NMHS32560 Co-produced learning in recovery-oriented practice

Academic Year 2023/2024

In this module students will be exposed to the concept and principles of mental health recovery with a nursing focus through Problem Based Learning (PBL). PBL can be defined as “the learning that results from the process of working toward the understanding or resolution of a problem” (Barrows & Tamblyn 1980, p. 18). Recovery orientated care is person centred like PBL is learner centred, just as recovery orientated care is collaborative likewise in PBL students learn collaboratively and work together to solve problems and then reflect on their experiences. Trigger scenarios will be used to stimulate learning for students around the ‘why’ and ‘how’ of a recovery orientated approach. The goal of recovery-oriented care is seeing the person and not just the diagnosis or symptoms. Following the completion of the module students will have the knowledge, attitude, and skill to be able to support service users in clinical practice to recover in a meaningful way.




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Curricular information is subject to change

Learning Outcomes:

• Debate ‘recovery’ as a nursing model within mental health practice.
• Explore your values/self-awareness with moving from a traditional medical perspective to person-centred care.
• Demonstrate how to apply a recovery orientated approach in clinical practice both in your therapeutic communication and recovery intervention i.e strength-based approach.
• Demonstrate co-production, self-direction and teamwork within the PBL process.
• Critique the implementation of the recovery model within mental health services and consider solutions to further support recovery-oriented practice.



Indicative Module Content:

The notion of recovery
Nursing and Recovery
Self-awareness - values and the therapeutic relationship in recovery
Strength-based approach
Recovery orientated practice and approaches
Family/carer, parenting, children and recovery
Service user and family narratives
Health management and recovery
Critically examine race, ethnicity and gender diversity in relation to recovery
Equity issues related to recovery principles
Promoting positive relationships - social inclusion and creating partnerships with communities
Peer support role

The content is indicative and allows for the continuing development of subject matter and for the extension of new knowledge to accommodate emerging trends.

Student Effort Hours: 
Student Effort Type Hours
Lectures

5
Conversation Class

35
Practical

5
Studio

30
Specified Learning Activities

25
Autonomous Student Learning

25
Total

125
Approaches to Teaching and Learning:
This module will be delivered through problem-based learning (PBL) where the module coordinator acts as a facilitator to the PBL approach and joins the students as a co-learner. The class is divided into collaborative groups, roles such as chairperson, recorder, reader timekeeper and observer are assigned. By critical analysis of a real clinical trigger each group will define the problem and build hypotheses that direct their investigation and learning. Students will put forward their views both individually and collectively while aiming to solve real clinical problems that stimulate learning around the 'why' and 'how' of recovery orientated approach. Debriefing sessions will support the groups to start building key messages they wish to use for their assignments by collating all their information and feeding back to the group. Fixed resource sessions will cover specific material linked to the triggers. There is a reflection period at the end of every day to accumulate learning and identify gaps. Assessments are aligned with learning outcomes, the real clinical trigger and problem-based learning process. PBL supports a community of peer learning, and the module will be delivered collaboratively with support from service users, family members, recovery champions and peer support workers. The PBL approach is largely group work however there is opportunity for individual work. The approach to learning is from the service users lived experience, student presentations, reflective learning and permission to be creative.


 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Group Project: Group project 1 (30%): is due on day 3 of the module and is anonymously group assessed (20%) by your fellow small PBL groups and tutor assessed (10%). This grade is a group grade.
 Varies over the Trimester n/a Graded No

30
Group Project: Group project 2 (70%): is due on the last day of the module (day 5) and is anonymously peer assessed (35%) within your small PBL groups, tutor assessed and external assessor (35%). This grade is an in Varies over the Trimester n/a Graded Yes

70

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Small group feedback will be provided in class throughout the PBL process. Individual video feedback on contribution to small group work and large group discussion i.e. knowledge, skills and attitude will be provided mid-way through the module. Written or video feedback will be provided to each small group after the final summative assessment is presented.

Books
Davidson L. (2013). Cure and recovery. In Fulford KWM, Davies M, Gipps R, Graham G, Sadler J, Stanghellini G, & Thornton T. (Eds.), Oxford handbook of philosophy and psychiatry. London: Oxford University Press, pp. 197-213.

Trenoweth, S (2016). Promoting recovery in mental health nursing, SAGE, London.

