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Module Descriptors

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Session: 2022/23

Last modified: 18/01/2023 12:33:45

Title of Module: Leadership in Mental Health

Code: NURS09235 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:Marie  McCaig

Summary of Module

The recent Scottish Government’s review of mental health provision highlights the important contribution mental health makes to improving the health and wellbeing of the people of Scotland. The need for robust leadership across professional groups delivering on a mental health agenda is also widely acknowledged within the context of contemporary health and social care integration.  

This module develops students' knowledge and understanding of the culture and team dynamics within and between these complex organisations. Students will be encouraged to critically appraise their personal leadership role, the influence of team dynamics and the contributions diverse professional groups make toward the development and delivery of efficient and effective mental health services.

This module commits the student to working in partnership with a range of professionals, peers, service users and lay carers to provide care that meets the needs of the local population set within an increasingly international and multi-cultural context.

This module is designed to provide students with the theory, clinical skills, insight, confidence and initiative required to become a mental health nurse. It has a student centred approach to learning, which means they will be actively involved in developing knowledge, skills and experience as they progress towards registration.

The aim of this module is to prepare a clinically competent, confident, caring and evidence-based practitioner at the point of registration.

  • This is the module leading to the threshold award for registration by the Nursing and Midwifery Council as a Registered Mental Health Nurse (RMN) By the end of this module students will have evidenced successful achievement of the proficiencies and skills required by the NMC and will have had these confirmed by their academic and practice assessor. If all other requirements are met the successful student will then be put forward for registration with the Nursing and Midwifery Council as a Registered Mental Health Nurse (RMN).

  • A 12 week practice learning experience will provide insight into the challenges of transitioning from student to registrant and will enable students to evidence achievement of the NMC standards of proficiency for Registered Nurses (2018) 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 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 include Leadership theories, teaching and learning approaches, clinical supervision facilitation skills, case management skills.


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

Blended
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.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
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 1

 

Term 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

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

L1. Critically discuss the challenges of providing social, psychological and physical care services across a wide range of integrated care settings and to culturally diverse populations.

L2. Apply sound and evidence based clinical judgements and decisions in the leadership of evidence-based, person-centred and compassionate care.

L3. Demonstrate the ability to identify and manage risk for patients and/or the service relative to national and local policy and guidance.

L4. Apply and critically reflect on the principles of effective leadership, management, and learner supervision

L5. Demonstrate evidence of achievement of the NMC (2018) Professional Standards

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.

Appraisal of global issues in Mental Health care and welfare provision.
Developing a broad knowledge and understanding of local, national and international leadership strategies/theories.
Demonstrating an awareness of their own leadership style and an understanding of how they influence delivery of healthcare.
Critically appraising leadership in nursing within the boundaries of the module, including: leadership skills, decision-making, delegation and prioritisation of care.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Application of knowledge from a variety of sources to explore the complexities of leadership within a healthcare environment.
Application of relevant theories to the supervision, education and development of junior staff, carers and other stakeholders in health and social care.
Critically evaluating healthcare scenarios in relation to quality enhancement.
Working towards completion of the NMC (2018) Standards for Pre-registration Nurse Education.

Generic Cognitive skills SCQF Level 9.

Using appropriate search strategies to review literature that explores the impact of leadership in the delivery of healthcare.
Undertaking critical analysis, evaluation and synthesis of principles of professional practice, leadership, development of self and others.
Using a range of resources to reflect on the complexities of leadership and evaluate responses to make safe informed, evidence based care management decisions.

Communication, ICT and Numeracy Skills SCQF Level 9.

Demonstrate safe and effective professional communication within an inter-professional and multidisciplinary teams.
Demonstrating a range of methods to communicate health related concepts effectively to people, their families, and carers.
Developing increasing autonomy and competence in relation to engaging in difficult conversations, including breaking bad news and support people who are feeling emotionally or physically vulnerable or in distress.
Using a range of digital resources to enhance learning.

Autonomy, Accountability and Working with others SCQF Level 9.

Demonstrating the ability to work within professional, legal and ethical frameworks underpinning nursing practice.
Critical appraisal of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Taking the lead and responsibility for aspects of own practice and exercise autonomy of current professional practice.
Collaborating with a variety of healthcare professionals, families and carers in accordance with professional frameworks to inform clinical practice.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
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. Modified lectures develop students understanding of key concepts and open up 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. Students will gain experience in supervising others whilst they themselves will be supervised in this role. Group-work and collaborative working will be an important aspect of the module increasing the students confidence and skills required of a mental health nurse to effecticely lead and manage teams 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” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes. Specifically the completion of the NMC Standards of Proficiency for Registered Nurses (2018) will demonstrate acquisition of graduate skills that contribute to transformational leadership, employability and lifelong learning . Module hours exceed the norm becuase of the practice learning 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 Activity20
Laboratory/Practical Demonstration/Workshop30
Asynchronous Class Activity30
Independent Study300
Work Based Learning/Placement 480
Personal Development Plan10
880 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:

Barr, J. and Dowding, L. (2019) Leadership In Health Care 4th ed. London: Sage Publications.

Jambawo, S. (2018) Transformational leadership and ethical leadership: their significance in the mental healthcare system. British Journal of Nursing. Vol. 27(17), pp. 998–1001.

Norman, I and Ryrie, I. (2018) The Art and Science of Mental Health Nursing; a textbook of principles and practice. 4th ed. Maidenhead: Open University Press. [Core text]

Northouse, P. G. (2018) Leadership, Theory and Practice. 8th ed. Thousand Oaks Ca: Sage.



Stanley, D. ed. (2016) Clinical leadership in nursing and healthcare: values into action. Edinburgh: Wiley and Sons.



Websites:
NES Leadership
TURAS


(**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 and a period of 12 weeks of placement must be completed.

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Supplemental Information

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

1.04

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Assessment: (also refer to Assessment Outcomes Grids below)
Where modules in the programme contain a practice element, the outcomes 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 in this module comprises ‘patches’ relevant to module content submitted individually. The first patch is a group activity completed prior to practice. A scientific poster presentation in class based on a proposed leadership or teaching and learning initiative to be undertaken during the practice placement. (30% weighting)
Using a structured model complete 2 critical reflections (1400 words each) using contemporary literature and evidence of application of theory to practice, based on the following themes:

Applying leadership skills in integrated mental health care

AND

Applying the principles of leadership as they relate to clinical supervision in learning and assessment in clinical practice.

(70% weighting)
Completion of the NMC Future nurse: Standards of Proficiency for Registered Nurses and confirmation that all requirements for registration have been met.
All assessment components must be passed at 40% or above to achieve an overall pass in this module.
(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
Demonstrations/ Poster presentations/ Exhibitionscheck mark    301

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
Report of practical/ field/ clinical work check markcheck markcheck mark 700

Component 3
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 assessment    check mark00
Combined Total For All Components100% 1 hours

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

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Note(s):
  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) (https://www.nmc.org.uk/globalassets/sitedocuments/eandd/reasonable-adjustments-policy.pdf).
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.

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