NURS9359C 20 Variable teaching patterns Undergraduate Cont Education/Prof Developmen Anna Pruszynska Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 <p>The high prevalence of Common Mental Health Problems (CMHPs) in people living with Long Term Conditions (LTCs), and the increase in vulnerability to multiple physical health problems when there is the presence of a mental health problem, is widely reported.&nbsp; Financially it is estimated that for each person living with a LTC and co morbid CMHP total health care cost is raised by at least 45 % (Naylor et al., 2012).&nbsp; These key issues have informed a national drive towards an equal response to mental and physical health and towards the two being treated together.&nbsp; The ambition is to achieve genuine parity of esteem between physical and mental health by 2020 (NHS, 2014). Furthermore, NICE (2009) published guidelines on the assessment and management of depression in adults with a chronic physical health problem, making recommendations for clinical practice and service delivery. Therefore, training the mental health workforce is paramount in meeting these objectives and would potentially contribute to important and necessary NHS cost savings and better patient outcomes.</p> <ul> <li> Develop knowledge of key long term conditions (e.g. chronic obstructive pulmonary disease, diabetes, medically unexplained symptoms).</li> <li> Promote patient&rsquo;s ability to self-manage LTC</li> <li> Explore underpinning theory to key models of care/working and application in clinical practice (e.g. collaborative care, behavioural change models)</li> <li> Enhance engagement: Identification of barriers and facilitators to engagement (e.g. complexity such as multi-morbidity and older age) and enhancing clinical skills to improve engagement through e.g. motivational interviewing techniques</li> <li> Assessment and care planning: Consideration of reasonable adjustments in assessment and goal setting&nbsp;</li> <li> Evidence based interventions: Consideration of reasonable adjustments in treatment approaches, delivering psychological interventions through a variety of delivery methods</li> <li> Evaluation: Measuring impact of treatment (outcome measures, quality of life, patient goals)</li></ul> <div> &nbsp;</div><div> Enable mental health professionals to develop specific knowledge and understanding of LTCs in order to enhance engagement and confident delivery of evidence based mental health interventions for people living with LTCs and CMHPs. &nbsp;</div><div> &nbsp;</div> <ul> <li> Demonstrate an understanding of a number of commonly encountered LTCs (with knowledge of associated physical health outcomes)</li> <li> Demonstrate an awareness of the effects of LTCs on CMHPs and vice versa</li> <li> Demonstrate an understanding and awareness of the theoretical underpinnings in working with people with CMHPs and LTCs</li> <li> Consider theoretical perspectives and research evidence when engaging and working with people with LTCs and CMHPs</li> <li> Develop an understanding of the issues of engagement&nbsp; with people with LTCs and CMHPs in multi-cultural and diverse communities</li></ul> <ul> <li> Demonstrate an understanding of key issues when engaging and working with people with CMHPs and LTCs</li> <li> Consider policy, research and practice guidelines in order to understand service delivery models for people with CMHPs and LTCs</li> <li> Reflect on the challenges of working with people with LTCs and CMHPs whilst retaining the ethos of low intensity working</li></ul> <ul> <li> Demonstrate the ability to undertake assessment through the use of a patient centred interview and standardised outcome measures, which integrates an understanding of CMHPs and LTCs</li> <li> Organise assessment data within a shared understanding which helps the patient to link how their LTC impacts on their mental health and vice versa</li> <li> Demonstrate the skills necessary to engage and develop effective working partnerships with patients with CMHPs and LTCs to enhance motivation/ opportunity to change</li> <li> Demonstrate the ability to work in collaboration both with the patient and a range of professionals (e.g. GP, practice nurse, disease specialist, clinical supervisor)</li> <li> Demonstrate the ability to deliver sensitive and culturally appropriate evidence based interventions</li> <li> Undertake a structured approach to systematically evaluating the effectiveness of interventions with patients which will include the use of standardised measures, physical health outcomes, patient centred problem statement and goals. &nbsp;</li> <li> Demonstrate the ability to collaboratively problem solve perceived or actual barriers with the intervention and/or clinical progress</li></ul><div> &nbsp;</div> <ul> <li> Communicate effectively (verbal, nonverbal, written) in a variety of settings with a range of individuals</li> <li> Effectively utilise information technology/ health informatics</li> <li> Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice. &nbsp;</li> <li> Work co-operatively and effectively with others as a member of a team.</li> <li> Reflect on their own academic and clinical performance and utilise strategies to improve these</li> <li> Use logical and systematic approaches to problem solving and decision making</li></ul><div> &nbsp;</div> <p>The unit is primarily delivered face to face but will adopt a blended approach to teaching and learning, involving a combination of directed and independent learning.&nbsp; Approaches to teaching and learning will include lectures, group discussion and skill development (demonstration of skills followed by role rehearsal and feedback) supplemented by online learning where appropriate.</p><p>Clinical skills practice will focus on developing/enhancing specific skills to promote engagement, assessment, goal setting and delivery of effective interventions for patients with CMHPs and LTCs.</p><p>Supportive materials will be available on Blackboard and these will include: handouts, presentations, lecture notes, links to key journal papers, key policy documents, reputable websites and e-learning resources. &nbsp;</p> 2 Written assignment (inc essay) 75% 7 Oral assessment/presentation 25% <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.&nbsp;</p> BSc(Hons) Midwifery Practice BSc(Hons) Midwifery Practice First Year Optional BSc(Hons) Midwifery Practice BSc (Hons) MP (NonSLA) First Year Optional BSc(Hons) Nursing Practice BSc(Hons) Nursing Practice First Year Optional BSc(Hons) Nursing Practice BSc Nursing Practice (NonSLA) First Year Optional CPD Stand Alone Units CPD Stand Alone Units First Year Optional CPD Stand Alone Units CPD SA (NonSLA) First Year Optional N <p><a href="http://www.readinglists.manchester.ac.uk/index.html">http://www.readinglists.manchester.ac.uk/index.html</a></p> Lectures 18 Practical classes & workshops 15 Tutorials 3 Work based learning 42 0 122