Primary and Secondary Mental Health Care
Level 5: 20 Credits
A compulsory module within the
BSc (Hons) Nursing Mental Health.
Recommended Reading For Essey
Please note this is not an exhaustive list. Other relevant and useful sources of information will be given to students during the course of the module.
Addison, S., & Thorpe, S., (2004) Factors involved in the formation of attitudes towards those who are mentally ill. Social Psychiatry and Psychiatric Epidemiology, 39(3): 228-234.
Angermeyer, M. C. & Dietrich, S. (2006) Public beliefs about and attitudes towards people with mental illness: a review of population studies. ActaPsychiatrScand, 113: 163-179
British Medical Association, (2006) Revisions to the GMS contract, 2006/07 Delivering Investment in General Practice. London: BMA
Butler, J. (2002) Treating generalised anxiety in primary care. Practice Nursing. Vol 13, No 6, pp 264- 267.
Care Services Improvement Partnership, (2008) Attitudes to Mental Illness 2008 Research Report. CSIP: London
Cohen A. and Singh S. (2001) A General Practitioners Guide to Managing Severe Mental Illness. London: The Sainsbury Centre for Mental health.
Dawson, A. Tylee, A. ( Eds). ( 2001) Depression: social and economic time bomb. London. BMJ Books.
Department of Health (2011) No health without mental health: a cross-government mental health outcomes strategy for people of all ages. London: HMSO
Dinos, S., Stevens, S., Serfaty, M., et al., (2004) Stigma: the feelings and experiences of 46 people with mental illness. British Journal of Psychiatry, 184:176-181.
Dooher, J. (2006)New Ways of Working in Mental Health Wiltshire, Quay Books
Edwards, K. (2005) Partnership Working in Mental Health Care: The Nursing Dimension. London: Churchill Livingstone.
Gingerich, W. J., &Eisengart, S. (2000). Solution-focused brief therapy: A review of the outcome research. Family Process, 39, 477-498
Griffith, R. &Tengnah, C. (2010) Law and Professional Issues in Nursing (2nd ed) Exeter: Learning Matters Ltd
Hall, J. & Howard, D. (Eds.) (2006) Integrated Care Pathways in Mental Health Churchill Livingstone, Edinburgh
Hawley, G. (2007) Ethics in Clinical Practice. Harlow: Pearson Education Ltd.
Jorm, A. F. & Griffiths, K. M. (2008) The public’s stigmatizing attitudes towards people with mental disorders: how important are biomedical conceptualizations? ActaPsychiatrScand, 2008:1-7
LeBel, T. P. (2008) Perceptions of and Responses to Stigma. Sociology Compass, 2(2): 409-432
Lynch, J. E. and Trenoweth, S. (2008) Contemporary Issues in Mental Health Nursing. Chichester: John Wiley & Sons
McCulloch G, & Boxer J. (1997) ‘The User Focus’ in Mental Health Promotion: Policy, Practice and Partnerships. London: Bailliere Tindall, pp 153-171.
Office of Public Sector Information (2007) Mental Health Act 2007. London: OPSI
Office of Public Sector Information (2005) Mental Capacity Act 2005. London: OPSI
Ostman, M., &Kjellin, L., (2002) Stigma by association: Psychological factors in relatives of people with mental illness. British Journal of Psychiatry, 181: 494-498
Peel A., (2005) Severe Mental Illness Registers. Nursing Standard. 19(18),38-42.
Pilgrim, D. (2005)Key Concepts in Mental Health. London: Sage Publications.
Richards J. et al. (2004) Barriers to the effective management of depression in general practice. Australian and New Zealand Journal of Psychiatry. 38 (10) 795-803.
Russell, G and Potter, L. (2003) Mental health issues in primary healthcare. Journal of Clinical Nursing 11 (1), 118-125
Sainsbury Centre for Mental Health and the NHS Alliance (2003). Primary Solutions . London: The Sainsbury Centre for Mental Health.
Sainsbury Centre for Mental Health (2003). Investing in General Practice – The New General Medical Services contract for GP’s. London: The Sainsbury Centre for Mental Health.
Simon G. E. et al. (2000) Randomised trial of monitoring and feedback and management of care by telephone to improve treatment of depression in Primary Care. BMJ 2000 Feb 26; 320:550-4.
Slade M. et al. (2002) Good Practice Guidelines for identifying the priority group for specialist mental health services. London: Threshold Programme.
