|Please contact the module administrator
The following assessment is a change from that used in previous versions of this module. Unfortunately due to sickness the change has not yet been ratified by the external examiner, therefore the details below may change. You will be notified once we have been able to discuss the assessment with the external examiner.
This assessment is submitted in two parts.
The student can chose from a wide range of skills/interactions/clinical difficulties found within acute care.
For example risk assessments and risk management, self harm, managing violence and aggression, working with people who are psychotic etc.
Part 1 Literature review (40% of the marks)
A literature review of your chosen area, offering a critique of best practice and the evidence base.
Part 2 Case study (60% of the marks)
This part of the assignment is a critique of your own care delivery and skill development relating to your chosen literature review. Your assignment should draw heavily on your literature review.
The assignment can be either one in-depth case study or a series of brief case reviews to demonstrate your learning and development
1. Detailed information about clients should not be included, only an outline sufficient to understand the discussion which follows.
2. Use your literature review and topics covered within the module to consider different ways of understanding the client(s) difficulties, and to re-examine the care offered.
3. Make clear your learning from these experiences and your discussion: in what ways has your discussion strengthened your understanding and care giving for the future?
|We recognise that the quality of mental health services ultimately depends on the values, knowledge, skills and expertise of the practitioners who provide them.
The aim of this programme is to ensure that practitioners have the requisite capabilities to work within the new context of acute mental health care. These can be synopsised into recovery oriented care, core interventions based on sound evidence, knowledge of the processes and constraints within acute care and the ability to reflect on and change ones own practice.
SPECIFIC MODULE AIMS
1. To appraisal the context, scope and nature of acute mental health care
2. Through reflective practice groups, taught sessions and personal study explore their attitudes and values base towards people who use the mental health services
3. Develop their skills in a wide range of core interventions
4. Use current acute care evidence base to inform care
5. Have a sustainable impact on the student’s immediate acute care team/ practice/culture
|On completion of the module the student should be able to:
Subject Knowledge and Understanding
• Gain a broad understanding of the key components of acute care
• Develop knowledge and demonstrate an understanding of the core skills utilised within acute care
Cognitive / Intellectual Skills
• Demonstrate an understanding of research into acute care
• Utilise the research findings by adapting to suit your individual environment
• Write at academic level 3 with appropriate use of referencing
• Critically discuss the validity of the chosen topic area in relation to acute care
• Consolidate skills in a wide range of clinical interventions
• Demonstrate good organisational skills Demonstrate the ability to link theory to practice in relation to the chosen topic area in order to demonstrate an understanding of evidence based practice
Values and Attitudes
• Through reflective practice groups and academic writing, demonstrate positive attitudes towards individual service users
• Work towards hopefulness, embracing all of the core concepts of recovery
• Be open to challenging their own values and attitudes
• Understand the culture of the ward and the impact of change
Key Transferable Skills
1. • Implement the core and optional skills/knowledge/interventions/values into everyday practice
• Share learning with other staff within your acute care environment
|The content of the module reflects the range of skills needed to work within the acute care environment.
|Methods of Teaching/Learning
|Through the module, the following fundamental approaches will be integral to the learning:-
1. Training as close to the work-setting as possible
2. A clear focus on real changes to practice
3. A focus on ‘critical mass’ to create and sustain this change
4. Stresses evidence based practice, values and recovery
5. Creation of a learning culture within a team
6. Takes account of social inequalities and their effect on mental health and mental health services
7. Rooted in the experiences of services users and focused on their needs
8. Utilises techniques to bridge the ‘training-practice’ divide e.g. practical assignments based on work with patients, reflective practice groups and reflective essays
Overall Student Workload - 300 hours
The delivery of the module will be as follows:-
Taught days - 100 hours There are fifteen taught days delivered on a fortnightly basis. The days will be delivered by clinically expert staff. The reflective practice groups will be facilitated by the Practice Development Facilitators, Tutor from the University of Surrey
Work-based learning: Clinical Practice (Within work time 100 hours) Clinical skills will be further developed by utilisation of the taught skills within the clinical setting. The reflective practice groups which are integral to the course will further underpin the development of the clinical skills as well as providing a safe arena in which to discuss and explore any difficulties/challenges
Individual study - 100 hours As with any course, there will be a requirement to study outside of the structured taught days.
Attendance - the student must attend 80% of the taught days.
|Within each session you will be provided with a relevant reading list. The key texts below are some of the overarching texts that have influenced the development of this module. You should aim to read at least some of these before the module commences.
Avoidable Deaths (2006) - confidential inquiry into homicides, suicides committed by people with mental health problems.
Bowers L (2005) Reasons for admission and their implication for the nature of acute inpatient psychiatric nursing. Journal of Psychiatric and Mental Health Nursing 12 231-236.
Bowers L et al (2003). A trial of anti-absconding intervention in acute psychiatric wards. Journal of Psychiatric and Mental Health Nursing 10, 410-416
Crawford M.J.,(2004) Suicide following discharge from in-patient psychiatric services. Advances in Psychiatric Treatment, vol 10, 434-438.
DH (2007) Best practice in Managing Risk. National Risk Management Programme www.dh.gov.uk/publications
DH (2006). Dual Diagnosis in Mental Health Inpatient and Day Hospital settings.
Crown copyright. www.dh.gov.uk/publications
Jones A, Bowles N (2005). Best Practice from admission to discharge in acute inpatient care: considerations and standards from a whole system perspective. Journal of Psychiatric and Mental Health Nursing. 12. 642-647
King et al (2001a). The Wessex Recent In-patient Suicide Study,1. case control study of 234 recently discharged psychiatric patient suicides. British Journal of Psychiatry. 178, 531-536.
King et al (2001b). The Wessex Recent In-patient Suicide Study,2. case control study of 59 in-patient suicides. British Journal of Psychiatry. 178, 537-542.
MIND (2004) Ward Watch. www.mind.org.uk
Royal college of Psychiatrists Accreditation for Acute Inpatient Mental Health Services (AIMs project). www.rcpsych.ac.uk
SCMH 1998 Acute Problems – A Survey of the Quality of Care in Acute Psychiatric Wards, London: SCMH http://www.scmh.org.uk/pdfs/acute_problems.pdf
SCMH 2005 Acute Care 2004 – A National Survey of Adult Psychiatric Wards in England, London: SCMH http://www.scmh.org.uk/pdfs/briefing+28.pdf
STAR Wards (2006) Practical ideas for improving the daily experiences and treatment outcomes of acute mental health inpatients. Bright/ Marion Janner. www.starwards.org.uk
STAR Wards (2009) Talkwell – Bright / Marion James. www.starwards.org.uk
|29TH JULY 2010