbourne/Hastings and Brighton
6th April 2011
N/A
6th April 2011
1
N/A
Nursing – Adult
Mandatory
BSc (Hons) Nursing – Adult
Mandatory
SNM
Chrysi Leliopoulou
Modules Year 3 Child Field
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning outcomes/objectives
Comments/notes
Contemporary Child Health Practice
NI605
6
10
Meets progression requirements to Year 3 of the Course
Extensive over one trimester
To enable the student to engage in inter-professional learning,
appreciating their role as a children’s nurse and to evaluate
health and social care policies relating to children and young
people’s service provision.
On successful completion of this module students will be able
to:
 Critique the role of the children’s nurse in promoting
health and development and managing illness and
disability
 Demonstrate ability to work in partnership with
children, young people and their families/carers using
child-centred models and frameworks to deliver
appropriate commissioned children’s services in a
range of settings
 Evidence ability to champion the rights of children and
young people and influence the quality of service
delivery to improve health and social care policies
 Demonstrate ability to optimise the care of children
and young people and ensure the smooth transition of
care to adult services where necessary
 Evidence ability to advocate for the right of all children
and young people to lead full and independent lives
 Demonstrate ability to contribute with skill and
confidence to collaborative inter-professional/interagency working, taking into account the need to
protect and safeguard children and young people
Content
Teaching and learning
strategies
Inter-professional learning day with education, social work and
midwifery students
Common Core of Skills and Knowledge for the Children’s
Workforce
Role of the children’s nurse in the
multiagency/interprofessional team
Commissioning Children’s Services
Contemporary health and social care policies
Workforce planning
Participation of children and young people in service provision
Engaging children and young people and their families/carers
in evaluating children’s services
Information sharing, negotiation skills and empowering
children, young people and their families/carers’ level of
involvement in decision making
Philosophy of children’s nursing
Supporting the transition to adult services
Changing epidemiology of childhood health illness
Social determinants of health, life style choices, health
promotion and illness and injury prevention
Discussion
Group work
Lectures(SNM staff and clinical practitioners/specialists)
Student Central material
Relevant websites and CD Rom material
Service user engagement
Experience Based Learning (EBL)
12 hours taught
30 hours of practical work
38 hours independent learning
20 hours assessment
TOTAL: 100 hours
Learning support
Student Central
Reflection on practice learning opportunities
Module leader and child health team members
Indicative reading:
Anning,A. and M.Ball.,eds. 2008. Improving Services for
Young Children: From Sure Start to Children’
Centres.London:Sage
Royal College of Nursing, 2004. Commissioning Health Care
Services for Children and Young People; increasing nurses
influence. London:RCN
Commission for Health Care Audit and Inspection. 2007.
Improving Services for Children in Hospital. London: Health
Care Commission
Department for Children, Schools and Families. 2009. The
Protection of Children n England:action plan – the
Governments response to Lord Laming. London:HMSO
http://www.youthhealthtalk.org.uk
http://www.rcpsych.ac.uk/publications/books/titlesbyspecialty/c
hildandadolescent.aspx
http://www.rcn.org.uk
http://www.nice.org.uk
http://dh.gov.uk
http://www.dcsf.gov.uk
http://www.ncb.org.uk
Identification of a key initiative in children and young people’s
service provision. This should be supported from a literature
review which results in the production of an informative
interprofessional pamphlet, (on two sides of A4) which reflects
partnership working and aspires to enhance the quality of
service delivery
100% weighting
Brief description of module
This module provides child field nursing students with the
content and/or aims (maximum opportunity to engage in inter-professional learning and
80 words)
appreciate their role as a children’s nurse in supporting
initiatives in children and young people’s service provision.
