Our Mental Health courses at the UEA are the only ones of their
kinds in the region and will give you, as a health or social care
professional, the skills and knowledge you need to develop your
career in this field at the highest level. The philosophy
surrounding the mental health programme is based on recovery,
building relationships, maximising improvement and forming
productive partnerships. In order to achieve all this, it is vital
that you are able to communicate effectively with both colleagues
and clients in order to bring about lasting change. Working
together in this way is the cornerstone of good mental health
practice.
The course provides an exciting opportunity for nurses, AHPs and
social workers to work together in a meaningful way. This reflects
the growing demand for more flexible roles within the profession,
and the need for practitioners to be more highly qualified.
Course Organiser:Mr. Ian Mckay
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Entry Requirements Degree Subject: A health care profession Degree
Classification: 2.2 or equivalent Special Entry Requirements:
Current registration as a health professional with an appropriate
professional statutory regulatory body and a minimum of 2 years
work experience in a mental health setting. Entry Requirement
Applicants should normally have a good first degree from a
recognised higher education institution. The University will also
take into account the employment experience of applicants where
relevant.
Students for whom English is a Foreign language
We welcome applications from students whose first language is
not English or those whose degree was not taught in English. To
ensure such students benefit fully from postgraduate study, we
require evidence of proficiency in English. We also will require a
certain standard to be achieved on the written element of the test.
Our usual entry requirements are as follows:
- IELTS: 7.0 (minimum 7.0 in all component)
- TOEFL: Internet-based score of 98 (minimum 22 in all components
and 23 in speaking)
- PTE: 70 (minimum 70 in all components)
All scores must be less than two years old.
Course Open To
Please note this course is currently only open to UK or EU
applicants.
Students must succesfully complete the following modules to gain
80 credits but may attend module MED-M31E Introduction to Research
Methods (en bloc) in semester 2 in place of MED-M31D (weekly) in
semester 1 if necessary.
Compulsory Study (60 credits)
Students must study the following modules for 60
credits:
Name Code Credits "CONSULTATION, COLLABORATION AND CASE MANAGEMENT
IN MENTAL HEALTH PRACTICE" NSC-M23D 20 This 20 credit module will
comprise 10 sessions and will provide an opportunity for students
to reflect upon their own and others practice within an
inter-professional learning environment. A PBL based learning
strategy will be used to facilitate discussion, awareness of
differing perspectives and independent learning. Core themes
identified within the Ten Essential Shared Capabilities (DH 2004)
will inform the themes of the module. DEBATE AND DISCOURSE IN
DEVELOPING MENTAL HEALTH PRACTICE NSC-M24D 20 This 20 credit module
will promote the consideration of a range of legal, ethical and
professional themes which influence the practice and development of
mental health services. Students will be encouraged to consider
their own service setting alongside contemporary themes in
identifying opportunities for innovation and change. INTRODUCTION
TO RESEARCH METHODS MED-M31D 20 The purpose of this module is to
provide students with a broad introduction to the methods used in
Health Science Research. . The skills to be developed include being
able to 1: recognise basic quantitative and qualitative research
designs 2: recognise different data collection techniques 3:
acquire a basic understanding of both statistical analysis and
qualitative analysis; 4: critically appraise of the research
literature. Option A Study (20 credits)
Students will select 20 credits from the following
modules:
Name Code Credits FURTHER QUALITATIVE RESEARCH METHODS MED-M33E 20
The purpose of this module is to build on the coverage of
qualitative methods and critical appraisal skills that were
introduced and described in the Introduction to Research Methods
module. The skills to be developed further include being able to 1:
gain further knowledge of the conduct of qualitative studies 2:
negotiate and acquire the practical skills needed in the planning
and design, the data collection, the data analysis, and the data
interpretation of a qualitative study. FURTHER QUANTITATIVE
RESEARCH METHODS MED-M32E 20 The purpose of this module is to build
on the coverage of quantitative methods and critical appraisal
skills that were introduced and described in the Introduction to
Research Methods module. The skills to be developed further include
being able to 1: add depth to the basic knowledge already acquired
in that module on measurement, survey instruments, trial design and
statistics, 2: begin to acquire a basic understand of the concept
of systematic reviews and meta analysis. Option B Study (40
credits)
Students will select 40 credits from the following
modules:
Name Code Credits CHILDRENS PALLIATIVE AND END OF LIFE CARE
NSC-M29F 20 This module focuses on children’s palliative and end of
life care: this is an expanding area of child health care provision
but one that, as yet, lacks sufficient numbers of skilled
practitioners to meet the needs of these children and their
families. This module aims to develop practitioners’ skills and
knowledge in the delivery and management of palliative care for
children and the care of children at the end of life to extend
their expertise and their effectiveness. To achieve this aim the
module will focus on content relating to managing grief and
bereavement, relevant policy and legislation, interagency working
and the meeting of complex care needs (with specific emphasis on
symptom management). All of these areas have been identified as key
areas of knowledge and skills for practitioners in this field.
