| Module Code: NURM079 |
Module Title: REFLECTION: WORKING WITH EMPLOYMENT, SOCIAL AND HEALTHCARE CONTEXT |
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Module Provider: Health & Social Care
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Short Name: NURM079
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Level: M
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Module Co-ordinator: RODRIGUEZ JM Miss (HSC)
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Number of credits: 15
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Number of ECTS credits: 7.5
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| Module Availability |
| Semester 2 |
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| Assessment Pattern |
Formative
On-going skills practice and feedback from tutors, clinical supervisors and peers on skills development using the Gilmore Structure. Supervised practice through direct patient contact.
Summative
OSCE (Objective Structured Clinical Examination):
A standardised role-play scenario where workers are required to demonstrate skills preparing for and using supervision. This will be filmed and assessed by teaching staff using a standardised assessment measure.
Workers must also provide a 1,500-word reflective commentary on their performance.
Both parts must be passed.
Successful completion of the following practice outcomes:
1. The effective management of a case load to ensure prompt and efficient access to care for patients on the worker’s case load, including referral to step-up and signposted services.
2. Demonstrating the ability to use regular scheduled supervision to the benefit of effective case management and personal development.
3. Integration of worklessness and employment initiatives into daily clinical practice to the benefit of all patients.
Knowledge assessments are at postgraduate level and assessed using percentage criteria.
The Student must write an essay (not more than 4000 words) that reflects upon the development of their role as a Low Intensity Worker/ Psychological Well-being Practitioner. This essay must include a description of how each of the practice competencies described in the table below have been achieved by the student. In addition, this essay must document in a summary table the number of patients seen to date, the type of mental health difficulties encountered, the supervision received, the interventions used and the outcomes achieved. This essay must be presented to the students’ clinical supervisor in practice and will be used as an aid to sign off the Schedule of Practice Competencies below. It must also be included in the student’s final submission to the University.
Skills-based competency assessments are independent of academic level and must be achieved according to a pass / fail criterion.
Percent Weightage Composition (100%):
OSCE Pass/Fail
Reflective Commentary 80%
Both parts must be passed
Exam 20%
Clinical Log (Pass/Fail)
You will not be able to pass this module if you fail Clinical Log, even if you achieve 100% with the other assessments.
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
The module will enable the student to:
explore patients’ ambivalence towards work and facilitate a return to work using motivational interviewing and other approaches such as person-centred counselling.
Psychological Wellbeing Pracitioners are expected to operate in a stepped care, high volume environment carrying as many as 45 active cases at any one time, with workers completing treatment for between 175 250 patients per year. Workers must be able to manage caseloads, operate safely and to high standards and use supervision to aid their clinical decision making. Psychological Wellbeing Practitioners need to recognise their own limitations and direct people to resources appropriate to their needs, including step-up therapy and must focus on social inclusion including return to work and meaningful activity or other occupational activities as well as clinical improvement. To do so they must have knowledge of a wide range of social and health resources available through statutory and community agencies. They must have a clear understanding of what constitutes high intensity psychological treatment and how this differs from low intensity work. This module will, therefore, equip workers with an understanding of the complexity of people's health, social and occupational needs and the services which can support people to recovery. It will develop workers' decision making abilities and enable them use supervision and to recognise when and where it is appropriate to seek further advice, a step up or a signposted service. Skills teaching will develop workers' clinical management, liaison and decision making competencies in the delivery of support to patients, particularly where people require intervention or advice outside the core low intensity evidence based individual or group interventions taught in module 2.
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| Learning Outcomes |
Knowledge and Understanding
• Understand the limits of the psychological wellbeing practitioner role and learn to work within those limits
• Understand referral procedures for inappropriate Patient intake
• Have an awareness of local mental health agencies that would more appropriately deal with Patient issues and be able to signpost patients to these agencies
• Develop an understanding of how the voluntary sector may work together with the NHS in dealing with mental health difficulty
• Critically evaluate the nature of work and barriers to early return
• Have a good awareness of the Data Protection Act
Cognitive skills
• Be able to manage high caseloads.
• Be able to use supervision for the benefit of the Patient
Practical skills
• Be able to collect patient centred information on employment status, work stress, burnout, workaholism, redundancy and other pressing needs
• Be able to use motivational interviewing and other therapeutic approaches such as transactional analysis to explore the ambivalence felt in returning to work
• Understand the nature of confidentiality within a primary care setting
• Be able to use computer technology to store high volumes of data
Key / Transferable Skills
• Use supervision to reflect upon their own learning and development as a Psychological Wellbeing Practitioner.
• Make appropriate use of IT, computer technology, the internet and websites to handle high case loads
• Be independent and self critical as a learner and support the learning of others
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| Module Content |
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| Methods of Teaching/Learning |
10 days in total over 10 weeks running in parallel with Module 4.
One day per week for 10 weeks half the time to be spent in class in theoretical teaching and clinical simulation, the other half in the workplace undertaking supervised practice.
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| Selected Texts/Journals |
REQUIRED READING
Black, C. (2008) Working for a healthier tomorrow. London: TSO. Available at http://www.workingforhealth.gov.uk/documents/working-for-a-healthier-tomorrowtagged.pdf
Bower, P. & Gilbody, S..(2005). Managing common mental health disorders in primary care: conceptual models and evidence base. BMJ, 330, pp.839-842.
