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Session: 2022/23

Last modified: 18/01/2023 12:34:15

Title of Module: Managing Mental Health

Code: NURS09236 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Betty  Scholes

Summary of Module

This module which includes a practice based learning component will provide the student with the opportunity to care for people with a range of mental health care needs. It will allow the development of critical decision making skills within a multi-disciplinary team. This will be facilitated within a range of mental health care settings.

The practice element will allow students to demonstrate an increasing degree of autonomy, working towrds the equivalent of independence and at times working without direct supervision, where appropriate. Students will be facilitated to take the lead in relation to assessing, planning, implementing and evaluating safe and effective person centered care, taking cognisance of professional and legislative requirements within mental health care delivery.

Skills to support people in self-management and recovery for a range of mental health issues including people with severe and enduring needs will be developed. The module will equip students to develop, demonstrate and utilise appropriate professional and graduate skills including management and leadership skills. The module will also facilitate the consolidationof the student's ability to make decisions and recommendations related to care load management and the delivery of safe, effective and evidence based interventions.

  • Registered Nurses are responsible for managing care and are accountable for the delegation and supervision of care provided by others. They have a key role in inter-professional and multi-agency working and increasingly work in partnership with other service providers. The purpose of this module is to provide students with the knowledge and skills to deliver and manage care within this changing landscape and to develop confidence in decision making and in the prioritisation, delegation and assignment of care working in partnership with service users and carers to provide person centred recovery focused care in a range of clinical environments.

  • The content of this module will include: principles of effective management of care; group and organisational dynamics; culture and the relationship between skill mix, safety and quality of care. Healthcare economics and the politics of welfare will be examined and improvement methodologioes that supports safe and effective nursing practice will also be explored.

  • Skills will be developed through simulation and practice. A detailed mapping tool provides information on the NMC annexes to be covered in this module.

  • A practice learning experience will provide insight into the challenges of managing care for a specified group of patients. Health improvement methodologies and change management strategies will be explored in simulated experiences on campus and reflection on practice. It will also allow students to evidence ongoing achievement of the NMC standards of proficiency in a practice setting as directed by the NMC Standards of Assessment in Practice.

  • Students will have opportunity in placement experience to apply knowledge and understanding of mechanisms of drug interactions and adverse drug reactions to medicines optimisation, medicines administered and clinical practice, (BiNE, LO9 & 10, 11)

  • Programme threads of Suicide and Self-harm, Learning disability, CAMHs, Dementia, Law and Safeguarding, Digital Health Technology and Trauma will inform module content.

  • Specific Annexe A & B skills for this module are detailed in the programme skills schedule and preload is related to assessment, formulation, care planning and clinical decision making and communication for approaches such as psychoeducation and concordance.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Exercise autonomy and initiative in effective care provision by managing the care of a group of people.

L2. Apply knowledge and skills of therapeutic interventions to provide person centered care for people who have a range of complex care needs.

L3. Critically analyse and support self management for people experiencing mental health issues

L4. Based on relevant knowledge from health and social science, critically evaluate the delivery of recovery focused, person centred care, providing constructive feedback

L5. Demonstrate evidence of achievement of the required standards of proficiency associated with your professional discipline

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Understanding the principles of effective management of care including group and organisational dynamics and culture and the relationship between skill mix, safety and quality of care.

Critically understanding the relationship between theory and nursing practice in a variety of contemporary mental health care settings.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Safely and effectively manage the nursing care of a group of people demonstrating prioritisation,delegatiation and time management skills.

Demonstrating the ability to accurately undertake strengths based assessments (including assessment of risk)in a range of care settings using a range of contemporary assessment tools

Supporting the management and delivery of safe and effective nursing care, promoting reflection and providing constructive feedback working in partnership with key stakeholders to improve practice.

Participating in the assessment, planning, implementation, evaluation and management of people with a range of mental health care needs. This will include people who demonstrate a degree of unpredictability in their care.

Working towards completion of the NMC (2018) Standards for Pre-registration Nurse Education .

Generic Cognitive skills SCQF Level 9.

Demonstrating knowledge and understanding of the scope of professional and mutli-disciplinary values and practice.

Reflecting and evaluating own responses to differing problems & issues with varying levels of complexity.

Demonstrating the ability to make safe informed, care management decisions.

Developing the analytical skills required for problem solving and decision making that underpins nursing practice.

Decision making

Teaching and Supervision

Communication, ICT and Numeracy Skills SCQF Level 9.

Effective communication, numeracy and IT skills that supports safe and effective nursing practice.
This may include developing and evaluating the use of
- Care plans
- Nursing notes
- Integrated care pathways
- Multi-disciplinary team meetings
- Drug administration
- Relevant risk assessment tools

Progressively demonstrating increased proficiency in relation to numeracy including, databases, rating scales and the ability to present logical and coherent information using graphs.