Strathdee, G et al. (2001) A General Practitioners Guide to managing Long Term Mental Health Disorders. London: The Sainsbury Centre for Mental Health.
Stuart, G.W., and Laraia, M.T. (2005) Principles and Practice of Psychiatric Nursing (8th Edition). St. Louis: Mosby.
Thornicroft, G., Rose, D., Kassam, A., & Sartorius, N. (2007) Sigma: ignorance, prejudice or discrimination? British Journal of Psychiatry, 190: 192-193
Whal. O. F., (2006) Mass media images of mental illness: A review of the literature. Journal of Community Psychology,20(4): 243-252.
Williamson, G. R., Jenkinson, T., and Proctor-Childs, T. (2010) Contexts of Contemporary Nursing (2nd Ed) . Exeter: Learning Matters Ltd
World Health Organisation (2002) Guide to mental health in Primary Care. UK ed. London: Royal Society of Medicine Press Ltd.
World Health Organization: Quality of Life Group (1998) Development of the World Health Organization WHOQOL-BRIEF Quality of Life Assessment. Psychological Medicine, 28: 551–558.
Students are advised to read the following document which details concisely the modules aims, learning objectives and teaching strategies.
UNIVERSITY MODULAR FRAMEWORK -MODULE SPECIFICATION
All items with a star (*) cannot be changed without approval.
|SCHOOL *||School Of Health|
|DIVISION *||Mental Health Nursing|
|MODULE TITLE*||Primary and Secondary Mental Health Care|
|MODULE CODE *||LEVEL*||CREDIT VALUE*||CO-ORDINATOR|
|DELIVERY LOCATION(S)*||On site learning|
Module is offered only to students registered on the BSc Nursing Framework.
This module has no supplementary regulations
This module explores and evaluates the provision of both primary and secondary mental health care within a contemporary local, national and global arena. It will aim to equip students with the knowledge and understanding needed to provide effective evidence based practice that maximises not only informed choice, autonomy and quality of life, but also promotes social inclusion and reduction of discrimination and stigma.
OVERALL AIM(S) FOR THE MODULE* (Max 2 bullet points)
- To develop and be able to demonstrate an increased awareness and critical understanding of common mental health disorders.
- To develop a critical understanding regarding the role of the clinician in the detection, assessment and management of these disorders within both the Primary and Secondary health care settin
- LEARNING OUTCOMES*: (Max of 10)
Knowledge and Understanding
On successful completion of the module, students will be able to:
- Demonstrate an understanding of primary and secondary mental health care.
- Compare and contrast modelsand strategies used to facilitate integration between Primary and Secondary services and about the role of non statutory agencies.
- Appraise and understand contemporary policy and legislation influencing mental health service provision across primary and secondary services.
- Critique the range of intervention options available within primary and secondary care, includingstrategies for identifying individuals at risk of relapse and physical ill-health.
- Evaluate the role of structured care pathways and mental health protocols in mental health care and service delivery.
- Explore the concept of safety and security within secondary care inclusive of: management of violence and aggression, utilisation of psychopharmacology, control and restraint, seclusion, debriefing and personal care.
- Identify and explore the effectiveness of the key ethicalissuespertinent to primary and secondary mental health care.
- Think critically and challenge issues relating to mental health promotion, quality of life,stigma and social inclusion.
- Access, integrate and present appropriate web-based research and other literature which enhances client centred care and maximisesinter-professional working, collaborative practiceandservice user involvement.
- The presentation of mental health problems within primary care
- The defining characteristics of mental health problems including symptom profile and diagnostic criteria
- Demography and causal factors relating to mental health disorders.
- Review models and practice of mental health promotion.
- Explore issues, including ethical aspects, relating to quality of life including stigma and social inclusion
- Explore the contemporary assessment requirements in relation to both primary and secondary care, including the use of clinical assessment toolssuch as the Hospital Anxiety and Depression Scale (HADS), Impact of Events Scale (IES) Beck Depression Inventory (BDI) Panic and Agoraphobia Scale (P&A), Mini Mental State Examination (MMSE).
- Explore treatment approaches for example counselling, cognitive behavioural approaches, solution focused therapy, reminiscence bibliotherapy and self help.
- Review the theory and practice of developing care pathways and mental health protocols.
