Under the guidance of an appointed supervisor, the approved research project will be completed providing the opportunity for the student to demonstrate application of critical thinking and problem-solving skills in a real-world situation.
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.
The course is in two parts. The first part deals with the social functions of education while the second part deals with Western and African philosophical ideals that underpin the aims, content, method and organisation of education in Ghana.
The course seeks to introduce students to the history of Science from the ancient to the modern era. It will also enable students to appreciate the development of Science Education in Ghana from the pre-colonial era to the present dispensation.
The course covers science from the Greek period up to the present: Origin and Development of Science, Transition from mythical to rational thought; The shaping of Platonic and Aristotelian approaches to the study of nature; Roman practicality and indifference to science, resurgence of magic and alchemy in the renaissance; Hippocratic doctors and itinerant teachers era; Indigenous science in pre-colonial Ghana; Science Education in Ghana in colonial era; and Science Education reforms in Gold Coast and Ghana.
This course will equip the students to gain practical experience in a variety of mental health settings. These will include acute and chronic wards, rehabilitation centres, occupational therapy, clinical psychology department, social work department, community care and other resource centres. Most of the skills training will involve the use of role-play exercises, using videotapes of simulated patient interviews to acquire skills in identification of symptoms and signs, and practising the use of valid and reliable assessment methods.
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.
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 is designed to enable students to use reflection as a tool to identify and facilitate their learning needs, recognise reflective practice as a key component of continuing professional development. It provides students with the opportunity to demonstrate how they have changed and grown personally and professionally as a result of their learning during the degree programme. The course is practice-based and competency focused. It is premised on the assumption that students have the ability to study independently and to use a range of resources, including academic and practice placement staff, to meet their specified objectives. The content will include; critical incident analysis to inform professional development
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.
The purpose of this course will enable students develop skills in assessing and managing the risk of harm to self and others from people with Mental Health problems and vice versa. Content will include the definitions of risk and risk assessment, identification of potential for harm, methods of risk assessment, the risk management cycle, implementation of management measures, monitoring measures, risk factors, use of rating scales and psychometric tests, observation, history of violence, recording reviews, recording assessment and decision-making process.
