Module title: Implementing Recovery in Mental Health Practice

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NMS09130
Module leader: DR SUSAN POLLOCK
School School of Health & Social Care
Subject area group: Mental Health and Learning Disability
Prerequisites

There are no pre-requisites for this module to be added

2018/9, Trimester 1, Blended,
Occurrence: 002
Primary mode of delivery: Blended
Location of delivery: SIGHTHILL
Partner:
Member of staff responsible for delivering module: DR SUSAN POLLOCK
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The following learning and teaching approaches have been designed to ensure that every learner is as active as possible.
Teaching and learning methods
Teaching and learning methods that emphasise collaborative learning are in evidence throughout the module and include paired discussions on practice/personal experience (LO1, LO2, LO3), whole group discussion, debate on research (LO1, LO3, LO6), small group work on critical analysis (LO1, LO3, LO4), problem solving through case studies (LO2, LO4), experiential exercises including role play, collaborative presentations (LO1, LO2, LO3, LO4, LO5, LO6).
Tasks are personalised through individual presentations and writing, use of personal narrative to draw out recovery elements (LO1, LO3), personal reflection time for the reflective diary and PDP as well as the expectation of use of self within recovery practice (LO5, LO6).
Appropriate use of technology is expected through use of the internet for research and communication, as well as audio-visual technology for presentations (LO1, LO4, LO5).

Assessment (formative and summative)
Learning outcomes 1 and 6 are embedded throughout the module content and the assessment.. All parts of the module require the student to complete a reflective diary, some of which can be used for summative assessment, and which will encourage PDP, reflective practice and scholarship skills

These methods will allow formative assessment through discussion and observation during each part of the module. Each learning oucome will be demonstrated explicitly by summative assessment through a combination of presentation and writing which will take the form of a reflective account of recovery in mental health based on experience or practice (this choice reflects the different backgrounds and learning needs of students).
Frequent formative assessment will take place through feedback from tutors and peers within individual and group discussion.
A draft plan of the written assessment will be

Formative Assessment:
Assessment (formative and summative)
Learning outcomes 1 and 6 are embedded throughout the module content and the assessment.. All parts of the module require the student to complete a reflective diary, some of which can be used for summative assessment, and which will encourage PDP, reflective practice and scholarship skills

These methods will allow formative assessment through discussion and observation during each part of the module. Each learning oucome will be demonstrated explicitly by summative assessment through a combination of presentation and writing which will take the form of a reflective account of recovery in mental health based on experience or practice (this choice reflects the different backgrounds and learning needs of students).
Frequent formative assessment will take place through feedback from tutors and peers within individual and group discussion.
A draft plan of the written assessment will be expected on week 6 (formative). A draft outline of the collaborative presentation will be expected on week 4 (formative).
Collaborative learning will be encouraged through an assessed small group presentation, entailing team skills and negotiation (summative). Students will choose their topic of group assessment to encourage increased autonomy. Group assessment will take place during week 4, within teaching time. The assessment will last half an hour including time for questions.


Summative Assessment:
Assessment (formative and summative)
Learning outcomes 1 and 6 are embedded throughout the module content and the assessment.. All parts of the module require the student to complete a reflective diary, some of which can be used for summative assessment, and which will encourage PDP, reflective practice and scholarship skills

These methods will allow formative assessment through discussion and observation during each part of the module. Each learning oucome will be demonstrated explicitly by summative assessment through a combination of presentation and writing which will take the form of a reflective account of recovery in mental health based on experience or practice (this choice reflects the different backgrounds and learning needs of students).
Frequent formative assessment will take place through feedback from tutors and peers within individual and group discussion.
A draft plan of the written assessment will be expected on week 6 (formative). A draft outline of the collaborative presentation will be expected on week 4 (formative).
Collaborative learning will be encouraged through an assessed small group presentation, entailing team skills and negotiation (summative). Students will choose their topic of group assessment to encourage increased autonomy. Group assessment will take place during week 4, within teaching time. The assessment will last half an hour including time for questions.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Groupwork (Scheduled) 60
Independent Learning Guided independent study 140
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Oral Presentation 40 2-5 4 HOURS= 0.3, WORDS= 0
Essay 60 1-6 15 HOURS= 0, WORDS= 3000
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100
2018/9, Trimester 2, FACE-TO-FACE, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: DR SUSAN POLLOCK
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The following learning and teaching approaches have been designed to ensure that every learner is as active as possible.
Teaching and learning methods
Teaching and learning methods that emphasise collaborative learning are in evidence throughout the module and include paired discussions on practice/personal experience (LO1, LO2, LO3), whole group discussion, debate on research (LO1, LO3, LO6), small group work on critical analysis (LO1, LO3, LO4), problem solving through case studies (LO2, LO4), experiential exercises including role play, collaborative presentations (LO1, LO2, LO3, LO4, LO5, LO6).
Tasks are personalised through individual presentations and writing, use of personal narrative to draw out recovery elements (LO1, LO3), personal reflection time for the reflective diary and PDP as well as the expectation of use of self within recovery practice (LO5, LO6).
Appropriate use of technology is expected through use of the internet for research and communication, as well as audio-visual technology for presentations (LO1, LO4, LO5).

Assessment (formative and summative)
Learning outcomes 1 and 6 are embedded throughout the module content and the assessment.. All parts of the module require the student to complete a reflective diary, some of which can be used for summative assessment, and which will encourage PDP, reflective practice and scholarship skills

These methods will allow formative assessment through discussion and observation during each part of the module. Each learning oucome will be demonstrated explicitly by summative assessment through a combination of presentation and writing which will take the form of a reflective account of recovery in mental health based on experience or practice (this choice reflects the different backgrounds and learning needs of students).
Frequent formative assessment will take place through feedback from tutors and peers within individual and group discussion.
A draft plan of the written assessment will be

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Groupwork (Scheduled) 60
Independent Learning Guided independent study 140
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Oral Presentation 40 2-5 4 HOURS= 0.3, WORDS= 0
Essay 60 1-6 15 HOURS= 0, WORDS= 3000
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100

Description of module content:

Understanding recovery introduces the background to the development of recovery in mental health practice and allows participants to evaluate factors that might help or hinder recovery. Key themes in relation to recovery focused work are introduced in the form of the 10 Essential Shared Capabilities for Mental Health Practice, these being built on throughout the module. Students are encouraged to understand the importance of understanding identity and the use of self in recovery focused relationships and in supporting culture change. This leads to learning about the impact of power imbalances between those who provide and those who use mental health services. To address this, students are introduced to a range self management tools that can be used to enable self direction, ownership and a person-centred approach to recovery. Recognising the need for risk-taking in recovery, students are made aware of differing perceptions of risk and how to involve people in decision-making so that success is maximised. The module ends with a focus on community and the importance of social inclusion and anti-discriminatory practice in enabling people to access resources beyond mental health services.

Learning Outcomes for module:

LO1: Demonstrate an understanding of key themes in relation to recovery focused practice
LO2: Change culture by supporting and building positive, hope-promoting relationships within the field of mental health recovery through use of self.
LO3: Apply knowledge of person-centred and recovery-focused approaches to enable people who use services to take a lead in planning support.
LO4: Utilise a problem-solving approach to involving people who use services in decision-making about risks they identify, in the context of perceived organisational risks
LO5: Critically reflect on the opportunities and barriers communities present for people in recovery.
LO6: Relate the knowledge, skills and values of recovery to mental health practice.

Indicative References and Reading List - URL:

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