“Advanced Practice in Mental Health Nursing. A European Perspective” is now available. Agnes Higgins (Editor), Nina Kilkku (Editor), Gisli Kort Kristofersson (Editor) Springer

Morrow, M., Jamer, B. and Weisser, J., 2011. The recovery dialogues: A critical exploration of social inequities in mental health recovery. Centre for the Study of Gender, Social Inequalities and Mental Health, Simon Fraser University.

Articles
Chester et al. (2016). "What is the work of Recovery oriented Practice?" A systematic literature review. International Journal of Mental Health Nursing, 25, 270-285. doi: 10.1111/inm.12241

Evans-Lacko, S. et al. (2014). The state of the art in European research on reducing social exclusion and stigma related to mental health: A systematic mapping of the literature. European Psychiatry, 29, pp. 381-389.

Gaffey, K., Evans, D. (2016) Knowledge and attitudes of Irish Mental Health Professionals to the concept of recovery from mental illness – five years later. Journal of Psychiatric and Mental Health Nursing, 23, pp. 387–398.

Leamy, M., Bird, V., Le Boutillier, C., Williams, J. and Slade, M. (2011). Conceptual framework for personal recovery in mental health: systematic review and narrative synthesis. The British Journal of Psychiatry, 199, pp. 445-452.

Otte et al. (2020) Challenges faced by peer support workers during the integration into hospital-based mental health-care teams: Results from a qualitative interview study. International Journal of Social Psychiatry, 66(3), pp. 263–269.

Rashid, T. (2015) Positive psychotherapy: A strength-based approach, The Journal of Positive Psychology, (10),1, pp. 25-40.

Sams, DP., Garrison, D. and Bartlett, J. (2016) Innovative Strength-Based Care in Child and Adolescent Inpatient Psychiatry. Journal of Child and Adolescent Psychiatric Nursing, (29), pp. 110-117.

Slade et al. (2014). Uses and abuses of recovery: implementing recovery-oriented practices in mental health systems. World Psychiatry, 13, pp. 12–20.

Waller, S., Reupert, A., Ward, B., McCormick, F. And Kidd, S. (2019) Family-focused recovery: Perspectives from individuals with a mental illness. International Journal of Mental Health Nursing ,28, pp. 247–255.

Younas A., Rasheed SP., Sundus A. and Inayat S (2019) Nurses’ perspectives of self-awareness in nursing practice: A descriptive qualitative study. Nursing Health Science. 22, 398-405

Policies and documents
HSE (2018), National Framework for Recovery in Mental Health (2018-2020). A national framework for mental health service providers to support the delivery of quality, person-centered service. Health Service Executive, Dublin. https://www.hse.ie/eng/services/list/4/mental-health-services/advancingrecoveryireland/national-framework-for-recovery-in-mental-health/

Higgins, A. et al (2015) Exploring practices, policies and processes around risk and safety management within mental health nursing services. Dublin, HSE

McDaid, S. (2013). Recovery: What you should expect from a good quality mental health service, Dublin, Mental Health Reform

Bird, V (2015). Recovery for real: A summary of findings from the REFOCUS programme. Institute of Psychiatry, Psychology and Neuroscience.

Co-production in practice guidance document 2018 – 2020, Supporting the Implementation of ‘A National Framework for Recovery in Mental Health 2018-2020’

ImROC – Implementing Recovery through Organisational Change https://imroc.org, assessed April 2021
Rehabilitation and Recovery Mental Health Services in Ireland, 2019/2018. Mental Health Commission.

Sharing the vision a Mental Health Policy for everyone : https://assets.gov.ie/76770/b142b216-f2ca-48e6-a551-79c208f1a247.pdf

Peer Support Workers in Mental Health Services: https://www.hse.ie/eng/services/list/4/mental-health-services/mental-health-engagement-and-recovery/peer-support-workers-in-mental-health-services.pdf

Name Role
Sandra Connell Lecturer / Co-Lecturer
Dr Timothy Frawley Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Summer
      
Small Group Offering 51 Week(s) - 33 Mon 09:00 - 16:50
Lecture Offering 51 Week(s) - 35 Thurs 09:00 - 12:50
Small Group Offering 51 Week(s) - 33 Thurs 09:00 - 16:50
Small Group Offering 51 Week(s) - 35 Thurs 14:00 - 16:50
Small Group Offering 51 Week(s) - 34 Tues 09:00 - 16:50
Small Group Offering 51 Week(s) - 32 Wed 09:00 - 16:50
Summer