ECONOMIC EVALUATION IN HEALTH CARE MED-M12E 20 The pre-requisites
for this 20-credit module are MED-M07D Health Economics and
MED-M31D Introduction to Research Methods, or experience and
knowledge of health service research methods and health service
experience or a relevant qualification. The objectives are to
enable students: to understand and critically appraise economic
studies of health care interventions; to understand the range of
evaluation techniques and appropriate circumstances for
application; to appreciate links between economic evaluation and
economic theory, health service research and decision making and to
have confidence to conduct further economic evaluation studies.
FURTHER QUALITATIVE RESEARCH METHODS MED-M33E 20 The purpose of
this module is to build on the coverage of qualitative methods and
critical appraisal skills that were introduced and described in the
Introduction to Research Methods module. The skills to be developed
further include being able to 1: gain further knowledge of the
conduct of qualitative studies 2: negotiate and acquire the
practical skills needed in the planning and design, the data
collection, the data analysis, and the data interpretation of a
qualitative study. FURTHER QUALITATIVE RESEARCH METHODS MED-M33F 20
The purpose of this module is to build on the coverage of
qualitative methods and critical appraisal skills that were
introduced and described in the Introduction to Research Methods
module. The skills to be developed further include being able to 1:
gain further knowledge of the conduct of qualitative studies 2:
negotiate and acquire the practical skills needed in the planning
and design, the data collection, the data analysis, and the data
interpretation of a qualitative study. FURTHER QUANTITATIVE
RESEARCH METHODS MED-M32E 20 The purpose of this module is to build
on the coverage of quantitative methods and critical appraisal
skills that were introduced and described in the Introduction to
Research Methods module. The skills to be developed further include
being able to 1: add depth to the basic knowledge already acquired
in that module on measurement, survey instruments, trial design and
statistics, 2: begin to acquire a basic understand of the concept
of systematic reviews and meta analysis. INDEPENDENT AND
SUPPLEMENTARY PRESCRIBING NSC-M16F 40 This module will prepare
non-medical practitioners to meet the competencies for Independent
and Supplementary Prescribing as laid down by the Nursing and
Midwifery Council (NMC) and RPSGB. The programme will comprise 26
theory days and 12 supervised practice days - NMC 2006. Once
students have completed the programme they will be expected to
maintain their prescribing competence according to the requirements
of their professional body. LEADERSHIP AND MANAGEMENT IN PRACTICE
AHP-M45F 20 Overview The learning outcomes for the course have been
developed to enable the students to extend and integrate their
knowledge and practical skills of leadership within the heath care
sector to an advance level. The learning outcomes are mapped
against the Leadership framework within the NHS Knowledge and
Skills framework (October 2004) which is used by NHS staff to
review and develop their career progression and the national
Leadership Qualities Framework (LQF). Objectives • To provide
education on leadership and management skills for health
professionals who are involved in the care of patients during their
rehabilitation phase. • To encourage interdisciplinary learning and
provide a multidisciplinary educational programme. • To enable
clinicians to critically analyse complex problems and issues within
practice related to policy, planning and leadership. • To develop
personal leadership skills including problem solving and the
development of service improvement packages through evidence based
practice. Learning outcomes At the end of the module the student
will be able to; • Demonstrate the ability to critically evaluate
and discuss complex leadership, management and organisational
issues in healthcare relevant to their own organisation and the
influence of these on quality and performance to employees, service
users and stakeholders. • Critically appraise their leadership and
management qualities and capability and develop these skills
required for professional success within the healthcare sector. •
Respond to changing situations using appropriate and effective
personal leadership styles to manage risk, protect staff, service
users and stakeholders. • Critically examine the underlying
theories, concepts, nature and approaches to team work and apply
knowledge of relevant team work skills to work situations. •
Critically examine the meaning, nature and source of organisational
development, culture, conflict and change. • Develop appropriate
strategies for managing organisational conflict and change that
improves quality in practice performance related to employees,
service users and stakeholders. • Apply critical evaluation skills
to assess risk associated with aspects of management and leadership
related to change. • Develop, articulate and disseminate a service
improvement plan of new and innovative methods and practices which
improves quality of healthcare though evidence based practice.