Participation and engagement of children, young people and
their families/carers will be explored in relation to
contemporary health and social care policies and strategies
Area examination board to
BSc (Hons) Nursing
which module relates
Susanne Simmons, Rosemary Gaudoin, Celia Marshall, Jill
Module team/authors/
coordinator
Durrant, Kris Fernandez, Jacks Moore, Jan Nelmes,
stakeholder members
Semester offered, where
Semester 1 and 2
appropriate
Trimester 1, Year 3
Site where delivered
Brighton
Date of first approval
6th April 2011
Date of last revision
Not applicable
Date of approval of this
6th April 2011
version
Version number
1
Replacement for previous
Not applicable
module
Field for which module is
Nursing - Child
acceptable and status in that
Mandatory
field
Course(s) for which module is BSc (Hons) Nursing - Child
acceptable and status in
Mandatory
course
School home
SNM
External examiner
Cathy Poole
Assessment tasks
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning outcomes/objectives
Content
Comments/notes
Complex and Long Term Care
NI606
6
20
Meets progression requirements to Year 3 of the Course
Extensive over one trimester
To enable child field nursing students to explore and critically
analyse the pathophysiology of child health conditions and to
provide the theoretical and research evidence underpinning the
complex and long term care needs of children and young people
On successful completion of this module students will be able to:
 Demonstrate ability to comprehensively and systematically
assess, plan, implement and evaluate the physical,
psychological, social and spiritual complex and long term
care needs of children and young people from infancy to
young adulthood
 Demonstrate a critical understanding of the pathophysiology
of child health conditions
 Demonstrate independent, creative, critical thinking,
problem solving, flexibility and creativity when working
across sectors and agencies caring for children and young
people with simple, complex and palliative care needs
 examine the impact of complex and long term health care
needs on the child or young person and their families/carers
 critically analyse the impact of values and attitudes to
disability, diversity and mental health
 examine and interpret the relevant policies and guidance for
children and young people with complex and long term care
needs
Theoretical models, philosophy, ethics and policy concerning
complex and long term care of children and young people
Social, psychological, political and economic factors that influence
the life experience of children and young people with complex and
long term health care needs
Mental health issues affecting children and young people
Narratives of children and young people and their families/carers
Pathophysiology and care of:
- children and young people with sensory, physical and
learning impairments
- children and young people requiring high
dependency/intensive care
- preterm and sick neonates
- children and young people requiring palliative and end of life
care
Alerting symptoms/indicative signs of abuse
Systematic framework for physical assessment
Teaching and learning
strategies
Discussion
Group work
Lectures(SNM staff and clinical practitioners/specialists)
Student Central material
Relevant websites and CD Rom material
Service user engagement
Experience Based Learning (EBL) Simulation
Taught: 24 hours
Facilitated / on-line learning: 22 hours
Experience based learning: 4 hours
Guided Study: 40 hours
Assessment time: 40 hours
Independent study / reading: 72 hours
Total: 200 hours
Learning support
Student Central
Reflection on practice learning opportunities
Module leader and child health team members
Indicative reading:
Bernard S. and J.Turk (eds.) 2009. Developing mental health
services for children and adolescents with learning disabilities: a
toolkit for clinicians. London : RCP sych Publications
Boxwell, G.ed.2010. Neonatal Intensive Care Nursing. 2nd ed.
London: Routledge
Department of Health 2002. Listening, Hearing and Responding
DOH Action Plan: Core Principles for the Involvement of Children
and Young People; London; HMSO
Department of Health. 2008. ‘Better Communication: An action plan
to improve services for children and young people with speech,
language and communication needs’. London: HMSO
Department of Health. 2009. Aiming High for Disabled Children:
Best practice to common practice. Nottingham: DCSF publications.
Department for Education and Skills 2010 Every Disabled Child
Matters. London: The stationery office.