- Explore collaborative and interagency working in relation to primary and secondary care, including non statutory bodies.
- Review contemporary legislation and policies relevant to service provision within primary and secondary care.
- Review of the structure and funding of services within primary care.
- Care across the lifespan, including older age.
- Management of dementias including use of cognitive impairment assessment tools.
- Causes and treatment of delirium.
- Explore secondary care treatment inclusive of AOT, crisis intervention, psychopharmacology and risk assessment/management.
- Explore appropriate communication strategies.
- Explore the importance of promoting clientcentered care which maximises involvement and autonomy.
- Explore the need for carercollaboration and assessment.
- Explore the need to promote safety and security within secondary care.
- Explore ethical aspects of mental health service provision within both primary and secondary care settings.
Student cohort will be taught by UoN lecturers with additional input from non-UoN staff and service users.
JUSTIFICATION OF TEACHING, LEARNING AND ASSESSMENT STRATEGY*:
|TEACHING, LEARNING + ASSESSMENT ACTIVITIES||STUDY HOURS|
|Taught Hours: lectures, case studies, group work, e-learning
|Independent study hours:
Preparatory reading and preparation.NILE discussion, NILE group work and assignment related study
|Other hours: e.g. Clinical skills, insight visits, inter-professional
60 additional study hours are indicated over and above the UMF standard in order to meet professional body requirements as laid down by The Nursing and Midwifery Council (NMC). These additional hours will be accounted for in ‘other hours’.
A range of teaching strategies will be utilised. The strategies will include lectures, discussions, debates and group EBL to explore issues relevant to the manifestation of mental ill-health and to service provision within primary and secondary care. Students will be expected to pre-read specific papers provided via NILE in order to maximise the potential for learning. Tutorial support will be arranged according to the needs of the group.
Assessment will consist of two components:
Anindividual presentation will allow students to be more autonomous in their exploration and discussion of the chosen topic. Whilst the essay will provide students with the opportunity to demonstrate their knowledge of the diverse issues relating to mental health service provision and intervention options available within primary and secondary mental health care. By utilising both assessment strategies the students will be encouraged to increase their knowledge and competence in the key skills.
|ASSESSMENT ITEMS||UNITS||WEIGHTING||LEARNING OUTCOMES|
|Critical Essay (5000 words)||5||100%||A,b,c,d,e,f,g,h,i|
The assessment criteria for this module has been developed with reference to the HE Credit Level 5 criteria.
Critical Essay (5000 words)
5,000 word critical essay
Critically discuss and analyse mental health provision in both primary and secondary services and the interface between the two.
This essay will discuss and demonstrate a clear understanding of mental health legislation and policy, the role of both statutory and non-statutory agencies in mental health care, service user involvement and address the key aspects of the learning outcomes.
Students are expected to link theory to practice by a thorough referencing of the essay to an appropriate range of literature.
In the event of a referral in this work you will be expected to submit a copy of your original work with any subsequent re-submission. Failure to do this will result in your work not being marked and a G grade awarded.
Both the essay and the presentation will be marked and graded at level 5 and the detailed criteria can be found in your CAF student handbook.
- Essay: 28th April 2017
- Re-submission: 23rdJune 2017
The results for the essay results will be published on 26th May 2017
Results for any re-submission will be21st July 2017.
Feedback sheets available will be available for the presentation shortly after the publication of results. Similarly feedback and your essay will be available shortly after the publication of results. Please arrange to see the module leader to collect your assignment feedback. In the event of you being referred then you should contact the module leader ASAP to arrange for support and guidance for your re-submission.
TURNITIN has been set up on NILE for the module assignment and it is expected that students will use this facility to ensure that work complies with the UoN policyregarding plagiarism. Failure to do so will jeopardise any defence you may have should your work require submission to the school academic misconduct office.
APPROVAL/ REVIEW DATES:
Version: 1Approved: March 2012
Version: 2 Minor changes Sept 16
Each module you study will assess your work using the common grading system. For thismodules assessments you will receive more detailed information from the module leader on what you need to do to gain particular grades. If you are unsure, ask the module leader.
Appendix 1 of this document lists the ‘generic criteria’. These provide the common standards that all subject areas work to.