Medicines management in Mental Health Care NSC-M27F 20 This module
provides the required preparation and access for a mental health
practitioner undertaking the Independent and Supplementary
Prescribing for Nurses, Midwives and Pharmacists at M level (Level
4), but may also be taken by students undertaking the MSc Mental
Health programme who are not intending to undertake prescribing,
but whose patient care and its safety and effectiveness would be
enhanced by an in-depth knowledge of medicines and their management
in mental health. The module will help you to promote safer and
more effective medicines management, drawing on current research
related to service user perspectives and approaches to enhance
concordance and medication adherence. The teaching team includes
active researchers and prescribing practitioners as well as expert
pharmacists. The module can be taken on a free-standing basis. •
Promoting evidence-based practice to support concordance and
empowerment of clients including using motivational interviewing
techniques • Enhancing the effectiveness of medicines management •
The national and local policy and legal context and guidelines;
with specific reference to local policy, use of PGDs and protocols
and the law relating to prescribing, supply and administration of
medicines in relation to the MHA and compulsory detention •
Physiology related to the nervous system and cell biology and the
specific pharmacokinetics and pharmacodynamics of drugs commonly
used in mental health. • Mental health content focused on the
pharmacology and management of medication for people with:
schizophrenia, depression, bipolar disorder, , anxiety disorders
including post-traumatic disorder, sleep disorders etc. •
Medications and Older People including dementing illnesses and the
use of anticholinergics • Service user perspectives including the
use of Advanced Directives • Pharmacovigilance, patient safety and
medicines reconciliation PRACTICE BASED TEACHING, LEARNING AND
ASSESSMENT AHP-M36F 20 By the end of this module, students will be
able to: 1 Identify a key aspect of their clinical
supervision/mentorship/assessment practice; 2 Analyse, critically,
theoretical literature pertinent to identified developmental need;
3 Provide an evidence based learning contract; 4 Demonstrate the
agreed strategy has been implemented; 5 Evaluate, critically, the
success of that straategy; 6 Demonstrate effective and proficient
mentorship and feedback skills. Promoting Behavioural Change and
Lifestyle Improvement NSC-M31E 20 The module will offer a coherent
approach to a range of behaviour change models, psychological and
sociological approaches and evidence, with an emphasis on
application to patient care and practice. There will be six study
days, offered as full days of study once per fortnight. Key themes:
1. Introduction to psychology and health psychology including
humanistic approaches and current evidence. 2. Sociological
perspectives and current evidence. 3. Theory of planned behaviour;
common sense self-regulation model (CSSRM). 4. Cognitive Behaviour
Therapy (CBT) and psychological approaches to interventions. 5.
Motivational Interviewing. 6. Effective assessment and formulation
(incorporated into themes 4 and 6) 7. Stress management and links
to depression management. 8. Application of interventions to case
load/patient care (integrated into other themes). 9.
Adherence/concordance - including how people with depression make
treatment choices. 10. Pain perception. SELF-DIRECTED LITERATURE
REVIEW AHP-M15E 20 The purpose of this module is to provide an
opportunity for students to select an area of professional
relevance and interest in order to explore the contemporary (or
historical) literature involved. Students are able to use this
module to undertake self-directed and self-determined study within
the taught MSc programme. The skills to be developed include being
able to 1: undertake a review and critical analysis of literature;
2: independently study an area of self-chosen content or subject
material 3: demonstrate how the study informs the student's
particular professional practice It should be noted that this
module is NOT designed to teach critical analysis of literature.
SYSTEMATIC REVIEWS AND RESEARCH SYNTHESIS AHP-M46E 20 Findings from
systematic reviews have been increasingly used by health policy
makers, clinicians and patients for making decisions. A systematic
review of available evidence is also often required for developing
new research, and for interpreting findings from a primary study.
The module will include the following contents; 1. Introduction,
framing questions, inclusion/exclusion criteria 2. Sources of
evidence and literature search strategy 3. Data extraction, and
validity assessment 4. Synthesizing evidence from qualitative
studies 5. Synthesizing evidence from quantitative studies 6.
Quality of systematic reviews, and overview of reviews 7. Recent
development in research synthesis methods 8. Systematic review
protocol. Learning outcome: Provides students with the skills and
understanding to appraise and interpret published systematic
reviews, to develop a protocol and undertake a systematic review.
By the end of the module, students will be able to: • Frame
questions appropriate for a systematic review • Design an
appropriate literature search strategy • Assess the relevance and
quality of primary studies • Qualitatively and quantitatively
synthesize data from primary studies • Appropriately interpret
findings of a systematic review and meta-analysis • Understand
common pitfalls in systematic reviews and meta-analysis • Become
familiar with recent method research relevant to systematic
reviews. TEACHING AND LEARNING AND ASSESSMENT IN HEALTH CARE
SETTINGS AHP-M25E 20 This module is designed for Health Care
Professionals whose practice includes teaching and learning and who
would like to develop their interest, skills and confidence in this
subject. The focus of the module is on practice in the workplace.
In order to examine their own learning, students will be required
to draw on that experience permitting exploration of theory through
active learning. Emphasis will be placed on student-centred
learning. Disclaimer
Whilst the University will make every effort to offer the
modules listed, changes may sometimes be made arising from the
annual monitoring, review and update of modules and regular
(five-yearly) review of course programmes. Where this activity
leads to significant (but not minor) changes to programmes and
their constituent modules, there will normally be prior
consultation of students and others. It is also possible that the
University may not be able to offer a module for reasons outside of
its control, such as the illness of a member of staff or sabbatical
leave. Where this is the case, the University will endeavour to
inform students.
Fees and Funding
Fees for the academic year 2013/14 will be:
Please note, part-time study options are not usually available
to students from outside the EU.
For those applying under the SHA contract, contract prices will
apply.