Hewitt-Taylor, J. 2008. Children with Complex and Continuing
Health Needs: The experiences of Children, Families and Care
Staff. London: Jessica Kingsley
Teare, J. ed. 2008. Caring for Children with Complex Needs in the
Community. Oxford
Warner, H. 2006. Meeting the needs of children with disability:
families and professional facing the challenge together Oxon:
Routledge
Lowes, F. and F. Valentine. Ed. 2007. Nursing care of Children and
Young People with Chronic Illness. Oxford: Blackwell Publishing Ltd
Assessment tasks
A 3000 word case study in which the student is required to
rationalise the pathophysiology of the child health condition,
identifying the framework used to undertake a holistic assessment
and exploring the evidence base of the nursing care of the
child/young person
100% weighting
Brief description of module
This module enables child field nursing students to explore and
content and/or aims (maximum critically analyse the pathophysiology of complex and long term child
80 words)
health conditions and to provide the theoretical and research
evidence underpinning the care needs of these children and young
people. Students will also be introduced to the skills needed to use a
systematic physical assessment framework when assessing children
and young people with complex and long term care needs
Area examination board to
BSc (Hons) Nursing
which module relates
Jill Durrant, Celia Marshall, Susanne Simmons, Rosemary
Module team/authors/
coordinator
Gaudoin, Jan Nelmes, Kris Fernandez, Jacks Moore, stakeholder
members
Semester offered, where
Semester 1 and 2
appropriate
Trimester 2 Year 3
Site where delivered
Brighton
Date of first approval
6th April 2011
Date of last revision
Not applicable
Date of approval of this
6th April 2011
version
Version number
1
Replacement for previous
Not applicable
module
Field for which module is
Nursing - Child
acceptable and status in that
Mandatory
field
Course(s) for which module is BSc (Hons) Nursing - Child
acceptable and status in
Mandatory
course
School home
SNM
External examiner
Cathy Poole
s
Comments/notes
Field Name
Title
Code
Level
Credit rating
Pre-requisites
Type of module
Aims
Learning
outcomes/objectives
Professional Practice Child 3
NI607
6
40
Meets Progression Requirements to Year 3 of the Course
Extensive over 1 year
To provide students with the opportunity to further develop
their knowledge, skills, values and attitudes to enable them to
deliver and co-ordinate safe, competent, compassionate and
person centred care.
On successful completion of this module students will be able
to:
Demonstrate independent, creative, flexible, problem solving,
clinical practice.
Demonstrate their ability to work as autonomous practitioners
prior to registration.
Demonstrate achievement of generic and field specific
competencies for entry to the register (NMC 2010) in the
following domains:
Domain 1: Professional Values
Domain 2: Communication and interpersonal skills
Domain 3: Nursing Practice and Decision Making
Domain 4: Leadership, management and team working
Content
In addition to meeting the generic competencies, the module
addresses Child Field Specific Competencies. These areas
are broadly:
Domain 1:Professional values
Advocacy, legislation relating to consent, withdrawal of
treatment and legal capacity, partnership working, practising
independently recognising limits of competence and
knowledge
Domain 2: Communication and interpersonal skills
Effective communication acknowledging child/young person’s
stage of development, ability to understand, culture, learning
or communication difficulties and health status, inclusion of
children and young people in contributing to informed choices
Domain 3: Nursing practice and decision-making
Comprehensive nursing assessment, safeguarding and
preventing maltreatment, essential and complex physical and
mental health needs understanding biological, psychological
and social factors throughout infancy, childhood and
adolescence
Domain 4:
Listening and responding to children and young people,
clinical decision-making skills, interprofessional and multiagency working, health and social care policy
Biological science teaching to support skill development
Related pathophysiology
Supervised clinical practice in a range of settings, including
team work with other professionals and agencies, service
users and carers.
Teaching and learning
strategies
Supported and virtual learning environment, simulation,
lectures, experiential learning, group work, guided study, EBL.
Lectures (SNM staff and clinical practitioners/specialists)
Demonstration
Simulation/OSCE’s
Student Central material, clinicalskills.net
DVD’s
Safemedicate
Relevant websites and CD Rom material
Service user engagement
Lecture hours 60
Simulation hours 60
Practice learning and mentor feedback throughout the third
year
Learning support
Students will be provided with support through their contact
with lecturing staff, clinical staff, mentors and personal tutors.
