BNurs Mental Health Nursing

As per the government announcement, all UK nursing students on courses from September 2020 will receive a payment of at least £5,000 a year which they will not need to pay back. The funding will be given to all new and continuing degree-level nursing, midwifery and many allied health students from September 2020. More information can be found on the NHS website.

Please note, eligibility criteria for the new funding will be the same as the wider NHS Learning Support Fund payable to students ordinarily resident in the UK and studying at a university in England. Find out about the financial support available to students starting at Manchester.

Find out about the financial support available to students starting at Manchester.

The Catherine Chisholm scholarship is applicable to students from selected countries for this course. Find out more details on the scholarship page .

This unit will explore nursing theories and frameworks which will support the development of skills to create individualised, collaborative care-plans that will promote holistic, patient centred care.

This unit aims to introduce students to theories of nursing and explain how these underpin nursing practice; support clinical and shared decision-making and so form the basis of collaborative and effective individual care-planning.

The learning outcomes map to the NMC Platforms (2018)

The aim of the unit is to equip students with the skills and knowledge necessary to create and evaluate collaborative, person-centred care plans. The learning outcomes specify the level and range of knowledge and skills necessary to achieve this aim. The teaching and learning activities have been designed to involve the students in exploring the knowledge base and enabling them to apply their learning to the creation of a care-plan that has the service user at its heart and is fit for purpose.

• Explain the nursing process. (1.11, 2.9, 2.10,3.1, 3.2, 3.3, 3.4, 3.14,4.1, 7.1, 7.5 7.6)
• Identify and discuss a range of nursing theories, frameworks and models that underpin the development of a person centred care plan. (2.8, 2.9, 2.10, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.11, 3.14, 4.1, 4.2, 4.8, 5.11, 6.10, 7.1, 7.5, 7.6 7.8)

• Identify and evaluate the appropriateness of different nursing models used to assess and plan care for individuals from conception to death in a range of care settings. (3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.11, 3.14, 4.1, 4.2, 4.8, 5.11, 6.10, 7.1, 7.5, 7.6, 7.8)
• Articulate an understanding of the importance of working in partnership with individuals families and carers  to monitor, evaluate and assess the effectiveness of care plans and display a commitment to apply this.(1.9, 1.11 , 1.14, 2.7, 2.8, 2.10, 3.3, 3.9, 3.10, 3.15, 4.2, 4.3, 4.8, 4.9, 7.5, 7.6, 7.9

• Demonstrate the ability to apply knowledge of human development, body systems, pharmacology, and social and behavioural sciences when undertaking accurate person – centred nursing assessments and      developing appropriate care plans. (1.9, 1.12, 1.14, 3.2, 3.3, 3.4, 3.5, 3.13, 3.15, 4.1, 4.2, 4.8, 4.15, 5.11, 6.10, 7.1, 7.5, 7.6 7.8)
• Demonstrate emergent skills in the accurate processing of information gathered during the assessment process to identify needs for individualised nursing care. (3.1 3.2,3.3, 3.5, 3.9. 3.10, 3.12, 3.13, 3.16, 4.10, 4.11, 4.15 7.7, 7.9)
• Demonstrate emerging skills in the assessment of an individual’s capacity to make decisions about their own care or to give or withhold consent. (3.6, 3.7,3.8, 3.9, 3.10)
• Identify and apply relevant nursing theories, models or frameworks to the development of individual and family-centred care plans. (3.4, 3.15, 4.9, 4.10)

• Reflect on their practice in terms of working theory that they have gained from the unit. (1.17,3.2. 3.3, 3.4, 3.5, 3.6, 3.8, 3.11, 3.14,4.1,5.11,6.10,7.1, 7.5, 7.6, 7.8)
• Development of communication skills required for undertaking the nursing process effectively. (1.11,1.15.1.16,3.16, 7.9)

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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