The course aims at enabling students to understand the various theoretical perspectives that underpin the work of the community mental health nurse. The content will include the ecological systems, interpersonal models and their application to community mental health nursing. The content will also include the role of the community mental health nurse and the principles of community care.

This course is designed to further develop students’ advanced knowledge and skills for obtaining and recording a systematic health history and advanced physical and mental state examination of individuals and families across the lifespan. The course involves the synthesis of nursing, biological, psychological, and socio-cultural knowledge and theories as applied to mental health nursing. The central objective is the development of cognitive and clinical skills necessary for obtaining a comprehensive health history of individuals on admission. The course will emphasise the use of nursing process to assess the complex factors that affect the health of the individual requiring admission to hospital. Students will also be trained in the use of various valid and reliable measures (e.g. the Kavannagh–Goldberg–Vaughan (KGV) scale; Krawiecka et al, 1977) and need (e.g. the Camberwell Assessment of Need; Phelan et al, 1995).

This course is designed to introduce students to the pharmacological agents used to promote, maintain and restore mental health. Emphasis is on therapeutic and adverse effects of the psychotropic medication. The role and function of the professional nurse as related to the pharmacological agents will be reviewed. Treatment protocols will be discussed indicating the relevant medications to be prescribed and dispensed by the practitioner under the given circumstances

This course will enable students to analyse theories, concepts, issues and trends from contemporary nursing science. The emphasis is on teaching and capacity building skills that the individual and community groups may use to maintain their health. Content of the course will include models of health promotion and education. Concepts such as stigma, discrimination, advocacy, empowerment, social capital and social inclusion will be explored. Using an evidence-based approach, students will develop strategies to effectively communicate health information to the public. Ethical issues related to the distribution of resources and health disparities together with appropriate health education strategies and access to care will be explored.

The aim of this course is to review in-depth knowledge of mental health disorders and their psychopathologies. The students will also be introduced to some rare mental conditions such as Capgras, Othello, Munchausen and other syndromes that have cultural colouration e.g. multiple personality. The medico-social implications of the conditions on the sufferer, his/her family and the community will be explored, focusing on the causes, diagnosis, nursing care and management and prevention

This course is to help students to develop skills with a range of procedures in analysing and interpreting research data in descriptive and inferential statistics. The focus is on selection of appropriate statistical test, understanding hypothesis testing, and computing statistics, interpreting output and presenting results of analysis. The primary goal of the course is to develop an understanding and appreciation for the concepts and methods of modern statistics in students in the health sciences.

This course is aimed at enabling students acquire the skills of counselling in order that they can provide support and guidance to patients, individuals and families in relation to mental health. Content will include definitions of counselling, counselling processes, types of counselling, skills of a counsellor, theoretical orientation, qualities of a counsellor and ethical considerations for practice. The role of the nurse in counselling will also be explored.

This course will provide students with the knowledge of interventions needed to care for populations who have comorbid substance misuse with mental illness (dual diagnosis). Given that this condition is very prevalent in mental health institutions and community services, it is important to offer mental health nurses training in this area. Content will include definition of dual diagnosis, common forms of dual diagnosis, assessment, treatment models and application of the nursing process.

This course is designed to introduce students to the management principles, strategies and theories used in professional nursing practice. The focus is on understanding health care delivery systems at the local and national levels and the development of the skills needed within the context of health services delivery in institutional or community settings.

The aim of this course is to prepare students for their future role as practice mentors for junior students. As registered practitioners, they will have a responsibility for monitoring and assessing students’ progress within the practice area. Content of this course will include; role of mentor in student learning and support, process of continuous assessment of practice, range and level of competence expected at each stage of learning, identification of learning needs for students and resources, staff support, skills of formative and summative assessments.

This course will equip students with the knowledge and skills on the nature of crisis and the various methods of intervention. Students will learn to recognize and deal with the psychological and emotional stresses encountered by people in crisis. Course content will include definition of crisis and crisis intervention, description of selected theoretical models of crisis intervention, types of crisis, characteristics of crisis state, phases of crisis state, techniques of crisis intervention and the application of the nursing process in crisis situations. The management of mental health emergencies and the legal implications and immunity for the crisis worker will also be examined.

This course provides students with a working knowledge of family interventions. Students will acquire core skills in family interventions which will provide them with the required competencies. Students will be trained to engage with families within the context of a collaborative relationship and integrate educative methods with appropriate listening and interviewing skills. Core skills in family intervention course include family assessment methods, providing education to the family, working collaboratively with families and patients, identifying strengths and deficits of families, providing interventions to reduce family stress.