Developing Professional Practice in Dual Diagnosis

NURS63700 Developing Professional Practice in Dual Diagnosis 15 Variable teaching patterns Postgraduate Taught Level 7 John Vernon Unit coordinator School of Nursing, Midwifery and Social Work 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <p>Welcome to course unit. We hope that you will enjoy the varied learning experiences which this course has to offer over the next few months. At the end of the unit you will hopefully feel increasingly confident to put into clinical practice some of the skills and knowledge you have acquired during your stay with us. The Department of Health Dual Diagnosis and Good Policy Guide (2002) has highlighted that substance use is the norm rather than the exception in people with severe mental health problems and states that an urgent need now exists to implement training for all health professions that have contact with this group. A training audit completed by staff from the Manchester Mental Health and Social Care Trust dual diagnosis network has revealed that both mental health staff and substance misuse staff feel they need more training if they are to effectively manage these individuals.  This unit is an attempt to address the specialist training needs of staff from both these fields. You may undertake this course unit as part of a masters at level7 or you may undertake the unit as a ‘stand alone’ course unit.</p> <p>Definitions of dual diagnosis</p><p>Extent of the problem, worldwide.</p><p>Local, national and international policies and evidence influencing service delivery and care for people with dual diagnosis</p><p>Detection and assessment tools and barriers to the use of those tools </p><p>Attitudes values and beliefs of and towards those with dual problems</p><p>Pathophysiology of common mental health conditions and addiction</p><p>Physical, social, psychological, political, ethical dimensions of substance use and how they impact on mental health</p><p>Concepts of harm reduction</p><p>Engagement strategies- traditional versus client-centred</p><p>Critical evaluation of the Stages of Change model</p><p>Motivation interviewing and its evidence base in the treatment of dual diagnosis</p><p>Legal and Illegal drugs including the use of legal highs</p><p>Drug Controls, policy and administration</p><p>Nature of substance use and theories, concept and models of substance use</p><p>Recognition and consideration of evidence base for a variety of interventions</p><p>Impact of interventions in different contexts</p><p>Barriers to treatment</p><p>Relationships between treatment approach and goals of treatment</p><p>Risk assessment and promotion of harm minimisation strategies</p><p>Exploration of the impact that dual diagnosis has on special populations such as</p><p>Adolescents, women, ethnic minorities, personality disorders, older people</p><p>Relapse prevention strategies</p><p>Multi-professional and multi-agency team working</p><p>Accountability and Scope of Professional Practice, legal considerations as applied to nursing the person with dual diagnosis</p><p>Presentation skills</p> <ul> <li style="margin-left: 18pt;"> Critically analyse and synthesise the evidence of the impact of personal and societal attitudes towards those with a diagnosis of substance misuse and mental health problems.</li> <li style="margin-left: 18pt;"> Critically examine and synthesise the evidence for the aids and barriers to developing a therapeutic relationship with dual diagnosed clients.</li> <li style="margin-left: 18pt;"> Critically appraise and synthesise the existing knowledge and competencies of the use of a structured and systematic approach in the assessment of dual diagnosed patients/clients.</li> <li style="margin-left: 18pt;"> Be able to identify, monitor and critically evaluate and synthesise  the evidence for collaborative, realistic and achievable goals with the client/patient.</li> <li style="margin-left: 18pt;"> Critically appraise the factors and synthesise the evidence for the factors that precipitate relapse and what helps to maintain change within this client group.</li> <li style="margin-left: 18pt;"> Be able to critically appraise and synthesise the research findings in evaluating treatment</li></ul> <ul> <li> Critically examine and evaluate the various definitions of dual diagnosis and their relationship to the planning and delivery of care.</li> <li> Critically examine the pathophysiology of a range of mental health conditions and theories of addiction.</li> <li> Critically evaluate the aetiological factors contributing to the development of dual diagnosis within local, national and international populations and the strategies used to ameliorate these factors.</li> <li> Evaluate treatment and management options and justify best practice identifying areas for service development and delivery.</li> <li> Critically evaluate the underpinning professional, ethical and legal concepts relating to the care of people with dual diagnosis and service delivery.</li> <li> Critically evaluate and synthesise the main arguments as to how the effects of the main types of substances of misuse impact on a range of mental health problems.</li></ul> <ul> <li> Critically examine the evidence base on the extent to which the  assessment of the client with substance and mental health problems is influenced and shaped by the context in which dual diagnosis takes place.</li> <li> Critically examine and synthesise the evidence for the role of harm minimisation in the management of dual diagnosis and how it impacts on legal, moral and ethical issues.</li></ul> <ul> <li> Critically evaluate a variety of screening and assessment tools and propose further developments/enhancements for dually diagnosed patients in clinical practice.</li> <li> Critically evaluate strategies for management and evaluation of care and services for people with dual diagnosis and propose developments and enhancements.</li> <li> Demonstrate enhanced clinical practice in working with dual diagnosed clients/patients communicating developments to the multidisciplinary team.</li> <li> Critically examine the rationale and efficacy of evidence based specific strategies that are used in promoting the health of dually diagnosed clients which are sensitive to and reflect the patient/clients race and culture.</li> <li> Critically review the impact of dual diagnosis on families and significant others.</li> <li> Critically evaluate a variety of tools used to measure treatment outcomes. </li></ul> <ul> <li> Develop information technology skills to support lifelong learning and participate in identification of individual learning needs and develop strategies to meet those needs.</li> <li> Evaluate own role in leading and developing practice and service delivery in relation to the care of people with dual diagnosis</li> <li> Promote independent learning through critical evaluation and synthesis of evidence that enhances and challenges current practice.</li></ul> <div> Teacher Contact which will include lectures, formal teaching, group discussion, skills</div><div> teaching using simulation and teaching models, and problem based learning.</div><div>  </div><div> Personal individual tutorial time</div><div>  </div><div> Directed Study including study in practice environment and completion of the</div><div> requirements for your Practice Assessment Document (PAD)</div><div>  </div><div> Self Directed Study</div> 2 Written assignment (inc essay) 90% 7 Oral assessment/presentation 10% <p>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.</p><p>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. </p> PGT Stand Alone Units PGT Stand Alone Units (SLA) PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Prof Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Nurs Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership Msc Adv Midw Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv SW Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Prof Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Nurs Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Midw Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv SW Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Prof Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Nurs Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership Msc Adv Midw Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv SW Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Prof Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Nurs Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv Midw Prac & Leadership PGDT Taught Component Optional MSc Adv Practice & Leadership MSc Adv SW Pract & Leadership PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Prof Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Nurs Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Midw Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv SW Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Prof Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Nurs Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv Midw Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv SW Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Prof Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Nurs Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv Midw Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PGDip Adv SW Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv Prof Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv Nurs Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv Midw Prac & L'ship PGDT Taught Component Optional PGDip Ad Practice & Leadership PG Dip Adv SW Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Prof Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Nurs Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Midw Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv SW Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Prof Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Nurs Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Midw Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv SW Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Prof Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Nurs Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Midw Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv SW Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Prof Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Nurs Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv Midw Prac & L'ship PGDT Taught Component Optional PGCert Adv Prac & Leadership PGCert Adv SW Prac & L'ship PGDT Taught Component Optional N <p><a href="http://www.readinglists.manchester.ac.uk/index.html">http://www.readinglists.manchester.ac.uk/index.html</a></p> Lectures 40 Tutorials 2 108