Indicative reading:
Boxwell, G.ed.2010. Neonatal Intensive Care Nursing. 2nd ed.
London: Routledge
Corkin, D, L.Liggett and S.Clarke. 2011. Care Planning in
Children’s Nursing. London: Blackwell Publishing Ltd
Fergusson,D. 2008. Clinical Assessment and Monitoring in
Children. London:Blackwell Publishing
Gill,D.and N.O’Brien 2008. Paediatric Clinical Examination
Made Easy. London: Churchill Livingstone
Glasper,A., M. Aylott and C.Battrick. 2010. Developing
Practical Skills for Nursing Children and Young People.
London: Hodder Arnold Ltd
Assessment tasks
By the end of the third year the student is required to
complete an assessment of practice document which
includes:

Providing evidence of satisfactory completion of NMC
competencies for Year 3 (NMC 2010).
NMC





Brief description of
module content and/or
aims
Area examination board to
which module relates
Module
team/authors/coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in
that field
Course(s) for which
module is acceptable and
status in that course
School home
External examiner
competencies will be summatively assessed in
practice by the mentor in accordance with current
NMC Standards (SLAIP 2008).
Assessment will be completed by a sign off mentor.
Completing all mandatory skills
Passing identified Objective Structured Clinical
Examinations (OSCEs) assessed by simulation.
Passing an online assessment of numeracy related to
medication management.
Self declaration of good health and conduct.
All elements must be passed.
100% weighting
This module comprises learning opportunities related to
achievement of NMC competencies, clinical practice and
assessment of practice for entry to the register (NMC 2010).
The student nurse will be able to demonstrate the ability to
work as an autonomous practitioner in a range of services
and settings prior to registration.
BSc (Hons) Nursing
Susanne Simmons, Jill Durrant, Celia Marshall, stakeholder
members
Semester 1, 2 and 3
Year 3 Trimester 1,2 and 3
Brighton
6th April 2011
Not applicable
6th April 2011
1
Not applicable
Nursing – Child
Mandatory
BSc (Hons) Nursing – Child
Mandatory
SNM
Cathy Poole
Modules Year 3 Mental Health Field
s
Field name
Title
Code
Level
Credit rating
Pre-requisites
Comments/notes
Therapeutic Interventions in Mental Health Nursing
NI608
6
20
Meets Progression Requirements to Year 3 of the
Course
Type of module
Aims
Extensive over one trimester
To introduce the students to key therapeutic
models and how they can be applied to specific
client groups within the field of mental health
nursing
On successful completion of the module the
student will be able to:
Learning outcomes/objectives






Content







To identify key therapeutic approaches for
people with mental health problems
To critically evaluate the evidence base
supporting such approaches in mental
health nursing
To clearly understand the students role
within the therapeutic approach
To demonstrate a critical understanding of
specific applications within at least one
approach
To critically reflect on the importance of the
therapeutic alliance
To analyse core needs of specific client
groups and the individual therapeutic
needs and requirements within such
groups
A critical examination of current of current
approaches to meet the broad range of
psychological distress
Humanistic approaches
Cognitive / behavioural approaches
Psychodynamic approaches
Psychosocial approaches
Integrated psychological interventions
Ethical and Legal considerations on
working with suicide
Teaching and learning strategies
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Key note lectures
Small group work
Peer teaching
Experience based learning groups
Self directed study
Taught 24 hours
Experience based learning 4 hours
Guided Study 40 hours
Assessment time 40 hours
Independent study/reading 90 hours
Total 200 hours
Learning support
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SNM and UOB electronic and library
resources
Materials and exercises for this module
posted on Student Central
Barker, P. (ed). 2009. Psychiatric and
Mental Health Nursing-The craft of caring
(2nd edition). London: Arnold.