GRADE CRITERIA: Level 5
|An outstanding Distinction||A+||Work which fulfils all the criteria of the grade below, but at an exceptional standard
|A very strong Distinction||A||Work of distinguished quality which is based on a rigorous and detailed knowledge base, including major theories of the discipline(s) and awareness of the variety of ideas, contexts and frameworks and wider implications. Work will demonstrate sustained ability to analyse, synthesise, evaluate and interpret concepts, principles and data within field of study in a considered manner, as well as to develop convincing arguments and judgements appropriate to the field of study/ assessment task. There will be strong evidence of competence across a range of specialised skills using them to plan, develop and evaluate problem solving strategies, to challenge received opinion and develop own judgements. Clear evidence of capability to operate autonomously and self-evaluate in situations of varying complexity and predictability, but within defined guidelines will be demonstrated. Outputs will be communicated effectively, accurately and reliably.
|A clear Distinction||A-||Work of very good quality which displays most but not all of the criteria for the grade above.
|A Distinction||B+||Work of highly commendable quality which clearly fulfils the criteria for the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
|A very strong Merit||B||Work of commendable quality based on a strong detailed knowledge base for the field of study, including an assured grasp of concepts, principles and major theories, together with effective deployment of skills relevant to the discipline and assessment task. There will be evidence of considered analysis, synthesis, evaluation and application, and the ability to work effectively with minimum direction to meet defined objectives and develop own judgements. There will be consistent evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously with minimal direction to use effectively a range of techniques in situations of varying complexity and predictability.
|A strong Merit||B-||Work of good quality which contains most, but not all of the characteristics of the grade above.
A clear Merit
Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
|A Merit||C||Work of sound quality based on a firm factual/ conceptual knowledge base for the field of study, including a good grasp of relevant theories, together with the ability to organise and communicate effectively. The work may be rather standard and limited in its theoretical grasp, but will be mostly accurate and provide some evidence of the ability to analyse, synthesise, evaluate and apply standard methods/techniques, with minimal guidance. There will be no serious omissions or inaccuracies. There will be good evidence of ability to take responsibility for own learning, some capability to challenge received opinion and form own judgements. Evidence of the ability to operate with increased autonomy in situations of varying complexity and predictability, selecting and applying appropriate techniques will be demonstrated within limits. There will be competence in relevant key skills.
|A very strong Pass||C-||Work of capable quality which contains some of the characteristics of grade above.
|A strong Pass||D+||Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but still containing limited evidence of analysis, synthesis, evaluation or application, or of appropriate detail or skill application.
|A Pass||D||Work of broadly satisfactory quality covering adequately the factual and/or conceptual knowledge base of the field of study and some key theories, appropriately presented and organised, but is primarily descriptive or derivative, with only occasional evidence of analysis, synthesis, evaluation or application. There may be some misunderstanding of key concepts/principles/theories and limitations in the ability to select relevant material or techniques and/or in communication or other relevant skills, so that the work may include some errors, omissions or irrelevancies. There will be evidence of ability to operate with some autonomy in predictable contexts, but less evidence of ability to operate in more complex or unpredictable situations. However, there will be evidence of ability to use a variety of standard techniques, and to meet threshold standards in relevant key skills.
|A bare Pass||D-||Work of bare pass standard demonstrating some familiarity with and grasp of a factual/conceptual and theoretical knowledge base for the field of study, together with evidence of some ability to employ specialist skills to solve problems within area of study, but only just meeting threshold standards in e.g. evaluation and interpretation of data and information, reasoning and soundness of judgment, communication, application, or quality of outputs. Work may be characterised by some significant errors, omissions, limitations or problems, but there will be sufficient evidence of development and competence to operate in varied contexts taking responsibility for the nature and quality of outputs.
|A marginal Fail||F+||Work which indicates some evidence of engagement with area of study in relation to acquisition of knowledge and understanding of concepts, principles and theories, and of specialist skills, but which is essentially misinterpreted, misapplied and/or contains some significant omission or misunderstanding, or otherwise just fails to meet threshold standards in e.g. communication, application or quality of outputs.
|A Fail||F||Work that falls well short of the threshold standards in relation to one or more area of knowledge, intellectual, subject based or key skills. It may address the assessment task to some extent, or include evidence of successful engagement with some of the subject matter, but such satisfactory characteristics will be clearly outweighed by major deficiencies across remaining areas.
|F-||Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study or task and/or demonstrate inadequate capability in key skills essential to the task concerned.
|Non-submission/Nil attempt||G||Nothing presented.