Programme Aims:

• Develop an academic and professional knowledge base pertinent to the model of psychodynamic psychosocial nursing, based on relevant psychodynamic, psychological and social theoretical frameworks and empirical research.
• Broaden and deepen professional and academic understanding of therapeutic nursing relationships, with people with mental health problems (particularly those with personality disorders) and family disturbances, and how they operate at intra-psychic, interpersonal, group and organisational levels.
• Develop and enhance professional competencies and capabilities, essential to the practice of psychodynamic psychosocial nursing, in a range of mental health assessment and treatment settings.
• Develop an in-depth understanding of different models of family work and group work relevant to psychodynamic psychosocial nursing practice with families and groups.
• Develop and enhance understanding of management within the mental health system, and how to manage the role as a nurse, in relation to the service user, their families and carers, and in different organisational contexts.
• Develop the knowledge and skills to be able to critically evaluate and undertake research into the model of psychodynamic psychosocial nursing and other relevant mental health issues.
• Develop and enhance academic and professional knowledge and skills, so that they may go on to become senior nurses, clinical supervisors and managers and apply and develop this practice model in a range of mental health and social care settings.

Knowledge

• Psychoanalytic theory and social and developmental psychology relevant to child and adolescent development and family group processes.
• Psychoanalytic and systemic theory applied to work with people with personality disorder/family disturbance.
• History and development of psychodynamic psychosocial model of nursing and therapeutic community/environment principles.
• Psychodynamics of organisations and management/leadership in mental health services.
• Quantitative and qualitative research methodology.
• Issues of difference and diversity in mental health work.

Thinking skills

• Critical analysis and evaluation in relation to theory and evidence based nursing practice.
• Reflective skills in relation to nursing work with service users, staff teams, and experiential learning in students groups.
• Problem solving in relation to work with service users, external agencies, and organisational dilemmas and difficulties.
• Integration and application of psychodynamic, systemic and social analyses at an individual, group and organisational level.

Subject-Based Practical skills

• Evidence based practice skills, e.g. Research and Audit.
• Managing self and others; team work and organisational skills, e.g. chairing meetings, time management.
• Psychodynamic psychosocial practice skills with service users with personality disorders, e.g. self harm, eating disorders, depression.
• Family and group work skills, e.g. Family and carer meetings, setting up a group.
• Clinical and line management supervision skills, as supervisor and supervisee.

Skills for life and work (general skills)

• Establish and sustain effective working relationships with service users, their families and carers, colleagues and external agencies/professionals.
• Communication and presentation skills, e.g. in CPA meetings, court, child protection meetings.
• Work independently and be part of a team, e.g. as member of a duty team, multi-disciplinary team, key worker or primary nurse.
• Observation, recording and assessment skills, e.g. risk assessment, child and parent interactions.
• Management of change, e.g. new work role, personal relationships.

The duration of this programme is 2 years (Postgraduate Diploma). 3 years (MA). Students can register for either the MA or the Postgraduate Diploma.

The teaching year is divided into two semesters of roughly equal length. The teaching year begins in September and ends in July. A typical part-time student will study for one day a week and will complete 60 credits in each year.

This programme comprises four taught modules, each carrying 30 credits at M Level, and a 60credit Dissertation module at M Level. This structure is outlined diagrammatically, below. Although each of the four taught modules is free standing, in terms of its structure, curriculum or practice content, overall coherence and assessment, links will be made between these modules and knowledge and skills can be transferred and enhanced.

Requirements for gaining an award

• In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
• In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M
• In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core module of advanced independent research.

Knowledge is developed through

• Lectures
• Seminars
• Guided Reading
• Self Directed Study
• Personal Tutorials

Thinking skills are developed through

• Clinical Supervision
• Seminars
• Personal Tutorials
• Self Directed Study
• Case Material

Practical skills are developed through

• Clinical Work
• Clinical Supervision
• Work-based Mentor
• Skills Workshops

Skills for life and work (general skills) are developed through

• Presentations to Student Group
• Self Directed Study
• Experiential Group Work

A wide range of assessment methods are used:

• Essays
• Case Studies
• Practice Study
• Presentation on Reflective Practice
• Critical Reflective Analysis of a Family
• MA Dissertation

Each one of these methods assesses knowledge, thinking and practice skills, although some of them place more emphasis on subject based practical skills (e.g. Presentation on Reflective Practice), and others knowledge and thinking skills (e.g. Essays and MA Dissertation). This range of assessment methods underpins one of the overarching assumptions of the programme that: Learning is best achieved by the integration of clinical nursing experience and practice, and a relevant theoretical and conceptual knowledge base. Additionally, informal peer and self assessment supports the above formal assessment methods, and ordinary life/work skills.