Long term conditions (LTCs) in primary mental health care L7

NURS63590 Long term conditions (LTCs) in primary mental health care L7 15 Variable teaching patterns Postgraduate Taught Level 7 Anna Pruszynska Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <div> Welcome to Long Term Conditions (LTCs) in Primary Mental Health Care. This unit builds upon the knowledge, skills and attitudes developed through previous training and clinical experience in the delivery of low intensity interventions. We will explore the management of long term physical health conditions and treatment of common mental health problems (CMHPs) in primary care settings.</div> <ul> <li style="margin-left: 18pt;"> Develop knowledge of key long term conditions (e.g. chronic obstructive pulmonary disease, diabetes, medically unexplained symptoms).</li> <li style="margin-left: 18pt;"> Promote patient’s ability to self-manage LTC</li> <li style="margin-left: 18pt;"> Explore underpinning theory to key models of care/working and application in clinical practice (e.g. collaborative care, behavioural change models)</li> <li style="margin-left: 18pt;"> 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 style="margin-left: 18pt;"> Assessment and care planning: Consideration of reasonable adjustments in assessment and goal setting</li> <li style="margin-left: 18pt;"> Evidence based interventions: Consideration of reasonable adjustments in treatment approaches, delivering psychological interventions through a variety of delivery methods</li> <li style="margin-left: 18pt;"> Evaluation: Measuring impact of treatment (outcome measures, quality of life, patient goals)</li></ul>  Enable mental health professionals to develop specific knowledge and understanding of LTCs in order to promote and lead enhanced engagement and confident delivery of evidence based mental health interventions for people living with LTCs and CMHPs.   <ul> <li> Demonstrate a comprehensive understanding of a number of commonly encountered LTCs (with knowledge of associated physical health outcomes)</li> <li> Demonstrate an in-depth and critical awareness of the effects of LTCs on CMHPs and vice versa</li> <li> Demonstrate an in-depth understanding and critical awareness of the theoretical underpinnings in working with people with CMHPs and LTCs</li> <li> Systematically apply theoretical perspectives and research evidence within a critical analysis of engaging and working with people with LTCs and CMHPs</li> <li> Consider wider implications of engagement  with people with LTCs and CMHPs in multi-cultural and diverse communities</li></ul> <ul> <li> Demonstrate independent thinking and originality of thought regarding working with people with CMHPs and LTCs</li> <li> Synthesise policy, research and practice guidelines in order to critically evaluate service delivery models for people with CMHPs and LTCs</li> <li> Understand and manage 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.</li> <li> Demonstrate the ability to collaboratively problem solve perceived or actual barriers with the intervention and/or clinical progress</li></ul> <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></ul> 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.  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.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.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.   2 Written assignment (inc essay) 100% 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.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.  MSc APIMH Primary Mental Health Care PGDT Taught Component Mandatory PG Dip APIMH Primary Mental Health Care PGDT Taught Component Mandatory N <a href="http://www.readinglists.manchester.ac.uk/index.html">http://www.readinglists.manchester.ac.uk/index.html</a> Lectures 18 Practical classes & workshops 15 Tutorials 3 Work based learning 42 0 72