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BNurs Adult Nursing / Course details
Year of entry: 2023
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Course unit details:
Mental Health and Mental Ill Health in Children and Young People
|Unit level||Level 2|
|Teaching period(s)||Semester 2|
|Offered by||Nursing & Midwifery|
|Available as a free choice unit?||No|
This unit is part of a menu of options (Discovery Units) available to all students on this programme. It is important to note that the overall B.Nurs (2019) programme design ensures that students have the opportunity to meet the proficiencies aligned to the learning outcomes for this unit elsewhere in the programme. Therefore students who choose other available options will not miss out on the opportunity to achieve the programme learning outcomes that align to this unit. The intended learning outcomes for this unit have been developed to align directly to a number of NMC (2018) standards of proficiency in order to support student’s choice to further develop these proficiencies.
This discovery unit enables students from any field to explore the promotion of children and young people’s mental health, and the assessment and care of children and young people with mental health conditions.
Through a variety of teaching and learning methods, it will provide students with appropriate knowledge and skills to work in clinical and public health environments that focus 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.
- 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.
Teaching and learning methods
Knowledge and understanding
- 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)
Transferable skills and personal qualities
- 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.
|Scheduled activity hours|
|Assessment written exam||10|
|Practical classes & workshops||20|
|Independent study hours|
|Steven Pryjmachuk||Unit coordinator|