BNurs Mental Health Nursing / Course details

Year of entry: 2024

Course unit details:
Year 4 Clinical Practice and Portfolio

Course unit fact file
Unit code NURS41010
Credit rating 30
Unit level Level 4
Teaching period(s) Full year
Available as a free choice unit? No


The unit spans the entire 4th year of the MNurs programme and links closely to learning from the 4 theoretical pillars of the MNurs programme:
The nurse as a leader
The nurse as a clinician
The nurse as a researcher
The nurse as an educator
The unit facilitates depth of learning and supports the student to gain the knowledge and skills that will be essential for their role as a qualified practitioner and in supporting their identity as a professional and registrant in line with the ‘The Code’ (NMC 2015). With a strong emphasis on their personal growth and development through the enhancement of reflective skills, the unit links closely with the move towards registration and begins preparation for preceptorship. 
In addition to this, students will also have the opportunity to map their learning and development to UK Professional Standards Framework for teaching and supporting learning in higher education and be supported in application for an associate fellowship of Advance HE (previously the Higher Education Academy) on completion of the programme.
The unit will conclude with a celebration event as part of the assessment process, with the engagement of students, staff and key stakeholders from the community of practice learning.


This unit aims to:
  • Support students to continue to develop and emerge as reflective and reflexive practitioners
  • Correlate the four taught components of the MNurs Programme to enhance depth of learning from theoretical and practice learning opportunities
  • Facilitate students to achieve the status of associate fellow of Advance HE as evidence of their developing skills as educators
  • Support students in their development as emerging practitioners and to equip them with the knowledge and skills to engage effectively with preceptorship and revalidation as newly qualified practitioners
  • Facilitate students to develop a strong and lasting professional identity and be supported in the transition from student to newly qualified nurse

Learning outcomes

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

Teaching and learning methods

The MNurs portfolio unit will feedforward from the BNurs Portfolio and build on the student learning and development from this piece of work. 
The aims of the portfolio will have clear interface with all aspects of the MNurs programme and with practice learning, with engagement of all 4 units and also colleagues from practice in the development of the portfolio.
The outline guiding structure and materials to support portfolio development will be designed to facilitate both written and verbal reflection. A network of support will be provided in the form of academic support, practice support and peer support with the delivery of reflective discussion forums (this peer support can be used as evidence for the application for AFHEA); these will also ensure ongoing formative assessment throughout the academic year and will be facilitated by prior self-assessment utilising an evidence based tool that has been adapted and enhanced to address the ILO for the unit.
The portfolio will be linked to the 4 theoretical pillars of the MNurs programme:
The nurse as a leader
The nurse as a clinician
The nurse as a researcher
The nurse as an educator
The portfolio will be reviewed at key points throughout the academic year to facilitate ongoing growth and development.
The portfolio assessment will allow for the culmination of development across the academic year with verbal and poster presentations at a stakeholder event. Here the students will be required to present how they have met the ILOs and will be supported with clear guidelines in the development of their presentations.

Knowledge and understanding

  • Display a critical appreciation of the current political and professional issues in contemporary nursing practice and education
  • Evidence the development of enhanced depth in understanding and application of the reflective practice theory
  • Demonstrate comprehensive understanding of the emerging role of the nurse and their own personal growth and development as a practitioner in the context of leadership, researcher, educator and clinician

Intellectual skills

  • Demonstrate their individuality and originality in their application of knowledge linked to the four taught componentsof the MNurs programme
  • Demonstrate the ability to critically reflect on their own personal development to identify strengths, limitations and opportunities to enhance their professional practice as an emerging leader, researcher, educator and clinician
  • Demonstrate the ability to develop and act as a role model for the nursing profession who is fit to practice as a registrant on completion of the programme

Practical skills

  • Demonstrate initiative and courage in the development of their portfolio
  • Demonstrate the ability to work in an adaptive, independent manner embracing innovation and autonomy in the development of their portfolio
  • Demonstrate developing professional maturity across the 4 taught components of the MNurs programme – leader, researcher, educator, clinican in their development towards becoming a newly registered nurse

Transferable skills and personal qualities

  • Demonstrate effective communication in a range of settings and the impact of this as an emerging practitioner, acting as a role model to their peers
  • Demonstrate the ability to effectively manage independent study and the demands of professional practice
  • Demonstrate the ability to reflect in an effective and appropriate manner utilising a range of methods – written and verbal reflection
  • Demonstrate the ability to work in a flexible and adaptable manner

Assessment methods

Method Weight
Oral assessment/presentation 100%

Feedback methods

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. 

Recommended reading

Study hours

Scheduled activity hours
Assessment practical exam 4
Lectures 4
Practical classes & workshops 6
Tutorials 6
Independent study hours
Independent study 280

Teaching staff

Staff member Role
Karen Heggs Unit coordinator

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