BNurs Adult 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 also applicable to students from selected countries for this course. Find out more details on the scholarship page .

This second-year 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.

• 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 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 receive feedback on their, and their mixed-field group’s, progress in a variety of ways. Feedback may be automated (as in an online quiz), face-to-face and verbal (as in the workshops, or following the formative group presentation) or in written form (as after the summative assignment). It may be given on an individual or group basis and may be provided by peers and service users as well as the unit’s tutors.

https://www.library.manchester.ac.uk/search-resources/reading-lists/

Further notes on scheduled activity hours: 

Group work - 10 hours

Assignment Preparation - 10 hours