MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Key concepts and theories underpinning care in mental health nursing
Module code
NI517
Credit value
20
Level
Level 4
Level 5 x Level 6
Level 7
Level 8
Mark the box to the right of the Level 0 (foundation level)
appropriate level with an ‘X’
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module
codes or equivalent
Co-requisite modules
Specify in terms of module
codes or equivalent
Meets progression requirements for entry to Year 2.
N/A
Module delivery
Mode of delivery
Taught
Other
Pattern of delivery
Weekly
x
Distance
Placement
Online
Distance only for students undertaking international
placements.
x
Block
Other
When module is delivered
Semester 1
Semester 2
x
Throughout year
Other
Brief description of module The module aims to introduce Year 2 mental health field nursing students
content and/ or aims
to significant ideas, models, theories and schools of thought that underpin
Overview (max 80 words)
the practice of mental health nursing care and interventions.
Module team/ author/
Sharon Davies (module lead), Sharon de Goeas, Mahess Jeeawock and
coordinator(s)
Warren Stewart
School
School of Health Sciences
Site/ campus where
Falmer
delivered
Course(s) for which module is appropriate and status on that course
Course
BSc (Hons) Nursing – Mental Health
Module descriptor template: updated Aug 2012
Status
Mandatory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The module aims to introduce the student to significant theoretical
concepts that underpin the practice of mental health nursing. A range
of theoretical ideas from a variety of schools are considered and the
influence these ideas have had on mental health nursing care and their
impact on the philosophy and interventions of nurses.
Learning outcomes
On successful completion of the module, the student will be able to:
1) Identify appropriate theory and its underpinning constructs that
contribute to and are relevant for nursing care
2) Critically explore the application and validity of theoretical models
within nursing care
3) Explore and consider how theoretical models may be applied within
the role of the nurse
4) Identify how models of practice influenced by theoretical schools
may impact on mental health service users and carers
Content
Content such as:
Theoretical perspectives
Psychology – psychodynamics, behaviourism, humanism, cognitivism,
attachment theory, systems theory
Philosophy
Society and sociology – social constructionism, social psychiatry
Religion and spiritual models
History
Psychiatry – medical models, anti-psychiatry Psychopharmacology
Gender models
Practice models and eclecticism
Law
Recovery models
Clinical themes
This thread uses core and topical clinical subjects to explore theoretical
influences e.g. suicide, self harm, sexual abuse, dementia and
domestic violence
Learning support
Current resources available via online reading list.
Reference books and articles:
Department of Health. 2009. New Horizons: Towards a shared vision
for mental health. London. DH.
Department of Health. 2011. No Health without mental health.
London: DH.
Foucault, M. 2006. Madness and civilization: A history of insanity in the
age of reason. London: Taylor & Francis.
Lechte, J. 2008. Fifty key contemporary thinkers: From structuralism to
post-humanism. 2nd ed. Abingdon: Routledge.
Lynch, J. E and S, Trenoweth. 2008. Contemporary issues in mental
health nursing. Chichester: Wiley.
Sheehy, N. 2013. Fifty key thinkers in psychology. 2nd ed. Abingdon:
Routledge.
Module descriptor template: updated Aug 2012
Stickley, T and T, Bassett. 2008. Learning about mental health
practice. Chichester: John Wiley and sons.
Watkins, P. 2009. Mental Health Practice: A Guide to Compassionate
Care.2nd ed. London: Butterworth-Heinemann.
Websites:
MIND: www.mind.org.uk/
National Institute of Health and Care Excellence:
https://www.nice.org.uk/
Rethink: www.rethink.org/rethink_for_everyon.html
Journals:
Journal of Psychiatric and Mental Health Nursing
Mental Health Practice
Teaching and learning activities
Details of teaching and
learning activities


Keynote lecture
Group work
As a formative assessment students will be required to submit an
essay and presentation plan at midpoint in the module.
For students undertaking the extended international elective, online
support to achieve the learning outcomes will include guided study,
tutorials and a learning contract agreed prior to the exchange.
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
Lectures
Experience Based Learning
GUIDED INDEPENDENT
STUDY
Independent study
PLACEMENT
N/A
24
2
174
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment for
this module
Part One: Presentation (20% of overall mark)
The student will deliver a timed group presentation on a theory
highlighting the application to mental health nursing care.
Part Two: Essay (80% of overall mark)
The student will submit an essay of no more than 1500 words. The
essay will be based on a theory highlighting the application to mental
health nursing care and how this may influence their own practice as a
mental health nurse.
Part One must be submitted in order to be permitted to submit Part
Two.
Module descriptor template: updated Aug 2012
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
% weighting
(or indicate if
component is
pass/fail)
WRITTEN
N/A
COURSEWORK
1500 word essay
80%
PRACTICAL
Presentation
20%
EXAMINATION INFORMATION
Area examination board
Nursing Academic Programme
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
Cathy Poole
University of Bristol
September 2011
January 2016
Nichola Ashby
University of Nottingham
Cheryl Holman
University of Hertfordshire
Chrysi Leliopoulou
University of Middlesex
QUALITY ASSURANCE
Date of first approval
Only complete where this is
not the first version
6th April 2011
Date of last revision
Only complete where this is
not the first version
12th January 2015
Date of approval for this
version
5th May 2015
Version number
2
Modules replaced
Specify codes of modules for
which this is a replacement
N/A
Available as free-standing module?
Yes
No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
x