Carroll, M. & Tholstrup, M. (2001) (Eds.) Integrative approaches to supervision. London: Jessica Knightley Publications.
Copeland, M. (2005) Wellness recovery action plan (WRAP). Liverpool: Sefton Recovery Group.
Gray, P. (1999) Mental health in the workplace: tackling the effects of stress. London: The Mental Health Foundation.
Johnson, A. (2008) MP, Secretary of State for Health, 20th February 2008: Speech: Well at Work http://www.dh.gov.uk/en/News/Speeches/DH_083115
Layard, R., (2006). The depression report. London: London School of Economics. http://cep.lse.ac.uk/textonly/research/mentalhealth/DEPRESSION_REPORT_LAYARD.pdf
Macdonald, A (2007) Solution-Focused Therapy: Theory, Research and Practice Sage: London
Miller,W. & Rollnick, S. (2002) Motivational Interviewing: Preparing people for change. The Guildford Press
Rethink webpage on recovery at www.rethink.org/recovery Rethink, 2005. A report on the work of the recovery learning sites and other recovery-orientated activities and its incorporation into The Rethink Plan 2004-08. London: Rethink
RECOMMENDED READING
Gask, L., Lester, H., Kendrick, A. & Peveler, R.(2008) (Eds.) Handbook of primary care mental health. London: Gaskell Publishing.
George, E., Iveson, C. & Ratner,H. (2001) ‘From Problem To Solution’
BT Press: London.
Gilbert, M. and Evans, K. (2000) Psychotherapy supervision: An integrative approach to psychotherapy supervision. Buckingham: Open University Press
Hawkins, P. and Shohet, R. (2000) Supervision in the helping professions. Buckingham: Open University Press. 2nd Ed.
Iveson, C (2002) Solution-Focused Brief Therapy Advances In Psychiatric Treatment 8, 149-156
Lester, H. & Glasby, J. (2006) Mental health policy and practice. Basingstoke: Palgrave Macmillan, Ch.9.
MacDonald, A.J. & Ross, J. (2003) 'Solution-focused brief therapy in general practice', Journal of Primary Care Mental Health and Education, 7, 68-69.
MacDonald, A.J. (2007) 'Brief therapy in adult psychiatry: results from 15 years of practice' Journal of Family Therapy 27, 65-75.
MacDonald, A.J. (2007) Applying solution-focused brief therapy in acute mental health care' In F.N. Thomas & T. Nelson T (Eds.) 'Applications of solution-focused brief therapy' Howarth Press: New York .
Mead, N. & Bower, P. (2002). Patient-centred consultations and outcomes in primary care: a review of the literature. .Patient Education and Counselling, 48, p.51-61.
Myles, P. & Rushforth, D. (2007). A complete guide to primary care mental health. London: Robinson.
O'Connell, B. (2001)'Solution-Focused Stress Counselling' Sage: London
O’Connell, B. & Palmer, S. (2003) ‘Handbook Of Solution Focused Therapy’
Sage: London
Richards, D. & Suckling, R., (2008) Improving access to psychological therapy: the Doncaster demonstration site organisational model. Clinical Psychology Forum,181, p.9-16.
Sainsbury Centre for Mental Health, (2003). On our own terms: users and survivors of mental health services working together for support and change. London: SCMH.
Rollnick, S., Mason, P & Butler, C. (2002) Health Behaviour Change: a guide for practitioners. Elsevier Science
SUPPORTING READING
Cobb, A. (2006) Managing for mental health: the Mind employers resource pack. London: Mind.
CSIP/NIMHE Choices in Mental Health website atwww.mhchoice.csip.org.uk/
De Shazer, S, Nolan, Y & Korman, H (2007) ‘More Than Miracles’
Haworth: London
Miller, W., Sovereign, G & Krege, B. (1988). Motivational Interviewing with problem drinkers: II. Behavioural psychotherapy, 16: 251-268
Raistrick, H. & Richards, D. (2006) Designing primary care mental health services. Hyde: Care Services Improvement Partnership.
Rollnick, S., Mason, P & Butler, C. 2002 Health Behaviour Change: a guide for practitioners. Elsevier Science
Ryan, T. & Pritchard, J. (2004) (Eds.). Good practice in adult mental health. London: Jessica Kingsley
Sanders, D., & Wills, F. (2005). Cognitive Therapy: An introduction. London: Sage Publications..
USEFUL WEBSITES
http://www.motivationalinterview.org
www.whoguidemhpcuk.org
www.doh.gov.uk/mentalhealth/treatmentguideline
www.babcp.org.uk
www.bacp.co.uk
www.doh.gov.uk/mentalhealth/atozpubs.htm
www.scmh.org.uk
www.brieftherapy.org.uk
www.ebta.nu
Websites to recommend to patients
www.depressionalliance.org
www.mentalhealth.org.uk
www.mind.org.uk/information
www.rethink.org
www.sane.org.uk
Websites for GPs
www.defeatdepression.org
www.primehe.org
www.doctorssupport.org
www.med4u.co.uk/dsn
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| Last Updated |
| 3RD AUGUST 2010 |
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