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 .

Drawing on a person centred approach, this Unit aims to provide child, adult and mental health field student nurses with the opportunity to enhance their knowledge to recognise risk, identify early signs and respond safely to serious illness of patients in their care.

This Unit recognises the centrality of registered nurses in improving the quality and safety of patient care. Students will be provided the opportunity to enhance their knowledge to recognise risk, identify early signs and respond safely to serious illness of patients in their care. Following completion of this unit the newly qualified nurse will integrate the knowledge, skill and competence into their practice enabling them to improve the quality and safety of patient care outcomes relevant to their field of nursing.

• Demonstrate critical application of concepts, approaches and contextual factors that impact the registered nurse’s ability to recognise risk, early signs and responses to patient deterioration in health
• Demonstrate comprehensive understanding of the common investigations and diagnostics utilised in their field of practice to aid recognition/ diagnosis of serious illness and patient deterioration
• Examine critically how culture and infrastructure influences individual nurses and teams’ ability to think and strategize patient care delivery
• Critically evaluate the impact of current local, national and international reports, policy, legislation and guidelines in recognising and responding to serious illness
• Evaluate critically professional accountability, ethical and legal issues relevant to safe clinical nursing practice with attention to consent, confidentiality and safeguarding

• Demonstrate critical awareness of the issues and problems informed by internship /practice at the cutting edge of nursing practice
• Demonstrate the ability to think originally and creatively to solve problems in the context of incomplete patient data/ information
• Demonstrate a critical knowledge and competency of information systems and their applicability to delivering safe effective care

Demonstrate the transition from competent to proficient in the following as part of a preceptory internship:

• Proficient in in history taking and assessment of the patient to include interpersonal communication with the child/ adult, their family and the multidisciplinary team
• Demonstrate high level analytical capabilities in safe and effective clinical judgement, critical thinking and utilise evidence-based practice in the formation of nursing decisions related to managing a patient’s condition
• Comprehensive practical understanding and proficiency in nursing skills required for patient assessment
• Comprehensive understanding of the common investigations and diagnostics utilised in their field of practice to aid recognition/ diagnosis of serious illness and patient deterioration
• Show initiative, situational awareness and conceptualise differing approaches in unpredictable situations based on previous experiences
• Demonstrate an increasing level of professional maturity

• Think and act critically
• Employ the therapeutic use of self to protect and promote the wellbeing of all patients always
• Demonstrate effective written and oral communication conveying with clarity the urgency and nature of a required response
• Be person-centred, compassionate and empathetic when communicating with distressed patients, families and colleagues

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 postgraduate 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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