Barrowclough, C. Tarrier N. 1997. Families
of Schizophrenic Patients: Cognitive
Behavioural Interventions. Cheltenham:
Stanley Thornes.
Falloon, I. et al. 1993. Managing Stress in
Families: cognitive and behavioural
strategies for enhancing coping skills.
London: Routledge.
Gilbert, P 2005. Compassion:
conceptualisations, Research and Use in
Psychotherapy. Chapter 10. Hove.
Routledge.
Grant A, Townend M, Mills J, Cockx A.
2008. Assessment and Case Formulation
in Cognitive Behavioural Therapy. London:
SAGE Publications Ltd.
Harris, N. Williams S. Bradshaw T. 2002
Psychosocial Interventions for People with
Schizophrenia. Basingstoke: Palgrave
Macmillan.
Joseph, S 2010. Theories of Counselling
and Psychotherapy: An introduction to the
different approaches. London. Palgrave
Macmillan
Kuipers, Liz. 2002. Family Work for
Schizophrenia: a practical guide. London:
Gaskell.
Mearns, D. 2003. Developing PersonCentred Counselling. London: Sage.
Miller, W. 2002. Motivational Interviewing:
Preparing people for change. New York:
Guildford Press.
Norman, I. Ryrie, I. 2004. The Art and
Science of Mental Health Nursing: A
textbook of principles and practice.
Maidenhead. Open University Press
O’Connell, B. 1998. Solution focused
therapy. London:Sage.
www.doh.gov.uk
www.nimhe.org.uk
Assessment task
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Module team/authors/ coordinator
Trimester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
The students will be required to complete a 3000
word essay focusing on a specific therapeutic
approach discussing its potential or actual
application in mental health nursing practice.
100% weighting
This module will strengthen students understanding
of current evidence based therapeutic approaches
in mental health nursing in relation to working with
differing presentations of psychological distress. At
its heart there will run a clear thread of the
therapeutic alliance and the need for person
centred relationship. There will be keynote lectures
from SNM lecturers and mental health practitioners
with a recognised therapeutic expertise. The
students will be required to prepare and facilitate
peer teaching sessions within the range and focus
of the module subject.
BSc (Hons) Nursing
Jamie Auld (module leader), Alec Grant, Penny
Dodds, Mark Radcliffe
Semester 1 and 2
Year 3, Trimester 1
Brighton
6th April 2011
Not applicable
6th April 2011
one
Not applicable
Nursing – Mental Health
Mandatory
BSc (Hons) Nursing – Mental Health
Mandatory
SNM
Nicola Evans
s
Field name
Title
Comments/notes
Enhanced Practice in Mental Health Nursing
Code
Level
Credit rating
Pre-requisites
NI609
6
10
Meets Progression Requirements to Year 3 of the
Course
Type of module
Aims
Extensive
The module will develop students’ knowledge and
ability to meet the complex needs of mental health
service users effectively. The aim is to undertake
an inquiry in order to identify mental health practice
that makes a difference.
Learning outcomes/objectives
On successful completion of the module the
student will be able to:
1. Critically reflect on their learning from
practice in order to meet challenging and
complex mental health needs.
2. Demonstrate an awareness of the
personal, relational, social, cultural and
ethical components of care.
3. Critically appraise, evaluate and synthesise
a range of knowledge (practice generated,
research generated and theory generated)
to enhance working in partnership with
service users, carers and their families.
4. Critically consider their own interpersonal
and professional development in the
context compassionate, socially inclusive
and socially just mental health care.
Content
Working in partnership with service users, carers,
families, multi-disciplinary teams and voluntary
organisations to promote the health of high risk or
marginalised groups.
Applying psychosocial and psychological
approaches aimed at meeting enduring mental
health needs e.g. solution focussed, narrative or
person-centred work.
Ensuring safety and preventing risk of harm to self
or others through violence, neglect or suicide.
Critically debate the principles of recovery and
wellbeing for groups with enduring needs i.e.
substance misuse, hearing voices, dual diagnoses,
dementia.
