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 aims to: 

• Equip the student with the underpinning knowledge and skills to enable them to fulfil their role in leading and managing evidence based best practice nursing care and to implement communication skills and approaches for working effectively as part of the interdisciplinary team;  
• Reflect on and review participant's own role and development as a leader, considering resilience, self-direction, self-awareness to recognise decision making interventions in health and social care settings; 
• Develop awareness of team working and communication within the context of multi-dimensional teams to manage risk and improve patient care quality 

Learning outcomes are linked to the NMC 7 platforms for Standards of Proficiency (2018).

Unit content will be delivered using traditional lectures, seminars and workshops interspersed with on-line interactive computer-based resources. The focus on team work and the leadership and management of teams requires working together in groups to develop skills in communication, collaboration, and presentation of arguments. There will also be the opportunity to use self and peer assessment skills to identify areas for development. The inter-professional workshop explores problem solving with peers from other Divisions and schools using a work based scenario.

• Understand the principles of effective leadership, management, group and organisational dynamics and culture and apply these to team working and decision making. (1.1, 1.2)
• Demonstrate effective person and team management by active listening, and selecting appropriate strategies for positive outcomes of interaction (1.5, 4.2)
• Demonstrate the skills and abilities required to develop, manage and maintain appropriate relationships with people, their families and carers and colleagues (1.10, 1.11)
• Consider evidence based best practice approaches for supporting people in families, teams and with understanding of those who require alternative communication techniques (1.5, 1.8, 1.13, 2.1, 2.5, 5.8, 6.9, 7.13)
• Understand the principles and application of health economics and their relevance to resource allocation in health and social care organisations and other agencies, considering the impact of health policy on the changes and delivery and co-ordination of care (1.8,7.3, 7.4, 7.12)
• Demonstrate effective supervision, teaching and performance appraisal through use of clear communication and individual encouragement (4.1, 5.6, 5.7, 5.8, 5.10)
• Provide and promote non-discriminatory person centred and sensitive understanding at all times(1.4, 1.14)

• Demonstrate an understanding of the roles, responsibilities and scope of practice of all members of the nursing and interdisciplinary team and how to make best use of the contributions of others involved in providing care (1.9,1.18, 5.2, 5.4, 6.12, 7.1)
• Understand and apply the principles of processes for performance management and how these apply to the nursing team (5.3, 5.12)
• Demonstrate the ability to monitor and evaluate the quality of care delivered by others in the team, and lay carers (5.7, 6.4, 6.7)
• Understand the mechanisms that can be used to influence organisational change and public policy, demonstrating the development of political awareness and skills (1.2, 5.12, 7.2)
• Contribute to supervision and team reflection activities to promote improvements in practice and service; (5.9) by challenging and providing constructive feedback on care delivered and where necessary support them to identify and agree individual learning needs (5.1, 5.9, 5.10)
• Exhibit leadership potential by demonstrating an ability to guide, support and motivate individuals and interact confidently with other members of the MDT (1.18, 5.6, 6.11)

• Effectively and responsibly use a range of digital technologies to access, input, share and apply information and data within teams and between agencies (5.1)
• Understand the principles and processes involved in planning and facilitating the safe discharge and transition of people between caseloads, setting and services (7.10)
• Safely and effectively lead and manage the nursing care of a group of people demonstrating appropriate prioritisation, delegation and assignment of care responsibilities to others involved in providing care (5.5, 7.5)
• Facilitate equitable access to healthcare for people who are vulnerable or have a disability, demonstrating the ability to advocate on their behalf and make reasonable adjustments to care when required (1.12, 1.4, 7.9)
• Demonstrate the ability to identify and manage risks and take proactive measures to improve the quality of care and services as needed (1.2, 1.3, 6.1, 6.2, 6.3, 6.5, 6.8, 6.10, 7.11)
• Indicate the impact of identifying, reporting and critically reflecting on near misses, critical incidents, major incidents and serious adverse events to influence future practice (1.3, 6.3, 6.6, 6.8)

• Enhanced IT skills and use of other technologies. (5.11)
• Skills in communicating with a diverse range of people
• Enhanced skills in team working through participation in action learning sets. (5.2)
• Enhanced skills in facilitation to develop a range of skills and attributes in a team to promote patient safety and person centred care. (6.7)

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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