Digital health TOPOL

Autonomy, Accountability and Working with others SCQF Level 9.

Contribute to team reflection and supervision activities to promote improvement in practice

Appraising the complexities of partnership working with users, carers and other agencies.

Utilising initiative in response to the needs of people with mental health care needs within accepted professional boundaries and professional practice limitations.

Accountability for personal and professional maintenance.

Exercises knowledge and skill in effective delegation and the supervision of others within acceptable practice boundaries.

Developing a self confidence and self awareness of strengths that celebrate difference and will enhance employability

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
A variety of learning and teaching methods will be used to facilitate achievement of the learning outcomes. Hybrid approaches to teaching and learning include the use of directed independent study which introduces students to key concepts and opens up key areas for further exploration and development. Learning is enhanced through the use of self-reflection, peer evaluation and role rehearsal supported by simulation technology where appropriate. Extensive and structured e-learning activities will enable students to prepare for practice and develop their critical understanding. Group-work will be an important aspect of the workshops where students will explore complex and often challenging concepts and rehearse the skills required of a mental health nurse in a safe and supported environment.

The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in I am UWS specifically the completion of the portfolio activities develop skills in critical thinking, self- reflection, collaboration, problem-solving, and communicating effectively. Module hours exceed the norm because of the practice placement element.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery10
Tutorial/Synchronous Support Activity24
Laboratory/Practical Demonstration/Workshop24
Work Based Learning/Placement 400
Asynchronous Class Activity32
Independent Study310
800 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Aveyard, H. and Sharp, P. (2017) A Beginners Guide to Evidence Based Practice in Health and Social Care. 3rd Ed. London: McGraw Hill Education. [Core text)

Hardy, S., White, J. and Gray, R. (2018) The Health Improvement Profile. A manual to promote physical wellbeing in people with severe mental illness. 2nd Ed. Cumbria: M & K Publishing

Norman, I. and Ryrie, I. (2018) The Art and Science of Mental Health Nursing. 4th Ed. Maidenhead: McGraw Hill. [Core text]

Trenoweth, S. and Moone, N. eds. (2017) Psychosocial Assessment in Mental Health. London: Sage. [Core text]

Wright, K.M. and McKeown, M. eds (2018) Essentials of Mental Health Nursing. London: Sage

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
100% attendance in Practice Placement areas is required by the end of the programme to meet NMC requirements. In this module students may be assessed if at least 70% of the practice learning experience is met.

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorMatthew Reid
External ExaminerJ Turner
Accreditation DetailsNMC
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
This outcomes of this module are assessed using some of the principles of the innovative concept of ‘patchwork assessment’. This involves continuous formative feedback supported by peer engagement, as described in the HEA Framework for transforming assessment in higher education (2016). Students engage in deep and meaningful feedback with each other and students should have the opportunity to support their peers whilst working in reflective groups.
The formative assessment allows students to share ‘patches’ with other students and their assessors or supervisors in small group discussions to encourage collaborative learning and formative peer feedback.

The summative assessment accounts for 100% of credit weighting and comprises ‘patches’ relevant to module content submitted individually. Using a structured model, students complete 2 critical reflections (patches) equivalent to 2000 words each, covering both of the following themes:

Applying the principles of person centered care to an activity or therapeutic intervention in mental health care


A presentation critically reflecting on the principles and processes involved in supporting a client with complex care needs.
Satisfactory completion of the practice learning experience as evidenced by attainment of the required professional standards.

All assessment components must be passed to achieve an overall pass in this module. NMC (2018) SFNME 5.16 indicates that there is no compensation in assessments across theory and practice learning.This module contains a pass/fail practice learning component to ensure clinical proficiencies are met in practice. This component carries no credit weighting and will not contribute to the grading of the module, but a pass is essential for module success.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck markcheck markcheck markcheck mark 1000

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck mark   check mark00
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
For students who have disclosed a disability, the UWS Disability Service (DS) will assess the individual’s strengths and support needs and then forward a Student Support Form to the appropriate DS Co-ordinator who will circulate the form to all of the relevant teaching staff. ‘Reasonable adjustments’ may include adapted or specialised clinical equipment (e.g. electronic stethoscope, coloured overlays) or further specialist assessment or support (e.g. assessment by an Educational Psychologist, extended time for presentations or assessments). If funding is required, this can be organised by the DS and funded by the School. Reasonable adjustments, in line with DS recommendations for the assessment of the individual student can be assured.
This module has a practice element and takes account of the Nursing and Midwifery Council's statement on reasonable adjustments (NMC 2019) (
In particular section 23:
"The (Equality)Act 2010 makes it clear that it is not discriminatory to apply competence standards (which include our Code, our revalidation and our education standards) to a disabled person. As a professional regulator responsible for protecting the public, it would not be right for us to adjust these standards. However, we can make reasonable adjustments to assist nurses, midwives and nursing associates in meeting our standards

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.