Questioning the therapeutic use of medication.
Understanding the process of critical reflection
Taking care of ourselves and the role of reflexivity
in supervision.
The ethics, law and policy of mental health.
Teaching and learning strategies
Experience based learning groups
Creative writing
Reflective journal entries
Focussed inquiry & critical reflection workshops
Lectures
Tutorials
Online materials
Guided self study
12 Hours of taught session
4 experience based learning
20 hours guided study
30 hours assessment time
33 hours independent study
Total 100 hrs of study
Learning support
Texts:
Avis, M. and Freshwater, D. 2006. Evidence for
practice, epistemology, and critical reflection.
Nursing Philosophy 7: 216-224.
Barker, P. 2009. Psychiatric and mental health
nursing: The craft of caring. London: Arnold.
Department of Health. 2006. Chief Nursing
Officer’s Review of Mental Heath Nursing. London:
Stationery Office.
Department of Health. 2009. New Horizons: a
shared vision for mental health. London:
Stationery Office.
Fook, J. and Gardner, F. 2007. Practicing critical
Reflection. Berkshire: McGraw Hill.
Stickley, T. and Bassett, T. 2008. Learning about
Mental Health Practice. Chichester: John Wiley &
Sons.
Walsh, T. 2010. The Solution-Focused Helper:
Ethics and Practice in Health and Social Care.
Berkshire: Open University Press.
Watkins, J. 2008 Mental health practice, a guide to
compassionate care. Ipswich: ButterworthHeinemann.
WebPages
MIND / Rethik / NHS Choices / NIMHE / NICE
Lawtel / Ethics / Experience in Mind
Assessment tasks
Formative
15 min focused reflection facilitated by 2 students
on an actual nurse-service user relationship.
Students select an incident from practice which
they believe has made a difference to a service
user’s care and present the incident and related
therapeutic interaction.
Summative
2000 word critical reflection on the impact of an
actual nurse-service user relationship on their own
interpersonal and professional development.
The critical reflection will clearly address the
module learning outcomes.
100% weighting
Brief description of module content and/or
aims (maximum 80 words)
Area examination board to which module
relates
Module team/authors/ coordinator
Semester offered, where appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this version
Version number
Replacement for previous module
Field for which module is acceptable and
status in that field
Course(s) for which module is acceptable
and status in course
School home
External examiner
The module is designed to develop students’
knowledge and ability to undertake an inquiry,
where they critically appraise their own practice, in
the context of contemporary mental health care.
The process and outcomes of a therapeutic
relationship with a service user will be considered,
in order to ensure continuing interpersonal and
professional development.
BSc (Hons) Nursing
Laetitia Zeeman (Module leader), Sharon Davies,
Sharon De Goeas, Bill McGowan, Mahess
Jeeawock, Alec Grant, Mark Radcliffe, Athena
Christoforou
Semester 1 and 2
Year 3, Trimester 2
Brighton
6th April 2011
Not applicable
6th April 2011
1
Not applicable
Nursing - Mental Health
Mandatory
BSc (Hons) Nursing - Mental Health
Mandatory
SNM
Nicola Evans
s
Comments/notes
Title
Code
Level
Credit rating
Pre-requisites
Professional Practice Mental Health Nursing Year 3
NI610
6
40
Meets Progression Requirements to Year 3 of the Course
Type of module
Aims
Extensive over year 3
To provide students with the opportunity to further develop
their knowledge, skills, values and attitudes to enable them to
deliver and co-ordinate safe, competent, compassionate and
person centred care.
On successful completion of this module students will be able
to:
Learning
outcomes/objectives
Demonstrate independent, creative, flexible, problem solving,
clinical practice.
Demonstrate their ability to work as autonomous practitioners
prior to registration.
