Becoming a professional mental health nurse. Health, Medicine, Nursing

1) INTRODUCTION / WELCOME
Welcome to this interactive, experlential-leamlng module In which we aim to support you to build upon and integrate your learning In your previous studies and life experience as you make the transition to undergraduate university study and to becoming a professional mental health nurse.
The module is structured around four themes that mirror the person-centred approach that is core to mental health nursing, but here applied to your learning and professional development;
• Self as a learner
• Self as a professional
• Self as a member of a team
• Self as an educator
Why do we start with the self?
Our aim, as mental health nurses, is to be able to use ourselves in therapeutic relationships with people who experience mental illness and their carers. Who we are and what we bring to nursing, are core to the relationships we establish with each other. Furthermore, our values, knowledge and skills we bring to nursing will be influenced by our own life and work experiences.
This is one of the reasons we are so excited to welcome undergraduates from diverse backgrounds with rich and varied experience into the profession. However, we need to frame, and sometimes adapt, those values to work within the public and professional expectations and governance of our role as mental health nurses. This a dynamic and life-long process, so this module will help you to develop ways of learning from experience and through reflection so that we both maintain our sense of selves in our roles and are able to demonstrate our professional values in practice.
You will learn through your own reading and reflection on personal experience and clinical practice, directed e-learning and through a series of facilitated seminars and workshops. This blended approach has been chosen because of the two, linked pedagogical models that underpin the educational approach in this module:
• Experiential learning
• Reflective practice
On successful completion of this module, students will be able to:
1. Identify and explain professional issues related to working as an accountable mental health nurse.
2. Understand the principles and importance of maintaining the physical and mental wellbeing of themselves and others.
3. Recognise the impact of their own values and beliefs on the people in their care.
4. Reflect on and discuss their learning needs to facilitate their transition to academic life
2) MODULE SPECIFICATION The module specification is available in the appendix below.
---------T • Reporting, record keeping, policy and governance frameworks
Group 1 Tues 3rt Dec  11.15-1.15 Group 2 Wed 4* Dec  9.15-11.15 Workshop 7 Self as a team member  • Working and 
learning across-agencies/fields of practice and inter-disciplinary liaison  • Demonstrating professional communication, including social media and digital healthcare
Group 1 Wcd 4* Dec  11.15-13.15 Group 2 Thurs 5* Dec  9.15-11.15 Workshop 8 Self as a learner, professional, team 
member and educator  • Integrating person-centred communication skills with colleagues, carers and clients  • Reflecting on
 practice for self/professional-development  • Formative assessment
Group 1 Tues 17* Dec  11.15-1.15 Group 2 Tues 17* Dec  1.15-3.15 Workshop 9 Self as learner, professional, team member 
and educator  • Integrated communication skills workshop  • Giving and receiving feedback  • Integrating module 
learning in to professional development plan
Both groups Fri 27* March 9.15-10.15 Lecture Assignment preparation and formative feedback.
Appendix 2) Assessment brief
On this module, your learning will be assessed formatively by giving feedback on a SNOB analysis of your own professional development needs. This feedback and the reading generated in response to your own professional development questions and needs will be used to underpin your self-development plan which will be submitted for summative assessment and grading.
Formative assessment:
Undertake a self-assessment based on the module themes: self as a professional, self as a learner, self as an educator, self as a team member and formulate a SNOB analysis based on this self-assessment.
You may choose to consult policy, governance, research and educational literature to provide a framework against which to assess your own strengths, needs, opportunities and barriers, such as the NMC code; NMC (2018) Standards of proficiency for registered nurses; learning style questionnaires; academic grading criteria; formative feedback, etc.
The SNOB will be submitted for formative feedback - a draft example can be consulted as a guide (see chapter 2 and 3 Darvill, A., Stephens, M., & Leigh, J. (2018). Transition to nursing practice: from student to registered nurse. London: Learning Matters.Summative assessment:
A 2000-word essay comprising a self-development plan.
The purpose of the assessment is to demonstrate evidence of knowledge, skills and values essential for your transition to student nurse, and from student to registered nurse, through reflection and discussion. This assignment should demonstrate personal, professional and academic development.
You are required to write a self-development plan which explores your development needs as a professional, examining your personal and professional knowledge, skills and attitudes as a student mental health nurse to meet the module learning outcomes
1. Identify and explain professional issues related to working as an accountable mental health nurse.
2. Understand the principles and importance of maintaining the physical and mental wellbeing of themselves and others.
3. Recognise the impact of their own values and beliefs on the people in their care.
4. Reflect on and discuss their learning needs to facilitate their transition to academic life
Suggested guide:
Introduction:
Brief introduction to the assignment and the benefits and purpose of self-development <pIafmTng---r
Main body:
Using your existing self-assessmerrt and SNOB analysis (formative element) explore your learning needs in relation to each of the following module themes:
Self as a professional Self as a learner Self as an educator
• Self as a team member
The above section should be an informed account using relevant policy, guidelines, theory and literature to support your discussion.
Summary & plan:
Formulate a self-development action plan addressing one of the needs discussed in the main body of your essay
Identities of individuals and organisations should be anonymised and confidon«,* respected. Consent should be obtained from individual service users for ull rf .L™ of their personal health information. У
Assessment Weightings
2000-word self-development plan 1 qo%
Tutor reassessment will be applied to this module
Anonymous marking does not apply to this module
23. My Reading
Bach, S., & Grant, A. (2015). Communication & interpersonal skills in nursing (Third edition.). London: Learning Matters, an imprint of SAGE Publications.
Baillie, L., & Black, S. (2015). Professional values in nursing. Boca Raton: CRC Press
Bastable, S.B. (2019). Nurse As Educator: Principles of Teaching and Learning for Nursing Practice, Jones & Bartlett Learning, Burlington, Massachusetts.
Beauchamp, T. L„ & Childress, J. F. (2013). Principles of biomedical ethics. Oxford:
Oxford University Press.
Benner, P. E. (1984). From novice to expert: excellence and power in clinical nursing practice. London: Addison-Wesley
Bryner, J., & Davis, C. (Eds.). (2018). Learning to heal: Reflections on nursing school in poetry and prose. Retrieved from https://ebookcentral.proquest.com
Clifton, A., Hemingway, S., Felton, A., & Stacey, G. (2018). Fundamentals of mental health nursing. Wiley Blackwell.
Darvill, A., Stephens, M., & Leigh, J. (2018). Transition to nursing practice: from student to registered nurse London: Learning Matters.
Dimond, B. (2015). Legal aspects of nursing. Retrieved from
https://ebookcentral-Droauest.com
Dimond, B. (2016). Legal aspects of mental capacity: a practical guide for health and social care professionals (2nd ed.). Chichester, West Sussex: Wiley Blackwell.
Egan, G. (2010). The skilled helper: a problem-management and opportunity-development approach to helping (9th ed.). Belmont, Calif: Brooks/Cole Cengage Learning
Ellis, P. (2017). Understanding ethics for nursing students (2nd edition.). London: SAGE
Griffith, R., & Tengnah, C. (2017). Law and professional issues in nursing (Fourth edition), London: Learning Matters