BNurs Adult Nursing / Course details

• Introduce students to the issues surrounding mental health and mental ill-health in children and young people
• Provide students with sufficient knowledge and skills to be able to work in clinical and public health environments focussing on children and young people’s mental health or to care for children and young people with mental health conditions in mainstream children’s services

Each learning outcome is linked to the NMC (2018) Standards of Proficiency for Registered Nurses. These outcomes are also met within the core part of the programme.

• Discriminate between key concepts such as mental health, mental wellbeing, emotional welling, mental health problems and mental ill-health/illness (2.1; 2.5)
• Describe the key mental health conditions/disorders that bring children and young people into contact with mental health or mainstream child health services (3.3; 4,4; 4.10)
• Appreciate the socio-political and economic factors that influence the mental health of children and young people and the provision of services for this group (2.3; 2.7)

• Critically evaluate the impact that the stigma surrounding mental health can have on children and young people (1.4; 1.14)
• Critically evaluate the range of mental health treatments and interventions available to children and young people and the evidence base for each (1.8; 3.3; 4.4; 4.14)
• Critically explore the role of the nurse in supporting and promoting children and young people’s mental health (1.8; 2.4; 2.5; 2.10)

• Demonstrate the particular skills needed to assess children and young people for potential mental health problems and accurately process this information to formulate a person centred, evidence based plan of care (1.11; 1.12; 4.4; 6.5)
• Demonstrate emergent skills in assessing an individual’s capacity to make decisions about their own care or to give/withhold consent
• Act confidently and competently in dealing with psychiatric emergencies in children and young people (3.8; 4.4; 4.10; 4.12)
• Appreciate the importance of interdisciplinary working in children and young people’s mental health (1.18; 3.14; 4.17; 5.4; 7.1)

• Communicate effectively with children and young people, their parents, carers and families, and the wide range of professionals working with children and young people  (1.11; 4.3; 2.10)
• Actively support children and young people, their parents, carers and families to self-manage their conditions where appropriate (1.13; 2.9)
• Facilitate co-production of care in children and young people’s mental health (3.4; 3.13; 4.2; 7.8)

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all undergraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.

Student feedback is obtained through open discussion forums on Blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. 

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