Demonstrate achievement of generic and field specific
competencies for entry to the register (NMC 2010) in the
following domains:
Domain 1: Professional Values
Domain 2: Communication and interpersonal skills
Domain 3: Nursing Practice and Decision Making
Domain 4: Leadership, management and team working
Content
In addition to meeting the generic competencies, the module
addresses Mental Health Field Specific Competencies. These
areas are broadly:
Domain 1:
Value based practice, working with Mental Health Legislation,
power relationships, mental health and relationships with
inequality and discrimination, self awareness,
Domain 2:
Developing therapeutic relationships, therapeutic group
facilitation, working with abuse and trauma, well-being, use of
self, enabling relationships,
Domain 3:
Application of psycho-social approaches, promoting physical
and mental well-being, mental health and potentially
marginalised groups/high risk groups, application of
psychosocial and physiological care with a care management
process, enabling informed choices of care, care in crisis and
acute distress, promoting self determination and recovery
within individuals, families and groups.
Domain 4:
Clinical supervision and reflection, multi-professional and
multi-agency work, management of mental health care
environments, risk and safety.
Biological science teaching to support skill development
Related pathophysiology
Supervised clinical practice in a range of settings, including
team work with other professionals and agencies, service
users and carers.
Teaching and learning
strategies
Supported and virtual learning environment, simulation,
lectures, experiential learning, group work, guided study, EBL.
Lectures (SNM staff and clinical practitioners/specialists)
Demonstration
Simulation/OSCE’s
Student Central material, clinicalskills.net
DVD’s
Safemedicate
Relevant websites and CD Rom material
Service user engagement
Lecture hours 60
Simulation hours 60
Practice learning and mentor feedback throughout the third
year
Learning support
Students will be provided with support through their contact
with lecturing staff, clinical staff, mentors and personal tutors.
Indicative Reading
Barker, P. (ed). 2009. Psychiatric and Mental Health NursingThe craft of caring (2nd edition). London: Arnold.
Brammer, L. M and G. MacDonald. 2003. The helping
relationship: process and skills. 8th ed London : Allyn and
Bacon.
Callaghan, P., J. Playle, and L. Cooper. 2009. Mental Health
Nursing Skills. Oxford University Press. Oxford
Ci Ci, S. 2006. Assessment, supervision and support in
clinical practice : a guide for nurses, midwives and other
health professionals. 2nd ed. Edinburgh : Churchill
Livingstone.
Clarke, V. and A. Walsh. 2009. Fundamentals of Mental
Health Nursing. Oxford University Press. Oxford.
DeVito, J. A. 2007. The interpersonal communication book.
11th ed. London: Pearson Allyn and Bacon
Egan, G. 2002. The skilled helper : a problem-management
and opportunity-development approach to helping. 7th ed.
Pacific Grove, Calif: Brooks/Cole.
Gray, P. 2006. The Madness of Our Lives. Experiences of
Mental Breakdown and Recovery. London: Jessica Kingsley
Publishers.
Healy, D. 2009. Psychiatric Drugs Explained. Edinburgh ;
New York : Churchill
Livingstone Elsevier.
Johns, C. 2000. Becoming a reflective practitioner: a reflective
and holistic approach to clinical nursing, practice development
and clinical supervision. Oxford : Blackwell Science.
Kinsella, C, and C. Cinsella. 2006. Introducing Mental Health:
A Practical Guide. London: Jessica Kingsley.
Kirby, S., G. Mitchell, D. Cross, D. Hart, 2004. Mental Health
Nursing: Competencies for Practice, Palgrave Macmillan.
McIntosh, P. 2010. Action research and reflective practice :
creative and visual methods to facilitate reflection and
learning. London : Routledge
McGill, I. and A. Brockbank. 2004. The action learning
handbook : powerful techniques for education, professional
development and training. London : Routledge.
Moon, J. A. 2004. A handbook of reflective and experiential
learning : theory and practice. London: Routledge.
Nelson-Jones, R. 2006. Human relationship skills : coaching
and self-coaching. 4th ed. Hove : Routledge.
Norman, I and Ryrie, I. 2004. The Art and Science of Mental
Health Nursing. Buckingham: Open University Press.
Ryan, T and J. Pritchard. 2004. Good Practice in Adult Mental
Health. London: Jessica Kingsley.
Scaife, J. 2009. Supervision in clinical practice : a
practitioner's guide. London : Routledge
Sloan, G. 2006. Clinical supervision in mental health nursing.
Chichester : Wiley.
Stahl, S.M. 2008. Stahl’s essential psychopharmacology:
neuroscientific basis and practical applications. Cambridge
Cambridge University Press
Stringer, S. et al. 2009. Psychiatry PRN: Principles, Reality,
Next Steps. Oxford University Press. Oxford.
Talbot, P., G. Astbury, T. Mason. 2010. Key concepts in
learning disabilities . London: SAGE.
Taylor, B. J. 2006. Reflective practice : a guide for nurses
and midwives. 2nd ed. Maidenhead: Open University Press.
Van Emden J, and L. Becker. 2004. Presentation skills for
students. Basingstoke : Palgrave Macmillan.
Van Ooijen, E. 2003. Clinical supervision made easy : the 3step method. Edinburgh : Churchill Livingstone.
Williams, C. and C.M. Davis. 2004. Therapeutic interaction in
nursing. Thorofare, N.J. : Slack
Sites about Reflective Practice
http://www.learningandteaching.info/learning/reflecti.htm
http://www.infed.org/thinkers/et-schon.htm
Sites about Clinical Supervision
http://www.clinical-supervision.com
http://www.ntstudent.net/nav?page=ntstudent.careers.advice.
story&resource=1462258
Sites about Mentorship and being Mentored.
Royal College of Nursing. 2005. Guidance for mentors of
student nurses and midwives: an RCN toolkit.
Available at
http://www.rcn.org.uk/publications/pdf/guidance_for_mentors.
pdf
Royal College of Nursing. 2002. Helping students get the best
from their practice placements.
Available at:
http://www.rcn.org.uk/publications/pdf/helpingstudents.pdf
Journals
The library stocks a range of journals and electronic journals
relating to mental health.
Useful Web Sites
http://www.evidence.nhs.uk/default.aspx
http://www.nmhdu.org.uk/
http://www.nice.org.uk/
http://www.mentalhealth.org.uk/
Assessment tasks
By the end of the third year the student is required to
complete an assessment of practice document which
includes:

Providing evidence of satisfactory completion of NMC
competencies for Year 3 (NMC 2010).
NMC
competencies will be summatively assessed in
practice by the mentor in accordance with current





Brief description of module
content and/or aims
Area examination board to
which module relates
Module
team/authors/coordinator
Semester offered, where
appropriate
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Field for which module is
acceptable and status in that
field
Course(s) for which module
is acceptable and status in
that course
School home
External examiner
NMC Standards (SLAIP 2008).
Assessment will be undertaken by a sign off mentor in
practice
Completing all mandatory skills and the required
number of optional skills.
Passing identified Objective Structured Clinical
Examinations (OSCEs) assessed by simulation.
Passing an online assessment of numeracy related to
medication management.
Self declaration of good health and conduct.
All elements must be passed.
100% weighting
This module comprises learning opportunities related to
achievement of NMC competencies, clinical practice and
assessment of practice for entry to the register (NMC 2010).
The student nurse will be able to demonstrate the ability to
work as an autonomous practitioner in a range of services
and settings prior to registration.
BSc (Hons) Nursing
Penny Dodds (Module Leader) Jamie Auld, Bill McGowan,
Stevan Monkley-Poole
Semester 1, 2 and 3
Year 3 Trimester 1,2,3
Brighton
6th April 2011
Not applicable
6th April 2011
1
N/A
Nursing – Mental Health
Mandatory
BSc (Hons) Nursing - Mental Health
Mandatory
SNM
Nicola Evans